1. Police Leadership, Supervision, and
Public Accountability:
New Measures of Agency
Performance in the 21st Century
Dennis P Rosenbaum, Ph.D.
Professor of Criminology, Law, and Justice
Director, Center for Research in Law and Justice
University of Illinois at Chicago

2. The National Police Research Platform
Funded by
National Institute of Justice
Office of Justice Programs
U.S. Department of Justice

3. Key Researchers and Advisors
Co-Principal Investigators: Technical Review Team:
 Gary Cordner  Chief Jim Bueermann
 Robert Langworthy
 Lorie Fridell
 Chief Ronal Serpas
 Susan Hartnett
 Lawrence Travis
 William McCarty  Chuck Wexler
 Stephen Mastrofski
 Jack McDevitt National Institute of
Justice:
 Dennis Rosenbaum
 Brett Chapman
 Wesley Skogan
Key Advisors:
Key Researchers:  Chief Edward Davis
 Megan Alderden  Chief Charles Ramsey
 Amy Farrell  Chief Darrel Stephens
 Tom Tyler  Chief Rick Tanksley
 Samuel Walker

5. Main Components of Platform
 Dynamics and Life Course of Police
Organizations
 Public Satisfaction Surveys
 Life Course of New police officers
 Life Course of New supervisors
 Feedback and capacity building
(“Translational criminology”)

6. 10 Unique Features of the Platform
1. New data on organizations and individuals
2. Standardized data across a large number
of law enforcement agencies
3. Includes agencies of all sizes
4. In-depth and representative findings
5. Includes civilian employees

7. 10 Unique Features (continued)
6. Timely, efficient and “green”methods
7. External performance indicators
8. Vehicle to rigorously evaluate innovation
9. Vehicle to support basic and translational
criminology -feedback
10. Longitudinal framework

8. Organizational Survey Topics
• Health, Stress & • Accountability, Integrity
Satisfaction & Discipline
• Communication & • Technology
Innovation • Training
• Leadership & • Police Culture
Supervision • Civilian Role in Policing
• Police & Community • Departmental Priorities
Selected on the basis of focus groups with executives, trends, issues
that are in flux, innovations underway and knowledge of the field

9. Managing Innovation
and Change

10. Employees Upset about Change
Agency Size
How did
employees feel
when it occurred? Small Large Total
Many were upset 27.0% 49.1% 47.6%

11. Employees Resisted Change
Agency Size
Did employees resist
the change?
Small Large Total
Many resisted 10.3% 28.3% 27.0%
Some resisted 25.6% 29.2% 28.9%

12. Perceptions of organizational
environment for innovation
 Management‟s role
 Employee involvement
 Benefits and risks of initiative and
innovation
 Influence of scientific evidence

13. Management’s role in fostering
change
Leaders work hard to inspire
acceptance of change
Mgt tries to build consensus on Dept A
important changes Dept B
Dept quick to fix problems caused
by change
0 20 40 60 80
% agree

14. Employee involvement in change
Employees are involved in planning
& implementing change
Reason for change communicated Dept A
to employees Dept B
Employees are informed of
developments affecting them
0 20 40 60 80
% agree

15. Consequences of innovation and
creativity
Creativity & innovation rewarded
in this department
Dept A
Dept B
Negative consequences likely from
creativity and innovation if it
doesn't turn out well
0 20 40 60 80
% agree

16. Relevance of science for
organizational change
Change is driven
by scientific Dept A
evidence of what Dept B
works
0 20 40 60 80
% agree

17. Management’s Facilitation of
Innovation
4
3.5
Facilitation of innovation
3
2.7
2.5
2.5 2.3 2.4
2.1 2.0 2.1
2 1.8
1.6
1.5
1
0.5
0
3 6 7 15 19 28 27 22 24
Department

18. Information is the Life Blood of
Successful Innovation
Communication effectiveness within the
department (ability to move information
up and down) was the best predictor of
the department‟s success in facilitating
innovation

