Administration (Criminal Justice Management)
CJUS 3130 (W and O) Sections 1 and 2
Dr. Charisse T.M. Coston
Department of Criminal Justice and Criminology
5081 Colvard Building
(704) 687-0745
Office Hours: (Wednesdays 1-2 and/or by appointment)
TEXT:
Marvin R. Weisbord, Organizational Diagnosis: A Workbook of Theory and Practice, (Reading, Mass.: Addison-Wesley)
Prerequisites:
Suggested; Criminal Justice System--An Introduction to Criminal Justice
Course Description:
The focus of this course is on the examination of principles of organization and management as they are applied to the American Criminal Justice System. This course focuses on management as a systems concept. The highlight of this course involves a socio-technical systems analysis of organizations in terms of their purpose(s), structure, relationships, rewards, technology and leadership. After successful completion of this course you will have completed intensive writing and oral competency credits in the Criminal Justice and Criminology major.
Course Goals:
1. To recognize the importance of examining the criminal justice system from the viewpoint that it has three components;
2. To analyze criminal justice agencies from the perspective of "socio-technical" systems;
3. To apply basic concepts of organizational theory to the field of criminal justice;
4. And, to critically examine criminal justice agencies in terms of their purpose(s), structure, relationships, rewards, technology and leadership.
*GRADING:
The final grade for this course will be calculated as follows:
Analysis paper: A socio-technical systems analysis of a criminal justice organization is due on the 2nd of May by 12 noon (not to exceed 12 pages). 50% of total grade.
Class Participation and Attendance: Is considered as a determining factor for students who have borderline grades in the course and will be taken during presentations.
Presentation of Analyses Paper: 15 minutes each. They will start on March 21 (50% of total grade).
Note: We will discuss the possibility of having a final examination in this course. Attendance will be taken during Individualized Instruction periods and before each of the presentations or after you have given me feedback on each of your colleagues presentations
CLASS SCHEDULE AND ASSIGNMENTS
DATE TOPIC READINGS/ASSIGNMENT
Week 1 Introduction/format of the course None
The Criminal Justice System: A Handout
system or a non-system
Week 2 An introduction to Systems Management 2-17
inputs, transformation process, outputs buffering 71-78.
Week 3 Three schools of Management Theory, 2-17, Systems Management cont...(open/ 82-85.
closed systems, formal, informal
organizations, etc.)
Week 4 Introduction to Weisbord’s Six-Box Model 2-9 Introduction due 18-21
Week 5 Purpose 86-89
Weeks 6 Structure 22 Purpose due; 104-114
Weeks 8 Relationships and Rewards 30-148
Week 9 Technology (Relationships and Rewards
Due)
Week 10 Leadership 44-47
Week 11 Leadership
149-159; Technology and Leadership Due
Week 12 Presentations
Leadership due
Week 13 Presentations
Week 14 FINAL PAPER DUE: by 12pm on May 2. 2017
There will be mandatory individualized instruction periods. Attendance during these individual instruction sessions will be taken.
No Classes: during spring break
ANALYSIS PAPER
Select a criminal justice organization that is familiar to you. Describe the organization and analyze its functioning in terms of:
Introduction (25)
Purpose (10)
Structure (10)
Relationships (10)
Rewards (10)
Technology (10)
Leadership (25)
Appendix A: Overall Organizational Structure
Appendix B: Unit Design
Appendix C: Helpful/Unhelpful Technology
Appendix D: Your signed Plagiarism document
In which areas is the organization currently most healthy? What are the least healthy areas of functioning?*
This paper is not to exceed 12 pages in length. Your grade will be based on your ability to concisely present the major characteristics of your organization in each of these socio-technical areas, and your ability to demonstrate an application of the concepts into your paper and based upon the course material (readings and lectures).
*NOTE: The above must make up your table of contents.
Individualized Instruction Periods (attendance will be taken) BOTH SECTIONS
1/19 A-K Introduction
1/24 L-Z Introduction
2/2 A-K Purpose and Structure
2/7 L-Z purpose and Structure
2/21 A-K Relationships. Rewards
2/23 L-Z Relationships, Rewards
3/14 A-K Technology Leadership and Concluding Remarks
3/16 L-Z Technology, Leadership and Concluding Remarks
Individualized Instruction Periods (attendance will be taken)
Presentations will begin on the 21st of March
BASIC CONCEPTS
-- The Criminal Justice System as a system or a non-system
-- Socio-technical system (open system)
-- Inputs
-- Process
-- Outputs
-- Feedback
-- Negative feedback
-- Positive feedback
-- Sporadic negative feedback
-- The six-box model
Purpose
Structure
Relationships
Rewards
Technology
Leadership
-- Traditional hierarchy
-- Program structures
-- Matrix model
-- Four styles of policing
Watchman
Crime fighter
Law enforcer
Social agent
-- Five goals or objectives of corrections, i.e. deterrence, retribution
-- Program purposes of corrections
-- Three types of interdependencies and their coordinating mechanisms
-- Warren Bennis
-- Chris Argyis
-- Action research
-- Diagnosis
-- Action
-- Evaluation
-- Data collection
-- Environment
-- Open system
-- Transformation process
-- Informal system
-- Formal system
-- Goal clarity
-- Goal agreement
-- Degree of built-in conflict
-- Conflict management (classification system)
-- Techniques for diagnosing conflicts
-- Frederick Herzberg
-- Abraham Maslow
-- Five principles of technology
-- Theory X and Theory Y
-- Manager-vs-leader
-- Five management approaches (for managers)
-- Fredrick Fiedler
-- The leader as a multidirectional broker who must deal with four estates
NASA EXERCISE
PROBLEM
A space ship, containing seven astronauts, has been surveying the moon in a
Special vehicle. Suddenly, the vehicle develops mechanical difficulty and is forced to land on the light side of the moon. The mother ship is 200 miles away, on the moon.
