A Problem Oriented Approach To Community Policing
A Problem OrientedApproach to CommunityPolicingNorm StamperChief of PoliceTRAINING GUIDE04/97
SEATTLE POLICE DEPARTMENT* MISSION *Our mission, together with the communities of Seattle, is to makeour city a place where all people live safely and without fear.*VISION*The Seattle Police Department has a well-deserved reputation for excellence. We maintain thehighest standards of professional ethics and personal integrity. We are committed to the philosophyof community policing, partnering, and problem-solving with those we serve. We employ bothtime-tested police methods and promising new approaches in protecting our communities. Wemanage all of our resources - including people, equipment, and technology - prudently andeffectively. Our communication is direct, open, and respectful. We value our unity and ourdifferences, recognizing that there is strength in both. Our commitment to a safe and healthyworkplace is shown in high morale, job satisfaction, and continually enhanced performance.*CORE VALUES*In our individual conduct and in our personal relationships, we value;ic Integrity and ethical behavior at all times.* Respect for the rule of law and the dignity of all human beings.* Acceptance of full responsibility and accountability for our actions.ir Empathy and compassion for others.-*- Direct communication that permits and encourages healthy disagreement.'Ar Resolving differences in a mutually supportive and positive way.ir Equal treatment of all sworn and civilian members of the department.In our professional responsibilities, we value:ir Individual and team effectiveness in solving crime and crime-related problems.1ir Exceptional responsiveness to community needs.ir Equal protection and service for all. regardless of economic status or position.* Quality training and commitment to personal and professional growth. * Flexibility in adapting to change.ic Innovation, creativity, and reasoned risk-taking. * A methodical approach to problem-solving.ir Responsible and creative management of all our resources. k Excellence and continuous improvement in all we do.
TABLE OF CONTENTSTITLEWelcome to a Problem-Oriented ApproachPAGE1-5(Community Policing Newsletter)Policing Strategies of the 90's6Trends Affecting Policing in the Future7"Crimefighters" Worksheet8Problem-Solving Process9Problem-Solving Process Model10-11Problem-Solving Process Guide12-13Problem Identification14-15Circle of InfluenceCrime TriangleCrime Triangle Worksheet1617-1920Problem-Solving Process Worksheets21-32Problem Scenarios33-42Change Quadrant43Considering Change Group Discussion44Project Filsfsample forms)45-50
Key Elements of Problem-Oriented Policing51Potential Resources52Project Types53Characteristics of a Good Problem-Solving SupervisorADDENDUM:Seattle Police Department: Code of CooperationThe New Policing: Confronting Complexityby Herman GoldsteinProblem Oriented Policingby William Spelman and John EckNOTES54-55
Problem-Solving Training EditionWhen The Smoke Clearscontinued from page 1and I want no room for ambiguityhere, that the essential services of theSeattle Police Department are thoseservices that contribute to makingSeattle a safe place to live withoutfear. Those services are: respondingto emergency calls for service,problem solving, and crimeprevention.Responding to emergency calls forservice is our first priority, because itmeans that someone is in immediatedanger. But study after study hasshown that officers, depending on thewatch, already spend anywhere from60-80% of their time on ordermaintenance activities. That is timespent on activities other thanresponding to emergency calls forservice. And that means that were weto define essential services as onlyresponding to 911 we would beexcluding most of the work thatpolice officers do every day.For this reason it is critical for alllevels of the department, from Financeto Fleet, to take it upon themselves tounderstand our mission, to understandwhat officers actually do, and tostructure all their efforts to supportemployees working to prevent crime,solve crime-reiated problems, andrespond to emergency calls for service.When we respond to an emergencyProblem-Oriented Approach.continued from page 1a police organization to make thephilosophy of community policing areality. In all crimes there will be anoffender subject to prosecution underthe law. Problem oriented policingmakes the assumption that manycrimes can be fostered by particular,continuing problems in a community.It follows, then that crimes might becontrolled, or even prevented, byaddressing these underlying issues. Forexample, the police might be able toresolve a chronic dispute or restoreorder to a disorderly street throughnegotiations. Arrest and prosecutionremain crucially important tools ofpolicing. But, responses to crime andmethods for controlling crime aresubstantially broadened.Community Policing is also supportedby a third strategy, CrimePrevention. Reducing the risks thatcommunity members will be victimsof crimes is important to sustaininglong term solutions to problems.Preventing crime includes increasingPage 2the ties that neighbors have with eachother, as well as improving thephysical appearance of integrationand cohesiveness in a neighborhood.Working with a supportive andhelpful police department, Seattle'sgood neighbors have an opportunityto turn the tide against the next waveof urban crime.TRADITIONAL LAWENFORCEMENTIf a crime is in progress, enforcing thelaw is the response-not conducting asurvey, checking with crime analysis,or brainstorming responses."Hooking and booking" works justfine in those