19. Perceptions of need for
administrative change
 Disciplinary practices
 Employee performance appraisal and
promotion
 Officer recruitment strategies
 Training methods
 Supervisory practices

20. Need for new administrative
approaches
Disciplinary practices
Performance appraisal
and promotion
Dept A
Recruitment strategies
Dept B
Training methods
Supervisory practices
0 20 40 60 80
% saying department "needs new approach"

21. Supervision

22. Significant Predictors of Subordinates’
rating of their Supervisor
0.8
0.7
0.6
0.5
0.4
Beta
0.3
0.2
0.1
0
Not Significant -0.1
Sup. supports Sup insufficiently Sup. too directive Rater Latino Rater male
subordinate directive
Black officer -0.2
Other race
-0.3
Education level
Supervisor rank Predictor variables
Yrs police experience
Rater commitment to
Officer-level model R2 = .71
department
Officer + department R2 = .72

23. Supervisor “always” engages in these
behaviors by overall rating of Supervisor
60.0%
54.1%
51.7%
50.0%
44.9%
40.0%
29.5%
30.0%
7 to 10
20.0%
15.7% 1 to 6
10.0%
5.4%
3.3% 3.3%
0.0%
Expresses clear Monitors Uses effective Is fair when
vision performance face-to-face evaluating
closely communication performance

24. Detective vs. Patrol Supervisors
 Detective supervisors emphasize:
 better service to victims
 fair and equal treatment to citizens
 citizen satisfaction
 Why?

25. Why Study
First-line Supervisors (FLS)?
 FLS’s are key to an agency’s performance
 Weak professional development by US police
agencies
 Very little known via research about these
important personnel
 Ultimately: We want to produce information
that will strengthen the FLS role/performance.

26. The Importance of Studying
Supervision, View of Chiefs
 Chiefs‟ interviews: Asked about the
quality and effectiveness of their first-
line supervisors (sergeants).
 Just six in 10 offered a “satisfied” or
“very good assessment” (compared to
8/10 for command staff)

27. Chiefs Concerns/Comments
 Several: FLS need more
education/training to do jobs better
 Need to “get the big picture” of
management‟s perspective
 The most common complaint: Not
transitioning quickly/well from being
follower to leader
 Not directing their subordinates
 Constantly seeking direction from above
 Trouble supervising their friends.

28. Quality of Supervisor Training
Excellent 4
3.5
Good 3 10-item scale (alpha = .96)
• Organizing employees
2.5 • Evaluating employees
• Applying discipline
Average 2 • Employee personal probs
• Handling citizen complaints
• Getting employees
1.5 committed to dep‟t goals
• Maintaining employee
Poor/no training integrity
1
• Motivating employees to
5 8 11 28 25 24 22 perform
• Reports & record keeping
• Dealing with public
---Small--- -------Medium-------- ---Large---

29. For which set of Tasks did they Feel
more Prepared?
 People managing
 Across 10 PEOPLE MANAGEMENT
items, an average of 77% of
respondents rated their training as
“excellent” or “good.”
 Across 5 MANAGERIAL TASK items,
average was 57%

30. Views of Supervision
 Measure at various points in time
 As example, “The best police
supervisors are those who get
their subordinates to work hard at
achieving top management’s
major goals.”
 This is major expectation/hope of
agency leadership.

31. At T1: “The best supervisors are
those….. achieve top mgt’s goals”
Percent Agree, Neutral, Disagree
70%
60%
60%
50%
40%
30%
22%
20% 18%
10%
0%
Agree Neutral Disagree

32. Impact of Training
90%
80% 77%
70%
60%
60%
50%
Before
40%
After
30%
22%
19% 18%
20%
10% 4%
0%
Agree Neutral Disagree

33. Supervisors must believe in Leaders
before they will get others to follow them
 When supervisors are supportive of
the direction that agency
management is taking the
organization
 They are more inclined to encourage their
subordinates to work hard at achieving top
management‟s major goals.
 Implications

34. “How frequently do you coach your
subordinates?”
Coaching Frequency in %
23.4 27.7
Nearly every day
Every week
Once a month
48.9

