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Florida Regional Community Policing Institute at St' Petersburg College With funding from: Dept' of

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Title: Florida Regional Community Policing Institute at St' Petersburg College With funding from: Dept' of


1
Florida Regional Community Policing Institute
at St. Petersburg CollegeWith funding from
Dept. of Justice, COPS Office
Professionalism Leadership in Law Enforcement
2
Overview of the Course
  • Character, Professionalism, Leadership
  • Foundations of Ethics
  • Ethical Decision-Making
  • Ethical Issues in Law Enforcement
  • Conflict of Interest, Power, Autonomy, Discretion
  • Ethical Leadership

3
Class Introductions
  • Choose partner for quick interviews, then
    introduce your partner to the class.
  • Name
  • Agency rank
  • Years in law enforcement profession
  • Hobbies or off-the-job interests

4
Course Ground Rules (p. 1)
  • Participate fully
  • Ask questions
  • Apply new knowledge
  • Respect others opinions
  • Keep an open mind
  • Help lead the discussion

5
Themes of the Day
  • Unit 1

6
Themes of the Day
  • Roles of Law Enforcement Officers
  • Character in Law Enforcement
  • Professionalism in Law Enforcement
  • Leaders Leadership

7
Group 1Roles of LEOs
  • Role/ Function
  • Protector
  • Negotiator
  • Mediator
  • Social Worker
  • Investigator
  • Others?
  • Qualities Needed
  • Clint Eastwood
  • Salesperson
  • Diplomat
  • Caring/Compassionate
  • Sherlock Holmes
  • ??

8
Group 210 Character Traits of Good Officers
  • Honest
  • Courageous
  • Wise
  • Caring
  • Team-player
  • Self-disciplined
  • Law-Abiding
  • Patient
  • Dependable
  • Fair / Impartial

9
Group 3Professionalism
  • Professionalism
  • Goes beyond requirements
  • Seeks excellence
  • Knows job well
  • Trusted
  • Duties before self-interest
  • Unprofessionalism
  • Does only minimum enough to get by
  • Settles for mediocrity
  • Knowledge limited
  • Cant be fully trusted
  • Self-interest before duties

10
Group 4AEffective Leadership
  • Effective
  • Delegates
  • Above pettiness
  • Visionary
  • Organized
  • Prioritizes well
  • Mentors others
  • Strong communication skills
  • Ineffective
  • Does not delegate well
  • Petty/Holds grudges
  • No vision
  • Scattered/Chaotic
  • Priorities poorly
  • Exploits others
  • Frustrating Communicator

11
Group 4BEthical Leadership
  • Ethical Leaders
  • Integrity Good Person
  • Always truthful
  • Treats all fairly
  • Positive role model
  • Unethical Leaders
  • Many faces no character
  • Dont assume truthfulness
  • Plays favorites or discriminates
  • Negative role model

12
Foundations of Ethics
  • Unit 2

13
Foundations of Ethics
  • Explore challenges to ethical reasoning
  • Evaluate Origins of Ethical Beliefs
  • Aristotle, Aquinas, Locke, Kant, Rawls
  • Apply principles to ethics scenarios

14
Challenges to EthicsRelativism
  • What is morally right/wrong varies from one
    person to another or from one society to another.
  • Ethical discussions are pointless because there
    are no universal ethical principles that apply to
    everyone.

15
Challenges to EthicsAbsolutism
  • All moral/ethical judgments are the same for
    everyone.
  • There is one and only one correct answer to every
    ethical question, no matter how personal or
    trivial.

16
Challenges to EthicsLegalism
  • Ethical discussions are unnecessary because we
    have laws to tell us what is right and wrong.
  • Why argue about ethics when we can just look it
    up in a law book?

17
Origins of Ethics Beliefs(Richard Doss)
  • On what do we base our ethical beliefs?

18
Origins of Ethical Beliefs(Richard Doss)
  • Authority
  • What makes an action right or wrong is that
    someone in a position of authority said it was.
    These authorities can be governmental, religious,
    parental, departmental, etc.

19
Origins of Ethics - Authority
  • Pro Obedience to authority is essential to
    maintaining an orderly society.
  • Con Authorities arent always right. Blind
    obedience to authority can lead people to do some
    terrible things.

20
Origins of Ethical Beliefs
  • Culture
  • What makes an action right or wrong is that my
    culture believes it to be that way.
  • Morality is based on the deepest values and
    principles of ones society.

21
Origins of Ethics - Culture
  • Pro Helps to create social unity and cohesion
    through a shared value system.
  • Con What if you live in a society with a lousy
    value system? Dont social value systems have to
    be measured against some kind of universal
    ethical principles?

