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The Mechanics of Problem Solving

. . . . Course Expectations. 1.To understand and be able to complete each of the four broad stages of problem solving.2.To know and be able to practice the individual steps in each stage of problem solving.3.To use the problem-solving model as an effective tool for interacting with members of t

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The Mechanics of Problem Solving

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    1. The Mechanics of Problem Solving

    2. Course Expectations 1. To understand and be able to complete each of the four broad stages of problem solving. 2. To know and be able to practice the individual steps in each stage of problem solving. 3. To use the problem-solving model as an effective tool for interacting with members of the community. 4. To be able to explain and mentor the problem-solving process to other officers and members of the community. 5. To understand the importance of collaborating with the community in the problem-solving process.

    3. Six Course Modules Introduction to Problem Solving Scanning Analysis Response and Assessment Collaborating with the Community Designing and Implementing Problem-Solving Projects

    4. Definition of Community Policing Philosophy of policing and approach to the delivery of police services that involves: Partnership with the community Problem solving Organizational transformation

    5. What is a Problem?

    6. What is a Problem? Two or more incidents;

    7. What is a Problem? Two or more incidents; Similar in nature;

    8. What is a Problem? Two or more incidents; Similar in nature; Capable of causing harm; and

    9. What is a Problem? Two or more incidents; Similar in nature; Capable of causing harm; and About which the public expects the police to do something.

    10. How Are Incidents Related?

    11. How Are Incidents Related? Location

    12. How Are Incidents Related? Location Suspect or group of suspects

    13. How Are Incidents Related? Location Suspect or group of suspects Victim group or type

    14. How Are Incidents Related? Location Suspect or group of suspects Victim group or type Behavior

    15. How Are Incidents Related? Location Suspect or group of suspects Victim group or type Behavior Time

    16. How Are Incidents Related? Location Suspect or group of suspects Victim group or type Behavior Time Evidence

    17. Crime Triangle

    18. Purposes of Problem Solving Problem solving addresses the underlying conditions that prompt calls for service. Problem solving involves a closer involvement with the public to ensure that the police are meeting the needs of the community. Problem solving recognizes and uses the expertise of all people involved, including the police officer. Problem solving encourages the use of a wide range of resources to engage in developing solutions.

    19. SARA Defined S A R A

    20. S A R A

    21. S A R A

    23. Levels of Problem Solving

    24. Levels of Problem Solving Simple - Individual officer alone or with small group of citizens

    25. Levels of Problem Solving Simple - Individual officer alone or with small group of citizens Moderate - Small Group/Team of Officers

    26. Levels of Problem Solving Simple - Individual officer alone or with small group of citizens Moderate - Small Group/Team of Officers Complex - Organizational Collaboration

    27. Legitimate Expectations of Problem Solving Eliminate the problem Reduce the problem Reduce the harm Move the problem

    28. Conceptualization: Problem-Solving Process

    29. Scanning Steps List neighborhood problems.

    30. Scanning Steps Select problems that meet the definition.

    31. What is a Problem? Two or more related incidents; Similar in nature; Capable of causing harm; and About which the public expects the police to do something.

    32. Scanning Steps Prioritize problems.

    33. Common Rationales for Prioritization Umbrella Method Easiest Most Difficult Quickest Most Lengthy

    34. Scanning Steps State the Specific Problem Behavior. Where Does the Problem Occur? Which Setting is Causing the Most Difficulty?

    35. Preparation for Analysis Develop preliminary hypothesis. Formulate general goal statement. Determine how data will be gathered and reported. Decide when data collection will begin.

    36. Legitimate Expectations of Problem Solving Eliminate the problem Reduce the problem Reduce the harm Move the problem

    37. Overview of the Analysis Process Determine the sequence of events. Assess the problem strength and generate a hypothesis. Prepare for the response phase.

    38. Analysis Steps What conditions or events precede the problem?

    39. Analysis Steps What conditions or events precede the problem? What conditions or events accompany the problem?

    40. Analysis Steps What conditions or events precede the problem? What conditions or events accompany the problem? What are the problem’s consequences?

    41. Analysis Steps What conditions or events precede the problem? What conditions or events accompany the problem? What are the problem’s consequences? What harms result from the problem?

    42. Analysis Steps How often does the problem occur?

    43. Analysis Steps How often does the problem occur? How long has this been a problem?

    44. Analysis Steps How often does the problem occur? How long has this been a problem? What is the duration of each occurrence of the problem?

    45. Analysis Steps What are your conclusions about why the problem occurs?

    46. Analysis Steps Define a tentative goal.

    47. Analysis Steps Define a tentative goal. Identify resources that may assist in solving the problem.

    48. Analysis Steps Define a tentative goal. Identify resources that may assist in solving the problem. What procedures, policies, or rules have already been established to address the problem?

