Course Outline - Session Five of Six - 24 hour abbreviated course outline

Los Angeles County Sheriff's Department
DEPUTY LEADERSHIP INSTITUTE

Day One

Focus: Students understand time management, motives, community policing, and discipline.

• JOURNAL REVIEW
• TIME MANAGEMENT
  The student will be exposed to time management and the importance of being organized. Various types of time management systems are presented for student use.

  Exercise: Assign group leaders and present the time management exercise. This exercise is designed to stress skill development within the parameters given. Ensure all students understand the guidelines and work creatively to make decisions.

  Part of this exercise is to understand empowerment. Empowerment cannot exist without trust. Trust is a form of delegation, and true delegation comes with competence.

• JOURNAL WORK
  Have students share varying experiences and select one or two interesting journal entries.

  MOTIVES
  Are personal selfish goals detrimental to the organization? Issues of personal aspirations versus excellence are discussed for effectiveness. Supervisor versus subordinate relationships are identified within the motive framework.

  Exercise: Discuss the various ways employees can undermine the organization and/or the boss. List these methods on a flip chart. List long and short term effects on the organization.

END OF SESSION FIVE / DAY ONE

Day Two

Focus: The identity of the real community leader. How does support and undermining play in the eventual outcome?

JOURNAL REVIEW

THE COMMUNITY COP IS A SUPPORTIVE LEADER
The student will understand the destructive nature of competition and internal conflict. Excessive egos are identified for discussion. There are four concepts that need understanding: supportiveness, undermining, competition, cooperation.

Discuss what motives can enhance or suppress each concept. Which motives help or destroy the individual and the organization?

Exercise: Select group leaders and ensure a proper mixture. After a brief discussion, place the individual loyalties and motives of each key character in the scenario. As long as we are divisive, nothing gets done. Empowerment needs STRENGTH, POWER, COOPERATION AND SUPPORT.

• DISCIPLINE
  The understanding of discipline versus punishment is discussed for purpose and definition. Students will understand discipline as a DISCIPLINE and not as punishment.

  Exercise: Break out groups are identified and the necessity of discipline is discussed. What are the differences between self discipline and authority imposed discipline? Discuss the various leadership traits needed for proper discipline. What are the true purposes of inspections? Self discipline is intrinsic.

END OF SESSION FIVE / DAY TWO

Day Three

Focus: Students will understand the need for organizational values and the need to challenge the Department.

• CONFRONTING THE BUREAUCRACY
  Students will understand and identify incongruities between personal and professional face. How will discipline (internal) assist in adhering to organizational and personal values?

  There will be extensive group discussion on the effects of organizations on individuals beliefs. A feature film is viewed for group discussion.

• DUTY
  Students will identify their duty and the parameters within their oath of office.
• HONOR
  Students identify honor with duty.
• COUNTRY (COMMUNITY)
  Students identify the true meaning of community within the context of the larger picture - the safety of America.
• MORAL CONVICTION
  Students understand the difference between duty, honor, country, and personal moral conviction. Conflicts and resolutions are emphasized.

END OF SESSION FIVE / DAY THREE