22
Origins of Ethical Beliefs
  • Emotion
  • What makes an action right is that it makes me
    feel good or happy.
  • What makes an action wrong is that it makes me
    feel bad or unhappy.

23
Origins of Ethics - Emotion
  • Pro Emotions are great motivators and
    persuaders. (Coaches, politicians)
  • Con Emotions are present tense. Things that make
    us happy now can lead to painful consequences.
    Some people get happiness from doing terrible
    things to others.

24
Origins of Ethical Beliefs
  • Intuition
  • This person thinks that actions are right or
    wrong because they just seem that way to him.
  • He has some kind of gut instinct, hunch, first
    impression, an inner voice.

25
Origins of Ethics - Intuition
  • Pro Not bad idea to listen to that inner voice
    those warning bells.
  • Con Sometimes we jump to wrong conclusions. With
    intuition alone, you never know why anything is
    right or wrong. Just seems that way.

26
Origins of Ethical Beliefs
  • Reason
  • Ethical right and wrong are based on consistent,
    logical thinking.
  • An action is right or wrong because it makes
    logical sense to think so.

27
Origins of Ethics - Reason
  • Pro Tool that lets us question and challenge the
    other origins.
  • Con It doesnt always seem to tell us all the
    same thing to lead to the same answers.

28
Introduction to Ethical Theories
  • Is there a right or best way to think about
    right/wrong that will lead us to truth?
  • Think of looking in windows at a crime scene.

29
Ethical Theories
  • The arguments of some of historys greatest
    thinkers for the most logical way to think about
    ethics.
  • The sources of most of the ethical principles we
    believe in and follow.
  • Why learn about them here?

30
Natural Rights (John Locke)
  • British philosopher and medical doctor,
    1632-1704.
  • Locke believed that ethics should be based on
    individual human rights.

31
Natural Rights
  • Central Ethical Principle
  • Everyone is entitled to as many rights and
    freedoms as possible, as long as rights and
    freedoms of others are not violated.

32
Natural Rights
  • The only possible moral wrong is to violate
    another persons rights.
  • This theory was hugely influential on U.S.
    founders.

33
6 Kinds of Rights
  • Security Rights
  • Protect people from murder, injury, and torture.

34
6 Kinds of Rights
  • Due Process Rights
  • Protect people from arbitrary and excessively
    harsh punishments require fair and public trials
    for those accused of crimes.

35
6 Kinds of Rights
  • Liberty Rights
  • Protect peoples freedoms in areas such as
    belief, expression, association, and movement.

36
6 Kinds of Rights
  • Political Rights
  • Protects peoples freedom to participate in
    politics by assembling, protesting, voting, and
    serving in public office.

37
6 Kinds of Rights
  • Equality Rights
  • Guarantee equal citizenship equality before the
    law freedom from discrimination.

38
6 Kinds of Rights
  • Welfare Rights
  • Require that people be provided with education
    and protected from starvation and severe poverty.

39
How to Use Natural Rights
  • Consider the optional actions that could be
    taken.
  • Eliminate any options that violate anyones
    rights.
  • All remaining options are ethically permissible.

40
Application
  • Scenario

41
Kantianism - Immanuel Kant
  • German philosopher, 1724-1804
  • Goal To show that individuals can determine
    moral right/wrong for themselves, and not be
    dependent on authorities to tell them what is
    right.

42
Kant
  • Key Showing people how to use logic and moral
    reasoning to determine ethical right and wrong.

43
Kants Two Key Principles
  • Universality You should always act
    consistently with the moral standard that you
    would want everyone else to follow.
  • Respect for Persons Its always wrong to
    exploit people to use them in a way that harms
    them for the benefit of someone else.

44
How to Use Kant
  • Consider your options.
  • Eliminate any that violate universality or
    respect for persons.
  • All remaining options are morally permissible.

45
Application
  • Scenario

46
Utilitarianism
  • Jeremy Bentham, British, 1748-1832
  • Ethics based on producing the greatest possible
    good for the greatest possible number. (good
    happiness)

47
Utilitarianism
  • The individual isnt very important.
  • Individual rights are irrelevant.
  • Only thing that matters is overall good of the
    group.

48
How to Use Utilitarianism
  • Consider your options.
  • Consider everyone who could be affected by these
    options and how much happiness or unhappiness
    would result to each person with each option.
  • Option with highest net utility is the most
    ethical option.

