1 10 22 - leb

Departments

Features

June 2008Volume 77Number 6

United StatesDepartment of Justice

Federal Bureau of InvestigationWashington, DC 20535-0001

Robert S. Mueller IIIDirector

Contributors’ opinions and statementsshould not be considered an

endorsement by the FBI for any policy,program, or service.

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Human Performance

Improvement for

Tactical Teams

By D.J. Hathaway

The Art of Managing UpBy Tracey G. Gove

911 Homicide Calls and

Statement AnalysisBy Susan H. Adams

and Tracy Harpster

1

By focusing on relationships with

their superiors, law enforcement

supervisors can reap many benefi ts.

Human performance technology canhelp agencies confront challengingsituations and provide exceptionalservice.

10

22

8 Bulletin Reports

Felony Defendants

Coping with Abuction

Campus Law Enforcement

NCPC Publications Online

16 Police Practice

Public Tours of Local Jails

20 Unusual Weapon

Collar Dagger

21 Leadership Spotlight

Leading from the Middle

32 Crime Data

Preliminary Crime Statistics

for January-June 2007

911 homicide calls can provide valuable

clues to investigators because the caller,

in fact, may be the killer.

ISSN 0014-5688 USPS 383-310

June 2008 / 1

Human Performance Improvementfor Tactical TeamsBy D.J. HATHAWAY, M.Ed.

The law enforcementcommunity faces morechallenges today than

ever before. Such phrases asweapons of mass destruction,terrorist cell, and homelandsecurity have become commonvernacular. Moreover, agenciesmust deal with the ever-increas-ing public scrutiny that comeswith the availability of 24-hournews coverage. To protect offi -cers, safeguard the fi nancialsolvency of the agency, and

provide better service for citi-zens, law enforcement organiza-tions need comprehensive strat-egies. Tactical teams, as well aspolice departments, must showthat they appropriately select,properly train, and responsiblymanage their offi cers.

Human performancetechnology (HPT), whichoriginated in general systemstheory (mankind and machinesare applied together against anobjective)1 and behaviorism

(manipulation of the humanperformer is conducted toenhance overall productionor performance), increasesprofi tability in businesses byeither reducing operating costsor increasing profi t streams. Inlaw enforcement systems, HPTbrings together the performanceof the offi cer, benefi ts of tech-nology, and complexities of thelegal system to tackle chal-lenging situations and provideoutstanding public service.

© Glenn D. Grossman

2 / FBI Law Enforcement Bulletin

A Team’s Capabilities

Most law enforcement agen-cies no longer rigidly adhereto tactical standard operatingprocedures (SOPs). Rather, theyuse them as guidelines or relyon them when standard situa-tions occur. Departments canface legal ramifi cations if theydeviate from detailed SOPs.Further, problems can arisewhen SOPs are too ambiguous,do not provide any real guid-ance, or are not based on thereality of the department’s ca-pabilities and resources. Tacti-cal unit SOPs should refl ect theabilities, staffi ng, and jurisdic-tion of the team. Situationsseldom unfold as predicted, soagencies should properly planfor contingencies.

The law enforcement com-munity employs specializedtactical teams to deal with ex-traordinary situations, typically

protracted in nature, that requirethe use of uniquely trained per-sonnel. A candid self-analysisof a tactical team’s capabilitiescan defi ne appropriate situationsto train for and maximize the re-sources available to do so. HPTcan specifi cally enhance thedevelopment of a department’stactical team by providing notonly clarity but also systematictools that analyze the organi-zational context, determine thecurrent performance levels, andrender direction and evalua-tion to ensure the team func-tions at its highest potential.But, common to any systematicapproach, when initial assump-tions are inaccurate, skewedresults most likely occur.

Business Analysis

A business usually eithermakes a product or providesa service; the tactical team

furnishes a specialized servicefor the department and thepublic. “A business analysis isthe process of identifying andclarifying primary organiza-tional goals, targets, or needs.”2

Such an analysis defi nes what isimportant to the department andthe tactical team. Team goalsand capabilities vary betweenagencies, which should con-sider such factors as team size,physical standards, psychologi-cal stability, amount of dedi-cated training time, funding,and even frequency of using theteam. In a post-September 11and school-shooting era, howneighboring jurisdictions select,train, and equip teams provessignifi cant. Leaders shoulddevelop a memorandum of un-derstanding with other agenciesthat identifi es the frequency ofjoint training and crisis responseduties and capabilities. In thesematters, a business analysiscan provide clarity and provesimportant for two basic reasons.First, goals drive an organiza-tion, and the business analysisdefi nes the goals. The analysispoints out what is and what isnot important. Second, identify-ing the goals and what is impor-tant allows the department to fo-cus on signifi cant performanceissues and the allocation ofresources to support them. Forexample, a needs assessmentmay identify that the tacticalteam has no rappelling capa-bility. Before the team spends

“

”Special Agent Hathaway serves on the FBI’s Hostage Rescue Team.

A performanceanalysis explains thecurrent state of the

department’s tacticalteam and defi nesthe desired one.

June 2008 / 3

time and money on equipmentand training, it needs to deter-mine the value of rappelling,identify team priorities, andtrain accordingly. That does notmean that the team should nottrain to rappel, but it should beproportional to the actual timethe team uses rappelling and thelikelihood of its use. The busi-ness analysis demonstrates theframework by stating what thedepartment has, what it needs tobe able to do, and what it can dowith what it has. Tactical teamshave to decide whether theywant to do a few things verywell or perform a wide varietyof tasks not so well.

A business analysis for atactical team should measurablyfocus on results and be impor-tant, relevant, and tied to a timeline. When measurable, agen-cies can monitor progress andevaluate results. If the teamemploys an intervention to im-prove fi rearms scores, leadersshould evaluate whether it hasthe desired effect. The analy-sis focuses on results the bot-tom line. In law enforcement,offi cer and citizen safety andthe successful prosecution ofcriminals encompass the bot-tom line. To perform well, or-ganizations must follow clear-ly defi ned goals and standardsof conduct. Further, the analy-sis should have a time-line com-ponent that keeps goals on trackand provides milestones of suc-cess along the way. While the

”

HPT canspecifi cally enhance

the developmentof a department’stactical team….

“

business analysis provides thegoals that the team or depart-ment is trying to reach, theperformance analysis identifi esthe human behaviors and tasksnecessary to reach them.

Performance Analysis

A performance analysisexplains the current state of thedepartment’s tactical team anddefi nes the desired one. It fo-cuses on identifying the team’scapabilities, resources, and

accomplishments a macro-to-micro review of the strengthsand weaknesses in the organi-zation. “Performance analysisis critical to any organization’sability to improve its resultsand, ideally, achieve importantgoals and objectives.”3 Thecustomer-based macro-to-microview helps defi ne the team’slimitations. It starts with anunderstanding of the commu-nity and the goals and values ofthe department and ends witha clearer understanding of thebehaviors and resources that

the offi cers, the most valuableasset of any agency, bring. Lawenforcement organizations canoperate, at some level, withoutradios, cars, and guns, but theycannot function without people.

Performance analysisincorporates organizational, en-vironmental, and gap analyses.Organizational analysis focuseson the more academic aspectsof the department, such as themission, vision, and goals.Environmental analysis consid-ers work conditions: the work-ers, work, and organizationalissues of competition, service,and identifi cation of stakehold-ers. As the name implies, gapanalysis defi nes the area be-tween actual performance of theteam and the desired level and,as such, constitutes the secondstage of performance analysis.These analyses create a realisticunderstanding of what the teamcan and cannot do. For example,a department has responsibil-ity for a medium-sized airportwithin its jurisdiction, but itsfi ve-member tactical unit’sservices are seriously limitedif a crisis occurs at the airport.The agency has to defi ne whatcan be done with its fi ve-mem-ber unit and either increase thesize of the team or maximize itsavailable abilities and resourcesand ask for help when neces-sary. Whatever the decisionin this particular example, thedepartment discovers the prob-lem during this performance


analysis phase. Agencies canemploy many techniques andmethods (document reviews andneeds, knowledge, procedural,and systems task analyses) togain a comprehensive under-standing of the performance andrecord the items discovered,particularly anything concern-ing the functioning of the jobor whether something is mis-managed or missing from theprocess.

An effective way to rep-resent and understand the

milestones on the path to goalcompletion. To reach the goal,teams have to accomplish cer-tain tasks. If the goal is to havethree breachers on the team, aprocess map could show therequirements needed to reachit: 1) select personnel, 2) ensurethey have the requisite physicaland mental ability, 3) properlytrain them, 4) adequately equipthem, 5) evaluate and certifythem, and 6) establish reoccur-ring training. Identifying andvisualizing this course of action

performance analysis is throughorganizational mapping, a visualtool that depicts how somethingfunctions within a system.Relationship mapping, oftenused in business and industry,illustrates the services providedand under what instances theyare engaged. This benefi ts thetactical team because it canshow the relationship betweenthe capabilities of the teamand the conditions that requiredeployment. Conversely, aprocess map highlights the

Adapted from E. F. Sanders, “What Is HPI? What Makes a Performance Consultant? How Can You Tellif You Already Are One?” in HPI Essentials, ed. G.M. Piskurich (Alexandria, VA: American Society forTraining and Development, 2002).

Business

Analysis

Performance

Analysis

Cause Analysis

Intervention Selection

Intervention

Implementation

Evaluation

of Results

- Determine

business goals

- Articulate

relationship to

human performance

Desiredperformance

state

Gap

- Formative evaluation

- Summative evaluation

Actualperformance

state

- Knowledge

- Motives

- Physicalresources

- Structure/Process

- Information

- Type of root cause

- Matched interventions

- Recommendations

- Manage the project

- Help the organization adapt tothe changes

- Gather formative evaluation data

Performance Improvement

June 2008 / 5

provides direction and a wayto monitor the progress towardthe goal. The more comprehen-sive the understanding of theorganization’s culture, context,and issues, the more accurate,applicable, and relevant theinterventions used to solve theproblems.