situations. However,when incidents recur, police haveexpanded the selection of tools thatcan be used to deal with beatproblems.After careful analysis of a problem anofficer may decide that enforcement isthe best tool to "fix" the problem.But the officer's decision is based onthe information collected in thecall for service this means that yetanother city resident has likely felt theeffects of fear. It is necessary andappropriate to respond and protectvictims from further harm. It is alsoour responsibility-and an equallyessential police service-to beinnovative, to notice patterns and actpro-actively before another resident isvictimized, and to organizecommunities to work with us toprevent crime and reduce violence.analysis, not because "this is the waywe always respond to that problem."HOW IS SUCCESS MEA SURED?Detection and arrest rates have beenthe traditional measures of oursuccess. Community policingemphasizes the absence of crime anddisorder. Not every police problemcan be eliminated, but when calls forservice start decreasing and thecommunity reports increasedsatisfaction with police service, it'stime to take notice. Effectiveness,actually solving or reducing problems,becomes the hallmark of our success.When one problem is solved, anotherone has already cropped up to take itsplace. But it's those frustrating,annoying, nagging incidents thatpolice personnel weary of dealingwith that beg for a problem orientedapproach. And by freeing ourselvesof those persistent problems, we gainpersonal satisfaction that we aremaking a positive impact in reducingfear and increasing safety for thecommunity members we serve.Problem Solving Training
Problem-Solving Training EditionSolution-Driven Partnerships: Just Six Steps AwayNancy McPhersonPartnerships are difficult. Ittakes time to buildrelationships, to learn totrust each other, to findmutual interests and concerns, and tolearn a common language for solvingproblems. But what we're learningfrom officers all over the country isthat long-term solutions to problemsrequire partnerships. If we're teachingour officers to solve problemsanyway, let's teach them how to solveproblems in a way that buildspartnerships.Picture this scenario. A sergeantinstructs patrol officers to go to aneighborhood meeting. Residentshave complained of prostitution anddrug dealing and want to form apartnership with the police. Theresidents are glad to see the officers,but angry because they feel helplessand afraid. The officers invite theirangry audience to "share theirconcerns." The floodgates open, andfor the next two hours, the officershear about prostitution, drug dealing,poor response times, the lack ofsensitivity on the pan of officers indealing with residents, and the failureof police to take action on a crimethat was committed five years ago.The officers defend the policeresponse. Community members getmore frustrated. Now the officers aregetting frustrated, but they try tomaintain their cool. At the end of themeeting, the officers say, "Thanks forsharing your concerns. We'll handle itfrom here."We've all been to meetings like this.At the end of the evening, are thoseofficers praising the virtues ofpartnerships? Are they creativelythinking about how to solve problemsof that community? They're thinkingProblem Solving Trainingcreatively, all right. They're thinkingcreatively about how to avoid evergoing to another community meeting.Using a problem-solving approach, let'srevisit this scenario. You are one of theofficers.1. Build a Relationship."You can either be right or you can bein a relationship." Wise words from afather to his son before the son'swedding. Relationships require trustand understanding, which results fromlistening to someone else's concerns inan open, non-judgmental way. Whenfrustration, fear, tension and anger arepresent in a community, creating a safeenvironment where people can vent isimportant. You open the meeting byexplaining that you are there to listenand to try to understand the problemsfrom the community's perspective. Todemonstrate that you have heard everyvoice, record each problem on a largesheet of paper that is visible toeveryone in the room. Once theproblems have been listed, ask thegroup if people are willing to workwith you to solve the problems. Ifpeople are willing to work together,move on. If not, restate yourwillingness to try to understand moreabout the community's perspective.Also, state clearly that the police willdo whatever they can to help, but youcan't solve these problems withouthelp from the community.2. Defining the Problem.Stephen Covey suggests that allproblems fall into one of two circles.The Circle of Concern containseverything that worries or concerns us.We have little control over theseproblems. The Circle of Influencecontains everything we can control orinfluence in some way.Explain the circles to the group. Thengo through the list of problems withthe community, one by one,identifying whether the problem fallsunder the Circle of Concern or theCircle of Influence. Discuss the Circleof Concern problems to determinewhat other agency or group may beable to influence or control theproblem. Later, the group can returnto the Circle of Concern list todetermine if they want to meet withthe other agenices or groups.Ask the community to focus on andprioritize the problems identified onthe Circle of Influence list. Theproblem identified as the number onepriority is the starting point for thegroup's problem-solving efforts.3. Ask Questions About theProblem.Analyzing the problem starts withasking, "Who is affected by theproblem?" Brainstorm to create a listof everyone who is affected. The listmay include children, families, police,prostitutes, drug dealers, social serviceagencies, probation and parole officers,and prosecutors. Ask the group todecide who should be included fromthis list in the problem-solving effort.Make sure that someone takesresponsibility for inviting theappropriate people to future meetings.Identifying people who are affected bythe problem ensures that the quiet,unrepresented voices in ourcommunities that are seldom, if ever,continued on page 4Page 3
