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Police Executive Selection A Best-Practice Approach for Police Boards and Commissions Built by policing for policing This guide is for police boards and commissions responsible for selection of Chiefs and Deputy Chiefs. It builds on Introduction to Competency-Based Management in Police Services. It presents the latest research and techniques to support police boards and commissions in selecting the best Chiefs and Deputy Chiefs. It provides background and tools to enable police boards and commissions to implement a legally defensible selection system. It discusses the impact of human rights legislation on selection procedures, describes various assessment methods, and provides recommendations on how to administer assessment tools to candidates for Executive positions. The Police Sector Council was incorporated in 2004 to facilitate more integrated and innovative human resource planning and management. Its mandate is to understand and address the most critical issues facing all policing organizations, including the sustainability of policing services through improvements in productivity and performance. The Council brings together leaders from the senior ranks of governments, police agencies, employee associations, governing bodies and training institutions to find collaborative and creative solutions to these challenges. This guide and its accompanying documents and tools were developed as part of the Policing Competency Framework Project, an initiative led by the Police Sector Council. This work was supported by the Human Resource Systems Group, an international strategic human resources research and consulting firm and was guided by a dedicated Project Steering Committee. The initiative involved extensive input and consultation with representatives of police services from across Canada. This initiative was funded by the Government of Canada’s Sector Council Program This is a living document. Last update: January 2011 © POLICE SECTOR COUNCIL Letter from the Steering Committee Dear Colleagues, In policing, executive selection is the single most critical step in building a strong organization. Police executives play a key role in managing a police service and representing it to the public. This publication, Police Executive Selection: A Best Practice Approach for Police Boards and Commissions, is a best-practice manual to support police boards and commissions in implementing a selection process for police executive positions, including Chief and Deputy Chief. All police organizations have complex, multi-staged selection processes in place. This guide examines the current methods and explores the factors that comprise an effective executive selection practice. It presents the latest research findings on executive selection to inform your approach. All processes and research have been analyzed to create a best-practice model for executive selection in policing. It is our hope that you can use this guide as a tool to support and enhance your existing selection activities. We especially want to acknowledge the support given to this project by the members of the Steering Committee, police boards, and police services across the country who contributed their experience and expertise to the development of this guide. We encourage all police boards and commissions to take advantage of this collective effort and use this reference material for their executive selection process. Deputy Chief Norm Lipinski Edmonton Police Service Co-chairs Steering Committee Policing Leadership Development Project Police Sector Council Police Sector Council Page 3 of 221 Assistant Commissioner Cal Corley Canadian Police College Acknowledgements: Steering Committee Members We thank the members of the Policing Leadership Development Project Steering Committee NAME POSITION ORGANIZATION DEPUTY CHIEF NORM LIPINSKI (CO-CHAIR) Deputy Chief of Police Edmonton Police Service ASSISTANT COMMISSIONER CAL CORLEY (CO-CHAIR) Director General Canadian Police College AILEEN ASHMAN Director of HR Toronto Police Service ROSEMARIE AULD Manager, Human Resources Hamilton Police Service JEAN BISHOP Manager, Planning and Research Royal Newfoundland Constabulary TULLIO CAPUTO, PHD Associate Professor Carleton University INSP FRANK CIACCIA Deputy Director Justice Institute of British Columbia CHIEF WARD CLAPHAM Chief of Police South Coast British Columbia Transportation Authority Police Service DR. CURTIS CLARKE Director General Alberta Solicitor General IVAN COURT Mayor City of St. John, NB ANITA DAGENAIS Senior Director, RCMP Policy Division Public Safety Canada DR. GARY ELLIS Professor, Justice & Public Safety Georgian College DENNIS FODOR Director, Human Resources Royal Canadian Mounted Police ANDRÉ FORTIER Codirecteur du baccalauréat en sécurité publique École