U.S. Department of Justice

Office of Community Oriented Policing Services

Problem-Oriented Guides for Police 

Problem-Solving Tools Series

No. 9

Enhancing the Problem-Solving Capacity of 

Crime Analysis Units

Matthew B. White

www.cops.usdoj.gov

Matthew B. White

This project was supported by cooperative agreement 

#2006CKWXK003 by the Office of Community Oriented 

Policing Services, U.S. Department of Justice. The opinions 

contained herein are those of the author and does not 

necessarily represent the official position of the U.S. 

Department of Justice. References to specific companies, 

products, or services should not be considered an endorsement 

of the product by the author or the U.S. Department of Justice. 

Rather, the references are illustrations to supplement discussion 

of the issues.

© 2008 Center for Problem-Oriented Policing, Inc. The U.S. 

Department of Justice reserves a royalty-free, nonexclusive, and 

irrevocable license to reproduce, publish, or otherwise use, and 

authorize others to use, this publication for Federal Government 

purposes. This publication may be freely distributed and used 

for noncommercial and educational purposes.

www.cops.usdoj.gov

ISBN: 1-932582-85-1

February 2008

Problem-Oriented Guides for Police

Problem-Solving Tools Series

Guide No. 9

Enhancing the Problem-Solving 

Capacity of Crime Analysis 

Units

Introduction i

About the Problem-Solving Tools Series

The Problem-Solving Tool guides are one of three series of 

the Problem-Oriented Guides for Police. The other two are the 

problem-specific guides and response guides. 

The Problem-Oriented Guides for Police summarize knowledge 

about how police can reduce the harm caused by specific 

crime and disorder problems. They are guides to preventing 

problems and improving overall incident response, not 

to investigating offenses or handling specific incidents. 

The guides are written for police—of whatever rank or 

assignment—who must address the specific problems the 

guides cover. The guides will be most useful to officers who:

• understand basic problem-oriented policing principles and 

methods

• can look at problems in depth

• are willing to consider new ways of doing police business

• understand the value and the limits of research knowledge

• are willing to work with other community agencies to find 

effective solutions to problems.

The Problem-Solving Tools summarize knowledge about 

information gathering and analysis techniques that might 

assist police at any of the four main stages of a problemoriented project: scanning, analysis, response, and assessment. 

Each guide:

• describes the kind of information produced by each 

technique 

• discusses how the information could be useful in problemsolving 

• gives examples of previous uses of the technique

• provides practical guidance about adapting the technique to 

specific problems
ii Enhancing the Problem-Solving Capacity of Crime Analysis Units

• provides templates of data collection instruments 

(where appropriate)

• suggests how to analyze data gathered by using the 

technique

• shows how to interpret the information correctly and 

present it effectively

• warns about any ethical problems in using the technique, 

• discusses the limitations of the technique when used by 

police in a problem-oriented project

• provides reference sources of more detailed information 

about the technique and

• indicates when police should seek expert help in using the 

technique. 

Extensive technical and scientific literature covers each 

technique addressed in the Problem-Solving Tools. The guides 

aim to provide only enough information about each technique 

to enable police and others to use it in the course of problemsolving. In most cases, the information gathered during a 

problem-solving project does not have to withstand rigorous 

scientific scrutiny. Where police need greater confidence in 

the data, they might need expert help in using the technique. 

This can often be found in local university departments of 

sociology, psychology, and criminal justice. 

The information needs for any single project can be quite 

diverse, and it will often be necessary to use a variety of data 

collection techniques to meet those needs. Similarly, a variety 

of different analytic techniques may be needed to analyze the 

data. Police and crime analysts may be unfamiliar with some 

of the techniques, but the effort invested in learning to use 

them can make all the difference to the success of a project.

The COPS Office defines community policing as “a policing 

philosophy that promotes and supports organizational 
Introduction iii

strategies to address the causes and reduce the fear of crime 

and social disorder through problem-solving tactics and 

police-community partnerships.” These guides emphasize 

problem-solving and police-community partnerships in the context of 

addressing specific public safety problems. For the most part, 

the organizational strategies that can facilitate problem-solving 

and police-community partnerships vary considerably and 

discussion of them is beyond the scope of these guides.

These guides have drawn on research findings and police 

practices in the United States, the United Kingdom, Canada, 

Australia, New Zealand, the Netherlands, and Scandinavia. 

Even though laws, customs and police practices vary from 

country to country, it is apparent that the police everywhere 

experience common problems. In a world that is becoming 

increasingly interconnected, it is important that police be 

aware of research and successful practices beyond the borders 

of their own countries.

Each guide is informed by a thorough review of the research 

literature and reported police practice, and each guide is 

anonymously peer-reviewed by a line police officer, a police 

executive and a researcher prior to publication. The review 

process is independently managed by the COPS Office, which 

solicits the reviews. 

The COPS Office and the authors encourage you to provide 

feedback on this guide and to report on your own agency’s 

experiences dealing with a similar problem. Your agency 

may have effectively addressed a problem using responses 

not considered in these guides and your experiences and 

knowledge could benefit others. This information will be used 

to update the guides. If you wish to provide feedback and 

share your experiences it should be sent via e-mail to 

cops_pubs@usdoj.gov
iv Enhancing the Problem-Solving Capacity of Crime Analysis Units

For more information about problem-oriented policing, visit 

the Center for Problem-Oriented Policing online at 

www.popcenter.org. This web site offers free online access to:

• the Problem-Specific Guides series

• the companion Response Guides and Problem-Solving Tools series 

• instructional information about problem-oriented policing 

and related topics 

• an interactive problem-oriented policing training exercise

• an interactive Problem Analysis Module

• a manual for crime analysts

• online access to important police research and practices

• information about problem-oriented policing conferences 

and award programs. 
Acknowledgments

The Problem-Oriented Guides for Police are produced by the 

Center for Problem-Oriented Policing, whose officers are 

Michael S. Scott (Director), Ronald V. Clarke (Associate 

Director) and Graeme R. Newman (Associate Director). 

