Small Unit Leadership
Small Unit Leadership
Part 2 of a 12 part Series
The Jump Start
Robert Mallory, Contributing Writer
The Use of Power
Its your first day in your assignment. Perhaps you are a
newly appointed leader, or you have been transferred into a new assignment. How
do you establish leadership? How do you get things moving in the right
direction? You have the positional authority, the stripes or bars or whatever
symbol of leadership. The position is only one type of leadership power and for
the most part the weakest.
As you study your craft, leadership, you will find that there are several types
of leader power. Many people have a difficult time with the word power; It
can carry negative connotations. Recall our first article and think of our
definition of leadership The art of influencing human behavior toward
organizational goals. In the leader realm, power is the amount and type of
influence the leader possesses. First, lets define four of the power bases you
can work from as a new leader and then we will explore how to combine them into
a plan to jump start your leadership.
Compensatory Power -
The ability to reward team members. Rewards can be
a corner office, a title, control over schedule and priorities,
recommendations, choice of the next assignment, promotion, or any number of
the police service, compensatory rewards are usually recognition and
Expert Power Knowing
especially when you know the task better
Respect of your subordinates. Usually developed when you
have a track
record of making successful decisions and you develop bonds with
Positional Power Authority
solely on your job description.
There are several other types of leader power, but for a jump start we are
going to combine position, compensatory, expert and referent types. Your jump
start strategy begins by establishing a training program within your new unit.
We are not talking about a formal training program. You are going to use a
short period of time during briefings and in the field to combine these four
types of power into a leadership jump start.
Consider that from the Kindergarten through your senior year in high school you
were programmed by the state to respect the teacher as the leader. A teacher
combines the four powers to influence your behavior. Indeed, next time you
attend a training seminar watch how people react to the teacher. Even the
hardcore eventually sit down and display respect. They listen and often
learn. Teaching is perhaps the simplest way to combine multiple powerbases and
jump start your leadership.
Begin by observing your unit as they work through field problems. For instance,
imagine one of your units becomes involved in a somewhat complex felony arrest.
What you are looking for are incidents wherein your officers did an outstanding
job. You dont need to be present; you can see their good work from their
arrest reports or comments from their peers. During the next briefing,
recognize them by asking them to tell the assembly about the incident. At
first, concentrate these briefings on the officers simply telling their peers
about the incident. Get them to emphasize their success and share their
talent. Compliment them and follow-up on their presentation by adding your own
positive comments. After you have done five or six of these, change the
de-briefings slightly by having the officer present their incident and then
ask them, Is there anything you would have done differently? You are
beginning to lead them toward de-briefing their work through self-critique.
Keep these de-briefings positive.
from their De-Briefing
The officers own comments on what they would have done differently are the keys
to initial training. Tailor ten or fifteen-minute lesson plans based on their
comments. For example, if in debriefing an incident, your officers identify
searching techniques as something they would have done differently, you have a
training subject. Within two or three days, while the debriefing is still
fresh, hold your training. You can hold the training in regular briefing, or
alternatively, have one or two units meet you and go over the training in the
In addition to their comments, begin to note what you think they should be doing
differently. As your training progresses, add your skills, knowledge and
observation to the training sessions. After a few weeks, you should change the
de-briefs again by asking the assembly to critique the officers. What do their
peers think? What would they have done differently? As your de-briefings
progress, introduce tactical blunders from outside your agency; outside your
state if possible. Make the discussions as impersonal by removing the
possibility that anyone present could have been involved. Outline the incident
and then ask your unit, What could have been done differently? By following
this formula it will take you about six weeks to get to the point where you can
lead your unit through frank discussions about the their own capers, especially
the ones that went side-ways.
Different Versus Wrong
Things can always be done differently. In police work there are often no right
or wrong solutions to problems. Moreover, people will become defensive when you
tell them they were wrong. Most people can tolerate thoughts on how to do
something differently. The critical point is to keep the discussions positive
by using positive words and phrases.
You should consider almost always approaching any training from the standpoint
of safety. Thats right all training should have a safety component.
According to a recent RAND study, the historical injury and fatality rates for
police and career firefighters are approximately three times greater than the
average for all professions, and place these careers in the top 15 occupations
for risk of fatal occupational injury[i].
Obviously, police work is dangerous, so any training that emphasizes safety is
Police work develops a strong safety orientated sub-culture. Because we rely on
each other for our personal safety, we reward and sanction behaviors that
increase our personal safety. This is one explanation for the code of
silence. You are simply less likely to expose a peer to administrative
disapproval when you depend on that peer for your personal safety. Personal
safety may be the strongest motivating factor in changing police behavior. If
it is not the strongest, it is at the top. You can teach any subject with a
safety component. You need only be creative to teach ethics, community
policing, anger management or dispute resolution skills through the lens of
personal safety. When you do, your officers will listen and follow.
Identifying Training Needs
There are no high-speed, low-drag, Teflon-coated tactics that will save a street
cops life; there are only the basics. Read the Federal Bureau of
Investigations summary on police officers killed in the line of duty. The
basics (like searching and weapons retention) are continually among the top
elements of police officer fatalities. As your officers identify training needs
through their de-briefings you should be looking for common threads. You will
see the same issues over and over.
Begin to keep a notebook on your training issues. This will help you refine
lesson plans throughout your career. After ten years as a sergeant, I had 125,
one-page lesson plans in four binders. Every time I changed assignments or
shifts I went back to page one and began to work through the book updating as
I taught the subjects.
In addition to jump starting your leadership role, you are also improving unit
performance. At some point you are going to begin to turn the training
components over to senior unit members. There is nothing better than a watch,
or unit, that is so well run the leader need only identify which peer-group
leader will be conducting the training. Part Three will look further at the
development of peer group leaders.
Latourrette, Tom, D. J. Peterson, James T. Bartis, Brian A. Jackson, and Ari
Houser. Protecting Emergency Responders / . Santa Monica, CA: Rand, 2003