Police Management I

POL101
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 ASSIGNMENT

SEMESTER 2023 02
MODULE POLICE MANAGEMENT I
MODULE CODE POL101
DUE DATE 22 SEPTEMBER 2023

Page 1 of Assignment
 ASSIGNMENT – 2023 SECOND SEMESTER
POL101
POLICE MANAGEMENT I

0B ELECTRONIC SUBMISSION INSTRUCTIONS

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 ASSIGNMENT – 2023 SECOND SEMESTER
POL101
POLICE MANAGEMENT I

Completing Your Assignment

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 ASSIGNMENT – 2023 SECOND SEMESTER
POL101
POLICE MANAGEMENT I

ASSIGNMENT
Read and do before starting your assignment
The study guide consists of several topics. Each topic links to a chapter in your prescribed
textbook (if there is one) and starts with Learning Outcomes. These Learning Outcomes
should guide you in the areas/sections you have to focus on in each chapter of the
textbook. As you work through the sections in your textbook, consider how they work or can
be applied in your work environment.
There are activities in each topic that link to each of the Learning Outcomes. Your
assignment questions will cover some of the Learning Outcomes and so will the
examination/summative assessment. If you have thus studied the content in the textbook and
the relevant articles/documents in the BPP Readings relating to each Learning Outcome and
you can link them practically to your work environment, you should be adequately prepared
to start with your assignment. So please study the textbook, the relevant
articles/documents in the BPP Readings and the study guide before attempting the
assignment.
Examples
When required to provide examples, please do not use the examples in the study
guide, the textbook or previous years’ tutorial letters. Use examples from your own
work environment or newspaper articles. You will only receive marks if you use your
own examples.
Table of contents
The assignment must have a table of contents at the start, which should only include short
themes, and not the whole question, and the page number, e.g.:
1. Planning 2
List of references
A list of references (sources you used in your answers) must be compiled at the end of the
assignment – see the STADIO referencing guide.
PLEASE NOTE: Question 1 is an essay-type question, which requires a title, an
introduction, paragraphs with headings/sub-headings, recommendations and a conclusion.
(Except for the title, all headings should be numbered.)
Source references should also be provided. This is done in your answer where you use the
information obtained from another source, e.g., Smit et al., 2016:112 (112 is the page
number). Marks will be deducted if this is not done. In the introduction, you will usually define
the relevant concepts or provide general remarks about each topic and indicate what you will
be discussing. In the conclusion, you should deal with what has been requested or, if no
indication was given, just present a summary of your discussion. If recommendations are
required, these have to be based on the topics you discussed and what
improvements/changes can be made.
Read the question and make sure you understand exactly what is being asked. Use your
prescribed textbook, relevant articles/documents and the study guide to base your
discussions on. In other words, if you are requested to explain/describe/discuss your
understanding of a concept, steps, stages, etc., you have to READ what is said about it in
the textbook, the study guide or any other source and then formulate your own

Page 4 of Assignment
 ASSIGNMENT – 2023 SECOND SEMESTER
POL101
POLICE MANAGEMENT I

explanation, description or discussion thereof. Do not copy directly from these

sources, especially if you do not provide a source reference. Marks will be deducted in
such cases.

Question 1 [64]
(First, read through the relevant sections in the prescribed textbook and the discussions in
the study guide, then provide your own understanding of the theory for each question.)

EXTRACT

Leadership vs Management: Understanding The Key Difference

A few years ago, leaders, entrepreneurs, and innovators created companies, whereas
managers were hired to run their operations. But nowadays, you will notice that our
educational system is mostly geared towards business management education. Also, there is
a perceptual change that treats both management and leadership as the same, which is not
a mere reality. So, in this leadership vs management article, we will dig deep into the
differences between leadership and management.

Source: Duggal, N. 2023. Leadership vs Management: Understanding the key difference.

https://www.simplilearn.com/leadership-vs-management-difference-
article#:~:text=One%20responsibility%20of%20a%20manager,the%20success%20of%20an%20organization.
[Accessed 04.04.2023]

Access the article “Leadership vs Management: Understanding the key difference”. Compare
management and leadership as discussed in the article and the discussion of management
and leadership as found in Smit et al. (2020).
Your discussion must include the following:
1.1 A brief introduction: defining leadership and management showing your
understanding of the two concepts. (4)
Guidance: Formulate your own definitions.
1.2 A discussion on leadership and management with specific reference to the “The
Three Important Differences between a Manager and a Leader” as found in the
article. Compare the information in the article with the theory discussed in Smit et al.
(2020). (18)
Guidance: In the article “Leadership vs Management: Understanding the key
difference”, several factors which distinguish between leadership and management
are also discussed. Your discussion must only focus on “The three important
differences between a manager and a leader”. Six (6) marks will be allocated per
identified difference for the theoretical discussion and the comparison.
Leading People vs Managing People: One responsibility of a manager is controlling a
group to accomplish a specific goal. Leadership, on the other hand, is the ability of an
individual to motivate, influence, and enable other employees to contribute to the
success of an organisation. Inspiration and influence separate leaders from
managers—not control and power Duggal (2023).
1.3 An explanation of the role that you can play as a leader in the stages of group and
team development. Incorporate the leadership skills as discussed in Question 1.2 in
your discussion. (20)

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 ASSIGNMENT – 2023 SECOND SEMESTER
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POLICE MANAGEMENT I

Guidance: Two (2) marks for the theoretical discussion of each stage and two (2)
marks for the link with the leadership characteristics as discussed in the article in
Question 1.2.
Individuals in an organisation are one of the most important resources. No two people
are the same. The differences between people are easily discernible when it comes
to age, sex, marital status, but differences in personality, learning experiences
motivation and so forth, are far more difficult to ascertain.
1.4 Good managers use motivation (positive reinforcement) as a tool to inspire
employees to achieve organisational goals. Identify and discuss any three (3)
motivational tools (positive reinforcement) that you, as a leader, can use to motivate
and inspire employees. Motivate your discussion and give a practical example. (6)
Guidance: No marks will be allocated for the identified motivational tool. One (1)
mark will be allocated for the motivation of the motivational tool and one (1) mark will
be allocated for the practical example.
1.5 Being a leader or manager, you must understand individual behaviour to ensure
effective performance. Discuss the six (6) variables that influence the individual
behaviour of employees in organisations. (12)
Guidance: In your discussion, you must explain your understanding by means of
practical examples from a policing/law enforcement environment. One (1) mark will be
allocated for discussion of the variable and one mark (1) for the example,
1.6 In conclusion, identify leadership challenges that you as an upcoming leader are
experiencing and make a recommendation of how you can address these challenges.(2)
This is an essay-type question, provide your answer with a title (short description of what
your answer is about); then start with 1. Introduction as your first heading and continue with
your answers providing each with a relevant heading; ending with Conclusion (as the last
heading). Remember to provide source references in your answer; indicating where you get
the answer from the textbook and/or study guide or other sources, i.e., Smit et al. (2020:
page nr).
Structure: mark allocation: (2)
Title (1)
References (1)

Question 2 [12]
The business or management environment comprises different environments. Managers
need to understand these environments and sub-environments to ensure that decisions
made reflect changes that may be encountered.
Depict the composition of the management environment by drawing a diagram reflecting the
different environments it composes of.

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POL101
POLICE MANAGEMENT I

Question 3 [14]

EXTRACT
It's a wrap: how the EFF's #NationalShutdown played out
The much-anticipated national shutdown headed by the EFF began early on Monday with the
intention of disrupting the country through protests against the electricity crisis and to call for
President Cyril Ramaphosa to step down and the high level of unemployment to be
addressed.
Source: “It's a wrap: how the EFF's #NationalShutdown played out”. Times live. 20
March 2023
https://www.timeslive.co.za/politics/2023-03-19-updates-effs-national-shutdown-on-march-
20/

Managers in law enforcement agencies (LEAs) are expected to make decisions on the spur
of the moment. During the recent planned “national shutdown” of the EFF (20 March 2023),
to protest against load shedding in South Africa, the management of the different LEAs had
to plan strategically for the event. This entailed the making of decisions to secure the safety
of human life and property.
Taking the “national shutdown” into consideration, use the decision-making process to think
through the problem. Explain the decision-making process to make an optimal decision on
how to address possible unrest at your precinct. Link your discussion to the extract. Marks
will be allocated for the practical application to the decision-making process only.
Guidance: Marks will be allocated for the practical application of the identified problem. Two
(2) marks will be allocated for the practical application per decision-making stage.

Question 4 [10]
Members of Law Enforcement agencies are exposed to conflict situations on a daily bases.
The conflict can emanate from conflict between colleagues or conflict situations within the
community. It is the responsibility of members to manage the conflict.
Identify a conflict situation in your work environment. Use the identified conflict situation and
discuss any five (5) techniques that you can use to manage the conflict. Motivate your
answer with practical examples that link your discussion with the identified conflict situation.
Guidance: Discuss any five (5) techniques to manage conflict.
One (1) mark for the theoretical discussion of each technique
One (1) mark for the practical application of each technique

ASSIGNMENT TOTAL: [100]

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 Table of contents

Heading Page number

GENERAL INFORMATION 3

LECTURER DETAILS 4

TEXTBOOK AVAILABILITY 4

MODULE PURPOSE AND OUTCOMES 1

TOPIC 1 INTRODUCTION TO MANAGEMENT 2

1.1 Introduction 2
1.2 Nature of Management 3
1.3 Definition of management 4
1.4 Different Levels and Kinds of Management in the Organisation 5
1.5 Different Roles That Managers Perform 6
1.6 Managerial Skills and Competencies 7
Summary 9
Self-Assessment Questions 9

TOPIC 2 MANAGING IN A CHANGING ENVIRONMENT 10

2.1 Introduction 10
2.2 Concepts of Systems Theory 11
2.3 The Composition of the Management/Business Environment 13
Summary 14
Self-Assessment Questions 14

TOPIC 3 PLANNING 15
3.1 Introduction 15
3.2 The Nature and Importance of Planning 16
3.3 Kinds of Organisational Plans 16
3.4 Steps in the Planning Process 17
Summary 22
Self-Assessment Questions 22

TOPIC 4 MANAGING DECISION-MAKING 24

© STADIO (Pty) Ltd Police Management I POL101

 4.1 Introduction 24
4.2 The Relationship Between Problems, Problem-Solving and Decision-Making
24
4.3 Types of Managerial Decisions 25
4.4 Decision-Making Models 25
4.5 Group Decision-Making 27
4.6 Techniques for Improving Group Decision-Making 28
Summary 28
Self-Assessment Questions 28

TOPIC 5 ORGANISING 30
5.1 Introduction 30
5.2 Organising, Organisation and Organisational Structure 31
5.3 The Organising Process 33
5.4 Delegation 38
Summary 40
Self-Assessment Questions 40

TOPIC 6 LEADING 41
6.1 Introduction 41
6.2 Leadership and Management 42
6.3 The Concept of Leadership 42
Summary 43
Self-Assessment Questions 43

TOPIC 7 INDIVIDUALS IN THE ORGANISATION 44

7.1 Introduction 44
7.2 People in the Organisation 45
7.3 Mentoring and Coaching 45
Summary 46
Self-Assessment Questions 46

TOPIC 8 MANAGEMENT OF GROUPS AND TEAMS 47

8.1 Introduction 47
8.2 Groups and Teams 47
8.3 Types of Organisational Groups 48
8.4 Stages in Group and Team Development 48
8.5 Organisational Teams 49
8.6 When Organisations use Teams 51
8.7 Types of Teams 51
8.8 Developing Individuals into Team Members 51
Summary 52
© STADIO (Pty) Ltd Police Management I POL101
 Self-Assessment Questions 52

TOPIC 9 COMMUNICATION AND INTERPERSONAL RELATIONSHIPS 53

9.1 Introduction 53
Summary 56
Self-Assessment Questions 56

TOPIC 10 CONTROL 57
10.1 Introduction 57
10.2 The Definition of Control 58
10.3 The Importance of Control 58
10.4 The Control Process 59
10.5 Levels of Control 62
10.6 Functional Area Control Systems 62
Summary 63
Self-Assessment Questions 63

ANSWERS TO SELF-ASSESSMENT QUESTIONS 64

Topic 1 Self-assessment answers 64
Topic 2 Self-assessment answers 65
Topic 3 Self-assessment answers 67
Topic 4 Self-assessment answers 68
Topic 5 Self-assessment answers 70
Topic 6 Self-assessment answers 71
Topic 7 Self-assessment answers 73
Topic 8 Self-assessment answers 74
Topic 9 Self-assessment answers 75
Topic 10 Self-assessment answers 76

GLOSSARY OF TERMS 77

REFERENCES 78

© STADIO (Pty) Ltd Police Management I POL101

 Module purpose and outcomes

The purpose of this module is to provide students with knowledge and skills regarding
the basic aspects relating to management in the policing/law enforcement
environment.

On completion of this module the student will be able to:

1. Apply managerial functions within a police-specific environment on a daily

basis for consistency and efficiency.

