Safety Management
Code: 101879 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2502501 Prevention and Integral Safety and Security | OT | 4 | 1 |
Contact
- Name:
- Diego José Calero Torta
- Email:
- diego.calero@uab.cat
Use of Languages
- Principal working language:
- spanish (spa)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- No
- Some groups entirely in Spanish:
- No
Teachers
- Pedro Velázquez Moreno
External teachers
- Diego José Calero Torta
Prerequisites
This subject does not have any pre-requierments
Objectives and Contextualisation
The general objective of the subject is to obtain the minimum knowledge required by a public safety officer at the local level, specified in the following specific objectives:
- Contextualize local public security management.
- Familiarize the student with the basic characteristics of the local police organizations and their functioning.
- Obtain a minimum knowledge of the management tools of the local police officer.
- Know the basic leadership skills necessary for the performance of the police leadership.
Competences
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Be able to adapt to unexpected situations.
- Communicate information , ideas, problems and solutions to both specialised and non-specialised publics.
- Efficiently manage technology in security operations.
- Generate innovative and competitive proposals in research and in professional activity developing curiosity and creativity.
- Identify, manage and resolve conflicts.
- Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
- Plan and coordinate the resources of the three large subsystems that interact in questions of security: people, technology and infrastructures.
- Respond to problems applying knowledge to practice.
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
- Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
- Use the capacity for analysis and synthesis to solve problems.
- Work in institutional and interprofessional networks.
Learning Outcomes
- Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
- Analyse the situation and identify the points that are best.
- Apply different management systems to public safety.
- Apply the different concepts involved in the internal and external communication of an organisation.
- Be able to adapt to unexpected situations.
- Critically analyse the principles, values and procedures that govern professional practice.
- Generate innovative and competitive proposals in research and in professional activity developing curiosity and creativity.
- Identify, manage and resolve conflicts.
- Propose new methods or well-founded alternative solutions.
- Propose projects and actions that incorporate the gender perspective.
- Propose viable projects and actions that promote social, economic and environmental benefits.
- Respond to problems applying knowledge to practice.
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
- Take decision relating to the contingencies involved in managing risks in public systems.
- Undertake collaborative management of private security plans.
- Use the capacity for analysis and synthesis to solve problems.
- Work in institutional and interprofessional networks.
Content
Public safety in local administration
Socioeconomic context
Public security concept. Dimensions of security
Public safety in local administration
Socioeconomic context
Public security concept. Dimensions of security
Public security from gender perspective
Public space and coexistence
The proximity police
Management of the security service
Organization of the police service
Technology applied to the security service
Incident management system
Ethical codes
Normative.
Control mechanisms.
The values
Exercise of directive functions. Tools for analysis, planning and definition of strategies in the field of security. Work methodology to address security conflicts.
Competences for the exercise of leadership in the field of security.
Communication and interpersonal understanding
Teamwork
Decision making
Conflict management
Organization and job planification.
Public space and coexistence
The proximity police
Management of the security service
Organization of the police service
Technology applied to the security service
Incident management system
Ethical codes
Normative.
Control mechanisms.
The values
Exercise of directive functions. Tools for analysis, planning and definition of strategies in the field of security. Work methodology to address security conflicts.
Competences for the exercise of leadership in the field of security.
Communication and interpersonal understanding
Teamwork
Decision making
Conflict management
Organization and job planification.
Methodology
Directed activities:
• Theoretical classes: master classes in full group
• Practical classes: resolution of cases with the active participation of the student
Autonomous activities:
• Resolution of practical cases: individual resolution of the exercises proposed by the teacher
• Rehearsal: readings programmed by the teacher
• Group work: practical cases worked in groups
Supervised activities:
• Individual work: work supervised by the teacher with special attention to its structure and conclusions.
• Presentation in the classroom.
• Group work: work supervised by the teacher with special attention to the methodology used.
• Debates and discussion forums
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Evaluation | 4 | 0.16 | 1, 2, 4, 3, 12, 7, 8, 9, 10, 11, 17, 16, 15, 13, 14, 20 |
| Theoretical and practical classes with the participation of students | 40 | 1.6 | 5, 6, 1, 2, 4, 3, 12, 7, 19, 8, 18, 9, 10, 11, 17, 16, 15, 13, 14, 21, 20 |
| Type: Supervised | |||
| Tutorials with the students | 12 | 0.48 | 5, 6, 1, 2, 4, 3, 12, 7, 19, 8, 18, 9, 10, 11, 17, 16, 15, 13, 14, 21, 20 |
| Type: Autonomous | |||
| Resolution of practical cases Realization of works Personal study | 94 | 3.76 | 5, 6, 1, 2, 4, 3, 12, 7, 19, 8, 18, 9, 10, 11, 17, 16, 15, 13, 14, 21, 20 |
Assessment
The tests will consist of two individual expositions of a prepared subject related to the world of public safety. The subject will be prepared individually and will be exhibited in a limited time. 30% of the grade (15% each test). There will be a third individual test that will consist of a critical review of a topic related to the management of complexity in the field of public safety. 10% of the grade.