Nationale de Police Québec ASSISTANT COMMISSIONER PETER GERMAN Assistant Commissioner, Lower Mainland District, British Columbia Royal Canadian Mounted Police SHARRON GOULD Manager Human Resources Winnipeg Police Service INSP DAVE LEE Deputy Director OPP Academy INSP CATHY LIGHT Inspector Calgary Police Service STAN MACLELLAN Director of HR Durham Regional Police Service EDGAR MACLEOD Executive Director Atlantic Police Academy PAUL MCKENNA, PHD Assistant Professor Dalhousie University RUTH MONTGOMERY Editor Canadian Association of Chiefs of Police GARY MORIN Director Saskatchewan Police College SHELAGH MORRIS Director of Corporate Services Guelph Police Services ALOK MUKHERJEE Vice-President Canadian Association of Police Boards Police Sector Council Page 4 of 221 JANE NAYDIUK Program Manager Ministry of Public Safety and Solicitor General, Government of British Columbia LUC PELLERIN Directeur, Direction du soutien pédagogique et de la recherche École Nationale de Police Québec INSP TAM POZZOBON Inspector Chief Crowfoot Learning Centre TONY SIMIONI President Edmonton Police Association STAFF SUPERINTENDENT DARREN SMITH Human Resource Development Command Toronto Police Service SANDY SWEET President & CEO Canadian Police Knowledge Network SUPERINTENDENT JOHN TOD Director of OPP Provincial Police Academy Ontario Provincial Police PATRICIA TOLPPANEN Executive Director Alberta Association of Police Governance CHIEF MATT TORIGIAN Chief of Police Waterloo Regional Police Service SHARON TRENHOLM Instructor, Police Studies Memorial University of Newfoundland FRANK TROVATO, PHD Program Head University of Guelph-Humber CHIEF VERN WHITE Chief of Police Ottawa Police Service Police Sector Council Page 5 of 221 Acknowledgements: Contributors Individual subject matter experts and others from police boards, police services, and other organizations contributed to this guide. They participated in interviews and shared their resources, including the documentation related to the executive selection procedures. By naming some of the many who contributed to the success of this project, we sincerely thank you all. ABBOTSFORD POLICE DEPARTMENT REGINA POLICE SERVICE AMHERST POLICE DEPARTMENT ROYAL CANADIAN MOUNTED POLICE BARRIE POLICE SERVICE ROYAL NEWFOUNDLAND CONSTABULARY BELLEVILLE POLICE SERVICE SAANICH POLICE DEPARTMENT BRANDON POLICE SERVICE SASKATOON POLICE SERVICE BRANTFORD POLICE SERVICE SAULT STE. MARIE POLICE SERVICE BRIDGEWATER POLICE SERVICE SCHULICH SCHOOL OF BUSINESS, YORK UNIVERSITY BROCKVILLE POLICE SERVICE SERVICE DE LA SÉCURITÉ PUBLIQUE DE LA VILLE DE SAGUENAY CALGARY POLICE SERVICE SERVICE DE LA SÉCURITÉ PUBLIQUE DE TROIS-RIVIÈRES CANADIAN POLICE COLLEGE SERVICE DE POLICE DE CHATEAUGUAY CAPE BRETON REGIONAL POLICE SERVICE SERVICE DE POLICE DE LA VILLE DE BLAINVILLE CHARLOTTETOWN POLICE SERVICE SERVICE DE POLICE DE LA VILLE DE GATINEAU DALMENY POLICE SERVICE SERVICE DE POLICE DE LA VILLE DE MONTRÉAL DELTA POLICE DEPARTMENT SERVICE DE POLICE DE LA VILLE DE QUÉBEC DURHAM REGIONAL POLICE SERVICE SERVICE DE POLICE DE LA VILLE DE TERREBONNE ÉCOLE NATIONALE DE POLICE DU QUÉBEC SERVICE DE POLICE DE L'AGGLOMÉRATION DE LONGUEUIL EDMONTON POLICE SERVICE SERVICE DE POLICE DE L'ASSOMPTION SAINT-SULPICE EDMUNDSTON POLICE FORCE SERVICE DE POLICE DE MIRABEL GUELPH POLICE SERVICES SERVICE DE POLICE DE SAINT-JEAN-SUR-RICHELIEU HALIFAX REGIONAL POLICE SOUTH COAST BRITISH COLUMBIA TRANSPORTATION AUTHORITY POLICE SERVICE HALTON REGIONAL POLICE SERVICE SOUTH SIMCOE POLICE SERVICE HAMILTON POLICE SERVICE STRATFORD POLICE SERVICE KENTVILLE POLICE SERVICE SURETÉ DU QUÉBEC LETHBRIDGE REGIONAL POLICE SERVICE TABER POLICE FORCE LONDON POLICE SERVICE TIMMINS POLICE SERVICE MEDICINE HAT POLICE SERVICE TORONTO POLICE SERVICE MOOSE JAW POLICE SERVICE VANCOUVER POLICE DEPARTMENT OAK BAY POLICE DEPARTMENT WATERLOO REGIONAL POLICE SERVICE ONTARIO PROVINCIAL POLICE WEST VANCOUVER POLICE DEPARTMENT Police Sector Council Page 6 of 221 OTTAWA POLICE SERVICE WINDSOR POLICE SERVICE PERTH POLICE SERVICE WINNIPEG POLICE SERVICE PRINCE ALBERT POLICE SERVICE WOODSTOCK POLICE FORCE RÉGIE INTERMUNICIPALE DE POLICE DE ROUSSILLON YORK REGIONAL POLICE SERVICE Police Sector Council Page 7 of 221 Table of Contents LETTER FROM THE STEERING COMMITTEE .......................................................................................... 3 ACKNOWLEDGEMENTS: STEERING COMMITTEE MEMBERS................................................................... 4 ACKNOWLEDGEMENTS: CONTRIBUTORS ............................................................................................. 6 BACKGROUND ................................................................................................................................. 13 ABOUT THIS GUIDE .......................................................................................................................... 