© STADIO (Pty) Ltd Police Management I POL101

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 Topic 1
Introduction to Management

Prescribed Reading

Botha et al. (2020). Management principles: A contemporary edition for Africa. 7th ed.
Cape Town: Juta. Chapter 1: Sections 1.3, 1.4, 1.5, 1.7 and 1.8 in your prescribed
textbook.

1.1 INTRODUCTION

As a manager in the policing/law enforcement environment, it is essential to have the

necessary knowledge and skills to perform management functions effectively and
efficiently. This will ensure the appropriate management of resources to provide a
professional service. It is, therefore, essential to understand the interactive nature of
the components that make up the management process to be a good manager. Any
organisation has different levels and kinds of management which impact on the basic
management functions which must be distinguished. Managers must also have
particular skills and competencies to perform the various roles they are expected to
perform to meet the goals or outcomes of the organisation.

This topic relates to the following module outcome:

1. Apply managerial functions within a police-specific environment on a daily basis
for consistency and efficiency.

In this topic, you will gain knowledge in the following areas:

1. Interactive nature of the components of the management process
2. The different levels and kinds of management
3. The managerial skills and competencies needed at different levels
4. Current and near-future management realities
5. The different roles that managers perform

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1.2 NATURE OF MANAGEMENT

Before attempting the learning activities, it needs to be stated that every institution
needs management to offer a service or product and to achieve the goals of the
institution. Have you ever thought about where policing/law enforcement
organisations fit into this? Have you ever reflected on the managerial roles in this
process and what your role and competence should be as a potential future manager?
By completing learning activities 1–3 you will get some clarification.

Activity 1.1

(Use Fig 1.1 and Fig 1.2 as guidelines.)

Every organisation (including those involved in policing/law enforcement) needs

management to offer a service or product and to achieve the organisation’s
goals/outcomes. To enable you to understand this, draw two diagrams, one
illustrating the four fundamental management functions that constitute the
management process and one showing the interactive nature of the management
process.

Figure 1.1 in the textbook illustrates that the management process is a logical
sequence of functions – one following the other although leading is used with any of
the other three functions. The interactive nature of the management process is very
important and Figure 1.2 shows that by way of the direction of the arrows.

Management occurs on three levels of an organisation, namely strategic (top

management), tactical (middle management) and operational (lower management).

To explain how we can apply the four management functions, we will have a look at
how to apply them at an operational level.

NOTE

The following are examples of the application of the four management functions and
you must develop your own examples after studying the definitions of each function
in the prescribed textbook. What is provided below is just a brief description of each
function and not the definition. Do not just copy these when doing your assignment
or when preparing for the examination.
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1.3 DEFINITION OF MANAGEMENT

Management can be described as the process of planning, organising, leading and

controlling scarce resources of the organisation to achieve the organisation’s mission
and goals as productively as possible (Botha et al., 2020:10).

Taking the definition of management into consideration, we want to apply the four
management functions to the operational level to achieve the organisation’s
goals/outcomes which were developed on a strategic level by top management. (The
words ‘goal’ and ‘outcomes’ are used interchangeably depending on your strategic
documents.)

Example

Planning: The manager determines what must be done and how it is to be done.
(See the definition of planning in Chapter 5 of your textbook.)

At Station A, the station commander develops an operational plan with a

goal/objective and targets that must be reached. Her goal/objective is to decrease
the number of housebreakings by 10% (target) and her plan includes various
activities such as vehicle patrols, periodic roadblocks and education of the
community. The plan will include when, where and how (activities) it will be done.

Organising: The manager groups activities together, establishes authority, allocates

resources and delegates. (See the definition of organising in Chapter 8 of your
textbook.)

Based on the plan, the station commander will group the activities and allocate them
to certain members. She will determine who will be in charge, determine reporting
lines and allocate the resources (vehicles, radios, etc.) required. She will then
delegate certain functions to the warrant officer as the person in control.

Leading: Both the manager and the delegated person will act in such a way that
they influence members to willingly participate and execute their functions to the
best of their ability. (See Chapter 11 for a definition of leading/leadership.)

The station commander and the warrant officer will motivate and direct the members
by working with them and encouraging them to reach the target.

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(Please note that giving members bonuses is part of the performance management
function and is not leadership. People follow you as a leader because of the way you
act and not because of what you give them.)

Controlling: The manager will monitor progress to see if the goal/objective and
target are achieved. If not, steps will be taken to rectify errors or prevent deviation
from the plan. (See Chapter 16 for a definition of control.)

The station commander and the warrant officer will continuously monitor the
activities and their outcomes to see if they are going to achieve the goal/objective
and target which were set in the plan to decrease housebreaking.
If they see the target may not be achieved, they can make changes to the plan, for
instance by deploying more vehicles to patrol.

1.4 DIFFERENT LEVELS AND KINDS OF MANAGEMENT IN THE

ORGANISATION

Activity 1.2

(Use Fig 1.6 as a guideline.)

When a person is appointed to a managerial position, he or she is expected to
function at a specific level.

The figure below indicates the levels and ranks of the management of a police
station. Using this as an example, describe the different levels at your station, office,
centre or workplace using a diagram. Ensure that you include the relevant levels,
ranks and some responsibilities as examples.
Is it the way it is done in your work environment?

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 Middle management:
Brigadier, Col, Lt Col Lower management:
Top
Superintendents- managers of units:
management: stations, centres, Warrant officers in Non- managers:
Generals/Chief detectives; Major –
Directors at Head command of each shift Workers: Constables
support services; in the Community
office
Lieutenant – Service Centre;
Community Service Sergeants in command
Centre; Captain – of sectors
Visible Policing

Conceptual
Conceptual
Conceptual
Conceptual
Interpersonal
Interpersonal

Interpersonal

Interpersonal
Technical
Technical
Technical
Technical

1.5 DIFFERENT ROLES THAT MANAGERS PERFORM

Due to the diverse environment managers work in, it requires that they perform a
multitude of roles over and above management functions. Henry Mintzberg found that
managers perform approximately ten different roles within an organisation. Mintzberg
grouped these roles into three categories: interpersonal, information and decision-
making roles (Botha et al., 2020:17).

Activity 1.3

(See Section 1.7)

In today’s fast-changing environment managers need to be equipped with a variety

of managerial skills to address the organisational needs. Discuss the three categories
that the manager’s roles can be divided into. Give practical examples of each role
and relate them to the policing/law enforcement environment.

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1.6 MANAGERIAL SKILLS AND COMPETENCIES

Managers function on different levels in organisations. These levels refer to the

departments and sections within the organisation. Due to the level and
department/section the manager functions in, different management skills will be
required (top, middle and lower management levels).

Activity 1.4

(See Section 1.8)

Managers do not only need to know or acquire certain skills. They also have to be
competent (in other words have to be able to ‘do’ in the workplace). Discuss the
three main skills that are identified as prerequisites for sound management. Give
practical examples of each skill and relate it to the policing/law enforcement
environment. (Google the skills and get explanations and examples on the internet
so you can ensure you understand them and link them to policing.)

Managerial skills Refers to Involves Example

Conceptual Manager’s Managers’ SAPS 5-year Strategic
thinking and strategic thinking Plan; Station Tactical
planning abilities and planning Plan; Road Traffic
abilities enable Management
them to develop Corporation 5-year
strategic, tactical, Strategic Plan
and operational
plans.
They need to
consider the
changing external
environment to
identify and
mitigate risks,
which may
impact on the
achievement of
the organisation's
goals and
objectives.
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Interpersonal Manager's ability A manager Although the workers
skills to work with should be able to also need these
people listen carefully, abilities when dealing
communicate with members of the
clearly, show real public, managers must
empathy, deal especially have these
with and resolve abilities to manage
conflict, their subordinates to
understand ensure that they stay
people's motivated and positive,
behaviour, focusing on achieving
optimise diversity the goals of the
and motivate organisation.
both groups and
individuals.
Technical Ability to use the Knowledge of On the ground, the
Skills Knowledge or patrolling, constables should
techniques of a Community know how to protect a
specific discipline Service Centre crime scene or effect
to achieve duties, crime an arrest.
specific goals scene protection, Although the managers
investigation should also know, they
techniques, and now become
dealing with supervisors and spend
crash scenes. less time performing
these technical
activities but must be
able to guide their
subordinates.

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 Summary

You have now been introduced to the concept of management which includes the
important basic functions of planning, organising, leading and controlling that are
performed interactively and sometimes simultaneously. These functions of
management are performed at various levels of the organisation namely top, middle
and lower management. On each level, a different plan can be developed. These
different plans are the strategic plans, tactical plans and operational plans. To perform
these functions effectively and fulfil their various roles, managers should have specific
skills and knowledge also referred to as competencies.

In Topic 2 we explore the relevance of the environment to management and

managers.

Self-Assessment Questions

1. Using the diagrams you drew in Activity 1.1, explain the management process
with a specific focus on the interactive nature thereof.
2. Provide your understanding of the concept of ‘management’ and explain the
four management functions providing examples of each.
3. Taking the different roles that managers are required to perform into
consideration, indicate what skills and competencies they would require to be
successful. Do this in a table format.

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 Topic 2
Managing in a Changing Environment

Prescribed Reading

Botha et al. (2020). Management principles: A contemporary edition for Africa. 7th ed.
Cape Town: Juta. Chapter 3: Sections 3:3.1, 3.2, 3.2.1, 3.2.2, 3.3 and 3.3.1 in your
prescribed textbook.

2.1 INTRODUCTION

External changes in environments generate new needs and services, and all
institutions involved in policing are forced to change and adapt. Managers play a vital
role in managing organisations in a changing environment. Think of the major impact
1994 had on policing/law enforcement and all the changes that followed. Learning
Activities 2.1–2.3 will give you a better understanding of environmental forces and
how organisations are affected by them.

This topic relates to the following module outcome:

1. Apply managerial functions within a police-specific environment on a daily basis
for consistency and efficiency.

In this topic, you will gain knowledge in the following areas:

1. The importance of understanding the environment when making management
decisions.
2. The concepts of the systems approach in management.
3. The macro-, market- and micro-environments and the variables that comprise
each of them.
4. The concept systems theory.

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 Activity 2.1

(See Section 3.1)

You attended a contact session for Police Management I at Southern Business

School. You need to convince your manager of the importance of understanding the
policing/law enforcement environment when making management decisions.

Write a brief report on the impact of change in the environment on Southern African
managers in your attempt to convince your manager. Provide practical examples
related to policing/law enforcement.

Activity 2.2

(See Fig 3.1)

Most organisations are systems that operate in specific environments.

Make use of a diagram to illustrate how you understand a systems perspective of an

organisation (in your case the policing/law enforcement organisation that you
represent).

2.2 CONCEPTS OF SYSTEMS THEORY

According to the systems theory, an organisation such as a policing organisation

functions as a system with various parts/sections which interact to form a whole.

Systems can be open or closed and policing as a system is considered to be open

because it interacts both internally among various employees/sections/ departments
and externally with other departments, the community, etc. It is thus affected by
internal and external factors through inputs and outputs.

The following figure shows how the systems theory can be applied to a policing/law
enforcement environment.

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2.2.1 The organisation as a micro-system of its environment
A system can be defined as a set of interrelated elements (micro-systems) functioning
as a whole (Botha et al., 2020:58). Your law enforcement agency is an example of a
system that is functioning within an environment. The system in which you function
is an open system that comprises different sub-systems for example your human
resource section and financial section.

Your law enforcement agency is interdependent on the external environment within

which it functions. Your agency and the external environment are there for
interdependent on one another (Botha et al., 2020:58).

2.2.2 The systems approach in management

The systems theory comprises four basic concepts that you must understand. These
concepts are:

• An open system (as opposed to a closed system)

• Subsystems
• Synergy
• Entropy.

The approach to systems management indicates that your law enforcement agency
can be seen as an open system that is influenced by the environment and in return
has to adapt to the changing times (Botha et al., 2020:58–59).

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2.3 THE COMPOSITION OF THE MANAGEMENT/BUSINESS
ENVIRONMENT

Activity 2.3

(See Section 3.3, Fig 3.2)

It is clear to you that many managers in policing/law enforcement demonstrate a

lack of understanding of the composition of the management environment. You must
attempt to explain it to a group of managers at a policing/law enforcement meeting.
Use a diagram to indicate the composition of the management environment and
discuss the implications of changes in the macro environment on policing/law
enforcement and policing/law enforcement management. Ensure that your
discussion is very clear by making use of practical examples.

The figure below illustrates the composition of the policing/law enforcement

management environment:

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 Summary

You have been introduced to managing in a changing environment, the systems

perspective and the implications of changes in the environments on organisations. Do
you think your organisation/institution managed the changing environment well? Are
current managers competent to deal with changes?

Self-Assessment Questions

1. Using a diagram, illustrate the macro-, task, and micro-environments that

affect your policing/law enforcement environment.