Problem-Solving Training EditionJust Six Steps Awaycontinued from page 3heard are included in the problemsolving process.The next question is, "What do wewant to know about this problem?"List everything that the group canthink of that they want to know.Then go back over this list and ask,"Where do we go to get theinformation?" Once you identify thesource of the information, people canvolunteer to get the answers to thequestions. Delegate the responsibilityfor finding information to a number ofpeople. Relationships can be enhancedeven further if a lot of people takeownership in the process. Set the dateand time for the next meeting so folksknow you're committed to theprocess."You can either be rightor you can be in arelationship."When most questions have beenanswered, redefine the problem basedon the information gathered. If theproblem is defined too broadly, ask thegroup to reexamine it in light of theCircle of Concern and the Circle ofInfluence. Once the problem isdefined so that it falls within thegroup's influence, it's time to set goals.4. Set Short-Term and Long-TermGoals.Aim for small wins initially. Whatshort-term goal can the group reachthat will create hope and enthusiasm tokeep people involved and optimistic?Then look at the big picture. Whatunderlying conditions need to beaddressed? Is it possible to eliminatethe problem? A problem-orientedapproach can eliminate the problem,Page 4reduce the problem, reduce the harmscreated by the problem, manage theproblem better, or remove the problemfrom police consideration. Again,consider the Circles of Concern andInfluence. Is it realistic to set a goal ofeliminating prostitution, for example?Only the group can decide. Butkeeping alternatives within the Circle ofInfluence help maintain trust andcredibility in the relationship.5. Take Action.It's amazing how little time it takes todevelop responses to meet the goals. Ifthe right questions have been asked andthe group understands what it caninfluence, responses to problemsbecome clear. If one short-term goal isto get used condoms and syringes out ofthe neighborhood, whose responsibilityis it to take care of this? Who isresponsible for doing more enforcementon the first and third weekends of themonth? Who should clean up theovergrown shrubs and bushes that hideillegal activity on the street?Get the action rolling and report backregularly. Ongoing communication iscritical to keep the collaborationhealthy and alive.6. Assess Effectiveness.Was the problem solved? If more workneeds to be done, do you need to startwith Step One or can you reenter theproblem-solving process at another stepalong the way? How do people feelabout the process? The most importantquestion is, "Where does the groupwant to go from here?" If the problemis solved, the group may want to stay inplace to monitor the situation andbegin work on another problem.Maybe the group is ready to organizeformally. Perhaps it wants to plan acommunity education campaign orsocial events. It is the responsibility ofthe group, not the officers, to decidewhat the future holds. Our job is toreaffirm our commitment to workingwith the group to solve problems andto maintaining the relationship througlcontinued communication.What Are The Barriers To ThisApproach?We create a formula for frustration andineffectiveness when we don't take time to listen, we don't take time to understand andrespect different perspectives and thehelplessness that crime victims feel, we think partnerships are programsdesigned to make the community feelgood about us, we refuse to learn and practice a stepby-step process for joint problemsolving that includes mutual rightsand responsibilities, we assume total responsibility forsolving problems (after all, we are theexperts), we think "nurturing relationships" isonly for moms and social workers.Problem-solving is a process, not anevent. It starts with building arelationship and follows a systematic,step-by-step process that leads toreducing or solving crime andcommunity problems. Police chiefsand sheriffs who commit to the processsupport their officers by teaching themskills to facilitate effective problemsolving. Their officers won't beleaving community meetings frazzled,disgusted and feeling unappreciated.They can say good-night to theircommunity partners with a sense ofsatisfacation and pride in knowing thatthey've made a difference in the lives ofpeople who matter to them.Problem Solving Training