While each guide has a primary author, other project team 

members, COPS Office staff and anonymous peer reviewers 

contributed to each guide by proposing text, recommending 

research and offering suggestions on matters of format and 

style. 

The project team that developed the guide series comprised 

Herman Goldstein (University of Wisconsin Law School), 

Ronald V. Clarke (Rutgers University), John E. Eck (University 

of Cincinnati), Michael S. Scott (University of Wisconsin Law 

School), Rana Sampson (Police Consultant), and Deborah 

Lamm Weisel (North Carolina State University.) 

Members of the San Diego; National City, California; and 

Savannah, Georgia police departments provided feedback on 

the guides’ format and style in the early stages of the project.

Cynthia E. Pappas oversaw the project for the COPS Office. 

Research for the guide was conducted at the Criminal Justice 

Library at Rutgers University under the direction of Phyllis 

Schultze. Stephen Lynch edited this guide.

Acknowledgments v

contents

About the Problem-Solving Tools Series. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Crime Analysts and Crime Analysis Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Nine Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

1. Are Your Analysts Able to Focus on Their Core Analytic Function? . . . . . . . . . . . . . . 4

2. Are Your Analysts Learning about Problem-Oriented Policing?. . . . . . . . . . . . . . . . . 6

3. Are Your Analysts Learning Problem-Solving Skills and Techniques? . . . . . . . . . . . . 8

4. Are Your Analysts Learning as a Team? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

5. Do Your Analysts Have Adequate Technical Support?. . . . . . . . . . . . . . . . . . . . . . 12

6. Are Your Analysts Free to Be Objective? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

7. Are Your Analysts Properly Integrated into the Decision-Making Process? . . . . . . 15

8. Is the Importance of Analysis Adequately Recognized in Your Department? . . . . . 16

9. Are Your Analysts Properly Paid? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Other Problem-Oriented Guides for Police . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Contents vii

Introduction 1

Introduction

The theoretical framework of problem-oriented policing has evolved 

steadily over the past few decades and it has become increasingly 

clear how much the approach depends for its success on the careful 

analysis of data about crime problems. Indeed, problem-oriented 

policing and data analysis are highly interdependent. A framework 

for problem-oriented policing is of little use if good data are not 

available and, similarly, complex data about crime problems require 

a meaningful framework for analysis. In fact, methods of capturing 

and analyzing data about crime problems have rapidly developed 

at the same time as advances have been made in the theory of 

problem-oriented policing agenda.1 Computerized crime data and 

geographic information systems (GIS) are just two examples.2

Attracted by these developments, a cadre of young, well-trained 

analysts has been recruited into policing. Many of them have good 

technical skills and may even hold degrees in non-policing fields 

such as Geography that provide training in advanced mapping and 

GIS. They are eager to put their knowledge to work in order to 

“make a difference,” which is why many have opted to join police 

departments rather than work in some other public or private setting 

where they could earn much more money. 

Police managers who wish to benefit from these developments and 

implement a program of problem-oriented policing must ensure 

that their crime analysts are properly inducted into the police 

environment and that their analytical work is fully integrated into 

departmental operations. They will then be able to take their proper 

role as central members of the team in problem-solving projects. 

This guide is intended to help police managers attain this goal. 
2 Enhancing the Problem-Solving Capacity of Crime Analysis Units

Merely expanding analytical capacity cannot on its own 

further a commitment to problem-oriented policing within a 

department. Efforts to enhance the unit must be supported 

throughout the chain of command. High-level oversight and 

support is essential to the reallocation of traditional crime 

analysis duties and to ensuring that the work of the crime 

analysis unit maximizes the role of problem-oriented policing 

throughout the agency. 

Crime Analysts and Crime Analysis Units

Crime analysts are known by many titles: police analysts, 

management analysts, intelligence analysts, research analysts, 

and planning analysts. Whatever they are called, however, their 

responsibilities—collecting, collating, distilling, interpreting, 

and presenting data and information—are similar. They are 

typically tasked with a long list of duties, such as diagnosing 

emerging crime trends, creating administrative reports, and 

identifying likely suspects. With developments in user-friendly 

technologies, some of these traditional functions might be 

performed by line officers or administrative assistants, but 

many will not; thus the core functions of the analysis unit 

must be preserved at the same time as its ability is enhanced 

to serve problem-oriented policing. 

Despite the uniformity of duties, great diversity exists in and 

among analysts and analysis units. The advice contained in 

this guide would be of less value for very small departments 

with only one or two analysts on staff. It is primarily intended 

for larger departments with a separate crime analysis unit 

employing several analysts, some of whom might be recent 

recruits of the kind mentioned above. 
Nine Questions 3

Nine Questions 

This guide is organized around nine fundamental concerns, 

framed here as questions, which must be addressed when 

developing a problem-solving capacity within a crime analysis 

unit. The starting point will vary with the existing resources 

within the agency and on the extent to which new resources 

can be deployed. The questions are as follows: 

Are Your Analysts Able to Focus on their Core Analytic 

Function?

Are Your Analysts Learning about Problem-Oriented 

Policing?

Are Your Analysts Learning Problem-Solving Skills and 

Techniques?

Are Your Analysts Learning as a Team?

Do Your Analysts Have Adequate Technical Support?

Are Your Analysts Free to Be Objective?

Are Your Analysts Properly Integrated into the 

Decision-Making Process?

Is the Importance of Analysis Adequately Recognized 

in Your Department?

Are Your Analysts Properly Paid?

Some of these questions have simple actionable answers; 

others do not. Many cannot be addressed without the full 

cooperation of the head of the analysis unit. Still others 

will require seemingly simple solutions—but in the face of 

structures that are resistant to development and change. 

Moreover, care must be taken to ensure that progress 

does not erode in one area while your attention is directed 

elsewhere. Attending to each question increases the likelihood 

that the crime analysis unit will contribute meaningfully to 

your departmental problem-solving efforts. 

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4 Enhancing the Problem-Solving Capacity of Crime Analysis Units

Are Your Analysts Able to Focus on Their Core 

Analytic Function?