2. You are the newly appointed manager at your precinct. Compile a document
explaining the systems theory to your members by discussing it and illustrating
it with a diagram. Do you think your organisation functions as a system? Justify
your answer.

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 Topic 3
Planning

Prescribed reading
Botha et al. (2020). Management principles: A contemporary edition for Africa. 7th ed.
Cape Town: Juta. Chapter 5: Sections 5:5.1, 5.2, 5.3 and 5.5 in your prescribed
textbook.

3.1 INTRODUCTION

Planning can help any organisation to keep up with change and change is most likely
to be more orderly when it has been planned. Despite this, many managers seem to
be reluctant to plan. This can be overcome by having a better understanding of
planning and realising that through planning you may be able to influence the future
instead of just accepting it.

Planning can be defined as the development of a comprehensive hierarchy of plans

and goals to integrate and coordinate activities in the organisation. It is concerned
with what the organisation must do as well as how it is to be done (Botha et al.,
2020:129). On an operational level, a manager will determine what needs to be done
(goal(s)/objective(s) with targets) and then plan activities to achieve the
goal(s)/objective(s). The goals/objectives on an operational level are usually aligned
with the goals/objectives on tactical and strategic levels.

(There is a difference of opinion on when to use goals and when objectives.

Usually, goals are broader and more qualitative while objectives are more specific and
measurable. SAPS in both their Strategic and Annual Performance Plans use the term
'objectives', while the Namibia Fifth National Development Plan and the Road Traffic
Management Corporation in their Strategic plan refer to the term 'goal'. You may use
either in your answers.)

Learning Activities 3.1–3.3 will give you a better understanding of planning and its
relevance to policing/law enforcement.

This topic relates to the following module outcome:

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1. Apply managerial functions within a police-specific environment on a daily basis
for consistency and efficiency.

In this topic, you will gain knowledge in the following areas:

1. The nature and importance of planning as a management function.
2. Strategic, tactical and operational planning and the difference between the
plans.
3. The steps in the planning process.

3.2 THE NATURE AND IMPORTANCE OF PLANNING

Planning forms part of the day-to-day operations of any organisation. Planning takes
place on all levels of the organisation. Managers are tasked with planning – from the
lowest level of the organisation (junior managers) to the highest level (top
management) in the organisation.

The different kinds of plans will differ depending on the level of the organisation that
is responsible for the specific plan. The focus of the plan and the time span will differ
depending on the level in the organisation (Botha et al., 2020:129).

Activity 3.1

(See Section 5.1)

Explain the concept of ‘planning’ as well as its importance as a management

function. Make use of practical examples in your explanation.

3.3 KINDS OF ORGANISATIONAL PLANS

Considering that different plans are formulated by managers on different levels in the
organisation, top management, middle management and lower management
(supervisors), these plans are influenced by the goals that are made by top
management of the organisation.

Senior management (top management) will be responsible for the formulation of

strategic plans that will focus on the organisation as a whole. Middle managers will be
responsible for drafting plans for departments that will be in line with the strategic

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plans, thus supporting the strategic plans. Operational plans will be formulated by
lower management and will focus on smaller sections in the organisation that in turn
will support the middle manager’s plans (Botha et al., 2020:130).

Activity 3.2

(See Section 5.3)

You have concluded that management in the policing/law enforcement environment

is confused about the various organisational plans that challenge them. Use a
diagram to illustrate the kinds of organisational plans relevant to your work
environment and discuss operational plans and their relevance to policing/law
enforcement.

The following table is an example of the levels of management linked to the type of
plans they develop.

Vision and mission

Top SAPS/RTMC/NAMPOL
management Long-term goals/objectives strategic plans – usually 5
years
Strategic plans

Middle Tactical plans Police station/Traffic centre

management plans – usually 1 year

Lower level Single-use plans Standing plans Single use-December

management Festive season plan
Standing – Monthly
operational plan

3.4 STEPS IN THE PLANNING PROCESS

Planning is done in identifiable, logical steps. In a policing/law enforcement

environment these steps can be explained as follows:

(NB: Use the examples provided to guide you to develop your own examples based
on your work environment. Two examples are provided. One deals more with a
police environment and the second more with a traffic environment. You can focus
on the one which is most applicable to your work environment.)
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Step 1: Identifying changes that necessitate planning

Why is this planning done? What necessitates the planning? What planning must be
done due to changes in community needs and priorities, the organisation’s strengths
and weaknesses, etc.?

Example 1
The White Paper on Policing (the change) requires a community-centred approach
to be implemented and the station commander decided that the community must
be consulted to determine their needs and priorities regarding policing.

Example 2
An increase in pedestrian fatalities (the change) has led to the Minister requesting
Traffic Law Enforcement agencies to find solutions to address the issue.

Step 2: Establishing goals/objectives

Why determine goals/objectives? To give direction to all major plans. The plans
compiled in Step 7 will focus on achieving the goals/objectives which were set in this
step. The goals/objectives must indicate where we want to be; what we want to
accomplish and when we want to accomplish it.

Example 1
To determine the policing needs and priorities for 2023 as identified by the Paarl
Community.

Example 2
To decrease pedestrian fatalities by 20% by 2023.

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Step 3: Drawing up assumptions

Before we can develop actions, we must agree on our assumptions (things that we
think may impact on the plan which we are developing) since these may differ from
person to person in the team. These assumptions are based on the external and
internal environment (see Topic 2) in which the plans will be implemented.

Example 1
• Internal environment (micro): insufficient number of police officials; not
enough vehicles.
• External environment (macro and task): Economic: poverty; Political:
various political parties active; Social: high gang activities; NHW inactive.

Example 2
• Internal environment (micro): insufficient number of traffic officials; not
enough vehicles; insufficient funding for road safety programmes.
• External environment (macro and task): Economic: poverty thus, can’t afford
to use public transport; insufficient safe pedestrian crossings and streetlights.

Step 4: Developing various actions

What could be done? Various actions are now brainstormed (see Chapter 6, Section
6.7.1 on brainstorming) which could be considered to achieve the goal/objectives.

Example 1
• Call a meeting with community leaders
• Invite all members of the community to one meeting
• Request sector commanders to arrange a meeting for community members
in each sector
• Conduct a house-to-house survey

Example 2
• Pay overtime and increase patrols
• Erect streetlights at appropriate places where a high level of pedestrian
crossings has been identified.

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Step 5: Evaluating the various actions
Compare the various actions to decide which one or more could be implemented to
best achieve the goal(s)/objective(s) set in Step 2.
How to evaluate?

Decide on criteria that will assist managers to choose the best action(s) for example
costs, number of community members consulted; time taken to arrange; advantages,
disadvantages.

Various methods could be used to evaluate each action against the criteria:

Example 1
Decision matrix (Google ‘decision matrix’ and under ‘Images’ see the various ways the
matrix could be used).

Actions\Alternatives Costs Nr of comm Time taken Criteria

members to arrange
Call a meeting with Low Small Short
community leaders
Invite all members Low Large Short
of the community to
one meeting
Request sector Medium Large Medium
commanders to
arrange a meeting
for community
members in each
sector

Example 2
T-chart

Pay overtime and increase patrols Erect streetlights

More members will be prepared to Have to negotiate with the

work overtime municipality

The budget is allocated for overtime Not in budget for this financial year

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Step 6: Selecting an action(s)
Based on the evaluation done in Step 5 one or more actions are chosen to follow.

Example 1
The action ‘invite all members to one meeting’ will be the best choice since the cost will
be the lowest, more people can be consulted and the meeting could be arranged in the
shortest time.

Example 2
When comparing the advantages and disadvantages of the two actions, it is clear that
‘pay overtime and increase patrols’ will be the best action to implement.

Step 7: Formulating supporting plans

Further plans must be developed to implement the action(s) which was decided on.

Example 1
Plan developed to indicate how, what, where, when, who, etc. regarding the
arrangements for the meeting.

Example 2
The plan developed should indicate who will compile applications for overtime, who will
complete and submit claim forms, etc. The operational plan developed should indicate
various shifts, the deployment of members on additional patrols, etc.

Step 8: Budgeting
Every plan should have a budget to ensure that the resources are available to
implement the plan(s).

Example 1
Although it was decided that costs will be low, there will still be costs i.e., tea and
coffee, water, and perhaps limited transport of community members.

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 Example 2
The budget should be allocated for overtime and additional transport/fuel costs.

Activity 3.3
(See Section 5.5)

You need to understand and be able to apply the steps in the planning process, as it
will enable you as a manager in the policing/law enforcement environment to play a
role in relevant planning processes.

Use the planning steps and examples above to compile your own application of the
eight (8) steps. Name the step, explain what it entails (theory in textbook) and provide
a practical example from your work environment for each step.

Summary

From these learning activities, it should be clear to you that planning is a process of
deciding in advance what is to be done and how it is to be done. It is a continuous
process and an integral part of the basic management functions of any manager in
the policing/law enforcement environment. The aim of effective planning should be to
anticipate or solve problems. In Topic 4 the focus is on creative problem-solving and
decision-making.

Self-Assessment Questions

1. Discuss the steps in the planning process and provide a work-related example
of each step to show your understanding of the planning process

2. Policing/law enforcement organisations use different organisational plans to

achieve their strategic directive. Discuss the different kinds of organisational
plans in table format.

Do you think that your organisation follows the planning process? Justify your
opinion.

What can the possible impact be of poor planning on your organisation?

Elaborate your answer.
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 Type of Focus Area of the Purpose of the Example of Plan
Operational Plan Plan Plan

Strategic Plan

Tactical Plan

Operational Plan

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 Topic 4
Managing Decision-Making

Prescribed Reading
Botha et al. (2020). Management principles: A contemporary edition for Africa. 7th
ed. Cape Town: Juta. Chapter 6: Sections 6:6.1, 6.2, 6.3, 6.5, 6.5.1 6.6 6.7, 6.7.1,
6.7.2, 6.7.3 and 6.7.4 in your prescribed textbook.

4.1 INTRODUCTION

Managers at all levels of the organisation are continually challenged with making
decisions and solving problems. Have you ever observed how many decisions your
manager/supervisor must make daily and how many problems he or she is challenged
with? Have you ever observed how these decisions are made and how these problems
are solved? The following learning activities will enable you to explore creative
problem-solving and managerial decision-making.

This topic relates to the following module outcome:

1. Apply managerial functions within a police-specific environment on a daily basis
for consistency and efficiency.

In this topic, you will gain knowledge in the following areas:

1. The decision-making process.
2. The advantages and disadvantages of group decision-making.
3. Techniques for improving decision-making.
4. The relationship between problems, problem-solving and decision-making.
5. The different techniques that can be used to improve group decision-making.

4.2 THE RELATIONSHIP BETWEEN PROBLEMS, PROBLEM-SOLVING AND

DECISION-MAKING

The organisational goals of an organisation are the responsibility of all managers in

the organisation. It does, however, happen that organisations do not meet the goals
that were set, which then creates problems within the organisation. A problem can

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then be described as when the perceived outcome and the actual outcome differ from
that anticipated by the manager (Botha et al., 2020:163).

Activity 4.1
(See Section 6.2)

Managers need to differentiate between problems, problem-solving and

decision-making. Define each of the concepts and provide an example of each.

4.3 TYPES OF MANAGERIAL DECISIONS

Organisations employ a diverse work group that will consist of different backgrounds,
schools they attended, lifestyles, etc. They must, however, all make the same
decisions that will involve different options and outcomes in the organisation. The
decisions will vary in content and frequency (Botha et al., 2020:164).

4.3.1 Programmed decisions

Programmed decisions can be seen as decisions that are repetitive and routine. There
are specific methods that can be used to decide without investigating it every time
that it occurs (Botha et al., 2020:164).

4.3.2 Non-programmed decisions

Novel and ill-structured decisions are examples of non-programmed decisions. Non-
programmed decisions have not been encountered before. They can be complex and
elusive and there is no specific method of dealing with them. Non-programmed
decisions are made by managers at all levels of the organisation (Botha et al.,
2020:165).

4.4 DECISION-MAKING MODELS

Activity 4.2
(See Section 6.5.1)

Managers need to decide whenever they are faced with a problem. They need to
attempt to solve most problems. Policing/law enforcement managers face this
challenge daily. Your experience is that many of them are not applying the decision-

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 making process. Identify a challenging policing/law enforcement problem and
explain how the decision-making process could add value to solving this problem.

The following is an example of how I applied the decision-making process to address

a problem in my work environment as a lecturer. Work through my examples and then
develop your own based on your work environment.

Stage 1: Recognise and define the problem

First, I must recognise and admit that there is a problem. Then I must define my
problem clearly and identify possible causes. My problem: only 15% of students use
examples in their assignments. The reason may be that they are in a hurry and do
not want to spend time thinking or asking for assistance from colleagues. They do not
want to spend time thinking through the theory and consider how it could be applied.

Stage 2: Set goals/objectives and criteria

The goal/objective must indicate what it is I want to achieve at the end of the process.
It directs my decision-making.
Goal: to increase the use of examples in assignments to 90%.

