Instructional Goals:

This lesson addresses a training emergency. It is designed to save massive numbers of police and allied personnel from allegations of sexual harassment, real or imaginary. Breaking from the time-honored blue code of conduct that police officers do not file complaints against one-another, women police officers from all over the United States are breaking ranks to file complaints of sexual harassment against fellow officers.

Sexual harassment is unwelcome, unsolicited verbal or physical conduct of a sexual nature which is a condition of employment; is the basis of an employment decision; interferes with work performance; or creates a hostile and intimidating environment. It is a form of sexual discrimination that violates a person's civil rights and consequently results in immediate imposition of liability upon the employer.

Some selected instructional content areas covered in this microcomputer lesson follow:

1. Introduction and Women in the United States Work Force.
2. Women Police Officers in the United States.
3. Male Fallacies about Sexual Harassment.
4. Women in Policing.
5. Male and Female Perceptions.
6. Legal and Policy Aspects.
7. Rookie Female Officers.
8. Female Police Officers: Coping Strategies when Sexually Harassed.
9. Male Officer Types: Acceptance or rejection of women officers.

These are highly interactive materials with text-embedded questions, drill, and practices. The lesson contains a total of 50 questions. Feedback is immediate. Opportunities for self-initiated review of the test are provided. The lesson also features a pretest and posttest.

Instruction is provided for the benefit of everybody in the police department and allied agencies. It is often the case that the women in the department do a very good job of saying what needs to be changed. Antiharassment regulations are developed and adopted. Training needs are developed. In the absence of effective training of all personnel, however, good policies may be poorly implemented. The unique nature of this interactive lesson provides the quality of police academy training on-the-job, or in college settings, home, etc. Thus, the program can both maximize student learning and save time on the job and travel expenses.

Student Performance Objectives: The successful course graduate:

1. Understands and identifies the problem of sexual harassment in the work place and its ramifications for legal liability.

2. Develops policy and procedures to effectively provide the mechanism whereby complaints of sexual harassment can be investigated and resolved.

3. Promotes in-service training at all rank levels sensitizing personnel to the problem of sexual harassment as unlawful discrimination.

4. Provides all employees a work environment in which all personnel are accorded dignity and respect and protected from unwanted sexual advances or situations.

Method of Instruction: Computer Based Education and Training using an Internet records system, and the most recent version of the microcomputer lesson, Sexual Harassment in Policing, Seventeenth Edition. A study guide is provided for note taking and evaluation.

This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on teacher techniques found effective in training numerous sworn police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.

*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to study this lesson and properly fill out the student note taking guide, or to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.

Instructional Goals:

Police officers encounter leadership roles in several ways, e.g.:

1. As administrators and supervisors;

2. As personnel subordinate to administrators and supervisors; and

3. As officers in charge of violator and citizen relationships.

These job-related experiences create the need for police officers and their organizational administrators and supervisors to understand basic concepts of leadership. This microcomputer program assists student understanding of underlying themes of police operational leadership by distinguishing between effective and ineffective styles.

Some selected approaches correctly and incorrectly thought to determine leadership ability in the past is discussed. The trait approach examines basic physical and personality traits of a good leader. The dimensions of the body were at one time thought to determine leadership ability. With the exception of the preference for leaders who are tall, these views are now known to be invalid.

On the other hand, the situation sometimes tends to define who is the leader, as when group members look to the group expert. The person who can distinguish between facts and inferences, assess the situation correctly, and set a deliberate course of action, is clearly one who people would tend to rely on for leadership.

Finally, in the style approach, the knowledge that group situations are sometimes different (the situation approach) combines with emphasis on the necessity of style flexibility. This is the behavioral approach to leadership.

Leaders with a limited range of behavior often want to avoid new scenes where they are insecure about their behavior. An effective leader must be able to adjust to any scene. If we are playing the role of a leader who likes to control his/her group, we often use the styles of judging, rewarding and punishing members of the group, or regimenting people and telling them what to do.