Gap Analysis

Whereas performanceanalysis identifi es the problemor area of concern, gap analysisbrings the issue to the forefront,begins to frame it in terms ofhuman behaviors and expectedoutcomes, and addresses thecomplex issue of consequences.The gap is the space betweenthe team’s current position andwhere it wants to be. For exam-ple, a SWAT team conducts ananalysis to understand why theteam has a disparity betweenhigh scores on standard fi rearmcourses and much lower scoreson two-dimensional targetsin the shooting house duringclose-quarters battle training.The current state is low scoreson targets that depict armedcriminals, with rounds impact-ing around the area of the gun.The desired state is center ofmass or effective head shots onthose same targets. The teamwants to understand this dispar-ity, or gap. At this point, theanalysis goes one step furtherand specifi es the consequencesfor the team because of this gap:if the round is not hitting theintended target, then it is going

and understanding a problemand developing and implement-ing a solution. Rushing throughthese steps risks wasting time,effort, and money. Performanceimprovement is not developednor intended to place blame orfi nd fault. If agencies suggest,design, or implement solutionsprior to the completion of theanalysis, then the interven-tions probably will be fl awedand any success based on luck,rather than understanding andhard data. The critical gapanalysis “ties together all of theperformance issues and formsthe basis for the next steps inthe process: the identifi cationof causes and the selection ofinterventions.”4 It sets the stagefor the root-cause analysis; itdoes not bypass it.

Root-Cause Analysis

The symptoms rarelyidentify the real problem and,typically, agencies repeatedlyuse one solution training.Root-cause analysis entails thor-oughly examining the problemand making decisions based onfacts and multiple perspectives,rather than on assumptions andknee-jerk reactions. If agenciesincorrectly perceive the cause ofthe problem, the training or per-formance intervention probablywill not address the issue, whichwill result in two problems:the original issue and a newone related to the unintendedconsequences of a misdirectedintervention.

somewhere it should not. If theround does not actively stopthe criminal action, then thelawlessness may continue andfocus on innocent hostages orthe offi cers.

To keep the gap analysissystematic and appropriate,agencies should determinewhat the gap is and prioritize it.How often does the gap occur?How costly will it be to fi x?Or, how important is the gap?

”

Every departmentand tactical

team should haveperformance

improvement asa goal.

“

What if the team did nothing?Discovering a gap does notmean that it can, should, or willbe addressed. When more thanone gap occurs, teams shouldprioritize them from most im-portant to least and from easiest(nominal effort or resources)to hardest (the most attentionand resources). During the gapanalysis, agencies should refrainfrom judging causative factors,placing blame, or presupposingsolutions. The human perfor-mance improvement model pro-vides a systematic and compre-hensive approach to identifying


The root causes of anyperformance issue usually resultfrom some sort of dysfunctioneither in environmental sup-port (due to a lack of informa-tion, resources, or incentives)or a general lack of appropriatebehaviors (most likely frominadequate skills, knowledge,motivation, or expectations).Teams can use several methodsto better identify the root causeof the problem. First, they canconduct structured brainstorm-ing with all team members.The group defi nes the problem,and members record ideas.The group then considers allsuggestions and breaks themdown to basic components. Thismethod not only maximizes thesynergistic effect of multipleminds focusing on a problembut also empowers the tacticaloperators to take an active rolein the unit and its decision-mak-ing process. This can motivateindividuals and lead to higherperformance results.

Additionally, teams canuse the Five Whys,5 a tool that

simply reduces the problemto its foundation by peelingaway the layers that often causedistractions or are symptoms ofthe root-cause issue. For ex-ample, a SWAT team wants toabandon the use of the M-4 rifl ebecause members believe it isunreliable due to a high numberof malfunctions. The groupprobably would ask particularwhy questions.

1) A SWAT team is experi-encing a signifi cant numberof malfunctions with theM-4 rifl e. Why?

2) Shell primers are fallingout of the round after fi ringand into the trigger housing,which stops the trigger fromfunctioning properly. Why?

3) The primers are fallingout of the rounds. Why?

4) The primers are notproperly “staked” in placein the shell casing. Why?

5) A lack of quality controlstandards by the ammuni-tion manufacturer.

The conclusion that the am-munition was faulty and not theweapon can save the departmenttime, money, and worry. Al-though it may seem that the ideaof root-cause analysis is com-mon sense, when a knee-jerkreaction or a rush to judgmentoccurs, agencies are not directlyconsidering the root-cause is-sue. In a world of instant newsand a cultural construct thatmandates perception as reality,law enforcement organizationsexperience diffi culty gettingpast the expediency and im-mediate gratifi cation that comesfrom doing something as soonas possible. The symptoms ofa problem rarely illuminate theactual causative factors.

Conclusion

As the law enforcement pro-fession becomes more scientifi c,the classic line between practiceand theory blurs. Just as citi-zens expect offi cers to conductsystematic and comprehensivecriminal investigations, theywould not anticipate anythingless in the way offi cers solveproblems, conduct training,or plan strategic performanceimprovement interventions.Law enforcement agencies mustimplement systematic solutions.

By the very nature of theirtypical mission profi les, tacti-cal teams can greatly benefi tfrom the strategies of humanperformance technology. Teamspotentially face complex and

Law enforcement administrators and trainers canfi nd numerous resources regarding human performanceimprovement and technology. Well-known organiza-tions that deal with performance improvement issues,strategies, and training include the American Societyfor Training and Development (http://www.astd.org) andthe International Society for Performance Improvement(http://www.ispi.org).

Resources

diffi cult situations that requirehighly specialized and compre-hensive training. But, training isnot always the answer.

Every department and tacti-cal team should have perfor-mance improvement as a goal.A systematic and comprehen-sive approach establishes cred-ibility and motivates innovationwithin the community and theorganization. Tactical teamsshould constantly challenge theassumptions under which theyoperate. Establishing a research

and development frame of mindcan better expand the capabili-ties of the team and prove morecost-effective than many othercommercial training courses.

Endnotes

1 P. B. Checkland, “Toward a Sys-

tem-Based Methodology for Real-World

Problem Solving,” Journal of Systems

Engineering 3, no. 2 (1972).2 J. Willmore, “Business Analysis: The

Driving Force Behind the HPI Process,” in

HPI Essentials, ed. G.M. Piskurich (Alex-

andria, VA: American Society for Training

and Development, 2002).

3 C.M. Panza, “Performance Analysis:

Linking It to the Job,” in HPI Essentials,

ed. G.M. Piskurich (Alexandria, VA:

American Society for Training and

Development, 2002).4 M. Boyd, “Gap Analysis: The

Path from Today’s Performance Reality

to Tomorrow’s Performance Dreams,”

in HPI Essentials, ed. G.M. Piskurich

(Alexandria, VA: American Society

for Training and Development,

2002).5 G. M. Piskurich, “Cause Analysis:

Don’t Assume Training Is the Answer,

Don’t Assume Anything!” in HPI Es-

sentials, ed. G.M. Piskurich (Alexandria,

VA: American Society for Training and

Development, 2002).

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Bulletin Reports

The Bureau of Justice Statistics report Pretrial Release of FelonyDefendants in State Courts presents fi ndings on the pretrial releasephase of the criminal justice process using data collected from a rep-resentative sample of felony cases fi led in the 75 largest U.S. countiesin May during even-numbered years from 1990 to 2004. It includestrends on pretrial release rates—compared by arrest offense, demo-graphic characteristics, and criminal history—and the types of releaseused. Characteristics of released and detained defendants also appear.Rates of pretrial misconduct, including failure to appear and rearrest,are presented by type of release, demographic characteristics, andcriminal history. Highlights reveal that about 3 in 5 felony defendantsin the 75 largest counties were released prior to the disposition of theircases; surety bonds surpassed releases on recognizance in 1998 as themost common type of pretrialrelease; and defendants on fi -nancial release were morelikely to make all scheduledcourt appearances. The report(NCJ 214994) is available atthe National Criminal JusticeReference Service’s Web site,http://www.ncjrs.org.

Felony Defendants

Coping with Abduction of a SiblingWritten by siblings of children who have been ab-

ducted, What About Me? Coping with the Abduction of aBrother or Sister contains information to help and supportchildren of all ages when a brother or sister is kidnapped.This Offi ce of Juvenile Justice and Delinquency Preven-tion guide provides insight into what children can expectconcerning feelings they may experience, events that mayoccur from day to day, and actions they can take to helpthemselves feel better. Written in child-friendly language,it is divided into such sections as home, family, law en-forcement, the media, school and work, and holidays andanniversaries. In addition, the guide contains activity pagesfor children of all ages, including those too young to read.To access a copy of this guide (NCJ 217714), visit the Na-tional Criminal Justice Reference Service’s Web site,http://www.ncjrs.org.

June 2008 / 9

Campus Law Enforcement, 2004-2005 contains fi ndings from a Bureauof Justice Statistics survey of campus law enforcement agencies serving4-year colleges and universities with 2,500 or more students. Covering the2004-2005 academic year, the study collected data from departments usingsworn police offi cers and those using only nonsworn security offi cers. Thereport compares law enforcement organizations serving public and privatecampuses by number and type of employees, screening methods used forhiring offi cers, training and education requirements for offi cers, agencyfunctions, types of equipment, computers and information systems, specialprograms, and written policy directives. It also summarizes general campuscharacteristics, including crime statistics. Appendix tables include datafrom 2-year public colleges with an enrollment of 10,000 or more. Specifi -cally, three-quarters of campus law enforcement agencies used sworn offi -

cers with full arrest powers; nearly allcampuses had 24-hour patrol, a 3-digitemergency number, and emergencyblue-light phones; and among schoolswith 5,000 or more students, privatecampuses had more law enforcementemployees per capita than public cam-puses. Access http://www.ncjrs.org, theNational Criminal Justice ReferenceService’s Web site, to obtain a copy ofthe report (NCJ 219374).

