The content of the Institute for Credible Leadership Development (ICLD IV) was researched and field tested for over a period of more than 30 years in university and justice and public safety environments including police, corrections, customs, immigration, homeland security, and private security. It is based on the breakthrough book titled, Every Officer is A Leader: Coaching Leadership and Learning in Justice, Public Safety and Security Organizations (Revised 2nd Edition). The course was filmed at LAPD and piloted in collaboration with Deputy Chief Mark Perez and his Team of Leaders at the Los Angeles Police Department. This highly competent team was carefully selected to be able to demonstrate the skills involved in Credible Leadership throughout the course.
The breakthrough of this course is that officers are now able to take self-responsibility for mastering the 60 Skills that enable them to perform the 40 Tasks and Responsibilities that research has revealed are critical for leadership success in justice and public safety. Never before has professional leadership been so well-defined and distilled so that it is easily and quickly learned. The course is a research-based, online, performance enhancement learning process that equips leaders to express more empathic caring, be more ethically conscious, and more capable of developing themselves, other leaders, teams and organizations.
At the end of Phase, students will be able to achieve the following objectives in accordance with the information received in class:
- Understand self-management skills for personal development.
- Have the ability to build strength and maintain a grounded state of resilience even in a high-stress situation.
- Develop a command presence based on a deep inner sense of calm and stability.
- Understand your own natural style of communicating with others
- To understand and apply the four Facilitative Conditions: Genuineness, Empathy, Respect, and Specificity.
- Understand the difference between Coaching, Counseling, and Mentoring.
- Understand the importance of accessing the development and functioning levels of others.
- Become more capable of creating high-performance and high-morale teams.
- Understand how Versatility Skills help you to develop your own style and become more responsive to the unique and changing characteristics of individuals, teams, and organizations.
At the end of Phase, students will be able to achieve the following objectives in accordance with the information received in class:
- Understand self-management skills for personal development.
- Have the ability to build strength and maintain a grounded state of resilience even in a high-stress situation.
- Develop a command presence based on a deep inner sense of calm and stability.
- Understand your own natural style of communicating with others
- To understand and apply the four Facilitative Conditions: Genuineness, Empathy, Respect and Specificity.
- Understand the difference between Coaching, Counseling and Mentoring.
- Understand the importance of accessing the development and functioning levels of others.
- Become more capable of creating high-performance and high-morale teams.
- Understand how Versatility Skills help you to develop your own style and become more responsive to the unique and changing characteristics of individuals, teams and organizations.
Anderson, T., et. al. (2012). Every Officer is a Leader: Coaching Leadership, Learning and Performance in Justice, Public Safety, and Security Organizations. New York: Troford.
Requirements:
- A working email account which is active.
- Reliable and regular access to a computer at least the size of a notebook.
- A quiet place to work at a computer.
- Reliable internet access for several hours per week for the duration of this course.
- Follow APA style for all writing assignments.
- Manual and learning resources available on-line.
Course Schedule: The course contains a total of 60 skills across 5 phases (12 skills each). Each phase contains lectures for each skill (overview, description, modeling, conclusion with resources), discussion boards and one quiz. The Learning Management System will require you to complete each lesson in a chronological order.
