253 lines
13 KiB
Plaintext
253 lines
13 KiB
Plaintext
March 1990
|
||
|
||
POLICE RETIREMENT: THE IMPACT OF CHANGE
|
||
|
||
By
|
||
|
||
John M. Violenti, Ph.D
|
||
Department of Social and Preventive Medicine
|
||
State University of New York
|
||
Buffalo, New York
|
||
|
||
Retirement is an important life event, bringing with it many
|
||
adjustments and challenges. Changes in lifestyle, friendships,
|
||
self-esteem, and vocation are all part of the process.
|
||
|
||
Retirement is especially difficult for police officers who
|
||
leave the law enforcement profession at middle age, often
|
||
unprepared for the consequences of change. However, by providing
|
||
the necessary information to help them make crucial decisions
|
||
before retirement, officers can make a smooth and productive
|
||
transition into civilian life.
|
||
|
||
RETIREMENT CONSIDERATIONS
|
||
|
||
There are five general areas that police officers should
|
||
consider at the point of retirement:
|
||
|
||
* The rationale of a decision to retire
|
||
|
||
* The possible effects of retirement on officers and their
|
||
families
|
||
|
||
* Locating other jobs or continuing education
|
||
|
||
* Developing appropriate job-seeking and/or educational skills
|
||
|
||
* Finding job placement assistance
|
||
|
||
Rationale of the Decision
|
||
|
||
Perhaps the first concern is to determine why officers
|
||
decide to retire. Individuals who work in policing for 20-25
|
||
years have invested much time and personal sacrifice, making the
|
||
decision to ``hang up the uniform'' a difficult one. Officers
|
||
need to recognize, however, that there does come a time when that
|
||
decision must be made.
|
||
|
||
Decisions on whether to remain in the profession depend on
|
||
many factors. Some officers leave after 20-25 years of service
|
||
to find new opportunities; others because of job stress,
|
||
dissatisfaction, administrative problems, or discipline. Then
|
||
there are those who stay because they like police work and cannot
|
||
envision themselves doing anything else, while others stay
|
||
because of financial burdens, comfort and security, fear of
|
||
starting over, or because they have nothing else to do.
|
||
|
||
If officers decide to continue in policing, it should be for
|
||
the obvious reasons--dedication, love of police work, or
|
||
community spirit. To remain in police work for less acceptable
|
||
reasons is psychologically unhealthy for the officers and
|
||
unproductive for the department. If, on the other hand, officers
|
||
decide to retire, they should actively plan for the impact of
|
||
change.
|
||
|
||
Effects of Retirement
|
||
|
||
A second factor to consider is the effect that retirement
|
||
may have on officers. The transition from public servant to
|
||
private citizen can be difficult. There is a certain feeling of
|
||
isolation when officers must clean out their lockers and ``pack
|
||
it in.'' Uniforms, firearms, and the most prized possession--the
|
||
badge--must be relinquished. One officer described this process
|
||
as ``losing a part of my soul.'' These feelings are indicative
|
||
of a cohesiveness among police officers that is not found in many
|
||
other professions. When an officer leaves this environment,
|
||
feelings of detachment and fear may develop.
|
||
|
||
An officer's family is also affected by retirement. One
|
||
thing that is inevitable is the change in income; most
|
||
departmental retirement plans provide a 50-percent pay for
|
||
retirees. Many will also experience a decrease in medical and
|
||
dental benefits and an increase in insurance costs. Items like
|
||
vacation pay, rank, seniority, and privileges will no longer be
|
||
available.
|
||
|
||
Besides reduced income and benefits, the family must deal
|
||
with a change in lifestyle. Police families must adjust to
|
||
officers who do not find work and stay at home. If spouses are
|
||
working, an ego conflict may arise between husband and wife.
|
||
Perhaps children, most likely of college age, will have to find
|
||
alternative sources to pay tuition and other costs. Also,
|
||
mortgage, car, and other major expenses may have to be
|
||
readjusted.
|
||
|
||
Thus, before an officer retires, the family should be
|
||
involved in the decisionmaking process. By discussing these
|
||
issues beforehand, a family can develop strategies to deal with
|
||
them together.
|
||
|
||
Other Employment or Continuing Education
|
||
|
||
A third consideration for retiring officers to consider is
|
||
information about work and/or continuing education. Since most
|
||
officers intend to work in some capacity after retirement, a
|
||
major problem is finding another job. Forcese and Cooper (1) found
|
||
that retired police officers do not have many occupational
|
||
experiences other than policing. Few had carefully planned their
|
||
retirement in terms of income and developing alternative
|
||
vocations. Senior officers frequently assumed administrative
|
||
positions in other organizations, and line officers engaged in
|
||
manual labor in some self-employed capacity. Approximately 25
|
||
percent performed some type of security work after retirement.
|
||
|
||
Since police officers have few vocational alternatives, it
|
||
may be necessary to seek assistance in employment. State
|
||
employment job services are available in most areas for this
|
||
purpose. Services include aptitude and interest testing, ability
|
||
testing, job listings, and job-seeking skills. There is a
|
||
reference job guide called THE DICTIONARY OF OCCUPATIONAL
|
||
TITLES, (2) which gives a complete description of almost any
|
||
type of occupation. This guide is available at any public
|
||
library. Other sources for available jobs include newspapers,
|
||
civil and Federal job information centers, journals, and
|
||
contacts through friends and relatives. As for continuing
|
||
education, community colleges and universities generally do not
|
||
require entrance tests for part-time adult students. Police
|
||
officers are usually good students because of their life
|
||
experiences. Many colleges offer credit for such experiences,
|
||
as well as academic and vocational training. Catalogs of
|
||
courses and activities are available upon request from colleges.