Stage 3: Generate creative actions

These are actions that I can consider to achieve the goal/address the problem.
(In your answer, you should list at least three (3) actions that you can consider.
Remember these are not actions that you have already taken. You are still deciding
on the best action.)

Actions:
1. Provide clear guidelines on a DVD.
2. Provide clear guidelines just before an assignment in a tutorial letter via
STADIO email.
3. Provide clear guidelines for every question in the study guide.

Stage 4: Evaluate the various actions

Evaluate each action generated in Stage 3 concerning weaknesses/strengths,
advantages/disadvantages and/or costs/benefits, whatever is relevant.
1. Providing clear guidelines on a DVD can be costly and a large number of
students do not have access to a DVD player.
2. Providing guidelines just before the assignment has limited additional costs and
may assist, but there is still a chance that students may not access and read
their STADIO emails.

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3. Putting the guidelines in the question has no additional costs and should ensure
that they do read it when they read the question.
Stage 5: Select the best action(s)
The best action(s) must now be chosen from those identified in Stage 3 based on the
evaluation done in Stage 4.

Based on the evaluation in Stage 4, the best action will be to put the guidelines in the
questions.

Stage 6: Implement the chosen action

The action decided on must be implemented in this stage. You have to decide how
this will be done. It could also mean that a plan has to be compiled or a structure
established to implement the chosen action.

Contact STADIO and inform them that I want to change the assignment format.

I make the necessary changes to the assignment questions and clearly indicate that
examples are required. I will bold this section.

Stage 7: Conduct follow-up evaluation

Evaluate to see if the problem identified in Stage 1 was solved and the goal/objective
set in Stage 2 was achieved.

During the assessment of the assignments, I keep a record of the use of examples by
the students to determine if there was an improvement and if I have achieved my
goal of 90%.

4.5 GROUP DECISION-MAKING

Activity 4.3
(See Section 6.6)

Group decision-making in the policing/law enforcement environment certainly has a

role to play. Distinguish between the advantages and disadvantages of group
decision-making. Also, give an example of a practical policing/law enforcement
problem that could be solved by making use of group decision-making.

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 4.6 TECHNIQUES FOR IMPROVING GROUP DECISION-MAKING

Activity 4.4
(See Sections 6.7,6.7.1, 6.7.2, 6.7.4 and 6.7.4)

To overcome the disadvantages and capitalise on the advantages of group decision-

making, various techniques have been suggested to make group decision-making more
creative. You are asked to facilitate a session between the community and policing/law
enforcement management in your workplace as they are challenged with a
communication problem. Discuss how you will apply the different techniques to ensure
that workable decisions are taken to solve the problem.

Summary

Have these learning activities given you better insight into problem-solving and
decision-making in the policing/law enforcement environment? Addressing the unique
issues in the policing/law enforcement environment will require creative problem-
solving and decision-making by managers. In Topic 5 organising as a basic
management function is explored.

Self-Assessment Questions

1. You have identified a problem in your workplace regarding decisions being taken.
It appears that the supervisors don’t understand the decision-making process,
the advantages and disadvantages of group decision-making and the various
techniques which could be used to improve group decision-making.
Compile a document containing the following information:
1.1 Outline the decision-making process with relevant practical examples. Explain
why you think it is important to follow these stages.
1.2 A discussion on the advantages and disadvantages of group decision-making
and explain one of the techniques that can be used to improve group decision-
making.

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2. Discuss the different techniques that can be used to improve group decision-
making. Choose one of the techniques which you think will work best in your
work environment and justify your choice.

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 Topic 5
Organising

Prescribed Reading
Botha et al. (2020). Management principles: A contemporary edition of Africa. 7th ed.
Cape Town: Juta. Chapter 8: Sections 8.1, 8.2, 8.3, 8.4 8.9, 8.9.1 8.9.2, 8.9.3, 8.9.4
and 8.9.5 in the prescribed textbook.

5.1 INTRODUCTION

Why is organising seen as such an important part of the management process?

Jobs, tasks and functions need to be arranged so that people can perform most
effectively. You can imagine that in any policing/law enforcement organisation, this
basic management function becomes even more important to prevent chaos and lead
to a greater sense of purpose.

Delegation is seen as an important aspect of organising. Has delegation in your work

environment ever been explained to you? Learning Activities 5.1–5.3 will clarify
organising and delegating.

Organising can be defined as the process of creating a structure for the organisation
that will enable its people to work effectively towards the realisation of the vision,
mission and goals (Botha et al., 2020:225).

This topic relates to the following module outcome:

1. Apply managerial functions within a police-specific environment on a daily basis
for consistency and efficiency.

In this topic, you will gain knowledge in the following areas:

1. Organising and the reasons why it is an indispensable function in the
management process.
2. The steps in the organising process.
3. The definition of delegation and its principles and advantages.

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5.2 ORGANISING, ORGANISATION AND ORGANISATIONAL STRUCTURE

Activity 5.1
(See Sections 8.2 and 8.3)

Newly recruited policing/law enforcement officials often do not understand why

they must be allocated to certain shifts in the workplace. Explain the management
function of organising to them and the reason why it is so important.

5.2.1 Reasons for organising

First study the reasons for organising in your textbook and then work through the
following section continuously thinking about how it will apply to your work
environment.

Organising is an imperative management function in any policing/law enforcement

organisation for the following reasons (the examples used are here to guide you in
developing your own pertaining to your work environment).

• Allocation of responsibilities
Organising leads to an organisational structure that will clearly indicate who is
responsible for what tasks. In the case of traffic law enforcement, the goal of
improving the safety of road users will require a variety of tasks such as roadblocks,
stop and checks, patrolling, vehicle checks and road safety education. In each of these
functions, the responsibilities of the traffic centre manager, senior inspectors and
inspectors need to be allocated and clarified.

• Accountability
This implies that each of the responsible officers will be expected to account for the
outcomes, positive or negative, for that portion of work under their control.
Organising ensures that they are thus accountable for their own actions. Should one
of them conduct an illegal search, that person will be held accountable.

• Establishing clear channels of communication

To perform their duties effectively, the correct channels of communication have to be
established to ensure that all information required to perform these duties reaches
management and the officers.

Organising creates reporting lines/protocol from junior to senior members.

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(These channels are not the radio channels or the Information register.)
• Resource deployment
Organising assists managers to deploy resources in the most meaningful, effective
and productive manner. Station commanders usually have limited resources, be it
police officers, vehicles or equipment and by organising effectively, they will be able
to allocate the resources adequately to achieve the goals of the police station.

• The principle of synergy enhances the effectiveness and quality of the work
performed
All the sections at a police station, the Community Service Centre (CSC), visible
policing, detectives and administration section, must work closely together to ensure
that the planned work is delivered. They are thus organised in such a way that they
support one another.

• Division of work
Organising means that various tasks, procedures and resources are systematically
grouped. The workload is divided into activities that must be performed by an
individual or a group of individuals. For example, various tasks in a CSC could be
allocated to officers performing CSC duties: taking statements, opening case dockets,
certifying documents, detaining suspects, etc. They will thus each be aware of what
his or her duties are.

• Departmentalisation
The tasks and activities which are related, are grouped and organised together
meaningfully in specialised units, branches, sections or departments, i.e. detective
services, fingerprint unit, visible policing section and public order policing unit.

• Coordination
A mechanism is created to coordinate the activities of a whole police station by
organising it into an interdependent structure. By organising a manager creates a
structure where all functions are coordinated because of, amongst others, the
reporting lines and each member knowing what is expected of him/her (Botha et al.,
2020:227–228).

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5.3 THE ORGANISING PROCESS

Activity 5.2
(See Section 8.4 and Fig 8.2 (in 7th edition)
Your manager/supervisor has fallen ill because of stress-related issues. You are
requested to assist colleagues with organising, but it is clear that they do not
understand the organising process. Use a diagram to illustrate the stages in the
organising process and briefly explain each stage using a practical example.

See Figure 8.2 in the textbook for the stages/steps in the organising process.

Examples of the stages/steps in the organising

process

Since the vision, mission, goals/strategic objectives and strategies form the basis
for the stages/steps of organising, they will first be discussed followed by the
stages/steps of organising.

Vision, mission, goals/strategic objectives and strategies

Before organising can start, there must be a plan containing the vision, mission,
goals/objectives and strategies of an organisation since these are the starting point
of the stages in the organising process. These will usually be found in the
organisation’s 5-year Strategic Plan and Annual Performance Plan (APP). The
following examples will be based on the SAPS plans.

Vision: To create a safe and secure environment for all people in South Africa.

Mission:
• Prevent and combat crime that may threaten the safety and security of any
community.
• Investigate any crimes threatening the safety and security of any community.
• Ensure that offenders are brought to justice; and
• Participate in efforts to address the causes of crime.

Strategic objectives/goals:

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• Discourage all crimes by providing a proactive and responsive policing service
that will reduce the levels of priority crime.
• Contribute to the successful prosecution of offenders by investigating,
gathering and analysing evidence.
• Gather crime intelligence in support of the prevention, combating and
investigation of crime.
• Minimise security violations by protecting foreign and local prominent people
and securing strategic interests.

Strategies:
The back-to-basics approach in policing comprises nine key dimensions. They are
the transformation of the police service, compliance with the fundamental principles
of policing, a culture of performance management and accountability, enhanced
police visibility, the thorough and responsive investigation of every crime reported,
the efficient use of resources in support of crime investigation, the optimal use of
crime intelligence in support of proactive and reactive policing, the targeted and
informed deployment of operational resources, and a collaborative and consultative
approach to policing.

From these high-level plans, police stations will compile tactical and operational
plans to contribute to the achievement of the strategic objectives/goals and targets
as indicated in these plans.

Still keeping the above in mind, the stages/steps of the organising process will be
explained by using the community meeting as planned (steps of planning) in Topic
3 as an example. The goal here was to determine the policing needs and priorities
of the community.

Work through the stages/steps in your textbook (2016 or 2020) and use the
following two sets of examples to guide you to develop your own examples (when
the authors reviewed the book in 2020, they merged Stages 1 and 2 to become Step
1, deleted Stage 3, changed Stage 4 to became Step 2 and a new Step 3 was added
– see Example set 2 after this one)

Example set 1
The following stages are according to Smit et al. (2016).
Stage 1: Outline tasks and activities
To achieve the goal, the tasks and activities that have to be completed must be
outlined. Here is a list of examples.

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Tasks and activities:
• Confirm the school hall as the venue
• Arrange chairs, tables, sound system, and PowerPoint projector
• Arrange tea, coffee and water
• Invite and confirm the attendance of the Minister, SAPS management, and
community leaders
• Invite community members
• Arrange access and egress control
• Compile a programme
• Register the presence of attendees
• Function as the programme director
• Record information received
• Analyse information and compile a report

Stage 2: Design jobs and assign them to employees

The tasks and activities outlined must be grouped to become jobs that must be
allocated to staff members.

JOB TASKS AND ALLOCATIONS

ACTIVITIES
Confirm the school hall
Logistics and as the venue Sgt A
registration Arrange chairs, tables, Const E
sound systems,
PowerPoint projector
Arrange access and
access control
Compile the
programme
Arrange tea, coffee and
water
Register attendees
Invitations and confirm
Invitations attendance of the Ms D
Minister, SAPS
management, and
community leaders.
Invite community
members
Welcome VIPs
Program Director Introduce speakers Capt W
Facilitate session
Record information
Recording received WO G
Analyse information Sgt T
and compile a report

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Stage 3: Define worker relationships
The responsibilities of each person as well as relationships of authority between
superiors and subordinates must be defined. Col S has the overall responsibility for
the community outreach. Ms D must continuously keep Sgt A informed of the
expected number of attendees to enable her and Const E to plan the logistic support.
She must also provide them with names for the attendance list to be used at
registration. Capt. W must ensure that she is prepared regarding the programme
and expected outcomes of the session.

Stage 4: Develop organisational design

This entails grouping the staff members into work units and determining the extent
of decision-making – thus reporting lines.

Example set 2: Organising process as discussed in Botha et al. (2020)

Step 1: Outline the tasks and activities to be completed to achieve organisational

goals
To achieve the goal, the tasks and activities that have to be completed must be
outlined. Here is a list of examples.

Tasks and activities:

• Confirm the school hall as the venue
• Arrange chairs, tables, sound system, and PowerPoint projector
• Arrange tea, coffee and water
• Invite and confirm the attendance of the Minister, SAPS management, and
community leaders

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• Invite community members
• Arrange access and egress control
• Compile a programme
• Register the presence of attendees
• Function as the programme director
• Record information received
• Analyse information and compile a report

The tasks and activities outlined must be grouped to become jobs that must be
allocated to staff members.

