3 paragraphs discussion and then 3 paragraph response. i will attach the instructions and the response seperatly.


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CJ 455
Agency Administration
Discussion Board Assignment #6
Bad Leaders: Origins and Amelioration
Submission Instructions:
Due Date: Last day of the current learning module.
Points Possible: 30 points
Mode of Submission: Assignment must be submitted through the course discussion board.
In the current learning module, we will be examining a topic that we have previously touched
on in the course. More specifically, we will be examining bad leaders and bad leadership. We
previously mentioned these types of leaders very briefly, looking at them primarily through the
facet of how they negatively influence organizations. In this learning module, we will be
examining the issue of bad leaders in greater detail. We will specifically be examining several
readings in the Rosenbach, Taylor, and Youndt text that focus on bad leadership. In part, these
readings examine the characteristics of bad leadership and the factors that contribute to this type
of leadership. As part of this larger evaluation, the readings will also focus on bad leaders
themselves. The intent of the readings is to evaluate which factors differentiate good from bad
leaders. This is a critical aspect of our ongoing discussion, as it is not enough for us to
understand what bad leadership is or which types of leaders are associated with poor leadership.
Instead, we must go further in order to understand the real harm that these types of leaders cause
and what can be done to avoid putting these individuals in places where they can harm
organizations, employees, and broader society.
For this discussion forum assignment, you will be evaluating the concept of bad leadership
and the leaders that are associated with it. As you evaluate the relevant readings assigned for this
module, evaluate which common threads exist regarding the traits associated with poor leaders
and bad leadership. Are there any specific contributions (individual or contextual) to bad
leadership that are not included in the assigned readings? If so, what are they and why are they
important to providing a deeper understanding of this issue than is included in the assigned text
readings? Integrating information from all of the readings, but specifically the Allio chapter,
describe what can be done about bad leaders in contemporary organizations. Do you feel that it
is ever truly possible to eliminate bad leaders? Why or why not? What responsibility do
organizations have in preventing bad leadership? What about society in general? Discuss the
true nature of bad leaders in terms of whether they are born or made. Why is this distinction
important from a standpoint of preventing bad leaders from assuming positions of power and
harming the organizations they represent? Finally, while the readings are primarily dedicated to
private or public organizations, discuss whether you feel they are equally applicable to criminal
justice organizations. Are there any important differences in regard to bad leadership in criminal
justice organizations that the assigned readings did not touch on? If so, what are they and why
are they important?
Discussion Board Requirements:
#1.) You must post one primary response to the question asked above that is a minimum of 350
words in length, but can include additional as much additional information as you would like.
#2.) You must reply to the posts of at least two other students. The responses to other students
must be a minimum of 150 words in length, but can include additional information.
#3.) A minimum of at least two academically rigorous sources must be incorporated into your
primary post, one of which can be an assigned textbook. All sources must be appropriately cited
following American Psychological Association (APA) style guidelines
#4.) All postings must be made to the appropriate discussion board. If you are having problems
understanding how to access the discussion board contact your instructor immediately.
#5.) No points will be awarded for posts submitted after the identified submission deadlines and
no makeup assignments will be allowed.
#6.) All postings must be directly related to the discussion board topic. Please do not deviate
from the designated discussion topic and limit your responses to that topic only.
#7.) All postings must be appropriate. Any postings deemed inappropriate will be removed
from the discussion forum resulting in the forfeiture of any points earned for the assignment.
Critical responses are acceptable, but be professional and courteous when making them.
#8.) All postings must be substantive and add new meaning to the information that has already
been identified. Simple responses such as “great idea” or “I agree” are not sufficient and will
result in significant point reduction.
Grading Considerations:
Primary Post: 20 points possible
The primary post will be evaluated in regard to a number of factors, including but not limited to:
Post meets minimal length requirement.
Post is free of grammatical and structural errors.
Post focuses on identified topic and includes all necessary information.
Post includes a minimum of three appropriate external sources that are all correctly cited.
Post includes a quality of writing that is expected from graduate level coursework.
Reply Posts: 5 points possible for each
The reply posts will be evaluated in regard to a number of factors, including but not limited to:
Posts meet minimal length requirement.
Posts are free of grammatical and structural errors.
Post provides meaningful feedback directly applicable to original post.
Post includes a quality of writing that is expected from graduate level coursework.
Police use of force has been, and perhaps always will be, a very controversial
topic. Bad police decisions or a lack of public knowledge about the situation
creates tension between the police and the community, whether the use of
force was justified or unjustified. The two articles and the video discussed
how police use of force could be minimized for the benefit of both the
government and social justice. However, there will always be some situations
that require the use of force, including lethal force.
In the video, Fred Jones discussed how officers could understand their own
struggles, weaknesses, and emotions to be able to emphasize with the
community and engage in de-escalation. But de-escalation can only occur if
the situation has the appropriate conditions. There’s always a lot of talk
about the suspect’s condition, impairment, and willingness to cooperate, but
the responding officers likely have impairment of their own. With or without
emotional baggage, a huge source of impairment for officers is situational
stress. Officers who respond to a call are usually presented with ambiguity.
For the majority of humans, ambiguous situations give us a significant
amount of stress.
Officers are always on alert for danger, especially when responding to a call
about an armed suspect. While this is usually necessary, too much emphasis
may have been placed on how to handle stressful situations and
confrontational people with force (lethal or non-lethal). Compared to their
daily activities, officers spend a disproportional amount of time on firearms
and use of force training in the academy. This is important because they
should be able to competently handle dangerous tools, but training takes
over in times of stress.
De-escalation should be the goal when responding to call or handling a
situation. But even if an officer understands his emotions, received adequate
training, and has the best intentions, they may still have to use their pepper
spray or firearm. If de-escalation is the goal, then the officers should receive
significant training in the academy and periodically while serving- like with
firearms. Officers should also receive training on how to respond to
ambiguous situations, both internally and externally.
Hine, K.A., Porter, L.E., Westera, N.J., Alpert, G.P., & Allen, A. (2018).
Exploring police use of force decision-making processes and impairments
using a naturalistic decision-making approach. Criminal Justice and Behavior,
45(11), 1782-1801.

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