Analysts are often asked to perform a variety of non-analytical 

tasks, including providing computer and software support, 

secretarial and administrative assistance, and audiovisual and 

other technological aid. They are often assigned these duties 

because no one else is available to do them. Consequently, 

much of their time is spent doing other things. Their skills 

become more general, rather than specialized, as their time 

is frittered away on a scattering of requests and demands. If 

analysts are to perform high order analytical tasks, they must 

be free from non-analytical duties. Analysts should not be used 

to cover for departmental shortfalls, technical or otherwise. 

Neither should they be a crutch for poor resource allocation, 

training, or time management. Analysts will never fill their 

proper roles and functions if they cannot be fully committed 

to them. 

In addition to protecting analysts from non-analytical duties, 

the evolution of problem-solving requires that routine analysis 

be put on hold at certain periods of time. Analysts must be 

able to dedicate time and effort to learning the new tools and 

methods needed for problem-solving. They must consistently 

sharpen their skills and knowledge over time. 

Too often, crisis management and recurring obligations (e.g., 

weekly briefings or monthly reports), even when appropriately 

assigned, can prevent the development of new skills and 

capacities. Moreover, developing the specialized skills 

necessary for problem analysis requires ongoing assignment 

of staff. Consistency and balance in personnel is critical to 

ensuring that skills are developed and enhanced. The biggest 

long-term risk to analysts is a lack of professional progression. 
Nine Questions 5

Any group of analysts possesses inconsistent skill sets; and 

indeed, varying skills can be of great benefit to the unit as 

a whole if properly managed. However, this can result in a 

disproportionate workload if some skill or another is more 

needed or appreciated. Thus, you should avoid relying too 

heavily on any one analyst or any one particular skill. Rather, 

attempt to establish consistency through training, information 

sharing, and collective brainstorming. Skills that are shared 

among analysts will ensure a more balanced workload. 

Recommendations

Ensure that your analysts spend most of their time 

doing analysis and that they are properly trained for 

their role. Look closely at what they are doing and deal 

with the reasons they are not doing more analysis. This 

might not be easy: often it is shortcomings in other areas 

(information technology, administrative support, command 

structures, legal compliance, etc.) that create extraneous 

burdens on analysts.

Help analysts distinguish the important from the urgent. 

Analysts often find it difficult to find time to complete 

the important, because of the constantly urgent. Problemoriented policing often suffers because, while potentially 

far more important, it is not as urgent as what is needed to 

put out the latest ‘fire’. 

Consider overtime or other incentives if extraneous duties 

push your analysts’ problem-oriented work to the back 

burner.

1.

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3.
6 Enhancing the Problem-Solving Capacity of Crime Analysis Units

Are Your Analysts Learning about Problem-Oriented 

Policing?

Most analysts have had only limited exposure to the principles 

of problem-oriented policing and some traditionally trained 

analysts have never heard of it at all. They must therefore be 

trained in the core concepts of problem-oriented policing. 

As a first step, analysts should be encouraged to read Crime 

Analysis for Problem Solvers3 and to consult materials on www.

popcenter.org, the web site of the Center for ProblemOriented Policing. They should also be encouraged to attend 

training sessions and seminars, including the annual ProblemOriented Policing Conference and the annual meetings of the 

International Association of Crime Analysts, where they can 

network with other like-minded analysts. If budgeting allows, 

consider hiring experts as departmental consultants and allow 

analysts to visit agencies with a track record of successful 

problem-oriented projects. Finally, analysts should be given 

every opportunity to participate as integral members of the 

team in problem-oriented projects. Practical experience will 

help them develop the confidence to apply new techniques 

and might even allow them to find new uses for old 

techniques. 

Most police meetings about problems are not problemoriented in nature; neither do they provide the same 

experience as problem-oriented policing projects. Managers 

should guide these projects to ensure that problem-solving 

efforts remain at the core of the approach. A cornerstone 

of effective guidance and supervision for crime analysts is 

nurturing a relentless and methodical approach to attacking 

problems. Problem-oriented methods do not always lead to 

quick success and, in fact, trial and error learning is expected. 

This is in contrast to traditional policing approaches, which 
Nine Questions 7

focus on immediate responses to changing needs and 

circumstances. Analysts who are used to operating along such 

traditional lines often struggle with the longer term needs of 

problem-oriented projects. Scope creep, loss of focus, and 

confusing tactical responses can fray the edges of any effort. 

When combined with the myriad challenges associated with 

real world problem-solving, these seemingly minor difficulties 

can lead to disappointment and disillusion. 

It is therefore vital to instill the methodical long-term nature 

of problem-oriented policing in a team accustomed to nonmethodical, short term tasks. When this is done successfully, 

analysts can sometimes be the glue that holds a project 

together because their methodical operations push the project 

from one stage to the next. 

Recommendations 

Budget time and money for training in problem-oriented 

policing. Allow your analysts to attend training sessions, 

to acquire books and materials, and to elicit expert advice 

as needed. 

Ensure that analysts understand the relatively long-term 

nature of problem-oriented policing projects and the part 

that they can play in driving forward the project by rapidly 

answering and raising new questions that are revealed by 

analysis.

Inexperienced problem-oriented analysts and their teams 

often need oversight or coaching to ensure that a project 

progresses. If this oversight cannot be provided in-house 

do not hesitate to bring in problem-oriented expertise 

from outside the department to take on this role.

Ensure that analysts work with commanders who 

understand their roles and needs and who share the 

problem-oriented policing vision. 

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8 Enhancing the Problem-Solving Capacity of Crime Analysis Units

Are Your Analysts Learning Problem-Solving Skills 

and Techniques?

Traditional analytical skills closely mirror those needed by 

problem analysts. Both need timely and accurate information 

and both engage in similar analyses to distill data. Police data 

is heavily relational; analysts of both types must understand 

the nature of these relationships and how they can be 

deconstructed. However, problem-solving calls for a different 

application of technology and data than traditional tactical 

analysis. In particular, it requires the analyst to expand the 

breadth and scope of the data in order to be able to, (1) 

analyze the diverse factors that contribute to a particular 

problem and, (2) assess the effectiveness of the responses 

implemented. 