49
Application
  • Scenario

50
Contractarianism
  • John Rawls, American, 1921-2002.
  • Foundation of ethics is fairness.
  • Problem Human nature is to act from
    self-interest, making it hard to recognize real
    fairness when we see it.

51
Contractarianism
  • Solution Veil of ignorance
  • Imaginary blindfold preventing you from knowing
    exactly who you are in a situation.

52
Contractarianism
  • Which action would seem most fair to you, no
    matter whom you turned out to be in the situation?

53
How to Use Contractarianism
  • Consider your options.
  • Using the veil of ignorance, choose the option
    that would seem most fair to you no matter whom
    you were in the situation.

54
Application
  • Scenario

55
Virtue Ethics
  • Ancient Athens, 450-350 B.C.
  • 3 Great Lights Socrates, Plato, Aristotle
  • First to base ethical decisions on reason and
    logical thinking.

56
Virtue Ethics
  • Assumption Purpose of life is to find happiness
    and fulfillment.
  • Greeks searching for the good life, pattern of
    living that would lead to happiness and
    fulfillment.
  • How do we find it?

57
Platos Strategies
  • (Assumption) Happy, fulfilled people are
    generally morally mature people.
  • What are they doing right?
  • Which character traits do morally mature people
    generally share?

58
Virtues
  • These character traits of a good life are called
    virtues
  • Self-control, justice, wisdom, courage
  • Happiness/fulfillment comes from incorporating
    these into our lives.

59
Defining Virtues
  • How can we know precisely what a virtue means?
    (courage, generosity, etc.)
  • Aristotles test is called the golden mean.
    Virtues are a perfect balance between undesirable
    extremes.
  • Examples?

60
Virtue Ethics
  • So, a good person is one who incorporates
    important virtues into his life. The more
    virtues, the better the odds of finding
    happiness/fulfillment.

61
How to Use Virtue Ethics
  • Consider your options
  • Follow the course of action consistent with the
    most ethical virtues.

62
Application
  • Scenario

63
Natural Law Thomas Aquinas
  • Theme Good is to be done and promoted evil is
    to be avoided.
  • Instead of virtues, Aquinas focused on values.
  • Values are beliefs, ideas. Virtues are personal
    character traits.

64
Natural Law
  • Aquinas identified six universal human values
  • Human Life
  • Health
  • Procreation
  • Welfare of children
  • Knowledge
  • Human Relationships

65
Natural Law
  • Actions that promote these values are good.
  • Actions that violate or interfere with these
    values are evil.
  • Contemporary American values?

66
How to Use Natural Law
  • Consider the values relevant to the situation or
    decision.
  • Follow a course of action that does not violate
    or interfere with any universal values.

67
Application
  • Scenario

68
Applying Ethical Theories
  • Natural Rights
  • Kantianism
  • Utilitarianism
  • Contractarianism
  • Virtue Ethics
  • Natural Law
  • Read the scenario (p. 17).
  • Work together to decide what course of action
    each theory would recommend as the right or best.
  • Record answers on p. 18.

69
The ETHICS ModelApplied Ethics Institute,St.
Petersburg College
  • Unit 3

70
The ETHICS Model
  • (E) Evaluate the Problem
  • Identify the central ethical decision that needs
    to be made.

71
The ETHICS Model
  • (T) Think Through the Options
  • What optional actions are available to resolve
    the problem?
  • Identify four or more options.
  • Avoid short-term thinking.

72
The ETHICS Model
  • (H) Highlight the Stakeholders
  • Stakeholders are those who could be affected by
    your optional actions.
  • Identify as many as possible.
  • Also consider how various individuals or groups
    might be affected by the options.

73
The ETHICS Model
  • (I) Identify Apply Relevant Ethical Principles
  • Evaluate options by the central ethical
    principles of each ethical theory.
  • Which options would a theory forbid?
  • Which options would a theory recommend?

74
The ETHICS Model
  • (C) Choose the Best/Wisest Course of Action
  • Review the previous steps.
  • Using that information, choose the option that
    you believe represents the best/wisest course of
    action.

75
The ETHICS Model
  • (S) State Your Justification
  • Justify your decision.
  • Give at least 3 main reasons why you chose this
    option over any others.
  • Use earlier steps for ammo.

76
Applying theETHICS Model
  • Scenario (p. 22-23)

77
Conflicts of Interest in Law Enforcement
  • Unit 4

78
What is a Conflict of Interest?
  • C of Is occur when
  • A person (Bob) is in a relationship with another,
    requiring Bob to exercise personal judgment in
    the others behalf, and
  • Bob has another interest tending to interfere
    with the proper exercise of that judgment.
  • Examples?