This microcomputer program will examine leadership using the style approach. Each leader tends to develop a predominate or primary style of leadership. By looking at the style used by a leader to act out the leadership role, those behaviors associated with each style may be identified and contrasted to each other. Thus, it's possible to better understand how a leader is playing the role. This program also assists the student to better understand the behaviors and consequences of occupational roles and possibly to adopt a more effective style.

Student Performance Objectives: The successful student graduate:

1. Defines police operational leadership styles.

2. Distinguishes behaviors characteristic of each leadership style.

3. Distinguishes the effects each leadership style has on communications and productivity.

Method of Instruction: Computer Based Education and Training using an Internet records system, and the most recent version of the microcomputer lesson, Leadership Styles, Seventeenth Edition. A study guide is provided for note taking and evaluation.

This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training numerous sworn police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.

*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to study this lesson and properly fill out the student note taking guide, or to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.

Instructional Goals:

This program reviews methods used for dealing with management problems caused by undesirable employee behavior. The methods of management discussed in this program were drawn from those used successfully in business and industry. There is no question that selected methods of management used in business and industry to cope with difficult employees can be used (with some modification) in police occupational settings. The program covers an analysis and identification of major problem personality types found among police supervisors and personnel. It includes case studies.

The program presents methods the police manager can use for eliminating or reducing the negative impact that these personality types can have on productivity. The recommended procedure is for the student supervisor or officer to read the program materials, use the study guide, and complete the case analysis. The student user should be prepared to evaluate, based on knowledge obtained from this microcomputer lesson, the right and wrong techniques for dealing with those who exhibit problem behavior. The questions are designed to assess student managerial ability to spot problem personnel in selected case situations. The questions are also designed to determine what techniques can be used to counter problem behaviors.

Student Performance Objectives: The successful student graduate can:

1. Identify the major types of police personalities who may present serious problems for anyone involved in management, especially participatory management.

2. Analyze the nature of the personality characteristics exhibited by each type.

3. Examine techniques that eliminate or reduce the negative impact these people have on productivity, while at the same time salvaging real contributions they can make to the department or agency.

4. Score 80 percent on the case study analysis examination consisting of a series of multiple choice and matching questions.

Method of Instruction: Computer Based Education and Training using an Internet records system, and the most recent version of the microcomputer lesson, Management: Problem Personnel, Seventeenth Edition. A study guide is provided for note taking and evaluation.

This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training numerous police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.

*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to study this lesson and properly fill out the student note taking guide, or to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.

Instructional Goals:

This program was developed to help police officers and allied police agency workers learn how to manage physical and mental stress more effectively. Physical and mental effects of stress are discussed.

Many training programs on leadership development or human relations stop with the teaching of new knowledge skills. This program goes further. The program, when carried out, shows students how stress affects their lifestyle, health, and work. Students probably have developed coping behaviors for stress, but the form of coping used may exact too heavy a price. For some, the price is divorce. For others, it is alcohol abuse, peptic ulcers, high blood pressure, etc. The active learning activities associated with this microcomputer program will help the student practice behavior skills for better management of personal, family, work and organizational stress. It isn't hard for students to learn stress management behavior if they are really motivated.

The program is a tutorial, interactively coordinated with guided practice and computer-managed tests, based on the following objectives:

Student Performance Objectives: The successful student will:

1. Explain how stress can be your friend or foe.

2. Define stress in terms of how it affects you physically, emotionally and behaviorally.

3. List the major physical changes which occur in the body after a major stressful event.

4. List and illustrate the major sources of stress in your life.

5. Explain individual differences in terms of perception and types of stress responses.

6. Explain why stress is related to high levels of change.

7. Classify and explain your behavior responses to stress in terms of (1) aggression, (2) withdrawal and/or (3) adaptation.

8. Explain why your lifestyle can kill you.

9. Analyze your lifestyle in terms of aggressive versus adaptive behavior.

10. Identify guidelines for managing worry.

11. Identify stress in terms of how it affects people physically, emotionally, and behaviorally.

12. Identify behavioral reactions to stress in terms of aggression, withdrawal, and adaptation.

13. Recognize the steps taken in helping others manage stress by style of helping and compounding behaviors.

Note. These are not intended to cover all the mastery or developmental outcomes of the program. Classroom instructors and field training officers teaching the behavioral aspects of policing can expect varying degrees of student progress along a continuum of development.