35. Importance of Coaching
Importance
70%
63%
60%
50%
40%
30% 26%
20%
9%
10%
2%
0%
Most important Important, but Fairly important Not very
thing I do not most critical important

36. Supervisory Styles:
Some Questions
 What are supervisors’styles and how do they vary?
 What causes a supervisor to adopt one style over
the others? Do styles change over time?
 What are the consequences of style for the
supervisor and the work unit?
36

37. Transactional v. Transformational
(Bass, 1990)
 Transactional: Clear communication
of expectations, rewards for
complying, more autocratic
 Transformational: Look to higher
purpose to motivate; they “transform”
their subordinates; highlight
importance of objectives (beyond
personal rewards); do it for the sake
of team, organization, community.

38. Measurement
 T1 and 18 months later
 Asked what they would do if a new
policy introduced and officers
reluctant to follow it
 Scored styles as more transactional or
translational
 Question: Would agency/leadership
legitimacy predict supervisory style?

39. Change over time (preliminary data!)
50%
45%
40%
35%
30%
Transactional
25%
Mixed
20% Transformational
15%
10%
5%
0%
Baseline 18 months

40. Using qualitative data to explore
these shifts, e.g.,
 One supervisor who measured
transformational at baseline
 Month 1: Biggest challenge was “getting
new people to trust me and follow my
orders”
 Month 5, asked if anything changed the way
he thinks about his job: “I found more
effective ways to deal with problem
employees.”
 Transactional at 18 months.
 “Situational leadership”

41. New Supervisors’ Views of the
Community?
 How much cynicism?
 Variation across agencies,
demographics?
 Change over time?

42. Community Cynicism Measure,
Sample Items
 “Residents do not understand the
problems that we face as police
officers”
 “In general, the news media treat the
police unfairly”
 “In certain areas of the city, it is more
useful for an officer to be aggressive
than to be courteous.”
 etc.

43. Community Cynicism at
Baseline (Means)
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0

44. 10 Percent Change in Cynicism
8
6
4
2
0
-2
-4
-6
-8

45. Predictors of Community Cynicism
 Perceptions of procedural justice within
the agency are negatively related to
community cynicism (controlling for
demographic variables)
 That is, when sergeants‟ hold negative
views of their agency‟s fairness, they
are more likely to hold negative views
of community.

46. Work Environment
and Police Culture

47. Job Burnout (Emotional Exhaustion)
50
45
% more than 1/week
40 4-item scale
35 (alpha = .90):
30
• Used up at end of day
25 • Burned out from work
20 • Frustrated by job
15 • Emotionally drained
from work
10
5
0
5 8 4 9 12 10 11 18 25 23 24 22
------Small--------Medium--------Large------

48. Major Sources of Stress
among Recruits
4.5
4
3.96
3.5
3.08 3.19
3 2.8
2.5
2
1.5
1
0.5
0
Work-Life Danger Procedural Unsupportive
Balance Injustice Supervisor

49. Cynicism toward the community is
higher among officers who…
 Hold a negative view of the
disciplinary process
 Believe officers‟ input is not valued
 Only socialize with other officers
 View loyalty as a high priority
 Have fewer years on the job
 Are in Non-supervisory position
 Work for larger agency

50. “The department needs a new approach
to disciplinary practices for employees”
80
70
% officers agree e
60
50
40
30
20
10
0
6 3 7 15 17 19 28 27 24 22
------Small------ -----Medium--------- ---Large---

51. “This will teach you not to hit people”

52. Fairness of Discipline
Percent Agree
Small Agencies Large Agencies
Officers treated with
respect during disciplinary 80% 41%
investigations
Disciplinary process is fair 58% 20%
Own discipline was fair 76% 46%
Coaching & counseling are
73% 30%
used for minor mistakes

