OATdb Archive - Sam Houston State University

OATdb Archive

2012 - 2013

Criminal Justice, LEMIT

Goal

Leadership Command College (LCC)

LCC is designed to provide police executives with the knowledge and skills necessary for successful leadership in a modern law enforcement agency.

Objective

Ensure That The Course Curriculum Develops Core Leadership Competencies In LCC Graduates

To become good leaders, Leadership Command College graduates will have to demonstrate their understanding and commitment to the ten core behavioral competencies that define the course curriculum.

Indicator

LCC Graduate Self-evaluation Assessment

LCC Program staff will administer an evidence-based assessment tool to all potential Graduates to determine if the course curriculum has developed their core behavioral competencies

Criterion

At Least 80% Graduates Meet The Defined Competency Standards

The content of the course curriculum will have ratified as appropriate when at least 80% of candidates meet the defined competency.

Finding

Target

95% of candidates who graduated from the Leadership Command College in the 2012-13 period were able to demonstate their understanding and commitment to the ten core behavioral competencies that define the course curriculum. The criterion was exceeded.

Action

Assessment Tool

Design and administer an evidence based assessment tool to all participants

Goal

Texas Police Chief Leadership Series (TPCLS)

The program is specifically designed to assist police administrators in developing their leadership skills.

Objective

To Identify The Behavioral Competencies That Most Impact The Effectiveness Of Texas Police Chiefs

Police Chiefs will be able to identify the behavioral competencies that most impact their effectiveness.

The new four-year development cycle of the Texas Police Chiefs Leadership Series program commences in 2013. This objective will last for a two year period, and every Chief of Police in the state will be assessed. In Texas, all Police Chiefs receive the same professional development, regardless of the size of their police departments. This objective will help determine the most effective way of structuring their development opportunities at LEMIT.

Indicator

The Degree Of Variation Of Core Behavioral Competencies Of Texas Police Chiefs, And The Size Of Their Police Departments

Last year a learning journal was introduced in the Chiefs program. In 2013, the Chiefs will be asked to identify which, of a core of ten behavioral competencies within their course topics, contributed most to their personal professional development. The results will be analyzed according to the number of sworn officers in each of the police departments they represent.

Criterion

The Most Impactful Core Behavioral Competencies Will Be The Same For At Least 80% Of Police Chiefs

At least 80% of Police Chiefs attending the program will be able to identify the behavioral competencies that most impact their effectiveness.

Action

Assessment Tool

Design and administer a survey to all Texas Police Chiefs.

Update to previous cycle's plan for continuous improvement During the 2012-2013 annual cycle one of our objectives was for Leadership Command College graduates to demonstrate their understanding and commitment to the ten core behavioral competencies that define their course curriculum. An evidence based assessment was undertaken of the 103 graduates who completed all three modules of the program. The target was to ensure that 80% of candidates met the defined competencies. In reality 95% were able to evidence attaining the competencies.

One element of our plan was not introduced during the cycle. This element relates to the Texas Police Chiefs Leadership Series program. It had been proposed to commence an assessment of the behavioral competencies that most impact their effectiveness. The State mandated program requires every police chief to attend a 40 hour block of professional development in each biennium. The start of 2012 was also the second year of the biennium, therefore to achieve more consistent results, the assessment program was delayed until the start of 2013-2014.

Plan for continuous improvement
Whereas it became quite clear that those who complete the Leadership Command College program were able to evidence attaining the defined competencies, in the demographic area of our data gathering we discovered
that the attrition rate for the program was a cause for concern. In 2012 - 2013, 19% of candidates failed to get to Module II from Module I, and of those that did, 24% dropped the program between modules II and III. LEMIT and the LCC Consortia members are currently designing an action plan to address this problem.