Method of Instruction: Computer Based Education and Training using an Internet records system, and the most recent version of the microcomputer lesson, Stress Management: Stress Test, Twenty First Edition. A study guide is provided for note taking and evaluation.

This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training numerous police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, USA.

*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to study this lesson and properly fill out the student note taking guide, or to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.

Instructional Goals:

The object of this program is to examine the police role and its relationship to the citizens within the communities they serve. Though caught in the middle of the citizen controversy, police supervisors and their personnel are expected to maintain a professional posture which is fair, equitable and legal. With this professional role to fill, the police officer is faced with several paths to follow in order to improve police community relations, e.g.: 1) Develop understandings and skills necessary to get along with all citizens in the community; and 2) Attempt to better relations between the police and those segments of the community most likely to be alienated toward law enforcement and peace-keeping agencies.

Over the years, most police training organizations have attempted to prepare officers to follow the first path in getting along with all citizens in the community. But, few over the same years have emphasized the second path. Partly this is because of the difficulties involved in facing prejudice and negative stereotypes. This microcomputer program takes the second path toward bettering the relationship between police and those alienated toward law enforcement in order to improve the quality of that relationship.

Briefly, the instruction on police citizen relations (PCR) presented in this program includes:

1. Historical Perspective;
2. Police-Alienated Attitudes;
3. Testing Your Myth Potential;
4. Origins of Modern Policing;
5. Test: Situational Analysis;
6. Improving Your Human Relations Skills; and
7. Final Examination.

This microcomputer program is appropriate for police administrators and personnel as part of their continuing human relations training.

Student Performance Objectives: The successful student graduate can:

1. Chart the development of organized policing in American society with emphasis on its community relation's component.

2. Identify the attitudes and behaviors of some police officers toward specific alienated groups and the need to change these attitudes and behaviors if American society hopes to reduce conflict relations between them.

3. Identify negative myths which could influence the attitudes and behaviors of police officers in their contacts with welfare families in the community.

4. Trace the development of police citizen relations in the United States as an organized and structured part of the police function.

5. Explain the relationship between how police officers are recruited, the style of policing, and the quality of police community relations (PCR).

Method of Instruction: Computer Based Education and Training using an Internet records system, and the most recent version of the microcomputer lesson, Community Policing: Police Community Relations, Seventeenth Edition. A study guide is provided for note taking and evaluation.

This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training numerous police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.

*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to study this lesson and properly fill out the student note taking guide, or to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.

Instructional Goals:

The program contains an introduction and three sections:

1. Delicate Balance: Liberty and Order;

2. Nature of Crowds and Psychological Factors; and

3. Nature of Mobs - Riots and Civil Disorder.

The recommended procedure is to read the three sections and take notes using the study guide provided before taking the final examination. The final examination contains a total of 38 questions covering these three sections. This automated question bank records student successes and weaknesses so that self-initiated study may be prescribed.

The last section on CIVIL DISORDER CONTROL assumes some degree of understanding of military terms. It is also assumed that public service personnel who study this program have an interest in learning police procedures and practices for use in their own occupation in the police environment.

Student Performance Objectives: The successful student will:

1. Distinguish types of crowds.

2. Distinguish types of mobs.

3. Identify the psychological factors operating to originate, maintain, and influence the transition of crowds into mobs leading to riots.

4. Identify the factors causing riots to occur.

5. Identify the appropriate police action in handling crowds, mobs and riots.

Method of Instruction: Computer Based Education and Training using an Internet records system, and the most recent version of the microcomputer lesson, Crowd-Mob-Riot Behavior, Eighteenth Edition. A study guide is provided for note taking and evaluation.

This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training numerous police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.

*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to study this lesson and properly fill out the student note taking guide, or to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.

Instructional Goals:

Using tutorials interactively coordinated with case study analysis, this program tests the decision-making ability of the police officer in circumstances that may precipitate use of deadly force. Since the police occupational environment can present immediate life threatening situations, officers need to be proficient in assessing when the use of deadly force may be justified.