JOB TASKS AND ALLOCATIONS

ACTIVITIES
Confirm the school hall
Logistics and as the venue Sgt A
registration Arrange chairs, tables, Constable E
sound systems,
PowerPoint projector
Arrange access and
access control
Compile the
programme
Arrange tea, coffee and
water
Register attendees
Invitations and confirm
Invitations attendance of the Ms D
Minister, SAPS
management, and
community leaders.
Invite community
members
Welcome VIPs
Program Director Introduce speakers Capt. W
Facilitate session
Record information
Recording received WO G
Analyse information Sgt T
and compile a report

Step 2: Develop an organisational structure

This entails grouping the staff members into work units and determining the extent
of decision-making – thus reporting lines.

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 Step 3: Implement a controlling mechanism
A control mechanism must be developed and implemented to ensure that the
organisational structure which was chosen will allow the organisation to achieve its
vision, mission, goals, strategic objectives and strategies.

5.4 DELEGATION

Activity 5.3
(See Sections 8.9, 8.9.1, 8.9.2, 8.9.3, 8.9.4 and 8.9.5)

Delegation is sometimes a difficult management function, as managers do not fully

understand its principles and advantages. This is also applicable to policing/law
enforcement managers and supervisors who have to manage in a bureaucratic
environment. Explain what delegation is and then explain the principles and
advantages of delegation to your manager/supervisor. You need to convince him or
her that delegation will enhance effectiveness and efficiency in your immediate work
environment.

Delegation is the process through which managers assign a portion of their total
workload to others. In this process, authority is also passed on to an employee, who
then has the authority to deploy the necessary resources to complete the delegated
task (Botha et al., 2020:245).

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Delegation entails that a manager allocates one or more of his/her own asks/functions
to his/her subordinate.

It is not the allocation of work to subordinates in general. Just remember these are
not tasks that are already part of another person’s job.

Principles of delegation – first work through the relevant section in the textbook.

For the following discussion, one of Capt W’s tasks is to compile an operational plan.
She delegates this task to WO T.

5.4.1 Principles of effective delegation

Work through the principles and then develop your own examples.

1. Explain the reason for delegation – by performing tasks delegated by a

manager, the subordinate can learn and gain experience: i.e. Capt. W explains
to WO T that by compiling the operational plan he will learn how to plan and
organise and it will give him an understanding of the allocation of resources.
2. Set clear standards and goals – the subordinate must know exactly what is
expected and what the outcome should be: i.e. complete the plan in the
required format by indicating who will work when and the plan must be
completed by Monday 16:00.
3. Ensure clarity of authority and responsibility – the subordinate must understand
exactly what he/she has to do and will be held accountable for the execution
thereof: i.e. a printed plan must be available to hand to shift commanders by
Monday 16:00.
4. Involve subordinates – the subordinates must continuously be motivated and
informed of their progress; they must be part of decision-making relating to
the delegated tasks: i.e. WO T has to be part of the decision-making process
to decide that he will assist by compiling the operational plan and Capt. W must
continuously motivate him and ensure that he is making progress.
5. Request the completion of tasks – when a task is delegated, the manager must
ensure that it is completed: i.e. Capt. W must ensure that the operational plan
is correctly compiled by the time stated – Monday 16:00.
6. Provide performance training – managers should continuously monitor the
progress of the individual to whom the responsibility was delegated to identify
any shortcomings which have to be addressed: i.e. by continuously monitoring
the progress with the compilation of the operational plan, Capt. W can
determine if there is any training required which she must then provide, for
instance how to calculate the number of hours each member works per week.

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7. Provide feedback to subordinate – regular feedback, both positive and negative,
has to be provided as well as the way forward: i.e. as part of the monitoring
progress, Capt. W should tell WO T if he is compiling the plan correctly,
compliment if so or guide if not; inform him that he will be required to continue
compiling the plan for the next three (3) months.

Summary

Have you ever heard policing/law enforcement managers and supervisors complaining
about stress and work overload? This is often the result of ineffective organising and
delegation. As functions in the policing/law enforcement environment become more
challenging and dynamic (think of major crime combating/road safety operations),
organising and delegating will play an even more important role in the daily functions
of managers. Topic 6 explores leadership (often a contentious issue in the policing/law
enforcement environment).

Self-Assessment Questions

1 In Activity 5.1 you explained the organising process to your new members. Link
your discussion to the following questions:
1.1 Compile a document for your members that address ‘organising’, motivating
the reasons why managers should be informed about organising as a
management function.
1.2 How important is organising regarded as a management tool in your
organisation?

2 Delegation
2.1 Since delegation is such an important part of organising, include in your
discussion in Question 1.1 a description of the concept of ‘delegation’ as well
as an explanation of the principles of delegation.
2.2 Evaluate the delegation process used in your organisation against the
principles of delegation you explained in Question 2.1.
2.3 Compile short notes with about five suggestions on how delegation can be
improved in your organisation.

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 Topic 6
Leading

Prescribed Reading
Botha et al. (2020). Management principles: A contemporary edition for Africa. 7th ed.
Cape Town: Juta. Chapter 11: Sections 11.1, 11.2, 11.3 and 11.3.1 in the prescribed
textbook.

6.1 INTRODUCTION

Do you think leadership is crucial to policing/law enforcement? Is it your

understanding that all policing/law enforcement officials should function as leaders
when attempting to obtain compliance or cooperation from other persons in
performing a task, solving a problem or accomplishing a goal? Think of the challenges
in sector policing, combating crime, road safety and accident prevention and also the
motivation and morale of colleagues. Let us see if the following learning activities can
challenge our thinking and actions about leadership.

Leadership can be defined as an influence process that produces acceptance or

commitment on the part of organisational members to willingly participate in courses
of action that contribute to the effectiveness of the organisation (Botha et al.,
2020:329).

This topic relates to the following module outcome:

1. Apply managerial functions within a police-specific environment on a daily basis
for consistency and efficiency.

In this topic, you will gain knowledge in the following areas:

1. The concept of leadership as a management function.
2. The difference between leadership and management.
3. The contemporary perspectives on leadership.
4. The components of leadership.

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6.2 LEADERSHIP AND MANAGEMENT

Activity 6.1
(See Sections 11.1 and 11.2)

Whenever an organisation experiences difficulties, leadership can be a possible cause

of the problem. Is this also the case in your work environment? Explain the concept
of leadership and identify at least five great Southern African leaders.

Also, add the names of any two leaders in the policing/law enforcement environment
and provide your reasons for selecting them.

Activity 6.2
(See Section 11.2, Table 11.1)

There is some confusion in policing/law enforcement structures about the concepts of

leadership and management.

Tabulate the differences between the two concepts to enable your colleagues to
understand the differences.

6.3 THE CONCEPT OF LEADERSHIP

Activity 6.3
(See Sections 11.3 and 11.3.1)

The authoritative relationships of leading must be understood. Discuss the

components of leadership and provide examples from your policing/law enforcement
environment.

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 Summary

Leadership is one of the most important functions of the management process.

Policing/law enforcement in Southern Africa is in dire need of strong leadership in

facing and dealing with the challenges of preventing and combating crime and
facilitating law enforcement and road safety. In this topic, you had the opportunity to
explore the concept of leadership, differentiate between management and leadership,
and analyse leadership perspectives, practices and behaviours of exceptional leaders.
Topic 7 focuses on individuals in the organisation.

Self-Assessment Questions

1. You are tasked by your supervisor to explain the concept of ‘leadership’ to the
management of your policing/law enforcement organisation. In your discussion
clearly distinguish between the unique characteristics of a leader as a manager.
In your opinion, do senior managers understand how important the role of good
leadership is in your organisation?

2. As a young up-coming leader you need to exploit your personal leadership

behaviour. Reflect on your own leadership style and link it to the theory as
discussed in your textbook. (Behaviours of exceptional leaders.)

3. The components of leadership play an important role in the functioning or a good

leader. Discuss the components of leadership and relate your discussion to the
relationships of authority in your policing/law enforcement organisation as
defined by your organisational structure.

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 Topic 7
Individuals in the Organisation

Prescribed Reading
Botha et al. (2020). Management principles: A contemporary edition for Africa. 7th ed.
Cape Town: Juta. Chapter 12: Sections 12.1, 12.1.1, 12.3, 12.3.1, 12.3.2, 12.3.3,
12.3.4, 12.3.5, 12.3.6 and 12.5 in the prescribed textbook.

7.1 INTRODUCTION

What is management? It is about getting things done by other people to attain the
goals and objectives of the organisation. Can this be done if managers do not
understand the people they work with? The modern manager should understand the
basic issues of human behaviour. Would you agree that policing/law enforcement has
a severe shortage of suitably skilled managers to manage its diverse workforce?
Learning Activities 7.1–7.2 will enable you to explore this relevant issue.

This topic relates to the following module outcome:

1. Apply managerial functions within a police-specific environment on a daily basis
for consistency and efficiency.

In this topic, you will gain knowledge in the following areas:

1. The importance of how individuals function in an organisation and the importance
thereof to the manager.
2. The key variables that determine the behaviour of employees.
3. Mentoring and coaching as processes that could be implemented to help
individuals realise their potential in the organisation.

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7.2 PEOPLE IN THE ORGANISATION

Activity 7.1
(See Sections 12.3, 12.3.1, 12.3.2, 12.3.3, 12.3.4, 12.3.5 and 12.3.6)

It is the task of managers to manage people. They are obliged to learn more
about people and their behaviour in the organisation. This is a challenge for
policing/law enforcement managers and supervisors who have on many
occasions been accused of not being people oriented. Briefly discuss the six
variables that influence the individual behaviour of employees in organisations.

In your discussion, explain your understanding using practical examples from

the policing/law enforcement environment.

As a manager, you must base decisions, for example, work allocation on differences
between people, which could impact on their behaviour. You thus must consider the
six (6) variables. Ensure you know what each one means and how it could impact on
a person’s behaviour, i.e., taking bribes, dealing with domestic violence cases,
effecting arrests.

7.3 MENTORING AND COACHING

Activity 7.2
(See Section 12.5)

Have you ever been mentored or coached in your workplace? Mentoring and
coaching are two processes that all managers in contemporary organisations need
to be competent in when dealing with individuals.

Explain the concepts of ‘mentoring’ and ‘coaching’ and indicate how they can be
used in the policing/law enforcement environment by managers/supervisors to
improve individual performance.

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 Summary

Policing/law enforcement is still challenged by a rapidly changing and turbulent

environment. Managers/supervisors need to understand how people function in terms
of their values and attitudes, personality, ability, motivation, perception and learning.
Mentoring and coaching can be used to improve individual performance. If you become
a manager, will you be people-oriented?

Topic 8 creates the opportunity to reflect on groups and teams in the organisation.

Self-Assessment Questions

1. You consider people management as an essential part of the management

function of your policing/law enforcement organisation. You, therefore, want to
ensure that all supervisors have the necessary knowledge to deal with their
individual employees. Compile a document that you can use to brief your
supervisors on the key variables that influence individual behaviour and
recommend how each could be dealt with in your environment.

2. Not all organisations have the financial means to send members on formal
training programmes. Mentoring and coaching can be used to develop
individuals within your organisation. Distinguish between the two concepts and
use examples to clarify the application thereof in your own policing/law
enforcement organisation.
If you were a mentee, what would you expect of your coach in the post you are
currently in?

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 Topic 8
Management of Groups and Teams

Prescribed Reading
Botha et al. (2020). Management principles: A contemporary edition for Africa. 7th ed.
Cape Town: Juta. Chapter 13: Sections 13.1, 13.2, 13.3, 13.3.1, 13.3.2, 13.4, 13.4.1,
13.4.2, 13.4.3, 13.4.4, 13.4.5, 13.6, 13.6.1, 13.7, 13.8 and 13.9 in the prescribed
textbook.

8.1 INTRODUCTION

As seen in the previous topic, individuals play an important role in organisations. Often
these individuals are organised into groups or teams to have a greater impact on the
work environment. Do you think policing/law enforcement can benefit from more
group and/or teamwork approaches? Let us see if we can find an answer in Learning
Activities 8.1–8.4.

This topic relates to the following module outcome:

1. Apply managerial functions within a police-specific environment on a daily basis
for consistency and efficiency.

In this topic, you will gain knowledge in the following areas:

1. The difference between groups and teams.
2. How informal and formal groups work.
3. The stages in group and team development.
4. The characteristics of a work team.
5. The use of teams in an organisation.
6. When teams can be effective in an organisation.
7. The different types of teams.
8. How individuals can be developed into team members.

8.2 GROUPS AND TEAMS

Although we make use of the words group and team interchangeably, literature makes
a definite distinction between the two concepts, group and team.

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To distinguish between the two concepts, you need to look at their definitions. Groups
are defined as two or more people that share an interdependent relationship and who
come together for a specific goal.

Teams are defined as interacting and interdependent, they come together for a
specific goal. A team consists of a special kind of group. Groups can be turned into
teams in the process, with special management skills (Botha et al., 2020:398).