Good data is at the heart of good analysis and it is important 

that analysts dedicate time to establishing a timely flow of 

appropriate data. Because data collection is rarely done with 

sophisticated analysis in mind, data must often be processed 

for analytical needs. Moreover, because the data flow must 

be dynamic, changes to data processing are often necessary. 

As analysts get more sophisticated and the analytical process 

gets more streamlined, so should the data. Without consistent 

and accurate data, much of the time and money spent on 

tools and techniques will be wasted. Flexibility and creativity 

are more likely to produce better and faster results than are 

more complicated or sophisticated software products and 

techniques. 

Problem-solving also sometimes requires analysts to seek 

out or even create data sets that have never existed before. 

Analysts engaged in real world problem-solving are less reliant 

on traditionally-structured quantitative data. Qualitative and 

unstructured data (including free-form field reports and other 

unstructured narratives) take on great importance in many 
Nine Questions 9

problem-solving efforts. Problem-solving analysts must be 

adept at sifting and shaping these data sets into a cohesive 

form that can provide meaningful insight into a specific crime 

problem. But they must also possess an understanding of 

traditional policing practices and must be able to synthesize 

their analytical training with traditional theories, data, and 

technologies. It is this combination of skills—analytical and 

practical—that makes problem-solving analysts so valuable. 

This guide does not consider individual software applications, 

databases and data structures, or specific analytical techniques. 

In fact, the only professional consensus seems to be in the 

types of technologies that are useful—i.e., relational databases, 

spreadsheets, statistical software, geographic information 

systems, web technologies, reporting software, link software, 

text analytics software, online analytical processing (OLAP) 

software, and so forth. There is certainly no consensus 

regarding specific hardware or software applications; the 

best methods for storing, retrieving, and processing various 

data types; or the best methodologies to apply to specific 

problems. Moreover, any consensus would likely be shortlived, as all of these applications and processes are subject to 

dramatic change as technology and methodology evolve due 

to cost, scale, experience, and any number of other factors.

Automation and newer, easier to use tools are a constant; 

data storage, structures, and mining techniques change. 

Analysts should be at the forefront of these evolving skills 

and technologies. They must be able to take advantage of 

everything that the current technologies offer while at 

the same time having the freedom to explore advances 

that will allow them to maximize their effectiveness in 

the future. Managers should work to create a professional 

environment that allows analysts to remain current with 

evolving technologies so that they can converse fluently with 

information technology personnel.
10 Enhancing the Problem-Solving Capacity of Crime Analysis Units

Recommendations

Ensure that analysts are constantly exploring new tools 

and techniques that will make them faster and more 

flexible.

Help analysts get the data they need; do not assume that 

web sites or software packages will suit their needs. 

Work to prevent analysts from relying on programming 

they do not fully understand.

Always ensure that new technology is tested on your 

department’s own data to make sure that it suits your 

particular needs.

Are Your Analysts Learning as a Team?

Although the analytical duties related to any particular 

problem-oriented policing project can usually be performed 

by a single analyst, their close association with other likeminded individuals is vital. Relying on others to provide 

access to information, explanations, and interpretations is 

critical. Analysts should not be isolated for extended periods 

of time—either from their peers within the agency or from 

the network of problem-solving crime analysts across the 

country. Staying connected to other problem-solving analysts 

and professionals inside and outside their own agency 

will allow analysts to keep up with new developments in 

technology, to become aware of best practices, to increase 

efficiency, and to learn new skills. Their connection to other 

problem solvers can strengthen their commitment to problem 

analysis. 

Analysts are often physically relocated to be closer to the 

team members whose work they are to support. This has 

obvious advantages, but it can fragment the network of 

analysts, who are likely to thrive among their peers. Worse, 

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Nine Questions 11

prolonged relocation can dull the specialized skills and 

knowledge that makes analysts unique. It is important to 

recognize that analytical decentralization can carry long-term 

disadvantages that might outweigh short-term benefits. Even 

when centralized, however, analysts should not be tied to their 

desks. Managers must balance in-house duties with out-ofoffice time that will allow analysts to build networks that can 

aid in problem-solving. This can include remote meetings, 

joint data collection efforts, research trips, and a host of other 

activities that can enhance their ability to impact people and 

problems.

Whether analysts are housed together or are deployed 

throughout the department, it is important to strike a 

balance between short-term tactical goals and long-term 

developmental objectives. Coordinating problem-solving 

efforts and nurturing progressive analysts well suited to 

their mission requires that analysts work and learn as a 

team. Of course, certain analysts will acquire specialized 

skills and interests over time. Although the full breadth of 

analytical knowledge and skill should be acquired by all team 

members—cross-training and role switching is very important 

to any analyst’s growth—some specialization can also be 

efficient. However, as with any assignment, teamwork should 

be aggressively promoted.

Recommendations

Ensure as much centralization as possible, even if it is 

only based on ongoing cross-training and information 

sharing. 

Ensure that analysts who are centralized are also mobile; 

they should regularly spend time with those they support 

while at the same time having access to a full array of 

tools, data, and peer support. 

1.

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12 Enhancing the Problem-Solving Capacity of Crime Analysis Units

Recognize that providing diverse tactical and technological 

support can endanger collective analytical progress. 

To counteract this, set a baseline for acceptable overall 

skills and knowledge and hold all team members to it, 

regardless of their specific roles. 

Consider personality and new skill sets when hiring with 

an eye to building a diverse analytical unit that can operate 

as a team while at the same time assisting each other in 

their professional growth. 

Do Your Analysts Have Adequate Technical Support?

The support of information technology specialists is needed 

throughout all sectors of a police agency, but is nowhere 

more critical than within the crime analysis unit. Crime 

analysts are not programmers, database architects, or network 

engineers; rather, they rely heavily on the expertise of 

these individuals to create and maintain much of the data, 

infrastructure, hardware, software, and other tools needed to 

support their job functions. Given this support, analysts will 

make more of the data, better tool choices, experience fewer 

software problems, create less problematic databases, and 

develop more efficient analytical plans. 