53. Diversity and Job Satisfaction
 Ely and Thomas (2001)
 Discrimination and Fairness Perspective
 Diversity is about making things equal
 Minorities and women must assimilate into existing workplace
culture
 Access and Legitimacy Perspective
 Diversity is needed to legitimize relationship between organization
and community
 Cultural identity is good for interfacing with community, otherwise
assimilation is necessary
 Integration and Learning Perspective
 Diversity is needed to change organizations and their external
relationships, encourage innovation, and organizational learning
 Different cultural identities are valued and considered legitimate
sources of knowledge

54. “Learning Index” is best predictor of
Job Satisfaction
 “There is a lot of open and honest
dialogue”
 “Personal experiences and opinions
are often dismissed by other officers
or my supervisors”
 “I am encouraged to share my ideas
about ways in which the Department
can improve”
 “People support each other when
things get tough at work”

55. Civilian Employee Job Satisfaction
Elements of Job Satisfaction
78% 79% 79% 78%
80
66%
60 54%
percentage
40
20
0
pa se my co pr d
y& nio su -w
ork
es
en as epa
be ra
dm pe e re ta a w rtm
ne
fits ini
r vis s& ss ho ent
str or ign le
satisfied ato pe me
very satisfied rs ers nt

56. Best Predictors of Civilian Job
Satisfaction: Accepted and Valued
 Civilians do not feel accepted in the
workplace (40%)
 Feel constant need to prove
themselves (60%)
 Not accepted as a professional
 Lack of respect for diversity
 Lack of sense of “teamwork and
accomplishment”

57. Organizational Support, Employee
Satisfaction, and Commitment

58. The Life Course of
New Police Officers
58

59. “The day the new recruit walks through the
door of the police academy, he leaves society
behind to enter a profession that does more
than give him a job, it defines who he is. He
will always be a cop."
Ahern (1972) Police in Trouble
59

60. Research Questions
 What happens in the
life course of a
police officer?
 What factors lead
officers to
experience different
outcomes on the
job?
60

61. Practical Benefits of
Longitudinal Study
 Identify predictors of behavior that
have implications for recruitment,
training, intervention, retention
 Identify key periods when changes
occur where agency intervention or
prevention might be effective
 Help to define “organizational
excellence” and “good policing” by
the evidence 61

62. Factors Influencing the
Development of New Police Officers
Background Agency Factors
Family, friends, neigh Training
Personality and skills Assignments
Expectations, attitudes Supervisors and FTOs
Education, religion, SES Co-workers
Race, ethnicity, gender Critical events (e.g. trauma)
Life experiences Management policies/procedures
Organizational culture
Family and Friends
Family stability Community Experiences
Spouse/partner
Children Encounters with the public
Friends Encounters with other agencies
62

63. Officer Outcomes
• Productivity
• Quality of work and conscientiousness
• Relations with peers and supervisors
• Mental and physical health
• Decision-making (proper response to
situations; risk-taking and safety)
• Job satisfaction/feelings about department
• Stress and burnout
• Retention and commitment to the job
• Relations with the public
63

64. Top Reasons for
Becoming an Officer
Overall Large Small
Agencies Agencies
#1 – Desire to serve the community #1 #2
#2 – Desire to have a professional career #4 #1
#3 – Interest in police work #3 #3
#4 – Desire for job security #2 #5
#5 – Excitement of police work #4
#6 – Desire to work with people #5
64

65. Relations with the Public
o Attitudes toward community
o Communication skills
o Desire to use force to solve
problems
65

66. Justice and Sympathy
for Others
Agree Neutral Disagree
"In life, people usually
get what they deserve and 30% 44% 26%
deserve what they get"
"Life is simply not fair for
33% 32% 36%
many people"
"Overall, minorities have
been mistreated by 25% 40% 35%
society"
"Overall, women have
been mistreated by 23% 40% 37%
society" 66

67. Communication Style
Agree Disagree
"I like to be in control of
26% 67%
the conversation"
"When I am with my
friends I do most of the 32% 62%
talking"
"I like to take charge in
56% 41%
social situations"
"I like action, not talking" 39% 54%
67