Self-Management Skills
- The Skill of Grounding: Focusing Awareness in the Present
- The Skills of Centering: Including Self in the Context of Events
- The Skills of Beliefs Clarification and Resolution
- Specifying Your Personal Purpose and Vision
- The Skill of Identifying Your Values
- The Skill of Life Planning to Provide Motivation and Balance
- The Skill of Educational Planning
- The Skill of Career Planning
- The Skill of Time and Priority Management
- The Skill of Stress Management
- The Skill of Energy Management
- The Skill of Maintaining a Positive Mental Attitude
Interpersonal Communication / Conflict Management and Problem Skills
- Self-Disclosure: Sharing Appropriately with Others
- Image Management: Taking Responsibility for How You See Yourself
- Impression-Management Skills: Taking Responsibility for How Others See You
- Attending: Giving Undivided Attention to Others
- Observing: Simply Seeing another Person without Distorting or Judging
- Suspending Frame of Reference: The Key to the Golden Rule
- Questioning: Appropriate Gathering of Information
- Listening: Checking for Others Intend to Mean
- Responding with Understanding: Getting on the Inside
- Assertiveness: Speaking Honestly and Kindly with Self-Control
- Confrontation: Telling People the Truth about Unacceptable Behavior
- Challenging: Helping Others to see Strengths and Opportunities and Move Towards Positive Change
Management and Opportunity Leveraging Skills
- Advanced Empathy
- Problem-Exploration: Facilitating the Exploration of Others’ External and Internal Problems
- Problem-Specification: The Most Complex Skill
- Problem-Ownership: Helping Ourselves and Others Own Up
- Goal-Setting: Securing Ownership to Get Commitment to Action
- Goal-Ownership: Securing Ownership to Get Commitment to Action
- Action-Planning: Exploring and Evaluating Specific Pathways for Achievement
- Implementing Action Plans: Increasing the Success Rate
- Confrontation: Pacing and Helping Others Face Self-Defeating Behaviors
- Self-Sharing: Giving Others Additional Perspectives With Your Own Story
- Immediacy: Helpful People Get Unstuck
- Making an Effective Referral to a Professional Helper
Team and Organization Development Skills
- Informal Assessment Skills: Walking Around Talking with People
- Formal Assessment: Research, Interviewing, and Reporting
- Problem-Management Facilitation: Leading Teams Through Resistance to Change
- Needs Clarification: Clarifying the Need for Change
- Readiness-Checking: Overcoming the Real Blocks to Change
- Values Alignment
- Vision and Purpose Consensus-Building
- Strategy-Consensus Building
- Implementation Planning: Specifying and Implementing Steps, Dates, and People to Expedite the Achievement of Goals
- Strategic Plan Monthly Review and Team Performance
- Leading teams Toward Continuous Learning for Continuous Improvement
- Building Accountability
Versatility Skills
- Assessment of Personal Styles and Style-Shifting
- Assessment of Roles and Role-Shifting into appropriate tasks
- Intentionally Assessing (53) Style, Readiness, Willingness and Ability, and (54) Shifting Skills
- Recognition of a Team’s or Organization’s Stage of Development
- Facilitation of the Organization Development Stages
- Formation and Facilitation of a Cross-Functional Continuous Improvement Team
- Assessment of Leadership Skills to Help Yourself and Others Plan for Further Development
- Coaching Other Leaders to Become More Effective Leaders
- Lead Environmental Scanning and Initiating Proactive Responses to Future Trends
Assignments and Grading: Passing Course Grade = 80% (accumulative grading)
Calculating your final grade is very straightforward. Your final grade is weighted. This basically means that all activities in the course contribute a percentage to your final grade as outline below. They fall into the following categories:
- Completing on-line lectures. Your participation is tracked by SCORM Tin-Can servers and you will not be able to make progress unless you record time required for each lecture.
- Participation in discussions boards (1 per lesson) – graded using rubric.
- Quizzes (1 per lesson) – graded.
The following is a detailed outline of weighted final grade scoring system:
- Complete On-Line Lectures – 40% of the final grade
- Participate and Complete Discussion Forums graded – 20% of the final grade
- Complete Quizzes (no retake) graded – 40% of the final grade
Academic Integrity Statement: A violation of academic integrity is any instance when a student attempts to pass off someone else’s words or ideas as their own, no matter where s/he obtained those words or ideas, and no matter where these ideas are presented. We practice using quotation and citation in this course so you can benefit from others’ ideas, while attributing them appropriately. There is nothing wrong with representing someone else’s ideas in your work; you just have to give them credit. Additionally, there is nothing wrong with getting help on an assignment, but the final product must be predominantly the result of your own work. All academic integrity violations in the course will result in an F on the assignment, and/or, a failing grade in the course, and/or referral to the college’s Academic Integrity officer. Our college gives four definitions of types of academic integrity violation:
- Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices or communication during an academic exercise.
- Plagiarism is the act of presenting another person’s ideas, discussion posts, essays, research or writings as your own.
- Obtaining Unfair Advantage is any activity that intentionally or unintentionally gives a student an unfair advantage in his/her academic work over another student.
- Falsification of Records and Official Documents.