Campus Law Enforcement

The National Crime Prevention Council(NCPC) has several full-text publications availableon its Web site to download at no charge. Thesecover such topics as personal, home and neighbor-hood, school, and work safety; bullying; confl ictresolution; violence; fraud; hate/bias; alcohol,tobacco, and other drugs; preparedness; volunteer-ing; and Neighborhood Watch programs. NCPCoffers the free publications either in Adobe PDFformat or in text (HTML) version. For these docu-ments and many other reports, access NCPC’s Website at http://www.ncpc.org.

NCPC Publications Online

Bulletin Reports is an edited collection of criminal justice studies, reports, and project

fi ndings. Send your material for consideration to: FBI Law Enforcement Bulletin, FBI

Academy, Law Enforcement Communication Unit, Hall of Honor, Quantico, VA 22135.

(NOTE: The material in this section is intended to be strictly an information source and

should not be considered an endorsement by the FBI for any product or service.)


Management involves accomplishinggoals by leading and directingothers. While many law enforce-

ment supervisors have become adept at infl u-encing and motivating subordinates, few havelearned about or even considered the impor-tance of managing up—focusing on relation-ships with superiors to achieve personal,professional, and organizational goals moreeffectively and effi ciently. It entails cultivatingunderstanding and cooperation between indi-viduals who often have different roles, per-spectives, and agendas.

Effectively managing up can helpsupervisors simplify their job, obtain neededresources, reduce stress, increase job satisfac-tion, and improve their reputation among alllevels of the organization. Key to this endeavoris the understanding that the very nature of themanager-supervisor1 relationship involves reci-procity and interdependence between falliblehuman beings.2 Managers need supervisors’insight, hard work, help, and cooperation toproperly perform their job. Conversely, super-visors need managerial support, direction, andfeedback. Managing up the chain of command

The Art of Managing UpBy TRACEY G. GOVE, M.P.A.

© stockbyte

June 2008 / 11

in the, perhaps, top-down,quasi-paramilitary atmosphereof a law enforcement organiza-tion may not appear feasible,especially considering thatsupervisors operate from asubordinate position. However,while formal power dynamicscan present unique leadershipchallenges, supervisors mustremain focused on changingtheir own awareness andperspective as the basis forinfl uencing those at higherlevels. The art of managing upis innate to some and acquiredby others through knowledge,practice, and patience.

EMOTIONALINTELLIGENCE

Supervisors will fi nd an un-derstanding of emotional intelli-gence (EI) foundational. Coinedin the early 1990s, this term hasbecome common in corporateAmerica.3 Its recent surge ofpopularity stems from researchdemonstrating that measuringa person’s EI quotient and IQtogether may more accuratelypredict job performance and fu-ture success than either measurealone.4 Also, EI may serve as akey determinant of leadershipeffectiveness.5

EI involves personal andsocial awareness and profi -ciency. It refers to the effectivemanagement of oneself andrelationships with others andencompasses four fundamentalcapabilities: self-awareness,

“

”Lieutenant Gove of the West Hartford, Connecticut, PoliceDepartment is an adjunct faculty member at Manchester

Community College in Manchester, Connecticut.

Supervisors mustconsider their personal

characteristics andbehavior with the same

scrutiny as thoseof the manager.

self-management, social aware-ness, and social skill.6

Social competence, net-work-building expertise, andthe effective handling of rela-tionships prove paramount forall leaders. A highly intelligentmanager with no people skillswill fail at some level. For-tunately, leaders can developand increase EI by tuning andenhancing their internal socialradar.7 To this end, they mustlisten to and analyze their ownemotions, as well as the verbaland nonverbal signals of others.

CLEAR EXPECTATIONSAND PRIORITIES

Often, law enforcementmanagers do not clearly ar-ticulate goals, expectations, orpriorities, placing the burdenof discovery on subordinates.When necessary, supervisorsneed to actively seek clarifi ca-tion about a manager’s require-ments and preferences. Further,

they should not only gain thisunderstanding but seek clari-fi cation regularly as concernschange over time.8 Likewise,many supervisors wronglyexpect their wants and needsto automatically be known bymanagers. Such assumptionslead to misunderstandings, re-sulting in a strained relationshippotentially marked by strife,apathy, and inadequate decisionmaking.

Both parties should candidlydiscuss mutual goals, priorities,strategies, and expectations.Each individual needs a clearpicture of what the other wants.This dynamic process openschannels of communication,fi nds common ground, anddiminishes the amount of timewasted on less important proj-ects or tasks. Subsequently, jobsatisfaction increases with theestablishment of clear boundar-ies, which allows both sides tofi nd their work more fulfi lling


and their contributions moresignifi cant.

Supervisors should take astrategic approach when en-countering a manager who isvague or noncommittal aboutexpectations, even when direct-ly asked. If savvy, the supervi-sor will remain alert for oppor-tunities to engage the managerwith informal discussions abouthow best to manage others andabout common objectives.9 Thedevelopment of a mentorshipcan provide valuable insightinto the manager’s preferencesand thought processes.

KNOWLEDGEABOUT THE BOSS

Leadership Orientation

In a managing-up effort,supervisors must know themanager well. As they study theboss’ work style, supervisorswill need to incorporate thor-ough observation and analyticalskills. Fortunately, seasonedsupervisors will have manyexperiences and lessons from“leading down” over the yearsthat they can draw from.

Managers typically followseveral possible leadershiporientations. Supervisors shoulddistinguish the boss’ styleto allow for a more tailoredapproach to interactions. Al-though the categories overlapsomewhat, each carries its owndistinguishing features. Tothis end, supervisors should

determine the answers to sev-eral questions concerning themanager.

Is the boss a reader or a lis-tener? Some managers prefer toreceive information in writingso they can read and study it.Others prefer face-to-face inter-action so they can ask questionsand probe issues.10 Attentivesupervisors will comply withthe manager’s preferred methodof communication (e.g., writinga memo) and then verify infor-mation by following up with theopposite approach (e.g., speak-ing in person).

should use more exuberancewhen approaching such indi-viduals. Spontaneous, animated,and collaborative decision mak-ing proves effective. Supervi-sors will fi nd that presenting aproblem without an immediatesolution would prove acceptableas the manager would prefer abrainstorming session. Howev-er, to ensure active participationin the process, the supervisorshould envision potential solu-tions beforehand.

Is the boss task or relation-ship oriented? Well-balancedleaders will have equal concernfor the job and the workers whowill help get it done. Some,however, shift their focus,depending on their managementstrategy. Task-oriented leadersstructure the work, defi ne goals,allocate resources, and focusstrictly on the job while hav-ing little interaction with sub-ordinates.11 Working with thisstyle of manager would requirethe supervisor to focus only ongoals, keep meetings short, andask questions just to seek factsor clarifi cation. Conversely,relationship-oriented leadersstrive to maintain warm, close,and friendly ties with subordi-nates and believe that collabora-tion best helps to complete themission.12 Accordingly, supervi-sors working with these indi-viduals should focus on regularcommunication, face-to-faceinteraction, sharing of ideas orissues, and attempts to look for

”

...those who takethe time to learn theart of managing up

will fi nd that it reapsmany rewards....

“

Is the boss logical or emo-tional? Logical managers leadmentally, working in a morecognitive domain, and desirethoroughly researched, orga-nized, and detailed information.Approaching this style of bosswith a problem before determin-ing a plan or suggestions fora solution will cause friction.Conversely, emotional man-agers lead from the heart andreact instinctively. Supervisors

June 2008 / 13

personal connections with themanager.

Is the boss participative ordirective? Leaders, if well-bal-anced, will use both styles asappropriate. However, a man-ager who regularly leans towardbeing participative will follow amore democratic style of leader-ship, handing down decisionsto supervisors or making themwith ample input from subor-dinates. In this type of relation-ship, the supervisor will havemore discretion and indepen-dence, allowing for experimen-tation, risk taking, and creativ-ity. On the other hand, directivemanagers consider participationby subordinates unnecessaryand make decisions and com-municate them to supervisorswith little or no explanation.13 Iffaced with such a distinct role,the supervisor should focus onfulfi lling goals in the mannerprescribed with little deviationfrom the norm.

Behavioral Clues

Behavioral clues alsohelp identify managers’ workstyles and serve as indicatorsof when and how to approachsuperiors. To this end, super-visors should considermanagers’—

• strengths and weaknesses(encouraging strengthsand providing support forweaknesses help build arelationship of respect andtrust);

• personal and professionalgoals;

• pressures (from work de-mands and higher-leveladministrators);

• preferred times at which tohandle problems (at the startof the day, when they feelfresh, or later, near quittingtime); and

AWARENESS OFPERSONAL STYLE

Supervisors also must re-main aware of their needs, pref-erences, and style to ensure thattheir personal behavior does notimpede their attempts at upwardinfl uence. To this end, they mustexplore their predisposition andemotional responses towardauthority and supervision. Atthe extreme, follower behaviorscan include counterdependence,resenting the boss’ authority andrebelling against their deci-sions,14 and overdependence,seeing the boss as infallibleand all-knowing and remainingcompliant and in agreement,even in the face of an easilyaltered poor decision.15 Mostsupervisors fl uctuate some-where in the middle of thesetwo extremes. Awareness of apersonal predisposition allowsfor alteration and alignmentwhere potential for confl ict witha manager exists.

A supervisor who tendstoward counterdependenceprobably will clash with adirective manager. Conversely,an overdependent supervisormay be lost and confused in arelationship with a participa-tive manager. Fortunately, whilesupervisors cannot change themanager’s style, they can tweaktheir own approach to dealharmoniously and productivelywith the boss.

Supervisors must considertheir personal characteristics

• idiosyncrasies or pet peeves(e.g., What are they par-ticular about? What irritatesthem? What humors them?Do they have regular moodswings? Are there any iden-tifi able character fl aws orinsecurities?).