8.3 TYPES OF ORGANISATIONAL GROUPS

Activity 8.1
(See Sections 13.3.1, 13.3.2 and Figure 13.1)

As a newly appointed advisor to the management team, you need to assist the team
by first explaining the types of informal and formal groups and secondly, to
distinguish between the three types of formal groups that currently function in your
work environment. In your explanation, provide a practical example related to the
policing/law enforcement environment of each group.

8.4 STAGES IN GROUP AND TEAM DEVELOPMENT

Activity 8.2
(See Section 13.4, Fig 13.2)

Newly formed groups or teams go through certain stages of development. You have
been requested to explain these stages to your colleagues. Illustrate these stages
using a diagram and briefly summarise each stage in your explanation.

Provide an example from your work environment to explain the progress through
the stages.

A newly formed group or a group experiencing a change intervention moves through

various stages as they develop as a group. The following is an example of police
officials from various police stations, traffic officials from a provincial traffic
department and the municipality grouped as a team to deal with a group of community
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protestors who are upset because a child was injured in front of the school where
motorists are continuously speeding.
(It is important that you work through this example and then develop your own
examples pertaining to your work environment.)

Forming stage: uncertainty about the teams’ purpose, leadership, rules and structure.
They do not know what is expected of them, there is no structure and no leader. Many
questions are asked to clarify what kind of behaviour is expected of them, the tasks
they have to perform and the rules they must follow.

Storming stage: in this stage, the team is characterised by conflict and disagreements.
There is uncertainty and conflict regarding leadership. The SAPS believes that they
should lead, but because the issue is about speeding, the municipal traffic officials
think that they should lead the team.

Norming stage: the team begins to function as a cohesive unit as they reach an
agreement on their purpose and leadership. They agree that a Captain of the SAPS
should lead the team and they enjoy a preliminary sense of closeness and attempt to
protect the group from disintegration. They start to work together to address the
protest action and to negotiate how to deal with the speeding issue.

Performing stage: the team now emergences as a mature, organised and well-
functioning team. They can address the protest action and negotiate with the
community without conflict within the team; they accept the leadership and function
very well as a team.

Adjourning stage: when the community disperses after an agreement was reached on
regular speed enforcement, the team can disband, and members can return to their
different units.

8.5 ORGANISATIONAL TEAMS

Activity 8.3
(See Section 13.6 and 13.6.1)

Please read in your textbook what we can learn from nature (ants and geese)
concerning teamwork. Summarise what you have learned in two paragraphs.

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 A team has been appointed in your workplace to solve the high rate of cash-in-
transit robberies/road accidents involving taxis. You were asked to lead this team.
Team members identified the need to identify and get a better understanding of the
characteristics of work teams. Describe these characteristics to your team members
and relate them to your challenge.

It is important that you understand how each characteristic contributes to an effective

team and be able to relate it to a team in your work environment.
(Ensure that you first study the relevant section in your textbook before considering
the example below. Use this example to develop your own.)

Take for example a team at a murder scene and the various roles they will have; from
protecting the scene, preserving and collecting evidence, interrogating witnesses,
documenting observations, etc. Various people who are working as a team at this
stage conduct these actions.
• They have complementary competencies – investigative, forensic;
• They are committed to a common purpose of solving the crime;
• They know and share the mission of SAPS and take collective responsibility
for the performance of the team;
• They are individually and mutually accountable and rewarded for
performance. While investigating the murder each team member is
accountable for what he/she is responsible and the team as a whole is
accountable to solve the murder. When they have solved the murder, they
could individually be rewarded during a performance appraisal, but as a team
they can also receive acknowledgement for the work they have done;
• Their combined effort as a team, results in a level of performance that is
greater than the sum of their individual inputs (synergy). As a team they could
contribute more concerning knowledge and skills than one individual could;
• They share leadership. Members are empowered to perform management
functions and thus there would for example be an investigation leader and a
forensic leader at a murder scene (read the geese example again, p. 410, and
see how they change leaders while in flight);
• The team is characterised by equality where everyone suppresses his or her
individual ego for the good of the team. Self-interest gives way to team
performance. Here it is not about one individual investigator but each person
on the team (read the ant example again p. 410);
• The size of the team will range from four to six members. Tasks will be
grouped and allocated in such a way that not more than four to six members
will be required to perform them. Smaller teams are considered to be more
effective;

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• Selection of team members is vital to ensure the best possible team is made
available – selecting detectives and forensic scientists who have experience
of the specific kind of murder. (Botha et al., 2020:410–412).

8.6 WHEN ORGANISATIONS USE TEAMS

Activity 8.4
(See Section 13.7)

Your newly appointed manager/supervisor is an autocrat and individualist. This

means she does not believe in implementing teamwork. You need to challenge her
at a management meeting. Defend the reasons why organisations use teams and
explain the impact that teamwork could have in your work environment by using
practical policing/law enforcement examples.

8.7 TYPES OF TEAMS

Problem-solving teams are the most common type of team that you will find in an
organisation. The other teams found regularly in an organisation are self-managed
work teams, virtual teams and cross-functional teams.

Activity 8.5
(See Section 13.8)

Write an information note to top management on the different types of teams that
can be used in an organisation. Motivate your answer by giving an example of when
each of these teams can be used.

8.8 DEVELOPING INDIVIDUALS INTO TEAM MEMBERS

Teams and a variety of teams can be used in an organisation. Organisations need to

follow the correct selection process to ensure the employment of the correct people,
individuals can be trained to be more involved and more effective as part of a team.
A reward system can be used to encourage individuals to perform in teams.

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Organisations can also make use of a selection of teams (Botha et al., 2020:415–
416).

Activity 8.6
(See Section 13.9)

There are different options available for how organisations can introduce teams in
the workplace. Discuss the options available that your organisation can use to
introduce teams in your work environment.

Summary

I trust these activities stimulated your thinking on group work and teamwork and how
it can play a role in improving innovation and effectiveness in the policing/law
enforcement environment. Group- and team management is a very challenging task
facing managers in policing/law enforcement. Do you think it is applied to its fullest
capacity? Topic 9 focuses on conflict management as an important part of
communication and interpersonal relationships.

Self-Assessment Questions

1. Describe the concepts of ‘working groups and work teams’. You can formulate
your answer in table format. In your discussion include the characteristics of
work groups and work teams.
You must form your own understanding of the two concepts. Use the textbook
as a guide but form your own understanding.

2. The stages of group/team development play an important role in your

group’s/team’s performance. Summarise the stages of group/team
development. Identify, from your own work environment, examples of each
stage and link them to your answer.

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 Topic 9
Communication and Interpersonal Relationships

9.1 INTRODUCTION

Prescribed Reading
Botha et al. (2020). Management principles: A contemporary edition for Africa. 7th ed.
Cape Town: Juta. Chapter 15: Sections 15.5, 15.7.1, 15.7.2, 15.7.3 and 15.7.4 in the
prescribed textbook.

Whenever people interact with one another, the potential for conflict exists. This is
even more so in the policing/law enforcement environment. It is necessary to explore
ways of managing conflict to the benefit of the individual, the organisation and the
community. Learning Activities 9.1 and 9.2 will guide you through some important
information in the textbook related to causes of conflict as well as ways of managing
conflict.

This topic relates to the following module outcome:

1. Apply managerial functions within a police-specific environment on a daily basis
for consistency and efficiency.

In this topic, you will gain knowledge in the following areas:

1. Discuss and identify possible causes of conflict in an organisation.
2. Explain ways of managing organisational conflict.

Conflict can be defined as the interaction of interdependent people who perceive the
opposition of goals, aims and values and see the other party as potentially interfering
with the realisation of these goals (Botha et al., 2020:466). It could also be defined
as an active disagreement between people with opposing opinions or principles
(http://dictionary.cambridge.org/dictionary/english/conflict).

The definition highlights three general characteristics of conflict which will be

explained using an example (please develop your own).

Two traffic managers are requested to implement solutions to decrease fatalities on a

particular road.

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Interaction: the traffic centre managers have to be able to work together to achieve
the goals/objectives and conflict will arise if this is not possible.

Interdependence: the fact that the two traffic managers have to work together makes
them interdependent and if they want to address the issue differently or have different
styles of management (one believing in an authoritative management style and one
believing in participative decision-making), it could contribute to conflict.

Incompatible goals: if they can’t agree on what to do and how to deploy their
resources, one wants to have two vehicles patrolling the road and the other one feels
it will be better if traffic wardens are deployed to do foot patrols, it will lead to conflict.

Activity 9.1
(See Section 15.7.1)

The internal policing/law enforcement environment has a high potential for conflict.
As an observer working with an international advisory team on policing/law
enforcement, you need to identify the three general characteristics of conflict. Give
a practical policing/law enforcement example of each characteristic and briefly
explain your example.

Activity 9.2
(See Sections 15.7.2, 15.7.3 and 15.7.4)

Relating to Learning Activity 9.1, your advisory team has requested you to
recommend ways of managing organisational conflict. These recommendations must
be explained to and reported on to senior management in policing/law enforcement.
Write a report in which you explain the techniques and your recommendations.

The following are techniques to deal with conflict with examples to explain each
(please develop your own examples).

Avoidance: In the office, there is only one computer and Constable A is very unhappy
about the fact that Sgt B uses this most of the day and she does not get enough time
to finish her work on it. She, however, does not want to talk about it with the Sgt and
just avoids talking to her.

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Problem-solving: Capt. C however can see that there is a problem between Constable
A and Sgt B and she calls them to her office. She requests information on what the
problem is and indicates that she would like to assist them to resolve the conflict.
Constable A explains why she is unhappy and after Sgt B has explained her side, they
realise that it was just a misunderstanding, and the conflict is resolved.

Shared goal: Capt. C sees there is a problem between Constable A and Sgt B and she
calls them to her office. She informs them that she received a domestic violence
complaint and would like the two of them to visit the complainant and deal with the
case together. In giving them a shared goal, she hopes to resolve the conflict.

Expand resources: It seems that the problem between Constable A and Sgt B is the
fact that they both need access to a computer and there is only one. Capt. C requests
that another computer be moved to their office so they could each have a computer.

Smoothing: Constable A realises that although she would have approached the
domestic violence case differently from Sgt B, she rather agrees with Sgt B’s proposal
so they could successfully deal with the situation (common interest).

Compromise: To resolve the conflict, Sgt B decides to compromise and agrees that
she will only work on the computer for two hours and Constable A can then work on
it for six hours.

Authoritative: Capt. C sees there is a problem between Constable A and Sgt B and
she calls them to her office. She instructs them to deal with the conflict immediately
and continue with their work.

Change structure: Capt. C decides to restructure the unit and moves Constable A so
she reports to Sgt E in another office.

Negotiation: Regarding the unhappiness about only having one computer, Capt. C
asks Sgt B and Constable A for suggestions to solve the situation. After discussing the
advantages and disadvantages of their access to the computer and negotiating
timeslots, they decided that each one would have four hours a day to work on it.

Negotiation is usually used between the employer and the labour union. For example:
Due to budget cuts, the SAPS wants to decrease the danger allowance of members.
Representatives of the SAPS and labour unions, POPCRU and SAPU, negotiate to solve
the conflict through an agreement.

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 Summary

How do managers in policing/law enforcement manage conflict? Is an attempt ever

made to identify the general characteristics of conflict and then manage it accordingly?
If managed properly, conflict can be used constructively by managers to increase
productivity and facilitate necessary change. Topic 10 allows you to explore control as
an integral part of the management process.

Self-Assessment Questions

When there is interaction between people there is a possibility of conflict. In the

policing/law enforcement environment the risk of conflict is even greater. As a
manager, you must understand conflict and how to address the conflict to the
advantage of the organisation.

1. Conflict management
1.1 Formulate your own definition of conflict.
1.2 In Activity 9.1 you identified the characteristics of conflict. Based on the
framework that you already created, identify a conflict situation from your
own work environment and link it to the characteristics as discussed in Activity
9.1.
1.3 Identify one method that you can use to resolve the conflict identified in
Question 1.2 and justify why you think it is the best method to use.

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 Topic 10
Control

Prescribed Reading
Botha et al. (2020). Management principles: A contemporary edition for Africa. 7th ed.
Cape Town: Juta. Chapter 16: Sections 16.1, 16.2, 16.3, 16.4 16.5.2 and 16.6.2 in the
prescribed textbook.

10.1 INTRODUCTION

You need to note the link between planning, leading, organising and controlling.

Control enables management to ensure that the actual activities fit in with
predetermined goals/objectives and planned activities. Can you think of any practical
control measures utilised by policing/law enforcement managers? How do policing/law
enforcement managers determine whether work is progressing as planned? Do you
experience control as a negative measure in the policing/law enforcement
environment? Is control supplementing your planning processes in your workplace?
Have you ever been consulted about the design of control systems?

This topic relates to the following module outcome:

1. Apply managerial functions within a police-specific environment on a daily basis
for consistency and efficiency.

After completing this topic, you should be able to:

1. Explain the nature of control.
2. Discuss the importance of control.
3. Discuss control as a process that comprises certain steps.
4. Explain the four main instruments used to control human resources in an
organisation.
5. Discuss operations control in an organisation.

