Leadership and Management in the Criminal Justice System. CRMJ-4130/Fall 2015

Transcription

1 Leadership and Management in the Criminal Justice System Instructor: Shane Stone Office Location: CRMJ-4130/Fall 2015 Casper College Campus Student Union, Room Mailing Address: Shane Stone UW/C 125 College Drive Casper, WY Office Hours: Mondays 2:00 4:00 p.m. Tuesdays 1:00 2:00 p.m. Or by appointment Textbook: Leadership: Theory and Practice, Seventh Edition, by Peter G. Northouse. SAGE Publishing. Course Description (from catalog): There is a clear need for managers and administrators to understand leadership and ethics. This course is designed to provide students with a foundation in the management and leadership discourse surrounding criminal justice agencies. Course s: By the end of this course, students should be able to 1. Describe the similarities and differences between leadership, management, and supervision. 2. Describe the relationships between power, authority and leadership. 3. Describe and differentiate between the trait, skills, style, and situational approach to leadership. 4. Describe and differentiate between the contingency, transformational, servant, and authentic theories of leadership. 5. Describe and propose solutions to the unique ethical issues faced by leaders and managers in a criminal justice context. Course Format: This course is offered as a web-conferencing hybrid. This is not a fully online course nor is it a fully face-to-face or audio/video teleconferencing course it is somewhere in-between. The interactive face-to-face component will occur through a program called Zoom. Zoom will allow everyone in the class to connect simultaneously to a video feed through the web. The class is accessed once the instructor sends out an with an invitation to join the lecture. Teaching Methods: Typically, the instructor will offer a general introduction/overview of the material and concepts scheduled to be covered each class and then help guide a discussion designed to explore 1

2 the issues in depth. Students will know in advance exactly what they should read and research prior to class in order to participate appropriately. This course is not a fully online course; however, students will be expected to accomplish much of the coursework independently. Participation: Students will be able to interact with the instructor and other students in a variety of ways through Zoom. Although your participation is not graded directly, it may be taken into consideration in the event of a borderline grade. For instance, if at the end of the semester you find yourself just short of the next highest letter grade for the course, do not ask your Instructor to bump you up to the next highest grade unless you have done everything in your power to demonstrate unparalleled effort and unquestionable commitment to learning in this course including but not limited to class participation. Attendance Policy: A percentage of your final grade in this course is based on attendance. This course is scheduled to meet for lecture 10 times during the semester (after subtracting exam days, Fall Break, and a research day). Roll will be taken twice each evening (usually at the beginning and near the end of class). One point is awarded each time a student is present when roll is taken total for the semester. Ten percent (10%) of the student s final grade will be based on attendance. Medical emergencies, deaths in the family, etc. will be handled on a case by case basis; however, I do not need to know every time you are feeling under the weather or have a family activity planned and will not attend class. The choice is yours regarding how many of the attendance points you would like to bank. Learning Assessments: You will be evaluated on the basis of attendance, performance on the (4) scheduled examinations, participation in (5) threaded discussions (and the quality thereof), and the outcome of four take-home essay exams. Exam 1 10% Exam 2 10% Exam 3 10% Exam 4 10% Threaded Discussions (5) 10% Attendance 10% Essay Exams (4) 40% The grading scale for this course is: % A 80 89% B 70 79% C 60 69% D 59 & below F Exams 1-4: Exams 1-4 are each worth 10% of your final grade. Each will consist of a combination of objective-style questions (multiple choice, true/false, and fill in the blank) and short essays. The exams will be administered online through Canvas. 2

3 Exams will not be given late, unless (1) an emergency (usually medical) prevented the student from taking the test at the appointed time; or (2) arrangements are made with the instructor ahead of time. Threaded Discussions: A portion (10%) of your final grade will be based on your participation in online threaded discussions. Topics, due dates and grading rubrics will be disseminated once the semester is underway. After a threaded discussion has been assigned, you will have at least one week to complete the work. Assignments are due no later than 11:59 p.m. (Mountain Time) on the due date. There will be five (5) threaded discussions spread throughout the semester. Since in a threaded discussion everyone else s success depends upon each student participating fully and on time, work submitted past the deadline will generally not be accepted. If the student has a documented emergency (that lasted for more than a week), then the late work may be accepted at the discretion of the instructor. Late penalties should be expected by the student and are the sole discretion of the instructor. Essay Exams: There will be four (4) essay exams due in this course. The essay exams will be nontraditional in the sense that you will be writing responses to short video clips rather than strictly answering written questions. Students will likely find these writing assignments a little more enjoyable than the more standard way. Student choice will play a significant part of the process in this portion of the course assessments. Failing to make a good-faith effort in completing the essay exams or failing to turn them in altogether will result in grades in the D and F range. Otherwise, students are able to choose between the following options: A-level workload, B-level workload, or C-level workload. Just as you might imagine the C-level workload is much less taxing for the student than the A-level workload; however, a 79% is the highest possible grade for that option (70% is the lowest a student will receive as long as the student makes a good-faith effort at the assignment). Likewise, the B-level workload is greater than the C-level workload, but an 89% is the highest possible grade a student can earn (80% being the lowest). Specific instructions for each essay exam and a grading rubric will be supplied separately. The essays will be submitted to a drop box on Canvas (WyoCourses). Late assignments will not be accepted for full credit. Seventy percent (70%) is generally the highest grade that will be given for late assignments (regardless of the workload selected by the student); however, it will be solely the discretion of the Instructor whether or not to accept late assignments at all. The regular grading rubric will not apply to late assignments. Student Requirements/Expectations/Responsibilities: Students are expected to take full responsibility for their success in this course. If you are struggling with the material or you are concerned about your grade, be sure to initiate a conversation with the instructor early enough in the semester to do something about the situation. Non-passing grades are the student s responsibility, not the Instructor s. Student Conduct: Students should be familiar with the University s policies regarding student conduct/behavior. Academic Dishonesty: Students should be familiar with UW Regulation ( Academic dishonesty in any 3