Last, empathy can help su-pervisors think outside of theirown needs and provide a deeperunderstanding of what managersrequire. Consequently, this willfurther supervisors’ attemptsat improving interactions andadapting behavior to the boss’expectations and style. As be-havioral clues change over time,they need regular evaluation.

© Photos.com


and behavior with the samescrutiny as those of the man-ager. They must know theirleadership orientation, strengthsand weaknesses, personal andprofessional goals, and idio-syncrasies. Refl ecting on pastexperiences will help with thisendeavor. Supervisors shouldadjust and align themselvesas appropriate for maximuminfl uence.

COMMUNICATION

When communicating,particularly “communicatingup,” supervisors will fi ndassertive (not aggressive orpassive) communication effec-tive in speaking the truth clear-ly, directly, and respectfullyin a positive and confi dent tone.This form of expression re-quires conscious effort as super-visors must remain aware oftheir every action and be con-siderate of the manager. Suchpositive efforts build trust andencourage a similar responsefrom superiors.

Supervisors must commu-nicate regularly with managersto keep them informed, ensur-ing that the boss is not caughtoff guard when a superior asksa question. Although policesupervisors need the authorityto make some decisions on theirown, they must keep the man-ager abreast of issues, problems,progress, and the departmentalundercurrent (not rumors orgossip, but the pulse of the line

staff, something that managersmay not perceive simply byvirtue of their position).

One management gurueven suggested the concept of“word magic,” knowing pre-cisely which key words willresonate positively and nega-tively with the boss.16 Importantand powerful, words, at times,must be chosen carefully.

step in adapting to the manager’spersonality and preferences.

Attendant with commu-nicating up is the concept of“listening down.” To create anorganizational culture of manag-ing up, supervisors also musttune their social radar to thoseat lower levels. They shouldencourage and guide subordi-nates they identify as embark-ing on a managing-up effort.Further, as supervisors practicethe techniques themselves, theywill model valuable behavior tothose at lower levels.

ADAPTABILITYAND AUTHENTICITY

The overall formal adapt-ability required of a supervisortakes much thought and hardwork. One management profes-sional best characterized theprocess as channeling only those“bits” of the personality relevantfor the situation or manager.17

This self-knowledge permitssupervisors to be responsive andfl exible, employing parts of theirpersonality that best meet themanager’s immediate needs.This is comparable to the socialfl exibility people expend on adaily basis in every importantrelationship, both business andpersonal.18 It allows the supervi-sor to develop a wide-ranginginterpersonal skill set thatprovides for a more effectiveand effi cient method of achiev-ing personal, professional, andorganizational goals.19

”

Managing up...is a continuous

journey of learningand self-developmentrequiring consciouseffort, patience, and,

perhaps, a bit oftrial and error.

“

Using the wrong word cantrigger an adverse reaction,whereas making an appropriatechoice can persuade, calm, orinspire.

Specifi c phrases also fi t thisconcept. For example, manymanagers instantly tune outwhen a conversation beginswith the qualifi er “with all duerespect.” Frequently, peopleperceive what follows as any-thing but respectful. Avoidingsuch annoyances can helpimprove communication. Thisrepresents another important

June 2008 / 15

Of course, supervisorsshould remain genuine andaccomplish this while keep-ing their values, identity, andcharacter intact. They mustpainstakingly earn and carefullymanage a reputation for authen-ticity.20 As law enforcementleaders know, offi cers excel atreading others and will imme-diately recognize insincerity orfraudulent behavior. Such deceitwill cause not only superiorsbut also offi cers below the su-pervisor to lose respect andfeel slighted. Once such amistake is made, it is hard tobounce back.

CONCLUSION

Most supervisors have thebasic skills needed to direct,coach, and motivate those atlower levels. Some had to learnand nurture these skills; othersfound them instinctive. Man-aging up is no different. It is acontinuous journey of learningand self-development requiringconscious effort, patience, and,perhaps, a bit of trial and error.

Of course, managing updoes not preclude disagreementsfrom time to time. No attemptat upward infl uence—and no re-lationship—ever will be perfect.However, those who take thetime to learn the art of manag-ing up will fi nd that it reapsmany rewards, not only for theindividual supervisor but for theentire organization.

Endnotes

1 The author uses the terms manager

(superior) and supervisor (subordinate)

to refer to different levels of management

within an agency.2 John Gabarro and John Kotter,

“Managing Your Boss,” Harvard Business

Review 83, no. 1 (2005): 92-99.3 Daniel Goleman, Emotional Intel-

ligence (New York, NY: Bantam, 1995).

The term was conceptualized by Dr. Peter

Salovey and Dr. John Mayer.4 Victor Dulewicz and Malcolm Higgs,

“Emotional Intelligence: A Review and

Evaluation Study,” Journal of Managerial

Psychology 15, no. 4 (2000): 341-372.5 Robert Kerr, John Garvin, Norma

Heaton, and Emily Boyle, “Emotional In-

telligence and Leadership Effectiveness,”

Leadership and Organizational Develop-

ment Journal 27, no. 4 (2006): 265-279.6 James Kouzes and Barry Posner, The

Leadership Challenge (San Francisco,

CA: Jossey-Bass, 2002).7 Supra note 4.8 Liz Simpson, “Why Managing Up

Matters,” Harvard Management Update

7, no. 8 (2002): 3-5.9 Supra note 2.10 Supra note 2.11 Randall Ponder, “Determine Your

Leadership Style”; retrieved from http://

www.entrepreneur.com/management/lead-

ership/learningtolead/article80104.12 Ibid.13 Ibid.14 Supra note 2.15 Supra note 2.16 Peter Drucker, “How to Manage

Your Boss,” Management Review 66,

no. 5 (1977): 8-12.17 Rob Goffee and Gareth Jones, “Man-

aging Authenticity: The Paradox of Great

Leadership,” Harvard Business Review 83,

no. 12 (2005): 86-94.18 Supra note 8.19 Jennifer Laabs, “Managing-Up Se-

crets: I Did It the Boss’s Way,” Workforce

Management (August 2000): 22.20 Supra note 17.

Wanted:Notable Speeches

he FBI Law EnforcementBulletin seeks transcriptsT

of presentations made bycriminal justice professionalsfor its Notable Speech depart-ment. Anyone who has de-livered a speech recently andwould like to share the infor-mation with a wider audiencemay submit a transcript of thepresentation to the Bulletin forconsideration.

As with article submis-sions, the Bulletin staff willedit the speech for length andclarity but, realizing that theinformation was presentedorally, maintain as much ofthe original fl avor as possible.Presenters should submit theirtranscripts typed and double-spaced on 8 ½- by 11-inchwhite paper with all pagesnumbered. When possible, anelectronic version of the tran-script saved on computer diskshould accompany the docu-ment. Send the material to:

Editor, FBI LawEnforcement Bulletin,

FBI Academy, Law Enforcement Communication Unit, Hall of Honor, Quantico, VA 22135 telephone: 703-632-1952, e-mail: [email protected]


Police Practice

f citizens asked to tour their local jail, whatwould they be told? Every jurisdiction should

Public Toursof Local JailsBy Craig R. Wilson

For instance, detention facilities alreadycontain the most dangerous elements of society,so a citizen with a civic interest and no pendingcriminal matters likely would not jeopardizesecurity. Further, many institutions already receiveroutine visits without incident by a variety ofcivilians affi liated with specifi c programs. And, aclearly defi ned tour plan, proper notices, and hold-harmless agreements greatly would reduce thepotential for liability.1 Finally, if jail administratorsare concerned about negative public opinion, per-haps, this issue warrants an analysis to verify thatthe facility has adequate resources and performsappropriately.

Openness to the Public

Allowing citizens to obtain knowledge aboutjail operations is consistent with governmentstandards of openness. Current laws and practicesin many jurisdictions require public release of allrecords not specifi cally protected by legal author-ity.2 The long-standing principle of transparencyin government also provides citizens with accessto nearly all sessions of federal, state, and locallegislative bodies, as well as most types of courtproceedings. All government tiers and entitiesshould follow this principle.

The Freedom of Information Act requiresfederal departments to disclose general docu-ments and records to any person.3 Some state andlocal governments have gone even further. Forinstance, in 2004, California voters amended thestate constitution to guarantee the right of access toinformation concerning the conduct of the people’sbusiness.4 Elected offi cials, academicians, public-policy experts, newspaper editors, civil libertar-ians, and watchdog groups all have praised suchtransparency.

Education of the Community

Law enforcement and corrections agenciesenjoy certain protections because of the nature andsensitivity of their work, sometimes resulting in anorganization’s absence from the public conscience.

consider its policies in view of this valid question.While employees at correctional facilities mustensure institutional security, they still can safelyallow some access to members of the public.

Many jails provide specially organized toursfor college students, civic groups, and special-interest organizations. However, not all facilitiesmake provisions for the general public as a whole,thereby foregoing the many benefi ts that openingjails to citizens offers.

REASONS TO ALLOWPUBLIC TOURS

Offi cials at some facilities may cite concernsover security, liability, or negative public opinionas reasons for not allowing community members totour jails. However, these visits seemingly wouldpose no such threats.

I© brandXpictures

June 2008 / 17

Not only do correctional facilities carry out im-portant functions for society, including protectionfrom criminals, care and custody of inmates, and asignifi cant role in the administration of due processrights, but their high operational costs represent asignifi cant burden on the taxpayer. A lack of pub-lic knowledge concerning jails can prove not onlyunfair for the taxpaying citizen but detrimental tothe correctional facility.