68. Emotional Expression
or Emotional Control?
Agree Disagree
"I don't hide my feelings
or emotions from
41% 49%
people"
"When I am angry,
people know it" 30% 65%
68

69. Use of Force Attitudes
(Agree-Disagree 1-5 Scale)
 “Some people can only be brought to reason the
hard, physical way” (44%)
 “Sometimes forceful police actions are very
educational for civilians” (27%)
 “If officers don't show that they are physically
tough, they will be seen as weak” (35%)
69

70. Attitudes about Use of Force to solve
problems is stronger among:
 Male officers
 Younger officers (25-28 vs. older officers)
 White/AA officers (vs. Latinos)
70

71. Changes in Attitudes
about Force (Pre/Post)
Higher scores = More positive attitudes toward force
3.06 3.02 2.983.10
2.88 2.74
p<.001 p<.001 p<.05
71

72. Changes in Communication Style:
Pre-Post Training Academy
3.5
3.2
3.08
3.05 2.99
3
2.54
2.5 2.33
2.18
2.07
2
1.5 Pre-Training
Post-Training
1
0.5
0
Active Machismo Argue Use of Force
Listening

73. Increases in Recruit Cynicism –
Three points in Time
3.5
2.97 3.07
3 2.82
2.62 2.67
2.48
2.5
2
Pre-training
1.5
Post-Training
1 On the Job
0.5
0
Community Attitudes Officer Attitudes toward
toward Police Community

74. Chicago Quality Interactions
Program (QIP): Recruit Training
Quality
Communication
Emotional
Resilience
Control
Improved
Interactions
Decision Competence &
Making Confidence

75. Training can make a Difference
2
Pre-Post Changes in Responses to Youth
1.54
1.5 1.44
1.18
1.04
1
0.79
Exper.
0.5 0.38
Control
0
Do Diffuse Yell
-0.2 Use Force Arrest
-0.5 Nothing Situation Everyone
-0.51 -0.51 -0.51
-1

76. Measuring Police-
Community Interactions
and
Organizational Legitimacy

77. “Beer Summit” at White House

78. Legitimacy Defined
"The quality possessed by an authority, a
law, or an institution that leads others to
feel obligated to obey its decisions and
directives." (Skogan & Frydl, 2004, p.
297, interpretation of Max Weber).

79. Nature of Police Legitimacy
 Police authority is not defined entirely by
the night stick or gun
 Police action must be authorized by the
consent of the public--Legitimacy is not
immutable characteristic of the police
 Can be conferred and removed over time
 Defined by the hearts and minds of the
public

80. Undermining Legitimacy:
The Chronic Problems
 Corruption, scandals, and reform
attempts
 Causing/mishandling civil disorder
 Excessive force (“brutality”)
 Race discrimination and profiling
 History of poor relations with minority
communities, from slave patrols forward

82. Without Legitimacy Police Cannot
Achieve their Goals
 Lack the support, trust, and confidence of
the public
 Face community fearful of mistreatment
 Face less cooperative
witnesses, victims, suspects, bystanders, and
callers
 Officers are less safe
 Face a cynical community that doesn't
respect the law or feel a need to obey it
 Face unpredictable resources ($) and
predictable interference by external

83. Public Opinion and the Police
 Most Americans have a positive attitude toward
the police (88% express confidence)
 Racial and ethnic minorities consistently rate
the police less favorably than whites.
 Young people rate the police less favorably than
older people.
 Poor people, less educated people, and crime
victims tend to rate the police lower than
others.
 There are significant differences in opinions
about the police in different cities. 83

84. Attitudes about Police Use of Force
 Hispanics and African Americans are twice
as likely to believe the police will use
excessive force in their communities
 In a survey of Cincinnati residents, 46.6%
of African Americans indicated they had
been personally “hassled” by the police
 Compared to only 9.6% of whites
84

85. Police Rudeness During Stops
Percent residents report “big” or “some” problem

86. Voices from African Americans
“…as a black man, I think in the back of my
head, „I hope they don‟t bother me today.‟
So I‟m pretty sure a lot of other young
black men feel the same way I do.
Regardless of what profession they are, it
doesn‟t matter. ”
(Male African American adult interviewee;
Rosenbaum, 2006)
86