In fact, better technology will improve analytical efficiency 

especially when dealing with non-traditional data. Many 

problem-solving efforts take far too long and are far short 

of the quality that could have been achieved because of a 

lack of appropriate data and technology. Although advanced 

technology is not necessary for limited or pilot analysis 

projects, it is critical to the implementation of efficient 

institutional problem analysis.

3.

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Nine Questions 13

Some analysis units owe their successes to technical support 

that is integrated into the unit. In-house technological support 

is sometimes born of necessity, because police information 

technologists are often focused on the needs of officers and 

commanders, rather than on those of analysts. Moreover, 

analysts often require tools and techniques that are far ahead 

of what agency programmers can provide. In fact, it is often 

analysis that drives technological innovation. Giving analysts 

technical priority might be resisted, but it can actually improve 

responsiveness and efficiency department-wide by providing 

patrol officers with products and methods that are precisely 

tailored to effective crime and disorder reduction. Although 

problem-solving is about much more than just technology 

and data, downplaying their importance will hamper projects 

sooner rather than later. If managed properly, growing 

analytical sophistication can improve information technology 

throughout the agency—and by doing so prevent drag on 

institutional problem analysis.

Recommendations 

Help build a strong and positive working relationship 

between analysts and information technology staff, but 

do not force analysts to rely on information technologists 

who cannot commit to their needs. 

Because many technology units are barely able to support 

current departmental-wide needs, a rapidly evolving 

technical crime analysis staff can quickly overwhelm 

technology units with requests. If no other solution can 

be found, consider allowing the analysis unit to hire its 

own experts and programmers, which will allow it secure 

and direct access to the data it needs. While this might be 

resisted by the technology department, it is a model that 

has proven successful in many cities. 

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14 Enhancing the Problem-Solving Capacity of Crime Analysis Units

Are Your Analysts Free to Be Objective?

In many agencies, analysts do not feel free to provide 

information that contradicts desired outcomes. This can 

occur for a number of reasons. Some analysts might feel too 

intimidated to risk offering strategic suggestions that are at 

odds with established opinions. In other instances, analysts 

might not have the credibility or clout to make their opinions 

heard. Well-intentioned analysts who want to improve their 

working relationships with decision-makers might sacrifice 

their objectivity to achieve acceptance and inclusion; even 

well-regarded analysts can struggle with objectivity because of 

their desire to stay integrated in decision-making circles. 

However, challenging traditional assumptions is critical to 

quality problem-solving; no resource is more valuable to 

this end than an objective and well-prepared analyst. The 

analyst’s role is to offer methodologically-sound analysis 

that leads to a multi-faceted understanding of a problem, to 

ensure that responses flow directly from these analyses, and 

to evaluate the effectiveness of the response strategies. In so 

doing, objective analysts increase efficiency by ensuring that 

resources are properly and effectively allocated. In addition, 

objective and well-trained analysts allow police executives 

to defend controversial decisions more easily and allow for 

greater accountability. This benefit is often overlooked by 

police managers.

Objectivity should be encouraged and defended and 

analysts should be allowed to challenge accepted beliefs 

and conventional wisdom. Analysts who have done their 

homework provide information that can bruise egos in 

poorly managed efforts. But their alternate interpretations 

of situations and data can be critical to enhancing problemoriented approaches. Rather than infringing on the expertise 

of decision-makers, such analysts fulfill a core function.
Nine Questions 15

Recommendations 

Encourage well-prepared analysts to respectfully 

disagree—even with high level commanders and even in 

front of subordinates. 

Lead by example: where appropriate, allow analytical 

recommendations and opinions to carry weight and allow 

analysis to help drive decision-making. 

In short, trust your analysts; and when they fail, focus 

on fixing the circumstances that lead to analytical 

shortcomings, rather than on placing blame.

Are Your Analysts Properly Integrated into the 

Decision-Making Process?

One of the most disturbing realities in many police agencies 

is that quality analysis is often not integrated into decisionmaking practices. Sometimes, it is completely absent. This 

is bad for the community because it can lead to weak crime 

solving efforts and bad for police because it can leave the 

department open to criticism if traditional methods fail. 

In many cases, analysis is only used to support strategies 

or programs that are already in place. When true analytical 

guidance is desired, analysts are often too far removed from 

decision-making process to have any impact. And even when 

their input is sought and accepted, analysts are often expected 

to return quickly to their other duties and are excluded from 

continuing problem-solving efforts. 

Early involvement by analysts can be crucial to effective 

problem-solving. Only then can they fully understand the 

problem at hand—and be able to provide the research and 

analysis that might allow others to avoid assumptions, often 

based on conventional wisdom or traditional practices, which 

are flawed and which can lead to failure. 

1.

2.

3.
16 Enhancing the Problem-Solving Capacity of Crime Analysis Units

Because acting as a decision-maker can be intimidating, 

supervisors must clearly identify the analyst’s role and be vocal 

about what the analyst has to offer. With the appropriate 

support, a capable analyst’s credibility and reputation will 

grow. In time, such an analyst will be relied upon to define 

problems, to help craft responses, and to methodically 

evaluate the effectiveness of the solutions that are 

implemented, thus helping to build a consistent and cohesive 

problem-oriented paradigm throughout the agency. 

Recommendations 

Ensure that analysts have access to decision-makers of 

all ranks and that they are engaged from start to finish 

of a problem-oriented policing project. They should be 

brought in at the beginning to help define the problem, 

rather than being asked to provide analysis after the fact. 

Do as much as you can to break down barriers between 

your officers and analysts. Commanders should be 

encouraged to spend time with analysts on a regular 

basis and they should be encouraged to discuss recurring 

problems with officers and analysts alike. 

Allow analysts to attend high level meetings and 

encourage them to speak their minds. Require them to 

keep commanders informed of progress through regular 

reporting and accountability. 

Where possible, allow forward-thinking analysts to 

support progressive police leaders. This will maximize the 

likelihood for success and provide informal reinforcement 

for analysts and staff alike. If done consistently and fairly, 

these progressive leaders will become natural candidates 

for promotion. 