This part will consist of the elaboration of an action plan to manage a security problem at the local level and the oral defense of the plan. It assumes 50% of the grade and has to demonstrate the knowledge achieved during the course, using the methodology of approach to the subject.
The participation in class and the delivery of exercises to the classroom will mean 10% of the grade.
In case of not passing the subject according to the aforementioned criteria (continuous evaluation), a recovery test may be done on the scheduled date to the schedule, and it will cover the entire contents of the program.
To participate in the recovery the students must have been previously evaluated in a set of activities, the weight of which equals a minimum of two thirds of the total grade of the subject. However, the grade that will be included in the student's file is a maximum of 5-Pass.
Students who need to change an evaluation date have to submit the request by filling in the document that you will find in the moodle space of Tutorització EPSI.
Notwithstanding other disciplinary measures deemed appropriate, and in accordance with current academic regulations, "in the event that the student makes any irregularity that could lead to a significant variation in the grade of an evaluation act, it will be graded with a 0 This evaluation act, regardless of the disciplinary process that can be instructed In case of several irregularities occur in the evaluation acts of the same subject, the final grade of this subject will be 0 ".
The tests / exams may be written and / ororal at the discretion of the teaching staff.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Delivery of the work done individually or in groups (indicated in class) | 40% | 0 | 0 | 5, 6, 1, 2, 4, 3, 12, 7, 19, 8, 18, 9, 10, 11, 17, 16, 15, 13, 14, 21, 20 |
| Participation of students in class and exercises carried out in the classroom | 10% | 0 | 0 | 5, 6, 1, 2, 4, 3, 12, 7, 19, 8, 18, 9, 10, 11, 17, 16, 15, 13, 14, 21, 20 |
| Written and / or oral tests that allow to value the knowledge acquired by the student | 50% | 0 | 0 | 1, 2, 4, 3, 12, 7, 8, 9, 10, 11, 17, 16, 15, 13, 14, 20 |
Bibliography
Alabart, A. (1996). La delinqüència a Barcelona: relaitat i por. Tretze anys d'enquestes de victimització,. Barcelona: Institut d'Estudis Metropolitans de Barcelona.
Alvarez Solves, J. (2009). Estilos de liderazgo en la Policía Local de la Comunidad Valenciana. Valencia: Universidad de Valencia, Facultad de Psicología, Departamento de Psicología Social.
Arzoz Santisteban, X. (2002). Videovigilancia y derechos fundamentals; análisis de la constitucionalidad de la Ley Orgánica 4/1997. REDC(64), 133 y ss.
Avila, S. (2014). La gestion emocional. Madrid: Pearson.
Avila, S. (2015). Aprendiendo a liderar. Madrid: Pearson.
Ballbé, M. (2006). Seguridad humana: del estado anómico al estado regulador. Barcelona: Escuela de Prevención y Seguridad Integral.
Beck, U. (1999). La sociedad del riesgo global. Madrid: Siglo XXI.
Belbin, M. (2009). Equipos Directivos. El porqué de su éxito o fracaso. New York: Belbin.
Bergalli, R. (1996). Control social punitivo:sistema penal e instancias de aplicación (policía, jurisdicción y cárcel). Barcelona: Bosch.
Berger, P. L. (1966). Coaching y liderazgo de equipos: coaching para un liderazgo con capacidad de transformación. Barcelona: Herder.
Berriatua San Sebastián, J. (1995). Aproximación al concepto de seguridad pública. RVAP, 738 y ss.
Blanchard, K. (2007). Liderazgo al mas alto nivel. Barcelona: Norma.
Bohigas, O. (2003). Realismo, urbanidad y fracaso. Pamplona: Tapa Blanda.
Boira, J. (1994). Espacio subjetivo y geografia. Barcelona: Nau Llibres.
Borja, J. (2005). Urbanismo i ciutadania, en Barcelona metrópolis mediterránea. Barcelona: Instituto de Cultura Ajuntament de Barcelona.
Capell i Manzanares, J. M. (2011). Ser policia. Barcelona: Plataforma editorial.
Carro, J. L. (1990). Sobre los conceptos de orden público, seguridad ciudadana y seguridad pública. Madrid: Ministerio del Interior.