87. Age: Young People and the Police
 Age consistently ranks second to race and
ethnicity as a factor in public attitudes
toward police
 A 2008 survey found that 17% of people
between the ages of 18-29 had little to no
confidence in the police
 Compared with only 8% of people between 30-49
87

88. NYPD: Stopped, Frisked and Angry
(photo by Photo by EKavet, via Flickr)

89. What Not to Do:
A 3-Minute Teachable Moment
 The Baltimore Skateboarding Incident
http://www.youtube.com/watch?v=9GgWrV8TcUc

90. Other Demographic Factors that affect
Attitudes toward Police
 Agency difference in style of policing
 Neighborhood differences in levels of crime
 Perceptions of police effectiveness in
fighting crime
 Personal experience with victimization
 Level of education
90

91. Complexity of Trust and Confidence
 Priorities: Whether people feel that the police
share their concerns about the neighborhood
 Competence: Whether people feel that the police
have the knowledge and skills to achieve their
objectives
 Dependability: Whether people feel that the
police can be counted on to fulfill their promises
 Respect: Whether people feel that the police
treat them with respect
91

92. Procedural Justice Theory:
Fair Process
 Voice: Listen to public? Paid attention?
 Respect: Treat public with respect/dignity?
 Neutrality: Treat public objectively, based
on the facts, not characteristics?
 Concern: Show concern for their welfare?
 Explain: Explain the process and what to
expect?
92

93. Reach beyond the Traditional
Performance Measures:
o Reported Crime
o Number of Arrests
o Clearance Rates
o Response Times

94. Decide what is Important to your Agency
“If you don‟t measure it,
nobody cares – Measure what
matters!”
Quote from:
Professor Rosenbaum, Sept. 17, 2012

95. In 21st Century, we should Measure:
o The processes of policing
o The quality of policing
o What matters to the public

96. Advantages of the Police-Civilian
Interaction Survey (PCIS)
 Provides validated measures of the quality
of police-citizen encounters and
organizational legitimacy
 Independent and credible process
 Evidence-based – scientific foundation
 Capacity to monitor changes over time
 Provides regular feedback to improve
performance
 Allows for benchmarking and
standardization of performance indicators
 Efficient, timely and flexible

97. The Illinois Police-Community
Interaction Survey Measures
 Officer acted in procedurally just manner
(voice, neutral, fair, concerned)
 Was responsive to emotional and
informational needs of victims (e.g. empathy,
non-judgmental, referrals)
 Acted professionally – knowledgeable and
responsive
 Department – effective, responsive, overall
satisfactory

98. Officer‟s Citizen‟s Expected
Actions Perceptions Outcomes
Officer is Increase Officer
Respectful I‟m Safety
Follows
Satisfied
Procedural
with Increase Compliance
Justice
Encounter with Requests
Principles
Officer
is Fair Increase
I trust Investigative
this Information
Address Officer Officer
the Needs Listened Reduce Citizen
of Victims to me Complaints
I trust
Officer the Increase Job
cares Dept. Satisfaction
about my
Wellbeing

99. Test Sites
 Small: River Forest, IL – Citywide
 Medium: Oak Park, IL – Citywide
 Large: Boston - Two districts/Citywide
 Large: Chicago - 10 districts

100. Survey Methodology
o Letter from Chief mailed to citizens with
police contact in the past 10 days
o Letter Invites Citizens to Complete
Satisfaction Survey by:
o Web-based survey or
o 1-800 automated telephone survey
o University collects data independently and
provides feedback to the participating
departments

101. Characteristics of the Sample
Sample Size= 2446
Female 50.4%
Minority 52.6%
Homeowner 58.2%
Age Mean 48.30
Incident Type
Traffic Stop 12.4%
Traffic Crash 30.8%
Crime Report 56.8%
Survey Type
Phone Survey 55.9%
Web Survey 44.1%