For instance, an absence of awareness has re-sulted in most Americans feeling that life in jailsdoes not affect them.5 Unfortunately, what hap-pens inside these facilities can spill out in a varietyof forms, such as violence on the streets, increasedgang recruitment and criminal sophistication,wasted and unproductive lives,and, occasionally, lawsuits thatcost taxpayers.6

Further, the expenses ofcorrectional facilities—includ-ing operations and mainte-nance—impact citizens. Forexample, Santa Cruz County,California, operates a jail withan average daily population of600 inmates, and the detentionbureau budget is $18.7 mil-lion, approximately 5 percentof the general county budget.7

In addition to operating costs,expensive lawsuits can stem from complaints,such as excessive force, overcrowding, segrega-tion policies, and inadequate medical care. And,eventually, most agencies need to build new jailfacilities to increase capacity or to replace agingstructures. The more the public understands theimportance of properly functioning detention sys-tems, the more likely they will support measuresto improve, maintain, or replace them.

With so much at stake, perhaps, the time hascome for correctional facilities to strive for morepublic awareness—consistent, of course, withthe legitimate concerns about safety and secu-rity. Certainly, many aspects of jail operations

(e.g., blueprints and security procedures) requireconfi dentiality because disclosing them wouldincrease the possibility of escape, violence, or theintroduction of contraband. However, this is nottrue of every area of operation, and those that willnot become compromised by accessibility, therebyaffecting the security of the institution, should bemore open to the public.

Citizen Involvement

Generally, jails have improved in recent de-cades, largely due to regulatory efforts and profes-sional correctional standards. But, despite the bestintentions of the legislature, courts, and facilitymanagers and employees, there are no guarantees

that jails always will functionas planned.

Regulatory agencies playan important but limited rolein the quality of jail operations.For instance, the CaliforniaCorrectional Standards Au-thority conducts biennial facil-ity inspections but not routineinvestigations or oversight.8

As another example, civilgrand juries conduct annual in-spections of the condition andmanagement of public deten-tion facilities but have only an

advisory role.9 In other words, while such entitiestake part in assessing correctional systems, theycannot replace the benefi ts provided by genuinepublic interest. Although a handful of nonprofi torganizations, such as the American Civil Liber-ties Union and Amnesty International, exist thatadvocate for prisoner rights, these agencies haveonly limited impact. To make sure that correctionalinstitutions operate effectively, increasing thenumber of available safeguards proves helpful.

To this end, the Commission on Safety andAbuse in America’s Prisons recommended thatjails allow public visits, stressing that not onlycould citizens learn about problems, as well as

“

”

While employeesat correctional facilities

must ensure institutionalsecurity, they still

can safely allow someaccess to members

of the public.


good practices, in facilities but tours could serve asinformal monitoring mechanisms. Citizens do nothave to feel sympathetic toward inmates to have aninterest in a properly maintained and operated jail.They can serve their part—along with laws, courtopinions, and the agency’s policies and profes-sionalism—in ensuring that minimally acceptablestandards for correctional facilities exist and thatthey are enforced. Further, the presence of citizenscould help to normalize the custody environmentby allowing community standards to infl uenceinmate behavior.10 While offi cials may fi nd it dif-fi cult to generate public inter-est in jails, they should makeopportunities for education andinvolvement available.

TOURS INSANTA CRUZ COUNTY

Structured Program

The Santa Cruz CountySheriff’s Office, in view ofits commitment to communitypolicing and openness with thecommunity, began its publicjail tour program in November2006. Currently, the agency offers tours only toadults (not on probation or parole or with pendingcriminal matters), 10 participants at a time.

On the department’s Web site, interested per-sons can review detailed information about theprogram.11 After acknowledging the notices of riskand liability and agreeing to abide by all rules andguidelines, they can submit a request for a tour,along with identifying information, which allowsfor basic record checks. The agency later will no-tify them via e-mail of approval or denial.

To emphasize the safety and security of theparticipants and the facility, the department close-ly monitors these visits and diligently enforces itsrules, which govern conduct, attire, and prohibiteditems. When visitors arrive at the scheduled time,staff members check their identifi cation and give

them a waiver of liability to review and sign thatthe agency retains. A correctional offi cer able toexplain how the jail operates and what it is like towork there leads all tours, which last between 45and 60 minutes and encompass all common areasthroughout the facility except maximum-securityhousing.

Positive Results

Through the program, the agency has enjoyedthe opportunity not only to educate citizens aboutthe facility and its operations but to nurture positive

relationships with the commu-nity at large. For instance, localmedia, including newspaperand television, have respondedfavorably to the program andto the department’s opennessand spirit of public service andhave offered extended cover-age to inform citizens aboutthe tours.

Participants who havetoured the jail have expressedsurprise about the cleanlinessand order within the facility,as well as the professionalism

and knowledge of the staff. Several citizens haveexpressed interest in corrections or related fi elds,such as correctional nursing or drug and alcoholabuse counseling.

The department also is forming closer relation-ships with area universities and hopes to eventu-ally work with the academic community to drawon its resources to study relevant corrections is-sues, such as overcrowding strategies, alternativesto incarceration, and justice and equity within thecriminal justice system. Further, the sheriff plansto notify local college professors about the possi-bility of incorporating jail tours to add real-worldexperience to their curriculum. Besides receivingan educational opportunity, students who other-wise would be unfamiliar with corrections mayconsider a career in law enforcement.

“

”

...the departmentclosely monitors these

visits and diligentlyenforces its rules....

June 2008 / 19

Example of Jail Tour Guidelines

For eligibility, visitors must—

• be at least 18 years old;

• possess government-issued photo identifi cation; and

• not be on parole or probation; have an arrest warrant or a pending criminal matter;or be a sex, arson, gang, or narcotics registrant.

Appropriate conduct is required; visitors must—

• follow all instructions given by correctional offi cers;

• not communicate with or pass an item to any inmate;

• wear a visitor badge at all times in the facility;

• remain with the tour group at all times;

• not touch any equipment; and

• not be under the infl uence of illegal drugs, alcohol, or judgment-impairing medication.

All visitors are subject to search before entrance and must not possess any prohibiteditems, which include—

• weapons of any kind, including fi rearms, ammunition, knives, or chemical sprays;

• tools, explosives, fl ammables, or chemicals;

• illegal drugs, alcohol, tobacco, matches, or lighters;

• electronic devices, such as cell phones, cameras, pagers, and audio or video recorders;and

• keys, purses, backpacks, bags, or bulky items.

Visitors must dress appropriately and not display—

• clothing, accessories, or tattoos that contain images, words, or symbols that areoffensive, obscene, gang or hate related, distracting, or disruptive;

• transparent or revealing garments;

• shorts or sandals;

• spaghetti strap, strapless, halter, midriff, tube, or tank tops; slingshot shirts; or shortdresses or skirts; or

• clothing or accessories with spikes, razor blades, or other sharp objects.

Additionally, the agency has found that severalprofessionals associated with the criminal justicesystem, including court support staff and membersof community-based organizations who provideperipheral services to inmates, now have theopportunity to see how the jail functions. As aresult, they have gained a greater understand-ing of the circumstances surrounding theinmates, many of whom they will deal with uponrelease.

CONCLUSION

Jails represent a part of society that is not nec-essarily at the forefront of the public conscience.Jurisdictions can help change that by allowing andencouraging tours of their facilities. Certainly,valid reasons exist to do so.

The Santa Cruz County Sheriff’s Offi ce has asuccessful program in place and has enjoyed manybenefi ts. Such openness results in an educated,interested, and supportive community. Other

Lieutenant Wilson serves with the Santa Cruz County,California, Sheriff’s Offi ce.

jurisdictions should consider allowing toursof their facilities.

Endnotes1 Agencies should consult with legal counsel for advice and

assistance concerning notices and waivers.2 Public disclosure laws vary among municipal, county, and

state government agencies.3 For more information, see http://www.usdoj.gov/oip/index.

html.4 California Constitution Article 1, Section 3(b)(1) and Califor-

nia Government Code 6250.5 For more information, see http://www.prisoncommission.org.6 For more information, see http://www.prisoncommission.org/

pdfs/Confronting_Confi nement.pdf.7 County of Santa Cruz, California, Detention and Correction

Budget, Fiscal Year 2005-2006.8 California Penal Code Section 6031.9 California Penal Code Section 919.10 Supra note 6.11 For more information, see http://www.scsheriff.com.

Unusual Weapon


Collar Dagger

These photos depict a sheath made of plastic to be sewn into clothing and hidden. Thisweapon is invisible to a magnetometer. Law enforcement offi cers should be aware that offend-ers may attempt to use this unusual weapon.

Dagger in plastic sheath

June 2008 / 21

Leadership Spotlight

Leading from the Middle

The price of greatness is responsibility.

—Sir Winston Churchill

Kevin J. Crawford, a special agent assigned to the LeadershipDevelopment Institute at the FBI Academy, prepared Leader-

ship Spotlight.

Without question, we in the law en-forcement community tasked withinvestigating criminal activity and

prosecuting those who break the law havemuch responsibility. Those among us whoseek positions of supervision and leadershipcarry an even heavier burden.

Although diffi cult to dismiss the pressuresof the person who, as the designated authority,must make decisions in real time, often theleadershipassumed bythose amongthe ranksul t imate lydecides theoutcome ofan event or situation. Clearly, those who stepforward and emerge as leaders frequentlypossess such qualities as courage, stability,charisma, and a sense of mission. However,certain other unseen traits or intangibles helpsome to rise to the occasion when needed.We see examples of this type of leadership inmany areas of everyday life, including busi-ness and sports. The manager, coach, or themost talented individual or player is not al-ways the organization or team leader. Rather,

it is the person with abilities to inspire others tobe better, create a feeling of confi dence amongthe troops, and show the way through exampleand hard work who ultimately emerges as thetrue leader.

In our everyday lives, opportunities aboundto lead others or to set the right example to fol-low. Whether the leadership comes from posi-tion or situation, if it is based on a sound moraland ethical foundation, it will benefi t others.

Those whotake thelead anda s s u m eunofficialleadershippositions

or roles often do not get recognition from theirorganizations for the contributions they make.However, this is of little importance to them.Their sense of accomplishment is measured bythe respect and admiration they receive fromthose who truly matter—their peers.