|
||
|
||
Seeking Another Job
|
||
|
||
Just knowing what kind of job one desires is
|
||
not sufficient to get that job. Most individuals who seek a
|
||
career change at middle age have inadequate job-seeking
|
||
behaviors. They have not been in the job hunting market for a
|
||
long time. Thus, a fourth area for officers to consider is to
|
||
get training in the job-seeking process. Practical tasks like
|
||
writing resumes, cover letters, filling out job applications,
|
||
and interviewing techniques are helpful. Again, State job
|
||
services provide training sessions in these areas. Also, local
|
||
high schools may have evening adult programs designed to assist
|
||
in gaining these important skills. If they are not available,
|
||
libraries have many self-help books on applying for jobs.
|
||
|
||
Job Placement
|
||
|
||
A fifth factor to consider is where to find job
|
||
placement should individual job searches be unsuccessful.
|
||
Generally, State and local employment services are best. These
|
||
services have the resources and training available to help the
|
||
individual find work, and they are free. Some people turn to
|
||
private agencies for placement, but there may be a fee involved.
|
||
If one feels more at ease with other police officers, a
|
||
suggestion might be to start a job club. A group of officers
|
||
can meet on a weekly basis and discuss their job-hunting efforts
|
||
and resources among the group. Often, information is developed
|
||
in such groups which is beneficial to individual members. The
|
||
old adage that ``many heads are better than one'' certainly
|
||
applies here. This approach has been very successful in other
|
||
occupational groups. It is important to realize that status as
|
||
an ex-police officer may affect a prospective employer's
|
||
decision to hire. In the majority of cases, being a police
|
||
officer is beneficial to the job applicant. There are some
|
||
employers, however, who may be hesitant about hiring ex-police
|
||
officers. They may have developed inaccurate stereotypes (most
|
||
likely from television) of police officers as insensitive
|
||
ruffians who could not possibly do anything else but be a
|
||
``cop.''
|
||
|
||
Officers should be aware of this apparent occupational
|
||
prejudice. A good practice would be to determine beforehand if
|
||
the employer has turned down officers in the past. This can be
|
||
done by contacting other retirees from the department who may
|
||
have applied for a position with the company in question. If
|
||
employment is still desired, it may become necessary not to
|
||
mention a previous police career but to list only experiences
|
||
and transferable skills developed in that career. Fortunately,
|
||
organizations who react this way to police officers are scarce.
|
||
|
||
Another possible area of discrimination is age. Employers may
|
||
prefer younger employees and program their hiring practices
|
||
toward such persons. The retiring police officer, who may be
|
||
between 40-50 years of age, is at a disadvantage. Although
|
||
Federal law prohibits discrimination on the basis of age, it is
|
||
important to be aware that it does happen. Job applicants may
|
||
legally be requested to give their ages, but the potential
|
||
employer may not use this information as a reason to not hire an
|
||
applicant. If retired officers believe they have been
|
||
discriminated against because of age, there is legal recourse
|
||
available through the Equal Employment Opportunity Commission
|
||
(EEOC) free of charge. Any person over the age of 40 is
|
||
considered part of a protected class.
|
||
|
||
Retired police officers should not become discouraged when
|
||
seeking another job. Often, it takes from 6 months to a year to
|
||
find a job. In the meantime, continued association with police
|
||
friends and the department offers a good source of support when
|
||
times seem difficult. Always remember that police officers,
|
||
with all their life experiences and skills, are valuable assets
|
||
to the community.
|
||
|
||
THE ROLE OF THE DEPARTMENT
|
||
|
||
For the good of the department, as well as the individual
|
||
officer, provisions should be made for a retirement
|
||
counseling/career guidance training program. The program should
|
||
include resources from the community that will assist officers
|
||
through the retirement process. Topics might include retirement
|
||
benefits, insurance, job-seeking techniques, psychology of
|
||
retirement, and financial management. If resources are
|
||
available, a job resource bank and placement center could be
|
||
developed within the department. Through contact efforts of a
|
||
placement officer, retiring officers would have a listing of
|
||
jobs available in the community.
|
||
|
||
Departments will profit from such a program. Many are
|
||
employing officers who are there simply because they do not know
|
||
how or when to leave. With departmental guidance to help these
|
||
officers make a decision, this problem can be reduced
|
||
substantially.
|
||
|
||
CONCLUSION
|
||
|
||
Although retirement is often considered by police officers
|
||
as a final reward, careful consideration must be given to its
|
||
consequences. The best way to deal with retirement is to
|
||
prepare adequately. Plan for both good and bad experiences.
|
||
For those who have served their community well, retirement and
|
||
possibly a new career are well-deserved. Retirement can
|
||
certainly be the best part of a police officer's life, if one is
|
||
properly and systematically prepared for the change.
|
||
|
||
FOOTNOTES
|
||
|
||
(1) D. Forcese and J. Cooper, ``Police Retirement Career Succession
|
||
or Obsolescence,'' Canadian Police College Journal, vol. 9,
|
||
1985, pp. 413-424.
|
||
|
||
(2) The Dictionary of Occupational Titles is a collection of job
|
||
descriptions in the United States. It is useful in determining
|
||
the qualifications, requirements, and description of
|
||
occupations.
|
||
|
||
_____________
|
||
|
||
For additional information on retirement counseling and
|
||
career guidance training, contact the author at the Department
|
||
of Social and Prevention Medicine, State University of New York
|
||
at Buffalo, 2211 Main Street, Buffalo, NY 14214.
|
||
|
||
|