Download Program Synopsis - St. Petersburg College

Professionalism &
Leadership in Law
Enforcement
Florida Regional Community
Policing Institute
at St. Petersburg College
With funding from:
Dept. of Justice, COPS Office
1
Overview of the Course
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Character, Professionalism, Leadership
Foundations of Ethics
Ethical Decision-Making
Ethical Issues in Law Enforcement
• Conflict of Interest, Power, Autonomy,
Discretion
Ethical Leadership
2
Class Introductions
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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
3
Course Ground Rules
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(p. 1)
Participate fully
Ask questions
Apply new knowledge
Respect other’s opinions
Keep an open mind
Help lead the discussion
4
Themes of the Day
Unit 1
5
Themes of the Day
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Roles of Law Enforcement Officers
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Character in Law Enforcement
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Professionalism in Law Enforcement
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Leaders & Leadership
6
Group 1
Roles of LEO’s
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Role/ Function
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Qualities Needed
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Protector
Negotiator
Mediator
Social Worker
Investigator
Others?
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Clint Eastwood
Salesperson
Diplomat
Caring/Compassionate
Sherlock Holmes
??
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7
Group 2
10 Character Traits of Good Officers
1.
2.
3.
4.
5.
Honest
Courageous
Wise
Caring
Team-player
6.
7.
8.
9.
10.
Self-disciplined
Law-Abiding
Patient
Dependable
Fair / Impartial
8
Group 3
Professionalism
Professionalism
 Goes beyond
requirements
 Seeks excellence
 Knows job well
 Trusted
 Duties before selfinterest
Unprofessionalism
 Does only minimum;
enough to get by
 Settles for mediocrity
 Knowledge limited
 Can’t be fully trusted
 Self-interest before
duties
9
Group 4A
Effective Leadership
Effective
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Delegates
Above pettiness
Visionary
Organized
Prioritizes well
Mentors others
Strong
communication skills
Ineffective
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Does not delegate well
Petty/Holds grudges
No vision
Scattered/Chaotic
Priorities poorly
Exploits others
Frustrating
Communicator
10
Group 4B
Ethical Leadership
Ethical Leaders
Unethical Leaders
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Integrity – Good
Person
Always truthful
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Treats all fairly
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Positive role model
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Many faces; no
character
Don’t assume
truthfulness
Plays favorites or
discriminates
Negative role model
11
Foundations of Ethics
Unit 2
12
Foundations of Ethics
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Explore challenges to ethical reasoning
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Evaluate “Origins of Ethical Beliefs”
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Aristotle, Aquinas, Locke, Kant, Rawls
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Apply principles to ethics scenarios
13
Challenges to Ethics
Relativism
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What is morally right/wrong varies from
one person to another or from one
society to another.
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Ethical discussions are pointless
because there are no universal ethical
principles that apply to everyone.
14
Challenges to Ethics
Absolutism
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All moral/ethical judgments are the
same for everyone.
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There is one and only one correct
answer to every ethical question, no
matter how personal or trivial.
15
Challenges to Ethics
Legalism
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Ethical discussions are unnecessary
because we have laws to tell us what is right
and wrong.
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Why argue about ethics when we can just
look it up in a law book?
16
Origins of Ethics Beliefs
(Richard Doss)
On what do we base our
ethical beliefs?
17
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.
18
Origins of Ethics - Authority
• Pro: Obedience to authority is essential to
maintaining an orderly society.
• Con:
Authorities aren’t always right. Blind
obedience to authority can lead people to do
some terrible things.
19
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 one’s society.
20
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? Don’t social value systems
have to be measured against some kind of
universal ethical principles?
21
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.
22
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.
23
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.
24
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.
25
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.
26
Origins of Ethics - Reason
• Pro: Tool that lets us question and challenge
the other origins.
• Con: It doesn’t always seem to tell us all the
same thing; to lead to the same answers.
27
Introduction to Ethical Theories
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Is there a right or best way to think
about right/wrong that will lead us to
truth?
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Think of looking in windows at a crime
scene.
28
Ethical Theories
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The arguments of some of history’s greatest
thinkers for the most logical way to think
about ethics.
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The sources of most of the ethical principles
we believe in and follow.
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Why learn about them here?
29
Natural Rights (John Locke)
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British philosopher and medical doctor, 16321704.
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Locke believed that ethics should be based
on individual human rights.
30
Natural Rights
Central Ethical Principle
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Everyone is entitled to as many rights
and freedoms as possible, as long as
rights and freedoms of others are not
violated.
31
Natural Rights
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The only possible moral wrong is to violate
another person’s rights.
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This theory was hugely influential on U.S.
founders.