Afrantic young mancalled 911: “Get anambulance to 168

Birch. My friend’s been shot!”In another instance, the fatherof a 1-year-old boy reported,“Yes, ma’am...my, my son can’tbreathe.”

Do 911 homicide callscontain clues that could helpinvestigators identify the killer?In these two examples, the fi rstcaller demanded immediate

medical assistance for his friendand did not commit the crime.In the second instance, the fa-ther politely reported his child’scondition, never asking for helpfor his son or expressing anyurgency. He had shaken the boy,who later died.

Such calls provide invalu-able clues to investigatorsbecause the caller, in fact, mayhave committed the crime. Itis not unusual for homicide

offenders to contact 911 withoutrevealing their involvement inthe murder.1

Homicide calls are unique.They originate from distressedcallers confronted with urgentlife-and-death situations. Theseinitial contacts can contain themost valuable statements—those least contaminated bysuspects’ attempts to concealthe truth, attorneys’ advice toremain silent, and investigators’

911 Homicide Callsand Statement

AnalysisIs the Caller

the Killer?By SUSAN H. ADAMS, Ph.D., and

TRACY HARPSTER, M.S.

© Photos.com

June 2008 / 23

leading questions.2 In theseinstances, the dispatcher simplyasks, “What is your emer-gency?” and the caller respondswith insightful, uncontaminatedverbal and vocal clues.

Fortunately, 911 calls are re-corded. Therefore, investigatorshave access to a transcript, theactual call, and, thus, importantevidence. They can examineboth the words and the tone ofvoice. An analysis of the callscan provide investigators withimmediate insight and inter-viewing strategies to help solvehomicide cases.

The authors analyzed 100homicide calls from adjudicatedcases to examine the differencesbetween innocent and guiltycallers.3 Innocent individualsmade 50 of the calls, and guiltypersons who either committedthe homicide or arranged for an-other person to do so made theother half. Specifi c differencesappeared that helped distinguishinnocent callers from guiltyones during an examination ofthe answers to the followingthree questions: 1) What wasthe call about? 2) Who was thecall about? and 3) How was thecall made?

WHAT WAS THECALL ABOUT?

Request for Help

When analyzing a 911homicide call, the investigator’s

primary question should be,Was the caller requesting as-sistance? If not, why not? Wasthe individual simply reportinga crime? Almost twice as manyinnocent callers (67 percent) inthis study asked for help for thevictim than did guilty callers(34 percent).

Relevanceof Information

During the dispatchers’questioning, few of the guilty911 callers actually lied unlessforced to. Most of them de-ceived by omission, rather thancommission. In lieu of offeringthe complete truth, such as Idid it, many provided ramblinginformation, instead of concisepoints; confusing, rather thanclear, details; and extraneousinformation, instead of relevant

facts. These details, although,irrelevant to the dispatchers’questions, frequently related tothe criminal act. People whoprovide more information thannecessary may be attemptingto convince someone of a de-ceptive story, rather thansimply conveying truthfulinformation.4 In this regard, in-vestigators must listen carefullyto the complete call because thecaller may have provided infor-mation that reveals vital clues tothe homicide.

Dispatcher: What is youremergency?

Guilty caller: Um, I...I need someone out hereright now for my littledaughter.

Dispatcher: What’s goingon?

Lieutenant Harpster of the Moraine,Ohio, Police Department supervises

its Operations Division.

Dr. Adams, a retired FBI specialagent, teaches statement analy-

sis, interviewing techniques, andinterpersonal communication.


Guilty caller: She threw upwater. She...um...when she...when she got off the stool...she was drinking water, andwe told her to get down, andshe threw herself down offthe fl oor...off the stool.

The caller, the father of anadopted 4-year-old girl, men-tioned water twice. Althoughextraneous to the questionasked, this had critical relevanceto the case. The investigationrevealed that the girl disobeyedthe caller by taking a sip of hersister’s (his biological daughter)drink. As punishment, the mantied the victim’s hands behindher back and forced her to drink64 ounces of water. She died ofhyponatremia, a dangerouslylow sodium concentration in theblood, caused by rapid ingestionof the water.

Innocent callers, instead ofadding extraneous information,were more likely to focus onthe objective—getting medicalassistance for the victim as soonas possible. According to thefour maxims of communication,people should provide accurate,concise, clear, and relevant in-formation; 5 most innocent call-ers in the study did so to obtainimmediate medical assistance.

Dispatcher: What is youremergency?

Innocent caller: I’m at theEast End Bar. Please, there’sbeen gunfi re. People arerunning out of the building.

We need help as soon aspossible.

Forty-four percent of the911 homicide callers includedextraneous information in theircall. Of those, 96 percent wereguilty of the offense, and only4 percent were innocent. Ex-traneous information was thestrongest indicator of guilt inthe study.

Attitude Towardthe Victim

Blame or insults toward adying victim in 911 calls in-dicate strained relationships.As an example, a father called911 to report that his 4-year-olddaughter was in serious medicaldistress.

Dispatcher: Do you knowwhat’s wrong with yourdaughter?

Guilty caller: Not a clue.

Dispatcher: Has she takenany medications?

Guilty caller: Maybe. She’svery, very sneaky. She threwa huge temper tantrum ear-lier. She might have takensomething.

As his daughter lay dying,the father unexpectedly insultedher with the description “very,very sneaky” and referred to her“huge temper tantrum.” He laterwas convicted of her murder.

Similarly, individuals shouldnot blame dying victims for thepredicament. For illustration, awoman called 911 to report thather husband had been shot.

Dispatcher: Was this acci-dental or on purpose?

Guilty caller: We werehaving a domestic fi ght,and he threw me on the bedand grabbed my purse so Icouldn’t leave.

Instead of answering thedispatcher’s question, the wifeblamed her husband for hisfatal injury, suggesting that hewas responsible for his deathbecause he threw her on the bedand stopped her from leaving.The subsequent investigationrevealed that the woman inten-tionally shot and killed him; shewas convicted of his murder.

Five percent of the callers inthe study insulted or blamed thevictim, and all were guilty ofthe homicide. No innocent call-ers did so; they simply soughthelp (e.g., “A kid fell down thesteps. He’s bleeding real bad.Hurry!”).

”

It is not unusualfor homicide

offenders to contact911 without

revealing theirinvolvement in the

murder.

“

June 2008 / 25

Accuracy of Facts

Innocent callers in thisstudy were much more likelythan guilty ones to correcterroneous information whenadditional details revealeddiscrepancies.

Dispatcher: 911. What isyour emergency?

Innocent caller: There’s aman been shot down thehall of my apartment.

Dispatcher: Can you checkand see if he has a pulse?

Innocent caller: OK.(The caller checks on thevictim.)

Innocent caller: I thought itwas a man, but it’s a lady.It’s a lady, and I didn’t feela pulse.

The caller was innocent, didnot know the victim, and hadassumed that the person wasmale. After learning additionalinformation, he corrected theprevious inaccuracy about thevictim’s gender.

Also, innocent 911 call-ers remained more consistentregarding facts. In contrast,several guilty callers providedinformation that confl icted withpreviously provided details andfailed to resolve the discrep-ancy. For example, a mothercontacted 911 to report that herbaby was not breathing.

Dispatcher: How longhas your baby not beenbreathing?

Guilty caller: Just now.She’s been fi ne for the lastfew hours.

Dispatcher: Has she beensick lately?

Guilty caller: No, we werejust sleeping, and the phonewoke me up.

WHO WAS THECALL ABOUT?

Topic of the Call

When contacting 911, in-nocent individuals remainedfocused on the victim. Forexample, one caller urgentlystated, “This guy’s hurt realbad. Tell them to hurry!”

Why would individuals callthe emergency line and concen-trate on themselves, reportinga problem without asking thedispatcher for assistance for theperson who needs it? The fol-lowing dialogue occurred whena father called 911 concerninghis son:


Guilty caller: I have anunconscious child who isbreathing very shallowly.

In this case, the father tookpersonal possession of a prob-lem (“I have”) and referred tohis problem (his dying son) as“an unconscious child.” Whenthe paramedics arrived at theresidence, the child alreadyhad died. The father had as-saulted his son, causing cerebralhemorrhaging. Twelve percentof the 911 callers in the studytook personal possession of theproblem. All were guilty of thehomicide.

Focus of the Help

When individuals call 911because someone is in critical

The caller advised the dis-patcher that her baby had “beenfi ne for the last few hours.”However, she later added aconfl icting statement indicatingthat the phone just woke her.How could she have known herchild’s condition? The motherwas charged and convicted ofkilling her daughter.

Twenty-eight percent ofthe 911 homicide callers gaveconfl icting facts and failed tocorrect them; all were guilty ofthe offense. Six percent of thecallers corrected themselveswhen they learned additionalinformation, and all of thesewere innocent.

© Photos.com


condition, they logically willask for help for the victim, evenif the callers themselves needassistance. However, whencallers request help only forthemselves and not the victim,homicide investigators shouldrealize that the caller could,in fact, be the killer. As an ex-ample, a young man called 911to report that his fatherwas dead.

Dispatcher: What happenedto your father?

Guilty caller: Say some-thing to me! Help me!

In this example, the callerwanted help for himself andnever asked for help for his fa-ther. The investigation revealedthat the son shot his sleepingparent. The man died of thewound, and the son was con-victed of the crime. Seven per-cent of the callers in the studyrequested help for themselvesand not for the victim. All wereguilty of the homicides.

Conversely, 41 percent ofcallers requested help for thevictim alone; 68 percent ofthese were innocent, and 32 per-cent were guilty. The followingcall serves as an example of aninnocent individual demandingassistance for a victim:

Dispatcher: What’s youremergency?

Innocent caller: Both hereyes are open, and blood’scoming out of her mouth.Send somebody!