The need for police decisions to use deadly force, though rare, is increasing. The enormity of the implications of such decisions make this issue a paramount occupational imperative for the majority of officers. The circumstances surrounding use of deadly force episodes, including officer reaction behaviors, limited data, and extremely limited time for deciding to act or not to act, create two important instructional difficulties.

The first difficulty is the result of a complex array of socio-psychological factors that have already interacted within each officer to form individualized predispositions toward officer safety issues. These may vary widely between police officers. Polarized extremes may lead to either unjustified use of deadly force or unfortunate events leading to grave physical harm to an officer or others as a result of even momentary hesitation. An infinite range of outcomes may be experienced between these extremes.

The second difficulty lies in the inability to provide a deadly-force training experience capable of fully duplicating the realities of the street environment. Still, any techniques that provide additional decision making training experiences for officers are quite valuable.

Questions of law, departmental policy and the student officer's individual attitudes toward the use of deadly force are tested within this program. While the results cannot be asserted as predictable expressions of on-site behaviors, information fundamental to the decision-making processes are assessed.

Student Performance Objectives: The successful student will:

1. Distinguish state and federal laws that relate to police use of deadly force.

2. Identify departmental policy contingencies involving police use of deadly force.

3. Define morality as learned value judgments of right and wrong personal behavior.

4. Distinguish decision-making capabilities when confronted with circumstances which require the use of force by a police officer, taking into account the factors which influence the amount of force used.

5. Distinguish responses based on definitions used to specify what is legal, what follows policy, or what is moral in situations involving police use of deadly force.

Method of Instruction: Computer Based Education and Training using an Internet records system, and the most recent version of the microcomputer lesson, Police Use of Deadly Force, Seventeenth Edition. A study guide is provided for note taking and evaluation.

This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training numerous police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.

*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to study this lesson and properly fill out the student note taking guide, or to teach the materials in the traditional classroom setting. Actual microcomputer time varies among students.

Instructional Goals:

A program designed to present the fundamental data to prepare top administrators, first-line supervisors, and their personnel to function adequately when confronted with a wide variety of normally encountered conflict situations. The emphasis is placed on the reduction or containment of violence and officer safety.

The program consists of three parts and a final examination. Each part forms a presentation to accomplish the stated student objectives contained in the initial lesson material.

Part I of the program develops the concept of conflict. It is imperative that police officers understand the complexities of conflict.

Part II introduces the student to the conflict cycle, a practical tool for applying on-site analysis of conflict while an incident unfolds. This sequence not only presents a substantial discussion of the functional aspects of the Conflict Cycle, but enhances learning potential through a systematic interchange between the lesson and the student.

Part III provides the impetus for police-centered techniques and procedures. The presentation includes evaluation of officer safety procedures applied to a variety of family-neighborhood-public conflict scenes.

Part IV is an examination with stated objectives, test questions, required responses, immediate feedback, self-initiated review, etc. The user must successfully answer a total of 103 questions covering 14 objectives.

Student Performance Objectives:

1. Identifies appropriate descriptions of conflict.

2. Identifies variables that affect conflict.

3. Differentiates between conflict liabilities and conflict benefits.

4. Discriminates among the four types of conflict.

5. Analyzes conflict dynamics.

6. Identifies the characteristics of a crisis.

7. Identifies the most significant causes of crisis.

8. Interprets the correct emotional reaction of crisis.

9. Selects the highest frequency of crisis calls in situations of police intervention.

10. Identifies the characteristics of the conflict cycle.

11. Relates principles of threat as a basis of role dilemma to the circumstances.

12. Selects expected effects of injustice collection.

13. Identifies behaviors occurring at the confrontation stage of the conflict cycle.

14. Applies sub-categories of conflict adjustment.

15. Identifies police procedures effective as techniques of safe response to conflict situations and which serve to diffuse conflict through police intervention.

Method of Instruction: Computer Based Education and Training using and Internet records system, and the most recent version of the microcomputer lesson, Crisis Intervention, Twenty First Edition. A study guide is provided for note taking and evaluation.

This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training numerous police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.

*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to study this lesson and properly fill out the student note taking guide, or to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.

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