Problem-Solving Training EditionWhat Are All TheseOther Teams Anyway?What is theDesign/Coaching Team?Officers Pam McCammon andJames KoutskyLieutenant Mark EvensonTo support our transition tocommunity policing and problemsolving, the Seattle Police Departmenthas formed teams at various levels ofthe department.THE SENIOR LEADERSHIP TEAM(SLT) is comprised of the six bureauchiefs and the chief of police. Thefunction of the SLT is to provideleadership, direction, and support in allbureau operations to insure theintegrity of operational strategies andthe connection between operations andthe department's Mission, Vision, andCore Values.THE TRAINING TEAMS arecomprised of a variety of sworn,civilian, and community members.The function of the training teams is totrain all employees in the departmentto be problem solvers. This is anessential component of our transitionto community policing. Members ofthe training teams will first completethe training of trainers course, wherethey will be taught the skills needed tobe effective teachers, coaches, andfacilitators of problem solving.THE STRATEGY TEAMS arecomprised of employees at eachprecinct or in selected units. Thefunction of the strategy teams is tointegrate problem solving into thework of all employees, to documentproblem solving efforts, coordinateefforts across shifts, supportpolice/community partnerships, andassist in organizing the community totake responsibility for policing itself.Problem Solving TrainingAfter spending almost two yearssupervising the West PrecinctCommunity Police Team, I became afirm believer in the philosophy ofProblem Oriented Policing (POP).Seeing first-hand how police officerscan work with citizens to reduce crime,solve problems, and improve theirneighborhoods was very inspiring. Irealized that there were better ways ofdoing business, and police work wasn'tjust running from call to call.When Norm Stamper and NancyMcPherson came to our Department, Ihave to say I was a little skeptical atfirst. They brought with them a visionof Department-wide communitypolicing where every employee in ourdepartment, sworn and civilian, woulduse the strategy of problem-solving intheir everyday work practices. Keepingan open mind, I sat back and waited forthat big, thick, blue directive thatwould outline their vision ofDepartment-wide community policingand describe the implementationprocess. I soon realized that thiscommunity policing expansion effortwasn't going to be designed from thetop down but from the bottom up. Itwas clear that every employee inour Department would have theresponsibility to participate in thedesign and implementation of ourcommunity policing expansionefforts.To help get the ball rolling, theDesign/Coaching Team was created.The team consists of 14 first- andsecond-line supervisors and civilianmanagers. Our job is to coordinateall of the community policing andproblem-solving efforts throughoutthe Seattle Police Department. Ourprimary responsibility is to act ascoaches and facilitators for theStrategy Teams and foster anenvironment conducive to creativityand innovation.After we had our first meeting, wedeveloped the following missionstatement for the Design/CoachingTeam:To act as a catalyst to encourage anenvironment that supports problemoriented policing throughout theSeattle Police Department andspecifically to: Identify and remove barriers tothe implementation of problemsolving Create a common language forproblem-solving Coach and facilitate the efforts ofthe Strategy Teams Market the progress andsuccesses within the organization Act as advisors to the SeniorLeadership TeamA "catalyst" is one who provokessignificant change. To me,"catalyst" describes theDesign/Coaching Team perfectly.Page 5
POLICING STRATEGIES OF THE
philosophy of community policing a reality. In all crimes there will be an offender subject to prosecution under the law. Problem oriented policing makes the assumption that many crimes can be fostered by particular, continuing problems in a community. It follows, then that crimes might
3.2 Goal problem oriented teaching design Goal problem oriented teaching requires the te achers to have strong professional quality, compre hensive ability and innovative thinking ability. The following is to carry out goal problem oriented teac hing design from four aspects: teaching process de sign, goal problem oriented design, curriculum ide
“Data-Oriented Design and C ”, Mike Acton, CppCon 2014 “Pitfalls of Object Oriented Programming”, Tony Albrecht “Introduction to Data-Oriented Design”, Daniel Collin “Data-Oriented Design”, Richard Fabian “Data-Oriented Design (Or Why You Might
Research on Innovative Application-oriented Talent Training Mode in Private Colleges A-ling LUO 1,a,*, Yue WANG. 1,b. and Hui LIU. . goal-oriented Education, ability-oriented Education or demanoriented Education. OBE is an d-advanced educational concept of the results-oriented, student-oriented and reverse thinking .
object-oriented programming language is based on a kind of old object-oriented programming language. For example, though C language is an object-oriented programming language, it still retains the pointer which is complex but has strong function. But C# improved this problem. C# is a kind of pure object-oriented language.
Problem solving and OO programming refers to a set of activities that allow the mapping of a problem to a computer program, written in an object-oriented language, that when executed on a computer will solves the problem. Here is a simplistic summary of activities that aid in solving a problem using OO programming: Understand the problem
work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
described by the interaction of these objects. Object-oriented design is the discipline of defining the objects and their interactions to solve a problem that was identified and documented during object-oriented analysis. Object-oriented design is the process of planning a system of interacting objects for the purpose of solving a software problem.
method dispatch in different object-oriented programming languages. We also include an appendix on object-oriented programming languages, in which we consider the distinction between object-based and object-oriented programming languages and the evolution and notation and process of object-oriented analysis and design, start with Chapters 5 and 6;