79
Whats Wrong withConflicts of Interest?
  • It causes Bob to be less reliable and
    trustworthy.
  • It increases the risk of poor decisions and
    judgments.
  • Examples?

80
Conflicts of Interest - Levels
  • Real (or actual) conflicts
  • Example
  • Potential conflicts
  • Example
  • Perceived (or apparent) conflicts
  • Example

81
Conflicts of Interest - Responses
  • Do nothing ignore it.
  • Avoid the situation.
  • Escape the conflict.
  • Disclose the conflict.
  • Manage the conflict.

82
Conflict of Interest
  • Application
  • (p. 27)

83
Power, Autonomy Discretion
  • Unit 5

84
Power
  • Law enforcement professionals are one of a very
    few groups in society allowed to have
    non-negotiable, coercive force.
  • (Others include parents, judges, and perhaps
    teachers.)

85
Power
  • The proper handling of power requires maturity
    and wisdom.
  • When power is abused or wielded unwisely, society
    usually steps in and takes it away.

86
Autonomy
  • Means Self-governance
  • Society grants autonomy in exchange for providing
    some unique important service.

87
Autonomy
  • This autonomy is based on trust. When trust is
    violated, autonomy is usually taken away.
  • The proper use of autonomy also requires maturity
    and wisdom.

88
Discretion
  • Discretion is the individual version of group
    autonomy. It means being trusted to make your
    own decisions, at least in some areas.
  • Discretion has limits. Never absolute.

89
Discretion
  • Discretion also requires maturity and wisdom.
  • When discretion is misused or abused, it is
    usually scaled back or taken away.

90
Application
  • Power, Autonomy Discretion

91
Effective Ethical Leadership
  • Unit 6

92
Manager vs. Leader
  • Manager
  • You direct the work, rather than perform it.
  • Leader
  • You believe that, working in concert with others,
    you can make a difference.

93
Manager vs. Leader
  • Manager
  • You have responsibilities for hiring, firing,
    training disciplining employees.
  • Leader
  • You create something of value that did not exist
    before.

94
Manager vs. Leader
  • Manager
  • You exercise authority over the quality of work
    and the conditions under which it is performed.
  • Leader
  • You exhibit positive energy.

95
Manager vs. Leader
  • Manager
  • You work as a liaison between employees and upper
    management.
  • Leader
  • You create a sense of accomplishment for yourself
    and others.

96
Manager vs. Leader
  • Manager
  • You motivate employees and contribute to a
    culture of accomplishment.
  • Leader
  • You welcome and embrace change.

97
Components of Ethical Leadership
  • Purpose
  • The ethical leader reasons and acts with
    organizational purposes firmly in mind. This
    provides focus and consistency.

98
Components of Ethical Leadership
  • Knowledge
  • The ethical leader has the knowledge to judge
    act prudently. This knowledge is found
    throughout the organization, but must be shared
    by those who hold it.

99
Components of Ethical Leadership
  • Authority
  • The ethical leader has the power to make
    decisions and act, but also recognizes that all
    of those involved and affected must have the
    authority to contribute what they have toward
    shared purposes.

100
Components of Ethical Leadership
  • Trust
  • The ethical leader inspires and is the
    beneficiary of trust throughout the
    organization and its environment. Without trust
    and knowledge, people are afraid to express their
    authority.

101
Character Traits of Effective and Ethical Leaders
  • Courage
  • Pride
  • Sincerity
  • Adaptability
  • Influence

102
Modes of Ethical Leadership
  • Level 1 Inspiration
  • Setting the example so others will contribute to
    their fullest to achieve the organizations
    goals.
  • (Lowest level of intervention)

103
Modes of Ethical Leadership
  • Level 2 Facilitation
  • Supporting other committed members, and guiding
    them when necessary, so that they are able to
    contribute their capabilities as much as possible.

104
Modes of Ethical Leadership
  • Level 3 Persuasion
  • Appealing to reason to convince others to
    contribute toward achieving these goals and
    purposes.

105
Modes of Ethical Leadership
  • Level 4 Manipulation
  • Offering incentives when commitment is lacking.

106
Modes of Ethical Leadership
  • Level 5 Coercion
  • Forcing others to contribute some degree of their
    capability when they have little commitment to do
    so on their own.
  • (Highest level of intervention)

107
Wrap Up Closure
  • Unit 7

108
Last Assignments
  • Help to write a short scenario for use in a
    future class.
  • Post-test
  • Class Evaluation
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