15 THE BUSINESS CASE FOR COMPETENCY-BASED EXECUTIVE SELECTION ........................................... 17 LEGAL CONSIDERATIONS IN SELECTION ........................................................................................... 19 Consistency in handling candidates ........................................................................................................19 Canadian Laws and Regulations ............................................................................................................19 Legal terms and concepts .......................................................................................................................22 Conclusion ..............................................................................................................................................24 A SELECTION SYSTEM FOR POLICE EXECUTIVES............................................................................... 25 Step 1: Identify Critical Tasks .................................................................................................................25 Step 2: Identify Selection Requirements .................................................................................................27 Step 3: Assess Candidates .....................................................................................................................34 Step 4: Make a Selection Decision .........................................................................................................50 CONCLUSION ................................................................................................................................... 52 REFERENCES................................................................................................................................... 54 APPENDIX A: THE POLICING LEADERSHIP DEVELOPMENT PROJECT .................................................. 59 APPENDIX B: RANK TASK LIST: CHIEF ............................................................................................. 71 APPENDIX C: RANK TASK LIST: DEPUTY CHIEF ................................................................................ 79 APPENDIX D: RANK COMPETENCY PROFILE: CHIEF .......................................................................... 87 APPENDIX E: RANK COMPETENCY PROFILE: DEPUTY CHIEF ............................................................. 91 APPENDIX F: SAMPLE RANK JOB DESCRIPTION: CHIEF ..................................................................... 95 APPENDIX G: RANK JOB DESCRIPTION: DEPUTY CHIEF .................................................................... 99 APPENDIX H: INTERVIEW GUIDE: CHIEF OF POLICE ......................................................................... 103 APPENDIX I: INTERVIEW GUIDE: DEPUTY CHIEF............................................................................... 129 APPENDIX J: REFERENCE CHECK GUIDE AND QUESTIONS: CHIEF OF POLICE .................................. 161 APPENDIX K: REFERENCE CHECK GUIDE AND QUESTIONS: DEPUTY CHIEF ...................................... 188 APPENDIX L: RECOMMENDED READING .......................................................................................... 215 APPENDIX M: GLOSSARY ............................................................................................................... 219 Police Sector Council Page 9 of 221 Executive Summary Police Executive Selection: A Best Practice Approach for Police Boards and Commissions is a guide to best practices in executive selection. It provides practical information to support police boards and commissions in implementing a sound executive selection process. Police boards and commissions are mandated to provide civilian oversight that ensures policing is transparent and accountable to the public. One of the most critical functions of police boards and commissions is selecting the right Chief or Deputy Chief. These ranks are required to make complex strategic decisions in a political environment and are under close scrutiny by the public and the media. Their tasks are complex and require highly developed leadership skills. They must build effective relationships with citizen groups, municipal, provincial or federal governments, and be accountable to the public for all aspects police work in their communities, including the diligent use of financial, human, and material resources. A number of human resources studies undertaken by the Police Sector Council over the last decade strongly supported the adoption of competency-based management by Canadian police services. This led to the development of a series of human resource guides designed for the policing sector. This guide describes how to use the nationally validated Rank Task Lists and Rank Competency Profiles developed