You have been given a list of 15 items which were salvaged intact from the special vehicle.
Your task is to rate the 15 items in the order of importance you believe necessary for the seven astronauts to be able to return to the mother ship.
On the spaces provided, rate each item from "1" to "15".
This is an individual task.
National Council on Crime and Delinquency Training Center
Group ______________________________ Name _____________________________
NASA
__________ Life raft
__________ Two 45 caliber pistols
__________ Five gallons of water
__________ Stellar map (display of moon's constellation)
__________ Fifty feet of nylon rope
__________ Silk parachute
__________ Box of matches
__________ One case of dehydrated milk
__________ Two 100 pound tanks of oxygen
__________ Packages of food concentrate
__________ Signal flares
__________ Magnetic compass
__________ Solar powered FM receiver-transmittal radio
__________ First aid kit containing injection needles
__________ Portable heating unit
National Council on Crime and Delinquency Training Center
DECISIONS BY CONSENSUS
This is an exercise in group decision-making. Your group is to employ the method of Group Consensus in reaching its decision. This means that the prediction for each of the items must be agreed upon by each group member before it becomes a part of the group decision. Consensus is difficult to reach. Therefore, not every prediction will meet with everyone's complete approval. Try, as a group, to make each prediction one with which all group members can at least partially agree. Here are some guides to use in reaching consensus:
1. Avoid arguing for your own individual prediction. Approach prediction on the basis of logic, rather than on the basis of who made the prediction.
2. Avoid changing your mind only in order to reach agreement and to avoid conflict. Support only predictions with which you are able to agree somewhat, at least.
3. Avoid "conflict-reducing" techniques such as majority vote, averaging or trading in reaching decisions.
4. View differences of opinion as helpful rather than as a hindrance in decision-making.
On the "Group Summary Sheet" place the predictions for each of the items for each group member. Take as much time as you need in reaching your decision.
National Council on Crime and Delinquency Training Center
Group _________________________________ Name _____________________
NASA
__________ Life raft
__________ Two 45 caliber pistols
__________ Five gallons of water
__________ Stellar map (display of moon's constellation)
__________ Fifty feet of nylon rope
__________ Silk parachute
__________ Box of matches
__________ One case of dehydrated milk
__________ Two 100 pound tanks of oxygen
__________ Packages of food concentrate
__________ Signal flares
__________ Magnetic compass
__________ Solar powered FM receiver-transmittal radio
__________ First aid kit containing injection needles
__________ Portable heating unit
FORMAT - TITLE PAGE FOR TERM PAPERS -
INTENSIVE WRITING COURSE
Title of paper
This paper submitted to
Dr. Charisse Coston
in partial fulfillment of the
requirements for the course
Title of course and Course number
Author of the paper
University of North Carolina
Department of Criminal Justice
Charlotte, North Carolina 28223
Spring 2012
Purpose of this check list..... The following suggestions offer practical advice to students preparing term papers or other written reports. You may find it helpful to read them through before starting a paper, and again, as a check list, after you finish your writing.
Outling and Rewriting
1. Prepare a detailed outline of your paper before you write it.
2. Assume that you will have to rewrite your paper at least once before you submit it.
3. When you have to do extensive work in revising a paper, use scissors and paste, combining the draft being revised with new materials.
4. Do not turn in copy which you have composed at your typewriter between 2:00 and 3:00 pm of the day on which the paper is due. Read and revise every sentence you write before you turn it in.
5. You should not expect someone else to read your material if it shows no evidence that you have first read it yourself and corrected errors in typing, spelling, punctuation, and the like.
Style
6. A paper usually calls for expository writing. Your job is to explain things. Write enough to make your explanation clear to a reader who knows nothing of your problem or materials or results.
7. Effective exposition often explains a point more than once; first in a general, comprehensive way; later in detail, point by point. Try this method.
8. Prefer short, familiar words to long ones.
9. Prefer short, simple sentences, if they tell a connected story, to long, involved sentences.
10. Prefer simplicity and directness of statement to verbal ornaments.
11. Some sentences are sure to be fairly long. Mix long and short sentences.
12. Write a passage or the whole paper, let it rest for two or three days and then read it over. Is it clear? Would someone else be able to get every point without difficulty.