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3.

4.
Nine Questions 17

Is the Importance of Analysis Adequately Recognized 

in Your Department?

Policing is one of the few remaining professions that generally 

holds analysis in low regard. Many police agencies do not 

even recognize the need for professional analysts, much less 

celebrate the accomplishments of those skilled in problemsolving. In too many departments, analysts play roles akin to 

those played by administrative or low-level technical assistants. 

Where they are elevated, it is largely due to tactical expertise, 

and even then analysts must be careful not to step on the toes 

of officers or senior police. In fact, detectives, the members 

of specialized units, and patrol leaders often feel compelled 

to keep analysts at arm’s lengths, unless they have direct 

supervisory control over their activities. It is absurd—but 

common—that these individuals fail to recognize that policing 

decisions are far more effective when influenced by an 

informed team of engaged analysts. 

This is partly because police often underestimate the skills and 

expertise of crime analysts. On the one hand, analysts may 

be viewed as less technologically competent than information 

technology professionals and software engineers; on the other, 

their knowledge of policing is thought to be no better than 

that of lay citizens. These comparisons are inappropriate, 

because a good crime analyst has independent and specific 

knowledge of computers and policing that goes well beyond 

these other groups. Thus, analysts must be seen in their 

proper context: as professionals who have essential training, 

experience, and skills that help improve the effectiveness of 

efforts to reduce crime and disorder.
18 Enhancing the Problem-Solving Capacity of Crime Analysis Units

If innovative responses to crime prevention are to thrive, the 

agency must reward those analysts who embrace creativity and 

who develop new skills and expertise. In most police agencies, 

recognition and reward are tied to practices that result in a 

high volume of arrests. Although it is not necessary to sever 

the link between reward and arrests, the means by which 

these arrests are obtained should be considered. Arrests can 

be generated from an initiative that does little to address the 

underlying dynamics of the problem, or they can come from 

an effort to target the people, places, and conditions that 

create opportunities for crime. The latter is more likely to 

bring about a lasting drop in crime and is more likely to occur 

when creative analysts are teamed with patrol officers and 

supervisors who are well versed in problem-oriented policing. 

These efforts should be publicly recognized and rewarded if 

problem-solving is to flourish within the crime analysis unit. 

By so doing, analysts will begin to understand and appreciate 

their essential role in supporting problem-solving efforts 

and begin to feel passionate about problem-solving. Such 

recognition also plays an important part in retaining highly 

trained analysts — a major challenge for police agencies. 

Recommendations 

Work to ensure a balance between rewards and 

recognition for both tactical and problem-oriented 

analysis. Do not hype tactical successes that involve simple 

solutions, such as basic data searches. 

Do not wait for success to praise problem-oriented 

thinking; encourage it at every stage. Bring innovative 

problem-oriented analysis to the attention of command 

staff at the highest levels. 

Point out where a lack of problem-oriented thinking leads 

to doing the same things over and over and challenge 

conventional police wisdom when research studies do not 

support it.

1.

2.

3.
Nine Questions 19

Are Your Analysts Properly Paid?

Consider the skill set required for problem-solving crime 

analysts. They must:

master numerous, complex software packages

know how to obtain, manipulate, and use relational data

understand research techniques and statistical methods

understand the relative merits and drawbacks of many 

analytical techniques

understand the tenets of problem-oriented policing

possess a broad and in-depth knowledge of policing in 

general

be versed in various aspects of crime theory

be able to lead or coordinate the analytical process while 

dealing with a diverse group of stakeholders

be able to communicate effectively with both officers 

and command-level managers. 

With this range of highly specialized skills should come 

commensurate compensation, but this is rarely the case. 

Instead, police agencies depend on internal promotions 

and transfers or the attractiveness of a stable government 

position with good benefits to attract qualified candidates. 

Analysts with comparable skill sets are paid far more in the 

private sector. 

The lack of parity in salary with the private sector and the 

low rank and status typically afforded to analysts within 

police departments are largely to blame for the difficulty 

in attracting and maintaining a group of qualified analysts. 

High-quality analysts deserve salary and status befitting their 

skill sets and potential contribution. The other side of the 

coin is that expectations of your analysts should be relative 

to their pay and their status. With the proper leadership and 

training, highly paid analysts will quickly show their worth. 

•

•

•

•

•

•

•

•

•
20 Enhancing the Problem-Solving Capacity of Crime Analysis Units

If you hope to advance problem-oriented policing, you should 

not base salaries on those paid by departments with a lesser 

commitment to analysis and problem-solving. Remember 

that the value of analysts does not come down merely to the 

skills they possess or the tools they use or any other particular 

factor: ultimately, value is measured by the effectiveness of the 

solutions they propose and the efficiency of their professional 

outputs, given the tools and data that are available to them and 

the technological constraints under which they operate.

Recommendations 

Pay analysts commensurate with their abilities and demand 

excellence in return for your investment. Do not base 

salaries on what analysts earn elsewhere. Instead, examine 

what other agencies do and how they do it; compare their 

technological skills and problem-solving capabilities with 

those of your own agency and pay salaries accordingly. 

Be aware that many competent analysts in other 

departments are saddled with difficult working conditions. 

If you find such people, recruit them. They might 

appreciate the opportunity to work in an analytical 

environment that is more conducive to personal and 

professional growth.

1.

2.
Conclusion

Developing a group of skilled problem-solving crime analysts 

is a requirement for police agencies committed to problemoriented policing. Crime analysts can play a central role in 

helping problem-solving projects to succeed. Indeed, they can 

often provide the driving force to ensure that the project team 

moves from one stage to the next in a logical progression. To 

play this role consistently requires them to be given training 

and support and to be integrated more fully into project 

teams and into the decision making of departments. This 

will require a considerable investment of time and effort 

from their superiors and supervisors as well as from the 

analysts themselves. Thus, agencies that wish to drive forward 

problem-oriented policing will need to consider carefully how 

best to build the needed analytic capacity. The nine questions 

outlined in this guide can serve as the starting point for this 

task. Once in place, problem-oriented analysts can make a 

dramatic and lasting impact on an agency’s ability to respond 

to crime and disorder.