for the policing executive ranks of Chief and Deputy Chief to select the best police executives. The orientation and content of the guide is summarized below. Discusses the importance of a sound selection program Periodic evaluation of selection practices is essential. The guide provides an opportunity to share best practices and keep current with recent research findings. Is research-based A comprehensive literature search was undertaken to ensure the latest research on executive selection methods and tools were taken into account. A bibliography of these research sources is provided at the end of this guide. Focuses on job-related selection The emphasis is on using job-related selection criteria – the tasks and competencies required for successful performance of Chief and Deputy Chief ranks. The task lists and competency profiles were derived from a job analysis of these ranks. A job-centred approach not only delivers the best-fit hires, but also results in selection processes that are legally defensible. Describes the legal framework Three federal acts with important implications for personnel selection are summarized and discussed. Their intent is to protect against bias in employment practices. Police Sector Council Page 11 of 221 The Canadian Charter of Rights and Freedoms The Canadian Human Rights Act1 The Employment Equity Act2 The importance of similar legislation at provincial and territorial levels is also discussed. Reviews selection processes, methods and tools The guide walks through the four essential steps that lead to a sound selection program. It emphasizes the importance of a thorough understanding of the ranks of Chief and Deputy Chief and addresses the value of clearly defined selection criteria. The guide also provides recommendations on assessment methods. Five assessment methods are explained and guidelines are provided for their successful use. Recommends additional reading The list of selected readings provides an opportunity to continue learning about best practices in selection. Conclusion This guide is important reading for members of police boards and commissions responsible for the selection of Chiefs and Deputy Chiefs. It provides those involved in executive selection with information, research, and templates appropriate for police services of all sizes. Information is presented in a systematic, step-by-step format that focuses on building a rigorous executive selection system that can be tailored to the needs of different police services in order to reflect their precise organizational requirements. Members of police boards and commissions will find this guide a valuable tool to benchmark existing executive selection procedures and a best practice roadmap to enhance them. 1 2 The Canadian Human Rights Act governs only federally regulated employers and service providers. The Employment Equity Act governs only federally regulated employers and service providers. Police Sector Council Page 12 of 221 Background The Police Sector Council (PSC) is a national centre for HR information, tools and networks that supports a sector-wide approach to finding innovative, practical solutions to human resource planning and management challenges. Police Executive Selection: A Best Practice Approach for Police Boards and Commissions is part of a series of competency-based human resources guides generated as a result of several studies over the past decade. In 2001, the Police Sector Council engaged the policing sector in a study called Strategic Human Resources Analysis of Public Policing in Canada. Two additional studies were conducted: in 2005, Policing Environment and, in 2007, National Diagnostic on HR in Policing to identify challenges and solutions for the policing sector. The 2007 study made three key recommendations: The police sector should adopt competency-based human resource management. Learning and assessment tools should be anchored to a shared Policing Competency Dictionary. Police services that have adopted a competency program should be encouraged to leverage their investment by expanding its application to all HR functions. Building on those recommendations, the Police Sector Council launched the Policing Competency Framework Project in 2008 to conduct a comprehensive analysis of the general policing requirements for all ranks. The project identified the most critical competencies for successful performance in a general policing role and formed the foundation for a set of rank-specific tools to support human resources management. The 2007 report also produced several recommendations with regard to leadership development and succession planning in policing in Canada. To address these recommendations, the PSC launched the Policing Leadership Development Project to develop an integrated competency-based approach and tools for succession