Casino Rubio, M. (2003). Las funciones de las Policías locales en materia de seguridad y orden públicos en la Comunidad de Madrid. Barcelona: Bosch.
Castells, M. (2001). La conexión perversa: la economía criminal global. Madrid: Alianza.
Castiñeira, A., & M., L. J. (2012). El poliedre del lideratge. Barcelona: Barcino.
Castro, C. (1997). La geografia en la vida cotidiana. Barcelona: Serbal.
Catalunya, G. d. (1997). El modelo policial y sus retos de futuro. Barcelona: Viena Serveis Editorials S.L.
Cohen, S. (1985). Visiones del control social . Barcelona: PPU.
Curbet, J. (2001). La Policía Local en la encrucijada de la Nueva Era. Revista Policía Municipal, 16-39.
Díez Ripollés, J. (2005). De la sociedad del riesgo a la seguridad ciudadana: un debate desenfocado. Madrid: Civitas.
Dominguez, J., & X, V. (2000). La seguretat i la policia, entre modernitat i postmodernitat. Notes per a una anàlisi sistèmica sobre els seus processos de canvi. Revista Catalana de Seguretat Pública(6-7).
Escalante Catarroyo, J. (2004). Fundamentos jurídicos de la policía local. Revista Sector Seguridad, 110-112.
Esteve Pardo, P. (1999). Técnica, riesgo y Derecho. Barcelona: Ariel.
Fernandez, C., & Yñiguez, A. (2014). Gestió estratègica de la policia. Organització de l’eficiència en el treball policial. Sevilla: Punto Rojo Libros.
García Gil, F. J. (2006). Manual Práctico del Policía Local. 5ª edición. Pamplona: DAPP, Publicaciones Jurídicas S.L.
Garcia Morillo, J. (1999). El derecho a la libertad personal. Barcelona: Ariel.
Gil, T. (2001). Eficacia y sistemas de calidad en la policía. Bilbao: ENE.
Guillen, F. (1993). La competencia autonómica sobre coordinación de las Policías locales a la luz de la reciente jurisprudencia constitucional. Revista Catalana de Derecho Público, 177 y ss.
Guillen, F. (2016). Modelos de policía. Hacia un modelo. Barcelona: Bosch Editor.
Hall, E. (1988). La dimensión oculta. Méjico: Siglo XXI.
Harris, M. (1978). El desarrollo de la teoría antropológica. Madrid: Siglo XXI.
Ishikawa, K. (1985). Guía de control de la calidad. Madrid: UNIPUB.
Jericó, P. (2010). Heroes cotidianos. Barcelona: Planeta.
Larrauri, E. (1990). La herencia de la criminología crítica. Madrid: Siglo XXI.
Lewellwn, T. (1983). Antropología política. Barcelona: Bellaterra S.A.
Longo, F. (2004). Mérito y flexibilidad. Barcelona: Paidós Iberica.
Martín Fernandez, M. (1990). La profesión de policía. Madrid: Siglo XXI.
Martinez, R. (2001). Tecnologías de la información, policía y Constitución. Valencia: Tirant lo Blanch.
Nieto, A. (1975). Algunas precisiones sobre el concepto de policía. Revista de Administración Pública(81).
Picó, J. (1987). Teorías sobre el estado del bienestar. Madrid: Siglo XXI.
Rappoport, A. (1977). Aspectos humanos de la forma humana. Barcelona: Gili.
Recasens, A. (1992). El aparato policial como elemento de ruptura de la supuesta neutralidad en la aplicación del derecho. IVCongreso Español de Sociología.
Recasens, A. (2000). Les noves polítiques de seguretat. Revista Catalana de Seguretat Pública(6-7).
Recasens, A. (2007). La seguridad y sus políticas. Barcelona: Atelier.
Torrente Robles, D. (1997). La sociedad policial. Poder, trabajo y cultura en una organización local de policía. Barcelona: Universitat de Barcelona.
Velasco Caballero, F. (2006). Inmigración y policía administrativa de seguridad. Revista Catalana de Seguretat Pública, 227-230.
Villaverde Menendez, I. (2006). Nuevas tecnologías, videovigilancia, derecho a la protección de datos y ficheros policiales. Revista Catalana de Seguretat Pública(17).
Villoria, M. (1996). La modernización de la administración como instrumento al servicio de la democracia. Madrid: INAP-MAP.
Withworth, L., Kimsey-House, K., Henry, K.-H., & Sandahl, P. (2007). Coaching coactivo. Madrid: LID .
Wolf, E. (1966). Antropología social de las sociedades complejas. Madrid: Alianza.
Software
Moodle virtual classroom