32
6 Kinds of Rights
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Security Rights
• Protect people from murder, injury, and
torture.
33
6 Kinds of Rights
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Due Process Rights
• Protect people from arbitrary and excessively
harsh punishments; require fair and public
trials for those accused of crimes.
34
6 Kinds of Rights
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Liberty Rights
• Protect people’s freedoms in areas such as
belief, expression, association, and
movement.
35
6 Kinds of Rights
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Political Rights
• Protects people’s freedom to participate in
politics by assembling, protesting, voting, and
serving in public office.
36
6 Kinds of Rights
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Equality Rights
• Guarantee equal citizenship; equality before
the law; freedom from discrimination.
37
6 Kinds of Rights
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Welfare Rights
• Require that people be provided with
education and protected from starvation and
severe poverty.
38
How to Use Natural Rights
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Consider the optional actions that could be
taken.
Eliminate any options that violate anyone’s
rights.
All remaining options are ethically
permissible.
39
Application
Scenario
40
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.
41
Kant
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Key: Showing people how to use logic and
moral reasoning to determine ethical right
and wrong.
42
Kant’s Two Key Principles
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“Universality” – You should always act
consistently with the moral standard that you
would want everyone else to follow.
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“Respect for Persons” – It’s always wrong
to exploit people; to use them in a way that
harms them for the benefit of someone else.”
43
How to Use Kant
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Consider your options.
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Eliminate any that violate universality or
respect for persons.
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All remaining options are morally
permissible.
44
Application
Scenario
45
Utilitarianism
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Jeremy Bentham, British, 1748-1832
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Ethics based on producing the greatest
possible good for the greatest possible
number. (good = happiness)
46
Utilitarianism
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The individual isn’t very important.
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Individual rights are irrelevant.
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Only thing that matters is overall good of the
group.
47
How to Use Utilitarianism
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Consider your options.
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Consider everyone who could be affected by
these options and how much happiness or
unhappiness would result to each person
with each option.
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Option with highest “net” utility is the most
ethical option.
48
Application
Scenario
49
Contractarianism
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John Rawls, American, 1921-2002.
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Foundation of ethics is fairness.
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Problem: Human nature is to act from selfinterest, making it hard to recognize real
fairness when we see it.
50
Contractarianism
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Solution: “Veil of ignorance”
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Imaginary blindfold preventing you from
knowing exactly who you are in a situation.
51
Contractarianism
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Which action would seem most fair
to you, no matter whom you turned
out to be in the situation?
52
How to Use Contractarianism
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Consider your options.
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Using the veil of ignorance, choose the
option that would seem most fair to you no
matter whom you were in the situation.
53
Application
Scenario
54
Virtue Ethics
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Ancient Athens, 450-350 B.C.
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“3 Great Lights” – Socrates, Plato, Aristotle
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First to base ethical decisions on reason and
logical thinking.
55
Virtue Ethics
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Assumption: Purpose of life is to find
happiness and fulfillment.
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Greeks searching for “the good life,” pattern
of living that would lead to happiness and
fulfillment.
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How do we find it?
56
Plato’s Strategies
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(Assumption) – Happy, fulfilled people are
generally morally mature people.
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What are they doing right?
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Which character traits do morally mature
people generally share?
57
Virtues
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These character traits of a good life are
called virtues
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Self-control, justice, wisdom, courage
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Happiness/fulfillment comes from
incorporating these into our lives.
58
Defining Virtues
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How can we know precisely what a virtue
means? (courage, generosity, etc.)
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Aristotle’s test is called “the golden mean.”
Virtues are a perfect balance between
undesirable extremes.
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Examples?
59
Virtue Ethics
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So, a good person is one who incorporates
important virtues into his life. The more
virtues, the better the odds of finding
happiness/fulfillment.
60
How to Use Virtue Ethics
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Consider your options
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Follow the course of action consistent with
the most ethical virtues.
61
Application
Scenario
62
Natural Law: Thomas Aquinas
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Theme: “Good is to be done and promoted;
evil is to be avoided.”
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Instead of virtues, Aquinas focused on
values.
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Values are beliefs, ideas. Virtues are
personal character traits.
63
Natural Law
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Aquinas identified six “universal human
values”:
• Human Life
• Health
• Procreation
• Welfare of children
• Knowledge
• Human Relationships
64
Natural Law
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Actions that promote these values are good.
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Actions that violate or interfere with these
values are evil.
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Contemporary American values?
65
How to Use Natural Law
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Consider the values relevant to the situation
or decision.
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Follow a course of action that does not
violate or interfere with any universal values.