Attitude Towardthe Victim’s Death

People can survive horrifi cinjuries, such as gunshotwounds to the head and stabwounds to the heart. Therefore,a 911 caller should demandhelp for the victim, even ifsurvival appears doubtful. Thecaller should not accept thevictim’s death before the per-son’s actual condition becomesknown.

desperately to save a life: “Hedon’t have a pulse. He don’thave nothing! Just please sendsomebody.”

However, a caller statingthat a victim is dead withoutabsolute proof (e.g., decapita-tion) would raise serious ques-tions. An example illustratesthis point:


Guilty caller: I just hearda gunshot in the apartmentnext door, and I went over.My neighbor is dead!

In this case, the caller im-mediately declared the mortalityof the victim. The subsequentinvestigation revealed that thecaller had been romanticallyinterested in his neighbor. Helater confessed that he killed thevictim because she refused todate him.

In the homicides in whichmortality was not obvious, 23percent of the callers acceptedthe death of the victim. Of thistotal, all were guilty of thehomicide.

HOW WAS THECALL MADE?

Voice Modulation

Investigators gain a dis-tinct advantage when analyz-ing 911 calls in that they canhear the caller’s voice, ratherthan relying solely on a writ-ten transcript. How someonedelivered a message can offer

For instance, patrol offi cerswho have informed a citizenthat a family member has beenkilled in a traffi c accident knowthat people often respond withdenial because of their inabilityto immediately process suchshocking information. The sur-viving family members cannotaccept the fact that their lovedone is dead, and they wantevery lifesaving measure at-tempted, even demanding medi-cal help for individuals in fullrigor. The following quote isfrom an innocent witness trying

”

…homicideinvestigatorsshould realizethat the callercould, in fact,be the killer.

“

June 2008 / 27

911 COPS (Considering Offender Probability in Statements) Scale

To use the COPS Scale, investigators simply place a mark at the appropriate end (towardguilty or innocent) of the line corresponding with each descriptor and then determine theside on which the majority of marks appear. In the following example, most of the marks in-dicated guilt. The caller later confessed to coercing her boyfriend into killing her husband.

Dispatcher: 911. What is your emergency? Caller: Please help me!

Dispatcher: What’s going on? Caller: My husb.... I just walked in the house. My husband’s dead!

Dispatcher: Ma’am, how do you know he’s dead? Caller: He’s not breathing. He’s cold!

Dispatcher: OK. We’re on our way to help you. Caller: Please help me! Please help me! Please help me!

Dispatcher: OK. Stay on the line with me. Caller: He’s dead! Somebody shot my husband! I just got home.

Please help me! I don’t know how long he’s been dead.

What was the call about?

Request for help for victim ------------------------- No request for help for victimRelevant information ------------------------- Extraneous informationConcern for victim ------------------------- Insulting or blaming victimCorrection of facts ------------------------- Confl icting facts

Who was the call about?

Help requested for victim ------------------------- Help requested for caller onlyFocus on victim’s survival ------------------------- Focus on caller’s problemNo acceptance of victim’s ------------------------- Acceptance of victim’s death deaths

How was the call made?

Voice modulation ------------------------ No voice modulationUrgently, rudely demanding ------------------------ Polite and patientCooperation with dispatcher ------------------------ Resists cooperationNo self-interruptions ------------------------ Self-interruptions

Innocent Callers Guilty Callers


as much insight as the messageitself. Did the caller use voicemodulation with loud volume,fast speed, varied pitch, andemotional tones? Or, did thecaller lack voice modulation bycommunicating in a low, slow,even, and unemotional manner?Emergency situations demandurgency, and previous studiesof homicide statements haveshown that the presence of emo-tion indicates veracity.6

Most often in this study,when making genuine demandsfor medical assistance forcritically injured victims, callersdisplayed voice modulation,rather than an even-paced, emo-tionless, and robotic tone. Yet,the absence of voice modulationwas even more informative thanits presence. Only 4 percent ofinnocent callers had no voicemodulation, while 35 percentof guilty callers lacked voicemodulation.

Urgency of the Call

When individuals call 911to obtain medical assistance in agrave medical emergency, theylogically will make an urgentdemand for help. A study of ar-son emergency calls in Londonsupported this claim.7

The following exchange oc-curred after an innocent witnessobserved a drive-by shooting:


Innocent caller: I need anambulance at 78 North Cen-tral Street! Hurry up!

Dispatcher: What’s thephone number you are call-ing from?

Innocent caller: Just get to78 North Central!

Dispatcher: What’s yourphone number, sir?

Innocent caller: She’s shotin the head! I don’t know!Just send somebody!

opening dialogue in the call isan example of that of a guiltycaller.

Dispatcher: 911. What’syour emergency?

Guilty caller: Hi, I’ve beenshot, and my husband hasbeen shot.

The wife used the unex-pected friendly greeting “Hi”with the dispatcher while herhusband, who had been shot inthe head, lay dead on the fl oor.The wife should have remainedfocused on demanding immedi-ate medical assistance for herspouse. The order of her wordsalso provided insight as shereferred to herself fi rst and toher critically wounded husbandlast. The investigation revealedthat the woman intentionallyshot and killed her husband andsuperfi cially wounded herself.

An example of an urgentdemand for help involved an in-nocent mother who discoveredthat her infant had died duringthe night, and she screamed thefollowing comments:

Dispatcher: Is the babybreathing?

Innocent caller: What the[expletive] is taking them (paramedics) so long!

In this case, the mother didnot care about politeness andcivility. She focused only onobtaining immediate medicalassistance for her baby. The

The caller demanded an im-mediate response from medicalpersonnel. This contrasted withcallers who patiently and po-litely used such words as pleaseand thank you or calmly tooktheir time, beginning their callwith the casual word hi.

A woman who murderedher spouse called 911 to reportthat an unknown assailant hadshot her and her husband. The

”

Investigatorsgain a distinct

advantage whenanalyzing 911 calls

in that they canhear the caller’s

voice....

“

June 2008 / 29

investigation revealed that theinfant had accidentally wedgedhis head between the mattressand the crib and suffocatedduring the night. He had beendeceased for several hours andwas blue and cold to the touchbefore his mother discoveredhis condition. However, sherefused to accept the death ofher child and was demandingand rude to the dispatcher in aneffort to get immediate help.

Thirty-seven percent of thecallers in the study made ur-gent and demanding pleas forhelp, and each was innocent.This fi nding was the strongestindicator of innocence in thestudy. Conversely, 22 percentof the callers were patient andpolite, and all were guilty of thehomicides.

Seven percent of the call-ers were so patient and took somuch time during their call thatthey even failed to use contrac-tions during the alleged emer-gency. All were guilty.

Guilty caller: My wife hasbeen shot.

Dispatcher: Do you knowwho did it?

Guilty caller: No, I do not.

Level of Cooperation

If focused on obtainingassistance, 911 callers cooper-ate by answering questionsconcerning the crime. In thisstudy, innocent individuals did

so more frequently than guiltycallers, who resisted full co-operation by not responding tothe dispatchers’ inquiries con-cerning the criminal act, failingto perform CPR as instructed,repeating words, and providingunclear responses.

A caller reported that hisgirlfriend needed medical help.The dispatcher asked a questionto gain more information, butthe individual did not cooperate.

incident. The individual subse-quently resisted answering thedispatcher’s questions.

Guilty caller: They juststabbed me and my kids, mylittle boys!

Dispatcher: Who did?

Guilty caller: My little boyis dying!

Dispatcher: Who did this?

Guilty caller: They killedour babies....

Such resistance to coopera-tion existed in 26 percent of thecalls. All were made by guiltycallers.

Guilty callers also resistedthrough repetition. People whodo not tell the truth tend to re-peat words or phrases.8 Throughrepetition, a guilty person cangain time to think of a reason-able answer to an unanticipatedquestion or may avoid answer-ing altogether. An example ofrepetition occurred in the fol-lowing communication after a911 caller reported an assault byan unknown assailant who alsohad shot her husband.

Dispatcher: Ma’am, do youknow what he was wearing?

Guilty caller: Oh God, um...um...oh God, oh God, oh myGod…oh my God.

The woman, calm enoughto answer other questions, re-peated the phrase “Oh God” andnever answered this question. Ifcooperative, she at least should

Dispatcher: Did somethinghappen to her? Was thismore than just an argument?

Guilty caller: That’s all I’mtrying to report.

In this case, the caller resist-ed providing any further detailsregarding the condition of hisgirlfriend. Offi cers located thedead girl in her apartment, andthe boyfriend was convicted ofthe offense.

Similarly, a guilty par-ent called to report a stabbing

© John Foxx Images


have attempted to answer thequestion or explain why shecould not do so. In this case, thecaller killed her husband andblamed the homicide on a fi cti-tious assailant. Fifteen percentof the 911 homicide callers inthe study included repetitionduring the call. All were guiltyof the crimes.

When a 911 caller unexpect-edly responds to a dispatcher’srelevant question with suchcomments as Huh? What? orDo what? it reveals a disconnectin the thought process knownas the “huh factor.”9 Theseresponses indicate that call-ers are caught completely offguard and are not tracking theirown answers (unless, of course,excessive background noiseprevented them from clearlyhearing the dispatcher’s ques-tions). For example, a callerreported that his wife suffered aserious accident.


Guilty caller: I just camehome, and my wife hasfallen down the stairs. She’shurt bad, and she’s notbreathing!

Dispatcher: How manystairs did she fall down?

Guilty caller: Huh?

When the dispatcher askeda relevant question regardingthe accident, the caller, who had

assaulted and killed his wife,could not immediately answerbecause he had not tracked hisown fabricated story. Had thevictim actually fallen downstairs, the caller should haveknown whether she fell down afew stairs or a whole fl ight andwould not have been confusedby this unanticipated question.The “huh factor” was presentin 12 percent of the homicidecalls. All but one of these call-ers were guilty.

Guilty caller: There’s beena burg...my wife has beenkilled, I think!