Conclusion 21

Endnotes

1. Clarke and Eck (2005); Bynum (2001); Weisel (2003).

2. Chainey and Ratcliffe (2005); Boba (2005).

3. Clarke and Eck (2005).

Endnotes 23

References

Boba, R. (2005). Crime Analysis and Crime Mapping. 

Thousand Oaks (California): Sage. 

Bynum, T. (2001). Using Analysis for Problem-Solving: A 

Guidebook for Law Enforcement. Washington D.C.: U.S. 

Department of Justice, Office of Community Oriented 

Policing Services.

Chainey, S. and J. Ratcliffe (2005). GIS and Crime Mapping. 

London: John Wiley and Sons.

Clarke, R., and J. Eck (2005). Crime Analysis for Problem-Solvers: 

In 60 Small Steps. Washington, D.C.: U.S. Department of 

Justice, Office of Community Oriented Policing Services. 

Accessible online at www.popcenter.org/learning/60steps. 

Weisel, D. (2003). “The Sequence of Analysis in Solving 

Problems.” In: Knutsson, J. (ed.), Problem-Oriented Policing. 

From Innovation to Mainstream. Crime Prevention Studies, Vol. 

15. Monsey (New York): Criminal Justice Press.

References 25

About the Author

Matthew B. White

Matthew White is the manager of the Crime Analysis and Research 

& Development Units of the Jacksonville (Florida) Sheriff ’s Office. 

He has overseen the Crime Analysis unit’s re-engineering, pioneered 

new technology, introduced multi-jurisdictional analysis, and grown 

the unit from six to eighteen analysts. White was previously a 

management analyst for the Charlotte-Mecklenburg (North Carolina) 

Police Department. He has worked as an instructor and consultant 

for the Carolinas Institute for Community Policing. He is a frequent 

speaker at conferences and universities and a consultant to other 

police agencies. White received his master’s degree from Florida State 

University in international affairs where he concentrated on Eastern 

European crime issues. 

About the Author 27

Other Problem-Oriented Guides for Police

Problem-Specific Guides series:

1. Assaults in and Around Bars. Michael S. Scott. 2001. 

ISBN: 1-932582-00-2

2. Street Prostitution. Michael S. Scott. 2001. ISBN: 1-932582-01-0

3. Speeding in Residential Areas. Michael S. Scott. 2001.

ISBN: 1-932582-02-9

4. Drug Dealing in Privately Owned Apartment Complexes. 

Rana Sampson. 2001. ISBN: 1-932582-03-7

5. False Burglar Alarms. Rana Sampson. 2001. 

ISBN: 1-932582-04-5

6. Disorderly Youth in Public Places. Michael S. Scott. 2001.

ISBN: 1-932582-05-3

7. Loud Car Stereos. Michael S. Scott. 2001. ISBN: 1-932582-06-1

8. Robbery at Automated Teller Machines. Michael S. Scott. 

2001. ISBN: 1-932582-07-X

9. Graffiti. Deborah Lamm Weisel. 2002. ISBN: 1-932582-08-8

10. Thefts of and From Cars in Parking Facilities. Ronald V. 

Clarke. 2002. ISBN: 1-932582-09-6

11. Shoplifting. Ronald V. Clarke. 2002. ISBN: 1-932582-10-X

12. Bullying in Schools. Rana Sampson. 2002. 

ISBN: 1-932582-11-8

13. Panhandling. Michael S. Scott. 2002. ISBN: 1-932582-12-6

14. Rave Parties. Michael S. Scott. 2002. ISBN: 1-932582-13-4

15. Burglary of Retail Establishments. Ronald V. Clarke. 2002. 

ISBN: 1-932582-14-2

16. Clandestine Drug Labs. Michael S. Scott. 2002.

ISBN: 1-932582-15-0

17. Acquaintance Rape of College Students. Rana Sampson. 

2002. ISBN: 1-932582-16-9

18. Burglary of Single-Family Houses. Deborah Lamm Weisel. 

2002. ISBN: 1-932582-17-7

19. Misuse and Abuse of 911. Rana Sampson. 2002.

ISBN: 1-932582-18-5

Other Problem-Oriented Guides for Police 29
30 Enhancing the Problem-Solving Capacity of Crime Analysis Units

20. Financial Crimes Against the Elderly.

Kelly Dedel Johnson. 2003. ISBN: 1-932582-22-3

21. Check and Card Fraud. Graeme R. Newman. 2003. 

ISBN: 1-932582-27-4

22. Stalking. The National Center for Victims of Crime. 

2004. ISBN: 1-932582-30-4

23. Gun Violence Among Serious Young Offenders. 

Anthony A. Braga. 2004. ISBN: 1-932582-31-2

24. Prescription Fraud. Julie Wartell and Nancy G. La Vigne. 

2004. ISBN: 1-932582-33-9

25. Identity Theft. Graeme R. Newman. 2004. 

ISBN: 1-932582-35-3

26. Crimes Against Tourists. Ronald W. Glesnor and 

Kenneth J. Peak. 2004. ISBN: 1-932582-36-3

27. Underage Drinking. Kelly Dedel Johnson. 2004. 

ISBN: 1-932582-39-8

28. Street Racing. Kenneth J. Peak and Ronald W. Glensor. 

2004. ISBN: 1-932582-42-8

29. Cruising. Kenneth J. Peak and Ronald W. Glensor. 2004. 

ISBN: 1-932582-43-6

30. Disorder at Budget Motels. Karin Schmerler. 2005. 

ISBN: 1-932582-41-X

31. Drug Dealing in Open-Air Markets. Alex Harocopos 

and Mike Hough. 2005. ISBN: 1-932582-45-2

32. Bomb Threats in Schools. Graeme R. Newman. 2005. 

ISBN: 1-932582-46-0

33. Illicit Sexual Activity in Public Places. Kelly Dedel 

Johnson. 2005. ISBN: 1-932582-47-9

34. Robbery of Taxi Drivers. Martha J. Smith. 2005. 

ISBN: 1-932582-50-9

35. School Vandalism and Break-Ins. Kelly Dedel Johnson. 

2005. ISBN: 1-9325802-51-7

36. Drunk Driving. Michael S. Scott, Nina J. Emerson, Louis 

B. Antonacci, and Joel B. Plant. 2006. ISBN: 1-932582-57-6

37. Juvenile Runaways. Kelly Dedel. 2006. 

ISBN: 1932582-56-8
38. The Exploitation of Trafficked Women. Graeme R. 