66
Application
Scenario
67
Applying Ethical Theories
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Natural Rights
Kantianism
Utilitarianism
Contractarianism
Virtue Ethics
Natural Law
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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.
68
The ETHICS Model
Applied Ethics Institute,
St. Petersburg College
Unit 3
69
The ETHICS Model
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(E) Evaluate the Problem
• Identify the central ethical decision that
needs to be made.
70
The ETHICS Model
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(T) Think Through the Options
• What optional actions are available to
•
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resolve the problem?
Identify four or more options.
Avoid short-term thinking.
71
The ETHICS Model
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(H) Highlight the Stakeholders
• Stakeholders are those who could be affected
•
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by your optional actions.
Identify as many as possible.
Also consider how various individuals or
groups might be affected by the options.
72
The ETHICS Model
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(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?
73
The ETHICS Model
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(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.
74
The ETHICS Model
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(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.
75
Applying the
ETHICS Model
Scenario (p. 22-23)
76
Conflicts of Interest in
Law Enforcement
Unit 4
77
What is a Conflict of Interest?
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C of I’s occur when:
• A person (Bob) is in a relationship with
another, requiring Bob to exercise personal
judgment in the other’s behalf, and
• Bob has another interest tending to interfere
with the proper exercise of that judgment.
• Examples?
78
What’s Wrong with
Conflicts of Interest?
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It causes Bob to be less reliable and
trustworthy.
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It increases the risk of poor decisions and
judgments.
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Examples?
79
Conflicts of Interest - Levels
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Real (or actual) conflicts
•
Example
Potential conflicts
•
Example
Perceived (or apparent) conflicts
•
Example
80
Conflicts of Interest Responses
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Do nothing; ignore it.
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Avoid the situation.
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Escape the conflict.
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Disclose the conflict.
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Manage the conflict.
81
Conflict of Interest
Application
(p. 27)
82
Power, Autonomy &
Discretion
Unit 5
83
Power
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Law enforcement professionals are one of a
very few groups in society allowed to have
non-negotiable, coercive force.
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(Others include parents, judges, and perhaps
teachers.)
84
Power
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The proper handling of power requires
maturity and wisdom.
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When power is abused or wielded unwisely,
society usually steps in and takes it away.
85
Autonomy
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Means “Self-governance”
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Society grants autonomy in exchange for
providing some unique & important service.
86
Autonomy
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This autonomy is based on trust. When trust
is violated, autonomy is usually taken away.
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The proper use of autonomy also requires
maturity and wisdom.
87
Discretion
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Discretion is the individual version of group
autonomy. It means being trusted to make
your own decisions, at least in some areas.
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Discretion has limits. Never absolute.
88
Discretion
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Discretion also requires maturity and
wisdom.
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When discretion is misused or abused, it is
usually scaled back or taken away.
89
Application
Power, Autonomy &
Discretion
90
Effective & Ethical
Leadership
Unit 6
91
Manager vs. Leader
Manager
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You direct the work,
rather than perform it.
Leader
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You believe that,
working in concert with
others, you can make a
difference.
92
Manager vs. Leader
Manager
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You have
responsibilities for
hiring, firing, training &
disciplining employees.
Leader
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You create something
of value that did not
exist before.
93
Manager vs. Leader
Manager
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You exercise authority
over the quality of work
and the conditions
under which it is
performed.
Leader
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You exhibit positive
energy.
94
Manager vs. Leader
Manager
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You work as a liaison
between employees
and upper
management.
Leader
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You create a sense of
accomplishment for
yourself and others.
95
Manager vs. Leader
Manager
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You motivate
employees and
contribute to a culture
of accomplishment.
Leader
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You welcome and
embrace change.
96
Components of Ethical
Leadership
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Purpose
• The ethical leader reasons and acts with
organizational purposes firmly in mind. This
provides focus and consistency.
97
Components of Ethical
Leadership
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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.
98
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.
99
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.
100
Character Traits of Effective
and Ethical Leaders
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Courage
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Pride
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Sincerity
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Adaptability
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Influence
101
Modes of Ethical Leadership
Level 1: Inspiration
• Setting the example so others will
contribute to their fullest to achieve
the organization’s goals.
• (Lowest level of intervention)
102
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.
103
Modes of Ethical Leadership
Level 3: Persuasion
• Appealing to reason to convince
others to contribute toward achieving
these goals and purposes.
104
Modes of Ethical Leadership
Level 4: Manipulation
• Offering incentives when commitment is
lacking.
105
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)
106
Wrap Up & Closure
Unit 7
107
Last Assignments
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Help to write a short scenario for use in a
future class.
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Post-test
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Class Evaluation
108