102. Overall Satisfaction with the Way
You were Treated by the Officer
84.4%

103. Satisfaction and Citizen Characteristics
White Black Hisp. Other ≤ 49 ≥ 50
Race Age

104. Crime Victim’s Recovery
(Percent Strongly Agree and Agree)

105. Victim’s Recovery Affected by
Officer’s Behavior
High Level Exhibited by Officer
Low Level Exhibited by Officer

106. Victim’s Recovery Affected by
Officer’s Behavior (cont.)
High Level Exhibited by Officer
Low Level Exhibited by Officer

107. Outcome Does Matter: Getting a Ticket
100 94%
90% 87%
90
80
70 62%
57%
60
42%
50
40
30
20
10
0
Did this officer handle How satisfied with Do you trust the
the situation well? way you were treated police department to
make decisions?
Not Issued a Traffic Ticket Issued a Traffic Ticket

108. Satisfaction with Ticket
Depends on Officer’s Behavior
High Level Exhibited by Officer
Low Level Exhibited by Officer

109. Satisfaction with Ticket
Depends on Officer’s Behavior
High Level Exhibited by Officer
Low Level Exhibited by Officer

110. Gender Expectations
 Women outperform men on emotional
intelligence
 Female officers will be evaluated
more positively than male officers
 Female officers will receive highest
evaluations from male citizens and
the lowest evaluations from female
citizens

111. Public Satisfaction as function of Officer
and Citizen Gender
Overall Satisfaction
Male Officer Female Officer
Male Respondent 4.39 4.24
Female Respondent
4.35 4.29
1=Very Dissatisfied, 2=Somewhat Dissatisfied,
3=Neutral,
4= Somewhat Satisfied, 5=Very Satisfied

112. Odds Ratios: Effects of Officer’s Gender on
Satisfaction with the Encounter
Listened 1.43
Polite 1.35
Treated Objectively 1.01
Concerned about feelings 1.14
Took Matter Seriously 1.10
Knew what they were doing 1.18
Answered Questions well 1.24
Explained next steps 1.33
0 1 2
Female Male
Model: Officer Age, Officer Gender, R‟s Age, R‟s Gender, R‟s Race,
Residency, Homeownership, Incident Type

113. Conclusions about Police-Community
Interaction Survey (PCIS)
 Feasible – It can be done
 Cost effective – Very inexpensive
 Produces valid responses
 Attractive to local agencies - feedback
 Provides external indicators of
organizational performance on local,
state and national scale

114. Building a Strong Bridge between
Police Science and Police Practice
Police Police
Science Practice

115. Advancing Practice: Building
Organizational Capacity
 New measurement and feedback
systems
 Standardized diagnostic tools and
benchmarks
 Sharing ideas across agencies
 Testing innovation on a large scale
 Paradigm shift: from bean counting to
quality of policing; evidence-based
 If you measure it, it will matter!

116. Agency Feedback:
“Translational Criminology” in Practice
o Standardized Reports for each Agency
o Interagency Comparisons:
Your Similar All
Agency Agencies Agencies
o Technical assistance with interpretation

117. Agency Use of the Findings
 Conceptual use – change their thinking
about the problem/issue
 Instrumental use - change their programs
and policies
 Examples of use – Recruit training, In-
service training, public awareness

118. Process Also Matters When Getting a Ticket
(% Very Satisfied and Somewhat Satisfied)
100
90
80
70
62.0% 59.8%
60
+20 +18
50
40
30 -33 -37
20
10 8.5% 4.9%
0
Officer Did not Officer Not
Listened Listen Polite Polite

119. The Illinois Police-Community
Interaction Survey Program (IL-PCIS)
o Selecting 40 law enforcement agencies
throughout Illinois
o Training agency staff in PCIS procedures
o Beginning surveys in October
o Providing feedback in January
o Providing technical assistance - use the
findings to improve police services
[If your agency has been invited, I am
available to answer questions later]

120. THANK YOU
For more information about the
National Police Research Platform:
www.nationalpoliceresearch.org