Newman. 2006. ISBN: 1-932582-59-2

39. Student Party Riots. Tamara D. Madensen and John E. 

Eck. 2006. ISBN: 1-932582-60-6

40. People with Mental Illness. Gary Cordner. 2006. 

ISBN: 1-932582-63-0

41. Child Pornography on the Internet. Richard Wortley 

and Stephen Smallbone. 2006. ISBN: 1-932582-65-7

42. Witness Intimidation. Kelly Dedel. 2006. 

ISBN: 1-932582-67-3

43. Burglary at Single-Family House Construction 

Sites. Rachel Boba and Roberto Santos. 2006. 

ISBN: 1-932582-00-2

44. Disorder at Day Laborer Sites. Rob Guerette. 2007. 

ISBN: 1-932582-72-X

45. Domestic Violence. Rana Sampson. 2007. 

ISBN: 1-932582-74-6

46. Thefts of and from Cars on Residential Streets and 

Driveways. Todd Keister. 2007. ISBN: 1-932582-76-2

47. Drive-By Shootings. Kelly Dedel. 2007. 

ISBN: 1-932582-77-0

48. Bank Robbery. Deborah Lamm Weisel. 2007.

ISBN: 1-932582-78-9

49. Robbery of Convenience Stores. Alicia Altizio and

Diana York. 2007. ISBN: 1-932582-79-7

50. Traffic Congestion Around Schools. 

Nancy G. La Vigne. 2007. ISBN: 1-932582-82-7

51. Pedestrian Injuries and Fatalities. 

Justin A. Heinonen and John E. Eck. 2007.

ISBN: 1-932582-83-5

Other Problem-Oriented Guides for Police 31
32 Enhancing the Problem-Solving Capacity of Crime Analysis Units

Response Guides series:

The Benefits and Consequences of Police 

Crackdowns. Michael S. Scott. 2003. ISBN: 1-932582-24-X

Closing Streets and Alleys to Reduce Crime: Should 

You Go Down This Road? Ronald V. Clarke. 2004. 

ISBN: 1-932582-41-X

Shifting and Sharing Responsibility for Public Safety 

Problems. Michael S. Scott and Herman Goldstein. 2005.

ISBN: 1-932582-55-X

Video Surveillance of Public Places. Jerry Ratcliffe. 

2006 ISBN: 1-932582-58-4

Crime Prevention Publicity Campaigns.

Emmanuel Barthe. 2006 ISBN: 1-932582-66-5

Sting Operations. Graeme R. Newman with assistance 

of Kelly Socia. 2007. ISBN: 1-932582-84-3

Problem-Solving Tools series: 

Assessing Responses to Problems: An Introductory 

Guide for Police Problem-Solvers. John E. Eck. 2002. 

ISBN: 1-932582-19-3

Researching a Problem. Ronald V. Clarke and Phyllis A. 

Schultz. 2005. ISBN: 1-932582-48-7

Using Offender Interviews to Inform Police ProblemSolving. Scott H. Decker. 2005. ISBN: 1-932582-49-5

Analyzing Repeat Victimization. Deborah Lamm 

Weisel. 2005. ISBN: 1-932582-54-1

Partnering with Businesses to Address Public Safety 

Problems. Sharon Chamard. 2006. ISBN: 1-932582-62-2

Understanding Risky Facilities. Ronald V. Clarke and 

John E. Eck. 2007. ISBN: 1-932582-75-4

Implementing Responses to Problems. Rick Brown 

and Michael S. Scott. 2007. ISBN: 1-932582-80-0

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2.

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4.

5.

6.

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Using Crime Prevention Through Environmental 

Design in Problem-Solving. Diane Zahm. 2007. 

ISBN: 1-932582-81-9

Enhancing the Problem-Solving Capacity of Crime 

Analysis Units. Matthew B. White. 2008. 

ISBN: 1-932582-85-1

Upcoming Problem-Oriented Guides for Police 

Problem-Specific Guides

Abandoned Vehicles

Bicycle Theft

Spectator Violence in Stadiums

Child Abuse and Neglect in the Home

Crime and Disorder in Parks

Transient Encampments

Street Robbery

Fencing Stolen Property

Thefts from Cafés and Bars

Aggressive Driving

Theft of Scrap Metal

Problem-Solving Tools

Displacement

Response Guides

Enhancing Lighting

Asset Forfeiture

For more information about the Problem-Oriented Guides for 

Police series and other COPS Office publications, please call 

the COPS Office Response Center at 800.421.6770 or visit 

COPS Online at www.cops.usdoj.gov. 

8.

9.

Other Problem-Oriented Guides for Police 33

Got a Problem? We’ve got answers!

Log onto the Center for Problem-Oriented Policing web site at 

www.popcenter.org for a wealth of information to help you deal 

more effectively with crime and disorder in your community, 

including:

• Recommended readings in problem-oriented policing 

and situational crime prevention

A complete listing of other POP Guides

A listing of forthcoming POP Guides

Designed for police and those who work with them to address 

community problems, www.popcenter.org is a great resource in 

problem-oriented policing.

Supported by the Office of Community Oriented Policing 

Services, U.S. Department of Justice.

•

•

Center for Problem-Oriented Policing
For More Information:

U.S. Department of Justice

Office of Community 

Oriented Policing Services

1100 Vermont Avenue, N.W.

Washington, DC 20530

To obtain details on COPS programs, call the

COPS Office Response Center at 800.421.6770

Visit COPS Online at the address listed below.

February 2008

e020827126

www.cops.usdoj.gov www.cops.usdoj.gov

ISBN: 1-932582-85-1