management and leadership development. This guide is one of the tools developed as a result of the project. It addresses the need to select the most qualified candidates for executive positions in a police service. The guide reflects the latest research and was developed with the guidance of a steering committee of representatives from Canadian policing commissions and police services. Police Sector Council Page 13 of 221 Policing now has rigorously developed and nationally validated competency-based HR materials, available FREE to Chiefs, HR managers, Training professionals, and other executives responsible for supporting local operations. The Policing HR support materials available from the Police Sector Council include: POLICING HR GUIDES AND TOOLS CBM Framework The CBM Framework provides policing with a common language and understanding of the work and underlying competency requirements associated with general policing duties for four ranks: Constable, Sergeant, Staff Sergeant, and Inspector and the competencies required of the four senior ranks, Superintendent, Chief Superintendent, Deputy Chief, and Chief of Police. The framework was developed by leveraging the best practices from police services across Canada, working with the policing community nationally and internationally to analyze and document job responsibilities. The Framework included the development of Rank Task Lists, Rank Competency Profiles, and Rank Job Descriptions. A Policing Leadership Model was added to the framework that identified 14 competencies required by four levels of leadership. It includes four Leadership Profiles. CBM Guides There are now seven CBM Guides to support the implementation of competency-based management in police services. All of them provide information, suggested reading, theory, practical tips, tools and templates, designed to supplement those currently in use by police organizations. 1. 2. 3. 4. 5. 6. 7. CBM Toolkit Introduction to Competency-Based Management in Police Services Constable Selection: A Best Practice Approach and Research Update Succession Management in Police Services: Developing a Pool of Potential Successors for Critical Policing Roles Leadership Development in Police Services: Managing the Development of Essential Leadership Competencies Police Executive Selection: A Best Practice Approach for Police Boards and Commissions Mentoring and Coaching in Police Services: Supporting Leadership Development Police Leadership Education and Training: Aligning Programs and Courses with Leadership Competencies The CBM Toolkit includes more than 40 tools and templates that can be customized to suit the needs of individual police services. Among the many tools in the Toolkit are interview and reference check guides, and templates to support learning plans, performance management, leadership development, and succession management. The full story of the Policing Leadership Development Project is included in Appendix A. Police Sector Council Page 14 of 221 About this Guide Policing organizations need a best practice selection system for executive leaders because of the compelling importance of getting the right person. This guide is an overview of the factors that create excellence in executive selection and looks at the human rights landscape that guards against discrimination in selection practices. The guide: Provides a four-step selection system Provides a process of five assessment methods to evaluate candidates Includes guidance to assess the reliability and validity of selection methods Provides guidance to make fully defensible selection decisions Offers best practices in selection as an opportunity to enhance existing selection methods Legal context The guide briefly outlines the legal environment that governs selection processes and provides guidance to keep your selection system compliant. Best practice in selection meets legal requirements that ensure employment practices are fair to all. The guide discusses three key federal acts and their impact on the selection of Chiefs and Deputy Chiefs. It also discusses the impact of similar provincial/territorial legislation. Its intent is not to prescribe specific procedures or provide legal compliance advice. It offers general guidance on the legal environment and information about current best practice in selection to support the building of effective and defensible selection procedures in police services. Best practice The guide gives you research-based best practice against which to assess your executive selection process. It covers the critical aspects that research has linked to effective selection practices. Four essential steps to a legally defensible and organizationally effective selection program are discussed: 1. 2. 3. 