    49. Legitimate Expectations of Problem Solving Eliminate the problem Reduce the problem Reduce the harm Move the problem

    50. Response Steps Brainstorm possible interventions.

    51. Response Steps Consider feasibility and choose among alternatives.

    52. Response Steps Consider feasibility and choose among alternatives. What needs to be done before the plan is implemented?

    53. Response Steps Consider feasibility and choose among alternatives. What needs to be done before the plan is implemented? Who will be responsible for preliminary actions?

    54. Response Steps Outline the plan and who might be responsible for each part.

    55. Response Steps Outline the plan and who might be responsible for each part. Will this plan accomplish all or part of the goal?

    56. Response Steps Outline the plan and who might be responsible for each part. Will this plan accomplish all or part of the goal? State the specific goals this plan will accomplish.

    57. Response Steps Outline the plan and who might be responsible for each part. Will this plan accomplish all or part of the goal? State the specific goals this plan will accomplish. What are some of the ways data might be collected?

    58. Response Steps Realistically, what are the most likely problems with implementing the plan?

    59. Response Steps Realistically, what are the most likely problems with implementing the plan? What are some possible procedures to follow when the plan is not working or when it is not being implemented correctly?

    60. Assessment Steps Was the plan implemented?

    61. Assessment Steps Was the plan implemented? What was the goal as specified in response?

    62. Assessment Steps Was the plan implemented? What was the goal as specified in response? Was the goal attained?

    63. Assessment Steps Was the plan implemented? What was the goal as specified in response? Was the goal attained? How do you know if the goal was attained?

    64. Assessment Steps What is likely to happen if the plan is removed?

    65. Assessment Steps What is likely to happen if the plan is removed? What is likely to happen if the plan remains in place?

    66. Assessment Steps What is likely to happen if the plan is removed? What is likely to happen if the plan remains in place? Identify new strategies to increase the effectiveness of the plan.

    67. Assessment Steps What is likely to happen if the plan is removed? What is likely to happen if the plan remains in place? Identify new strategies to increase the effectiveness of the plan. How can the plan be monitored in the future?

    68. Expert vs. Collaborative Expert Model--the officer takes on all responsibility and leads the problem-solving stages. Collaborative Model--the officer shares responsibility with community members, and they lead the problem-solving process.

    69. Communication, Coordination, Cooperation and Collaboration Communication: an agreement to share thoughts, ideas, information and feelings. Coordination: a level of networking that does not specify the amount or nature of the interaction. Cooperation: involves two or more individuals and/or groups who have agreed to assist each other with some task or objective. Collaboration: the process by which several individuals or agencies make a formal, sustained commitment to work together to accomplish a common mission.

    70. Community Collaboration Collaboration involves a formal, sustained commitment to work together to accomplish a common mission. For police, collaboration involves working with community members who have a vested interest in the problem and who are willing to commit resources toward its solution.

    71. How Do You Define a Community? Geographical boundary Ethnic or cultural group Socio-economic status Shared interests (e.g., business, school) Others....?

    72. Collaboration in Your Community What are the department’s greatest strengths in collaborating with the community? What impeded further progress? What changes need to be made?

    73. Advantages of Collaboration Improves knowledge and insights Broadens community contacts Saves police time and money Transfers responsibility to residents Builds trust and confidence in police Expands response options Generates funding and supplies

    74. Disadvantages of Collaboration Causes frustration Creates unwanted responses Involves personal agendas

    75. Police Officer Role: Leading by Facilitating Lead by pointing the community in the right direction, helping to make decisions and allocating resources. Facilitate by guiding the community through the problem-solving process and sharing the responsibility for tasks and progress.

    76. Two Strategies for Bringing Community Members Together Work with existing community groups. Form a group of your own.

    77. Strategy #1: Work with Existing Community Groups Inventory the groups in your area to identify those with time, talents and resources to help. Good strategy if problem affects large segments of community or if past experiences have been successful.

    78. Strategy #2: Form a Group of Your Own Identify community stakeholders and get them together. Form an entirely new group or recruit new people to join an existing group. Good strategy if there are no willing or interested groups in your area.

    79. Community Stakeholders Who is a stakeholder? Someone who is directly impacted by the problem. Can include residents, business owners or local government officials. Identify stakeholders by: Reviewing records (CFS, complaints) Walking and talking Utilizing a crisscross directory

    80. Factors Affecting Cooperation Fear of retaliation from the criminal element Feelings of anger toward police Belief that police are solely responsible Feelings of apathy and helplessness Lack of time and commitment

    81. Tactics to Improve Cooperation Take steps to ensure confidentiality. For example: distribute only limited advertisements, approach people one-on-one, approach in plain clothes, or use anonymous surveys. Don’t argue with angry residents. Ask for help with specific tasks.

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