Control should not be seen as a negative measure, but rather as an uninterrupted

monitoring process for comparing planned results/targets with actual results/targets.
The following learning activities will create the opportunity for you to clarify and
perhaps answer some of the stimulating questions.

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Control can be defined as the regulatory task of management that determines whether
there has been a deviation in the organisational plans so that steps can be taken to
prevent and/or rectify errors or deviations from the plans. Control is necessary to
indicate to organisations how well they are performing concerning their goals (Botha
et al., 2020:481).

The same is true about a police cluster, police station, traffic centre, office or
individual’s plans.

They all have plans that have to contribute to the success of the organisation’s
goals/objectives and the control function is used to ensure that individuals are
performing as required and agreed.

In government, for example, control is exercised via quarterly reports of progress on

the Annual Performance Plan and quarterly/bi-annual reviews of an individual’s
performance based on his/her performance agreement. It can also be checking the
targets set in an operational plan to see if they have been achieved.

10.2 THE DEFINITION OF CONTROL

Activity 10.1
(See Sections 16.2)

Explain the concept of ‘control’ and relate it to your work environment.

10.3 THE IMPORTANCE OF CONTROL

Activity 10.2
(See Section 16.3)

Discuss the importance of control in your work environment and the value control
adds to your organisation.

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10.4 THE CONTROL PROCESS

The different steps will be explained by using three examples: one on a top
management level, one on an operational level and one for an individual, Const A.

Step 1: Establish standards of performance

EXAMPLE
Example 1: top management
One of the performance standards determined by the SAPS for Visible Policing in
their Strategic Plan 2020-2025 based on the strategic objective (goal) they have
set is:
Visible Policing
Strategic objective: To discourage all crimes by providing a proactive and
responsive policing service that will reduce the levels of priority crimes.
Performance standard: Increase arrests for crimes for unlawful possession
of and dealing in drugs by 23,71% to 481 354 by 2022/2023.

This performance standard will be cascaded right down to the police stations’
tactical and operational plans and individual officers’ performance agreements.

Example 2: operational level

At the operational level, the standards of performance could be the following for a
shift:
During the planning stage, the goal/objective was determined to be: to
increase the arrests for possession of drugs by 30%.

One of the actions decided on was to conduct more roadblocks. The average
number of arrests for possession of drugs at a roadblock has been 10 in the past.
The performance standard for a specific roadblock could then be: arrests for
possession of drugs are to be increased from 10 to 13 (which is an increase of
30%).

Example 3: individual: Constable A

Organisations use different systems to measure individual performance. Each
individual will at the beginning of a financial year conclude a performance
agreement with his/her supervisor that will indicate the performance standards
he/she has to meet. These are usually called key result/performance areas
(KRA/KPA) and include measurable outputs. In the SAPS, the system is called the

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 Performance Enhancement Process (PEP); other organisations will call it something
else, but the purpose is the measurement of an individual’s performance.

Const A’s performance standard can thus be: arrests for possession of drugs are
to be increased from two (2) to three (3) per month. She will thus use the roadblock
in Example 2 to achieve her own targets.

Step 2: Measure actual performance

This step involves the collecting of actual data and reporting on actual performance.

EXAMPLE
Example 1: top management
The monthly crime statistics received from all police stations will be used to
measure actual performance.

Example 2: operational level

At the roadblock, actual records are kept of all arrests and specifically those for the
possession of drugs. The record indicates that only 12 arrests were made.

Example 3: individual: Constable A

Constable A will keep a record in her pocketbook of actual arrests for drugs to serve
as evidence for her performance review and appraisal. Since she was part of the
roadblock, her pocketbook indicates that she has made one (1) arrest.

Step 3: Evaluate deviations

In this step, the actual performance (Step 2) is compared to the established standard
(Step 1) and dealt with by top management/management/ supervisor if there are
exceptional differences.

EXAMPLE
Example 1: top management
Progress towards reaching the targets set in Step 1 is now evaluated and
considered. Every quarter a Quarterly Report will be compiled which will indicate
deviations and proposals on how it will be addressed, which will be presented to
top management.

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 Example 2: operational level
After withdrawing the roadblock, the data, which was collected in Step 2, will be
compared to the standard of 13 that was set. The actual number of arrests (12) is
thus lower than the standard and remedial action should be considered.

Example 3: individual: Const A

Const A has to make three (3) arrests for possession of drugs and she has made
one (1).

Step 4: Take corrective action

In this step, the need to take corrective action is considered. If it is still early in the
year or month, usually actual performance will be improved. If it is towards the end
of the year or month, the strategy or tactical or operational plans could be revised or
the performance standards lowered or increased.

EXAMPLE
Example 1: top management
When monitoring the Quarterly Reports throughout the year, top management will
take corrective action such as motivating underperforming stations to increase their
performance.

Example 2: operational level

A shift commander can take corrective action to increase arrests for possession of
drugs by arranging additional roadblocks or operations.

Example 3: individual: Const A

As a supervisor, the shift commander would have determined that Const A has not
achieved her target yet, and he ensures that she is part of the additional roadblocks
or operations.

Activity 10.3
(See Section 16.4 and Fig 16.1)

Study the examples provided above.

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 Illustrate the control process by way of a figure and then explain each step with an
example from your work environment.

Four main instruments are used to control human resources in an organisation:

• Performance measuring
• Coaching
• Counselling
• Disciplining
Ensure that you understand the meaning of each one of the above and will be able to
explain how it is implemented in your work environment.

10.5 LEVELS OF CONTROL

10.5.1 Operations control

Activity 10.4
(See Section 16.5.2 and Fig 16.2)

Study the examples provided above.

Illustrate the systems process with the various types of control.

10.6 FUNCTIONAL AREA CONTROL SYSTEMS

10.6.1 The control of human resources

Activity 10.5
(See Section 16.6.2)

It was found that there is a challenge with control at your workplace. Discuss the main
instruments used to control human resources and explain how each one is or can be
used in your workplace.

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 Summary

Control is a very important management function and doesn’t only enable managers
to ensure that goals/objectives are achieved but also that procedures, rules and
regulations are followed, and that tasks or activities are conducted as prescribed.

Self-Assessment Questions

You are experiencing challenges as the newly appointed manager with the members
working at your precinct. You will have to facilitate a session to address the situation
as it is ‘out of control’. Service delivery to your community is seriously affected by
the internal conflict at your precinct.

1. Formulate an understandable definition of what control is for you to explain the

nature of control to your members (in other words what control is).

2. Use this opportunity to explain the different steps of control as a management

function to your members as well as the main instruments which can be used
to control human resources.

3. Do you think your policing/law enforcement organisation is using control as a

management function optimally?

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 Answers to Self-Assessment Questions

TOPIC 1 SELF-ASSESSMENT ANSWERS

1. Use the diagrams you drew in Activity 1.1 and explain the process according to
your understanding ensuring you cover the fact that it is an interactive process.
The following is an example of how you could have explained the process.

The management process follows a logical sequence of decisions taking their

resources (human, financial, physical and information) into account. This process
starts by planning for the future and developing specific goals. They then have
to organise the resources ensuring for example that the human resources, who
are the officers in a policing environment, will know what their responsibilities
are, what vehicles and equipment they have at their disposal, etc. Managers
must lead their subordinates to ensure that all of them work towards achieving
the goals set during the planning phase. They must ensure that everyone is doing
what is expected of them and, therefore, managers perform the control function
to manage performance. A manager may at any time have to perform these
functions simultaneously depending on how much planning has to be done or
has been done or where they are in the management process.

2. Guidelines on how you should have answered this question.

Read the definition of management in the textbook and formulate your own
definition ensuring that you cover all aspects of the definition. Do the same with
each of the four functions: planning, organising, leading and controlling. Study
the examples of these functions in par 1.3 of this Topic ensuring that you
understand them. Then formulate your own examples based on your work
environment.

3. Guidelines on how you should have answered this question.

(Botha et al., 2020:17–19) distinguished between ten different roles which they
grouped into three categories. They also distinguish between the major skills
needed by all managers although it may differ depending on the level of the
manager. You had to mention the ten roles under the three categories and then
had to indicate which of the major skills and competencies could apply to a
specific role. The following is an example.

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 Management role Skills and competencies required
Interpersonal role
Leader Conceptual and interpersonal

TOPIC 2 SELF-ASSESSMENT ANSWERS

1. The diagram depicts the composition of the macro-, task, and micro-environment
affecting policing/law enforcement environment as per Botha et al. (2020:61).

2. The following figure shows how the systems theory can be applied to a
policing/law enforcement environment as depicted in Botha et al. (2020:58).

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Discussion of the systems theory:
According to Botha et al. (2020:58), a system can be defined as a set of
interrelated elements functioning as a whole. A policing/law enforcement agency
can be seen as a system with several interrelated divisions/sections that function
as a whole.

A system is dependent on the external environment within which it functions and

vice versa.

The figure above clearly illustrates how an organisation such as a policing/law

enforcement organisation obtains resources from the environment within which
they function in the form of people, resources (physical), financial resources and
information.

As a manager you are responsible to manage this system efficiently and

effectively in a constantly changing environment.

You have to consider your discussion and indicate if your organisation functions
as a system. Your answer must be justified by using examples of why you say it
does or doesn’t function as a system. There is no correct or incorrect answer.
You must just clearly justify your argument.

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TOPIC 3 SELF-ASSESSMENT ANSWERS

1. Steps in the planning process

The steps are discussed in the study guide and the textbook. Use those
discussions as the basis for your discussion of each step. Choose a topic or
theme as an example of how you will apply each step to your planning and use
it throughout the steps to show your understanding. Examples (applications)
are provided in the study guide which will guide you on how each step is applied.
Here is an example of Step 1.

Step 1: Identifying changes that necessitate planning

Why is this planning done? What necessitates the planning? What planning must
be done due to changes or other requirements? (Botha et al., 2020:137)
Application– i.e. increase in the number of domestic violence cases

Do the other steps in a similar manner.

You also had to consider what the impact of poor planning is on your
organisation. Substantiate your answer with examples from your work
environment.

2. Organisational plans used in policing/law enforcement agencies (Botha et al.,

2020:130–135).
The table provided can be used to answer the question but you are not restricted to
it.

Type of Focus Area of the Plan Purpose of the Example of Plan

Operational Plan
Plan

Strategic Plan Entire organisation -Creating a (example of a

vision for the plan)
Ensure that the
future
organisation as a whole
is aligned with the -Translating the
changing external vision into a
environment realistic mission
statement

-Translating the
mission

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 statement into
measurable
long-term goals

-Choosing a
strategy to
attain the
above.

(Any two for

two marks)

Tactical Plan Functional Policing More specific (example of plan)

-Focus on functional -Deal with

areas people and
action to
implement the
strategic plan

Achieving
Operational Low level (example of plan)
operational
Plan
-to carry out tactical goals
plans to achieve
operational goals

TOPIC 4 SELF-ASSESSMENT ANSWERS

1. You had to compile a document containing specific information. Guidelines on

how you could have answered it will be provided.
1.1 Outline the decision-making process with relevant practical examples.
The stages are discussed in the study guide and the textbook. Use those
discussions as the basis for your discussion of each stage. Choose a topic or
theme as an example of how you will apply each stage to decision-making and
use it throughout the stage to show your understanding. Examples
(applications) are provided in the study guide which will guide you on how each
stage is applied. Here is an example of Stage 1.

Stage 1: Recognise, classify, and define the problem or opportunity

The first step in the decision-making process is the identification and clarification
of the problem or threat. After the problem or threat has been identified the next
step will be to identify the symptoms or causes of the problem.
Example: An increase in absenteeism is experienced at your precinct.

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 Possible causes of the problem: unavailability of transport, personal problems,
lack of discipline.

Do the other stages in a similar way.

Explain why you think it is important to follow these stages.
This will be a subjective answer where you will have to explain, based on your
own opinion, why you think it is important to follow these stages. There is no
correct or incorrect answer as long as you provide reasons for your opinion.

1.2 A discussion on the advantages and disadvantages of group decision-making and

explain one of the techniques that can be used to improve group decision-making
 A variety of skills and specialised knowledge can be used to define and solve
a problem or recognise an opportunity – this will lead to better quality
decisions
 Multiple and conflicting views can be taken into account. Beliefs and values
can be transmitted and aligned
 More of the organisation’s members will be committed to decisions since
they have participated in the decision-making process
 Participation in problem-solving and decision-making will improve the
morale and motivation of employees
 Allowing participation in problem-solving and decision-making trains people
to work in groups by developing group process skills

On the other hand, group decision-making also has some potential disadvantages:
 It may be more time-consuming and lead to slower decision-making
 Groups are more likely to sacrifice than an individual, especially when group
meetings are not run effectively
 One group member, or a sub-group, may dominate and nullify the group
decision
 It may inhibit creativity and lead to conformity and ‘groupthink’. (Botha et
al., 2020:173–174)

2. The different techniques that can be used to improve group decision-making.

• Brainstorming
One of the biggest challenges of group decision-making is that members of
the group’s norms develop over time, and the members tend to conform to
group opinions. This results in creativity in the decision-making group
declining after the group reaches the forming stage.