The critical condition of thecaller’s wife should have beenthe primary topic, yet he beganwith the less critical subject,burglary. The investigationrevealed that the caller arrangedfor an accomplice to burglarizehis own residence and trauma-tize his wife.

Thirty percent of the callersin this study used self-interrup-tions, and each was guilty. Thiswas the second-strongest corre-lation with guilt in the study.

CONCLUSION

By examining 911 homicidecalls, investigating offi cers cangain vital clues. While listeningto a call and analyzing the tran-script, the investigator shouldask three critical questions:1) What was the call about?2) Who was the call about?and 3) How was the call made?

Asking those three ques-tions, along with a thoroughanalysis, can give investigatorsinsight as to offender probabil-ity. If the caller appears guiltyof the homicide, investigatorsimmediately can plan a strategyfor interviewing the individualand conducting the subsequentinvestigation.

Endnotes1 Dr. Robert Keppel, unpublished

research study indicating that 19 percent

Investigators should askwhether the caller continueswith one thought process oruses self-interruptions andchanges the direction of thetopic. In calls containing self-interruptions, the fi rst topic canreveal important clues. In thefollowing example, the husbandbegan to state that his house hadbeen burglarized but changedthe topic mid sentence.


”

Specifi c differencesappeared that

helped distinguishinnocent callers from

guilty ones....

“

of all homicide reports are phoned in to

the police department by the offender

posing as an innocent individual (Seattle

University).2 Vincent A. Sandoval, “Strategies to

Avoid Interview Contamination,” FBI Law

Enforcement Bulletin, October 2003, 1-12.3 The callers for this study represented

19 states and had the following charac-

teristics: 56 percent were male, and 44

percent were female; 69 percent were

Caucasian, and 31 percent were African-

American; and all were between the ages

of 19 and 68. Victims ranged in age from

newborn to 69; 67 percent were male, and

33 percent were female; and 64 percent

were Caucasian, 30 percent were African-

American, 1 percent were Hispanic, and 5

percent represented other ethnicities.

4 Don Rabon, Investigative Discourse

Analysis (Durham, NC: Carolina Academic

Press, 1996).5 Paul Grice, Studies in the Way of

Words (Cambridge, MA: Harvard Univer-

sity Press, 1989).6 Susan H. Adams, “Communication

Under Stress: Indicators of Veracity and

Deception in Written Narratives” (Ph.D.

diss., Virginia Polytechnic Institute and

State University, 2002).7 J. Olsson, Forensic Linguistics: An

Introduction to Language, Crime and Law

(London, England: Continuum Interna-

tional Publishing Group, 2004).8 B.M. DePaulo and W.L. Morris,

“Discerning Lies from Truths: Behav-

ioural Cues to Deception and the Indirect

Pathway of Intuition,” in The Detection of

Deception in Forensic Contexts, ed. P.A.

Granhag and L. Stromwoll (Cambridge,

United Kingdom: Cambridge University

Press, 2005).9 Tracy Harpster, “The Nature of 911

Homicide Calls: Using 911 Homicide

Calls to Identify Indicators of Innocence

and Guilt” (master’s thesis, University of

Cincinnati, 2006).

The authors wish to thank the detec-tives who provided 911 calls for thestudy and Dr. John Jarvis and SpecialAgent Vincent Sandoval for their as-sistance in writing this article. Also, Dr.Adams (susan1 [email protected]) andLt. Harpster ([email protected])welcome reader questions and com-ments regarding 911 calls.

Length: Manuscripts should contain 2,000to 3,500 words (8 to 14 pages, double-spaced)for feature articles and 1,200 to 2,000 words(5 to 8 pages, double-spaced) for specializeddepartments, such as Police Practice.

Format: Authors should submit three cop-ies of their articles typed and double-spacedon 8 ½- by 11-inch white paper with all pagesnumbered, along with an electronic versionsaved on computer disk, or e-mail them.

Criteria: The Bulletin judges articles onrelevance to the audience, factual accuracy,analysis of the information, structure and logi-cal fl ow, style and ease of reading, and length.It generally does not publish articles on simi-lar topics within a 12-month period or acceptthose previously published or currently underconsideration by other magazines. Because it is

a government publication, the Bulletin cannotaccept articles that advertise a product or ser-vice. To ensure that their writing style meetsthe Bulletin’s requirements, authors shouldstudy several issues of the magazine and con-tact the staff or access http://www.fbi.gov/pub-lications/leb/leb.htm for the expanded authorguidelines, which contain additional specifi ca-tions, detailed examples, and effective writingtechniques. The Bulletin will advise authors ofacceptance or rejection but cannot guarantee apublication date for accepted articles, whichthe staff edits for length, clarity, format, andstyle.

Submit to: Editor, FBI Law Enforce-ment Bulletin, FBI Academy, Hall of Honor,Quantico, VA 22135; telephone: 703-632-1952; fax: 703-632-1968; e-mail: [email protected].

FBI Law Enforcement BulletinAuthor Guidelines

June 2008 / 31

Crime Data


Preliminary Crime Statisticsfor January-June 2007

According to the FBI’s Preliminary Semiannual Uniform Crime Report, the nationexperienced a 1.8 percent decrease in violent crime and a 2.6 percent decline in propertycrime during the fi rst 6 months of 2007 compared with the same period in 2006. The reportis based on information from law enforcement organizations that contributed 3 to 6 com-parable months of data to the FBI during January through June of both 2006 and 2007. Atotal of 11,673 agencies met the criteria for inclusion in the current report.

Violent Crime

Each violent crime offense category (murder and nonnegligent manslaughter, forciblerape, robbery, and aggravated assault) decreased nationwide during January through June2007 when compared with the corresponding months in 2006. Murder went down 1.1percent, forcible rape declined 6.1 percent, robbery dropped 1.2 percent, and aggravatedassault fell 1.7 percent.

The data compiled by population groups for the nation’s cities showed that the largestdecline in violent crime (5.1 percent) was in cities with 250,000 to 499,999 inhabitants. Incontrast, violent crime rose 1.1 percent in nonmetropolitan counties and 1.1 percent in citieswith populations of 10,000 to 24,999. In addition, small increases occurred in cities under10,000 in population (0.3 percent) and in ones with populations of 100,000 to 249,999 (0.1percent). Overall, violent crime decreased in all four of the nation’s regions.

Property Crime

All of the property crime offense categories (burglary, larceny-theft, and motor vehicletheft) decreased in the fi rst 6 months of 2007 when compared with data for the same 6-month period in 2006. Specifi cally, burglary declined 1.3 percent, larceny-theft fell 2.1percent, and motor vehicle theft dropped 7.4 percent.

Although property crime decreased in all of the nation’s city groups, burglary offensesincreased 3.5 percent in cities with 1 million or more inhabitants. Larceny-theft dropped 4.1percent in cities with 250,000 to 499,999 in population, and motor vehicle theft declined9.5 percent in ones with 50,000 to 99,999 inhabitants. While in three of the nation’s fourregions property crime decreased, the South had an overall 0.4 percent increase.

Arson offenses, tracked separately from other property crimes, went down 9.7 percentnationwide. The greatest drop (15.9 percent) in these incidents occurred in cities with500,000 to 999,999 inhabitants.

The Bulletin Notes

Law enforcement officers are challenged daily in the performance of their duties; they face each

challenge freely and unselfishly while answering the call to duty. In certain instances, their actions

warrant special attention from their respective departments. The Bulletin also wants to recognize

those situations that transcend the normal rigors of the law enforcement profession.

Officer Giovanniello Officer Schroeder

Offi cers James Giovanniello and Robert Schro-eder of the Rockville Centre, New York, Police De-partment responded to a reported fi re at a residentialcomplex. Upon arrival, the offi cers observed exten-sive smoke and quickly entered the building’s hall-way to begin the rescue and evacuation of numerouselderly residents. Despite the hazardous conditions,Offi cers Giovanniello and Schroeder reentered thecomplex multiple times. Because of smoke inhala-tion, both offi cers required hospitalization after fi repersonnel arrived. The quick, courageous actions of

Offi cers Giovanniello and Schroeder resulted in the safe removal of the residents and the con-tainment of the blaze.

Detective Wray Detective Hildebrand

During a recent fi restorm, Detectives Shawn Wrayand Scott Hildebrand of the La Mesa, California, Po-lice Department responded to a call for help from acitizen who, after ignoring evacuation requests, wasstranded in his rural home. The dense smoke andfl ying debris from the approaching fi re injured theman’s eyes, and he was unable to fl ee. The detectiveslocated the dirt road leading to the person’s house anddrove through intense heat, smoke, and fl ames. Afterlocating him, they wrapped the man in an emergencyfi re shelter, placed him in the back seat of the car,

and turned around to drive out. The intensifi ed fl ames resulted in zero visibility and extremeheat that penetrated the interior of the vehicle. Detectives Wray and Hildebrand feared that thesmoke and heat would cause the car to stall as they used the edge of the dirt road, barely visible,to guide them out. Fortunately, the detectives transported the citizen to safety and turned himover to medical personnel before electrical damage caused the car to stop running.

w

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Patch Call

The patch worn by the patrol division of theBrown County, Kansas, Sheriff’s Offi ce featureselements of the state seal, including a river andsteamboat, representing commerce; a man plow-ing with a team of horses, depicting agriculture;and the rising sun, oxen pulling wagons, and a herdof buffalo, symbolizing early life in the state. Thecluster of stars represents Kansas’ motto, “To thestars through diffi culty.” The bald eagle, depictingjustice, sits on the sheriff’s star.

The Lewiston, Idaho, Police Department patchdisplays the confl uence of the Snake and Clearwa-ter Rivers as they fl ow past the wheat fi elds of thePalouse region bordering Idaho and Washington.The historic expedition of Lewis and Clark trav-eled through this valley, and, with the discovery ofgold in 1860, Lewiston was founded. It is Idaho’soldest city and only inland seaport.