4 form will not be tolerated. Any student found cheating or plagiarizing (in any way and to any degree) on any assignment, paper, exam, etc.; will (at least) automatically receive a zero for that particular assignment/exam. Disability Policy: It is the University of Wyoming policy to accommodate students, faculty, staff, and visitors with disabilities. If you have a physical, learning, sensory, or psychological disability and require accommodations, please let me know as soon as possible. You will need to register with University Disability Support Services (UDSS) in the Student Educational Opportunity offices, Room 330 Knight Hall, and provide UDSS with documentation of your disability. Tentative Class Schedule and Main Lecture Topics (Thursdays 4:00 p.m. to 6:50 p.m.) September 1 September 8 Personal introductions and introduction of the course; discuss syllabus Chapter 1 Introduction: Supervision, Management, and Leadership Chapter 2 Trait Approach Chapter 3 Skills Approach September 15 Chapter 4 Behavioral Approach September 22 No lecture; research and write get ahead September 29 Exam 1 (Chapters 1-4, lecture material, and any other outside assigned reading) Essay Exam 1 due by 11:59 p.m. Mountain Time October 6 October 13 October 20 October 27 November 3 November 10 November 17 Chapter 5 Situational Approach Chapter 6 Path-Goal Theory Chapter 7 Leader-Member Exchange Theory Chapter 8 Transformational Leadership UW-Casper Fall Break; Class Cancelled Exam 2 (Chapters 5-8, lecture material, and any other outside assigned reading) EXAM 2 (ONLINE) IS DUE BY 11:59 P.M. ON FRIDAY, OCTOBER 23 RD Essay Exam 2 due by 11:59 p.m. Mountain Time Chapter 9 Authentic Leadership Chapter 10 Servant Leadership Chapter 11 Adaptive Leadership Chapter 12 Psychodynamic Approach Exam 3 (Chapters 9-12, lecture material, and any other outside assigned reading) Essay Exam 3 due by 11:59 p.m. Mountain Time Chapter 13 Leadership Ethics Chapter 14 Team Leadership 4

5 November 24 December 1 December 8 Chapter 15 Gender and Leadership Chapter 16 Culture and Leadership Final Exam (Chapters 13-16, lecture material, and any other outside assigned reading) Essay Exam 4 due by 11:59 p.m. Mountain Time Students taking this course for graduate credit must complete the following two additional requirements: 1. A properly sourced and cited APA thesis paper on a criminal justice leadership or management topic, 15 pages minimum, double-spaced, 12-font, Times New Roman, 15 scholarly sources. See grading rubric below: Measured Total Cover Page Abstract Focus & Logic of Organization Literature Review Writing Quality Analysis Summary Description Is there a cover page? Is the cover page in conformance with the latest APA standards? Note that the cover page does not count toward the 15 page minimum length requirement. Is there an abstract? Is the abstract in conformance with the latest APA standards? Does the abstract adequately present a summary of the importance of the topic? Is the purpose/thesis of the paper clearly communicated? Is a thesis map clearly articulated? Is there a separate and distinct literature review section? Does the literature review provide background and support for the overall thrusts of the paper? Do all 15 citations come from peerreviewed sources? Does the quality of writing reflect graduate level work? Are there any issues with spelling, grammar, sentence structure, word usage, etc.? Is there a separate analysis section? Is the analysis anchored in reason and fact? Is the analysis consistent with the literature reviewed? Is there a summary/conclusion? Does the summary indicate a good understanding of the topic chosen? Does the summary tie up any loose ends? Points 5 points 15 points 5

6 Reference Page Is there a separate reference page? Does the reference page contain a minimum of 15 scholarly, peer-reviewed sources? Is the reference page properly formatted? Note that the reference page does not count toward the 15 page minimum length requirement. 100 points/total 2. Research, prepare and deliver (in class) an hour-long lecture on one of the topics listed in the course schedule on page four of the syllabus. The precise date and topic must be coordinated in advance with the instructor. Measured Content Speaking Enthusiasm Preparation Time Description Did the student demonstrate a full understanding of the content covered? Partial understanding? Did the student give reasonable and accurate answers to audience questions? Did the student speak clearly? Did the student speak at an appropriate pace to enhance audience comprehension? Was the student enthusiastic about the material? Did the student seem to generate interest within the audience? Was the student ready and able to deliver the lecture? Was there evidence of student rehearsal? Did the student take up the entire 60 minutes? Did the student over-rely on question and answers to fill up the time? -1 point for every minute shy of one hour. Total Points 100 points/total 6

7 Provided the graduate student earns a grade of B or higher on each of the above two assignments the course grade will be whatever was the result of the cumulative undergraduate course requirements. If a minimum grade of B is not obtained on each of the above two assignments, at the discretion of the instructor, the student may be allowed to complete additional work deemed appropriate by the instructor including but not limited to making corrections/improvements to the two graduate assignments. This syllabus may be modified at the discretion of the Instructor. Students will be notified in advance of any changes made. Note: I do not have any intention of modifying the syllabus. This is merely a reasonable disclosure to make in the event of inadvertent misprints or major omissions. 7