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 Brainstorming is a technique used to stimulate creativity and imaginative
solutions to solve organisational problems (Botha et al., 2020:175).
• Nominal group techniques
This is a structured group decision-making technique. Discussions are
restricted. Members of the group are present, a traditional committee
meeting is conducted, and members operate independently (Botha et al.,
2020:175)
• Delphi technique
Decisions are made by experts in the different fields. This technique is used
when brainstorming and the nominal group techniques cannot be used. The
Delphi technique is a decision-making technique that does not require the
physical presence of the participants (Botha et al., 2020:176).
• Group decision support systems
This group decision support system is a generic term that refers to computer-
supported group decision-making systems (Botha et al., 2020:176).

Choose one of the above techniques which you think will work best in your work
environment and justify your choice.

Based on your discussion of the techniques, choose one which you think will work
best in your work environment. This is your own opinion and you have to provide
reasons why you think the one you chose will work the best.

TOPIC 5 SELF-ASSESSMENT ANSWERS

1. Organising
1.1 In Activity 5.1 you explained the function of organising. This is an elaboration of
your discussion about the importance of organising and the role that it can play
in your organisation. According to Botha et al. (2020:225) “organising is the
process of creating a structure of the organisation that will enable its people to
work effectively towards its vision, mission, and goals.” The reasons/importance
of organising varies from the allocation of responsibilities to principles of synergy
that enhance the effectiveness and quality of the work performed in your
policing/law enforcement organisation. Use your textbook to guide you in your
interpretation of organising and the importance and role that it can plan in a
policing/law enforcement environment.

1.2 You had to provide your opinion on how important organising is regarded to be
in your organisation. You had to motivate your explanation. For example, if the
officials do not know who report to and who the person is who is in command

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 should they require guidance, it could lead to chaos. Officials will just do what
they think is right.

2. Delegation
2.1 Delegation plays an important role in the management functions of policing/law
enforcement organisations. Formulate your own definition of delegation. Use your
textbook to provide you with a guideline.
As a manager in a policing/law enforcement organisation you need to take
cognisance of the principles of effective delegation and the role that they can
play in your organisation. Seven principles of effective delegation are discussed
in your prescribed textbook. Use the theory as a guide to formulate your own
understanding.

2.2 Your evaluation of the use of delegation in your policing/law enforcement

organisation must be done against the principles of delegation as discussed in
the textbook. This is based on your own interpretation and opinion and there is
no correct or incorrect answer as long as you justify your opinion.

2.3 Compile short notes with about five suggestions on how you will use delegation
as a tool to develop your members. Again, this is subjective and based on your
creativity and design skills. One suggestion could be by delegating a task such
as conducting a parade to a subordinate, which can develop such an official and
increase self-confidence.

TOPIC 6 SELF-ASSESSMENT ANSWERS

This serves as a guideline on you should answer this question.

1. Leadership is a process where one person influences other people within an
organisation. Read the definition of leadership in your textbook. Formulate your
own definition of leadership.
After formulating your own definition of leadership, distinguish between the
characteristics of a leader as a manager. You will find clear guidelines in your
textbook that can serve as a guide in compiling your own notes.

Evaluate your understanding of leadership in your own policing/law enforcement

organisation and indicate if senior managers in your organisation see/understand
the important role that leadership plays in the organisation. This is a subjective
answer where your motivated opinion is required. There is thus no correct or
incorrect answer.

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2. When approaching answering this question, reflect on your own leadership style
based on what you read in the textbook regarding the different
characteristics/behaviours of leadership. Formulate a profile for yourself of an
ideal leader.
This serves as an example of a profile of an ideal leader:
My ideal profile includes a combination of directive and supportive leadership
styles.
Leadership Behaviour Behaviour
Directive leader • I will direct inexperienced employees,
guide them on how to do a specific
task.
•I will ask members under my
command to adhere to the
organisational rules and regulations.
• I will ensure that all members receive
their weekly schedule of what is
expected of them.
Supportive leadership • I will ensure that I know what each of
my members’ personal needs are.
Understanding my members will assist
me when I allocate tasks to them.
• I will show the necessary empathy to
my members when needed. When
members feel they are valued they
tend to work harder.

3. When discussing Question 3 it is important that you look at the role that
authority, responsibility, accountability and delegation play in leadership and
then more specifically link these components to your own organisation. Use your
textbook as a guide to formulate your own understanding of the components of
leadership.

This serves as an example of how you could have approached Question 3.

Authority: as a manager in my policing/law enforcement organisation, based on
my position in the organisation, I have the ‘right’ to give instructions to my
subordinates. As the most senior member in my precinct, I have the legitimate
power to give instructions to ensure that the organisation reaches its goals and
objectives. As a leader, I motivate my instructions to my members to ensure that
they do not feel forced but rather part of the decisions that are made.

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TOPIC 7 SELF-ASSESSMENT ANSWERS

1. In Activity 7.1 you discussed the six variables that influence the individual
behaviour of employees in an organisation. Relate this discussion to the question
asked and link it to your own work environment. Formulate your own
understanding of the variables, values and attitudes, motivation, personality,
perception, learning and ability and make recommendations on how each of them
can be dealt with in your policing/law enforcement organisation.
The following is an example of one variable (value and attitudes) to guide you in
answering the question.
A person’s personal values play a decisive role in the decisions that are taken.
When on duty and confronted with a temptation to take a bribe to ignore a crime,
your personal value system will influence the decision that you take. Your
personal morals will form the foundation of the decision that you will take. Doing
the right thing even when no one is watching, is a decision based on personal
values.

2. Mentoring and coaching are two interventions that all managers in modern
organisations must take note of to ensure that individuals in the organisation
reach their full potential. Formulate your own understanding of the difference
between mentoring and coaching. Be guided by the information in your textbook
when formulating your answer. You can use a table to formulate your answer.
Use examples from your own environment to substantiate/clarify the application
of mentoring and coaching in your policing/law enforcement organisation.
The following is an example to guide you in answering the question.

Mentoring Coaching
• I will task a senior member in the • I will appoint a person to coach the
office, with a wide range of newly appointed member. The role
experience to guide a less of the coach will be not to only focus
experienced or a new member. on the professional development of
the member but also his personal
development.

You also had to indicate what you, as a mentee, would expect of your coach in
the post you are currently in. This is based on your opinion and there is no right
or wrong answer as long as you justify your answer.

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TOPIC 8 SELF-ASSESSMENT ANSWERS

1. Guideline on how you should have answered this question.

Work Groups Work Teams
According to Botha et al. (2020:396) a According to Botha et al. (2020:396)
group can be explained as two or more teams consist of smaller groups of people
people who interact and are who complement one another. They work
interdependent on one another working together and are committed to a
towards the same goal. common goal/purpose. The individuals
are committed to the purpose and are
collectively accountable for achieving the
goals.

Remember that this is just an introductory answer/example to the question. You will
have to elaborate on the discussion. Read through the theory in Botha et al. (2020),
to form a good understanding of the difference between the two concepts before
answering the question.

2 In most policing/law enforcement organisations the members belong to different

groups. These groups can be formed outside the organisation or as part of
working groups within the organisation. For you as a manager to effectively
manage the development of groups, you need to be aware of the different stages
that the group will go through during the development stage until they reach the
performance stage.

One stage in the team development process is summarised for you to serve as a
guideline.
Forming stage
The group is formed, and members/individuals of the group are uncertain about
their purpose in the group, leadership and the specific structure of the group.
Individuals in the group may have questions that vary from their own role and
purpose in the group. Members in the group start to get to know one another
and the advantages/disadvantages that the group will hold for them.
Example: A task team is formed with the specific purpose to address violence in
schools. Members from the different policing/law enforcement organisations and
private security companies are identified and tasked to form part of the task
team. Members are not known to one another, and a formal briefing session has
not taken place yet. Members are still very uncertain about their roles and
responsibilities.

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 You need to continue with the discussion of the other stages in the same manner.

TOPIC 9 SELF-ASSESSMENT ANSWERS

1.1 Use the theory in Botha et al. (2020) to guide you in the formulation of your own
definition of conflict. For example, conflict can be seen as several disagreements
or arguments between two people or a group of people about something of
interest (this is only an example of a definition of conflict).

1.2 In your discussion of Activity 9.1, you already discussed the characteristics of
conflict. In law enforcement, you are daily exposed to conflict situations, within
the organisation or with members of the community. The characteristics referred
to are incompatible goals, interdependency, and interaction.

Example: Members working operational duties arrested a suspected drug dealer

with a large amount of drugs and cash in his possession. Sgt S decided to take
R1000-00 of the R5000-00 found in possession of the suspect and then to release
the suspect without charging him. Const Z is very unhappy about the behaviour
of the Sgt as he regards it as unethical to take the money. The release of the
suspected criminal will also have an impact on the number of arrests that they
must make during a shift. A hefty argument erupts between the two members
about the behaviour of Sgt S and the impact it has on the goals of the
organisation.
The cause of the conflict is incompatible goals.

This is just an example of how you can answer the question. Use this example
to guide you, identify a conflict situation in your work environment and link the
characteristics of the conflict to the conflict situation.

1.3 There are different methods that you can use to resolve conflict. You need to
identify the characteristics of the conflict before you decide on the method that
you will use to resolve the conflict. Remember it is important that all parties
involved in the conflict find some sense of satisfaction in the resolution to the
conflict. The list below indicates the different methods that you can use to resolve
the conflict identified in Question 1.2.
• Avoidance
• Formulation of a shared goal
• Smoothing
• Compromise
• Authoritative command

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 • Change in organisational structure
• Negotiation

Identify one of the methods listed and motivate why you regard that specific
method as the best method to resolve the identified conflict.
Be critical. Look at the discussion of each one of the conflict management
methods before you make your decision.

TOPIC 10 SELF-ASSESSMENT ANSWERS

1. This serves as a guideline on how you should have answered this question.
When interpreting a definition, you must understand the theoretical information
of the definition and formulate your own understanding thereof.

Example: Control is the function that managers can use to determine if the
organisation is still in line with the organisational plans, if not, what steps can be
taken to rectify and prevent any further deviations.
Now: try to formulate your own definition of control. Use the textbook to guide
you.

2. The following serves as a guideline for one step of the control process only. You
will have to formulate your own understanding of the remaining steps in the
control process.

Step 1: Establish standards of performance

As a manager, you need to set specific standards of performance that need to be
shared with your members. These are also referred to as ‘control standards’. All
members must be aware of and understand the standards before they can be
held accountable for non-performance. There are requirements for the control
standards:
• The standards must be measurable
• The standards must be in line with the organisational goals
• The formulated goals must be realistic
• Clear performance indicators against which the members will be evaluated
must be created.

3. Now, ask yourself the question, if you look at control as a management function
in your organisation, do you think your policing/law enforcement organisation is
using control optimally to manage the human resources in your organisation?

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 Glossary of terms

Term Description/explanation

Guidelines for the Implementation of the Framework for Strategic and APPs issued
by the DPME– Refer to pages 8–16.

Strategic Plan Strategic Plans (SP) reflect institutional programmes

and projects, which contribute to the achievement of
the overall priorities of government, and the realisation
of the mandate of the institution.

Annual Performance An Annual Performance Plan (APP) identifies the

Plan outputs, output indicators and targets that the
institution will seek to achieve in the upcoming
financial year, aligned to the outcomes reflected in
the SP.

An Annual Operational Plan (AOP) outlines the

Annual Operational Plan activities and budgets for each of the outputs and
output indicators reflected in the Annual Performance
Plan.

Outcome(s) The medium-term results for specific beneficiaries are

the consequence of achieving specific outputs.

Outputs The final products, or goods and services produced for

delivery.

Activities These are processes or actions which use a range of

inputs to produce the desired outputs and ultimately
outcomes. In essence, activities describe "what we do”.

Inputs These are the resources that contribute to the

production and delivery of outputs. Inputs are "what
we use to do the work".

Risks A potential, unwanted outcome that will affect the

achievement of an institution’s predetermined
results and service delivery.

Indicator An indicator is a predetermined signal that a specific

point in a process has been reached or a result
achieved.

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 References

Botha, T., Vrba, M., Smit, P.J. 2020.Management Principles: A contemporary edition
for Africa. 7th ed. Cape Town: Juta.

Smit, P.J., Botha, T & Vrba, M.J. 2016. Management principles: A contemporary edition
for Africa. 6th ed. Cape Town: Juta.

South African Government. 2018. Deputy Minister Bongani Mkongi launches

Community Policing Strategy, 20 Oct. https://www.gov.za/speeches/police-invites-
media-national-launch-community-policing-strategy-20-oct-16-oct-2018-0000
[Accessed: 16.02.2019].

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