4. Identify critical tasks Identify selection requirements Assess candidates Make a selection decision Tips to support the integration of new executives into the organization – a key factor in their success – are also provided. Additional tools A glossary of terms Recommended reading Rank Task Lists for Chief and Deputy Chief Rank Competency Profiles for Chief and Deputy Chief Police Sector Council Page 15 of 221 Rank Job Descriptions Interview Guides and Questions for Chief and Deputy Chief Reference Check Guides and Questions CBM is at work in many Canadian policing organizations of all sizes including: Policing Competency Dictionary The CBM connection A selection system that uses competencies is far more likely to result, in not only choosing the best person to fill the vacancy, but also in legally defensible selection decisions. Edmonton Police Service London Police Service OPP RCMP Competencies are the observable and measurable skills, Royal Newfoundland knowledge, or other attributes that contribute to successful Constabulary performance in jobs. Competency-based management (CBM) is a Vancouver Police Department way of managing human resources functions that focuses on Winnipeg Police Service these competencies. Fundamentally, one can say that competencies are all about behaviours that help us produce And many other policing services in Canada results at work. Consequently, it is the behaviours identified as most important to police leadership success that are assessed during the selection process. Competency-based selection is legally defensible because it is firmly linked to job tasks. The consistency and rigour of the competency approach generate confidence that a selection system genuinely reflects job requirements and is administered fairly. Task lists have been developed for all ranks. From these, appropriate competencies were derived and nationally validated. Tasks performed by police leaders from Sergeant to Chief were used to identify 14 leadership competencies required of all police leaders, though higher proficiency levels are needed as ranks rise. This guide looks at the development of competencies for Chief and Deputy Chief and presents a best practice executive selection process built upon the 14 leadership competencies. Police Sector Council Page 16 of 221 The Business Case for Competency-based Executive Selection Selecting the right people to head police organizations is one of the most important responsibilities of a police board or commission. Executive performance impacts all facets of organizational life and the consequences of making a poor decision are high. It is commonly acknowledged that selecting the right people for executive positions is difficult and that many such decisions are wrong. Researchers estimate that between one-third and two-thirds of executive selections are unsuccessful. 3 One of the reasons for such high failure rates is that organizations do not use best practices when conducting executive selection.4 The chances of making the right selection decision are improved when the selection process is based on requirements such as competencies and when reliable and valid assessment tools are used. Behavioural competencies are a strong predictor of executive success.5 It is clear that there are benefits to having a rigorous competency-based selection process in place, including: Increased organizational effectiveness A competency-based selection system identifies police executives who are most likely to contribute to the achievement of organizational goals. When police executives are well matched with position requirements and organizational needs, they are likely to stay with the organization longer. They are also more likely to be effective. For example, using leadership competencies to select high-performing police executives can improve financial management in an environment of economic constraint but undiminished demands for professional policing services. Superior assessments A rigorous and scientific selection process results in accurate, reliable, valid and fair assessment of applicants’ qualifications. Person-job and person-organization fit A sound selection process supports the hiring of executives who are a good fit for the job and the police service because they have demonstrated all of the requirements for successful job performance. Reduced executive derailment A high percentage of promising executives fail. Among the reasons for derailment are personality issues, skill deficits, over-managing, poor communication skills and inability to think strategically, advocate, or adapt to the culture. A selection system based on fully elaborated behavioural competencies identifies such deficits and reveals those candidates who are most likely to succeed. Increased transparency of the selection process The selection process has greater transparency because job requirements are clearly stated and readily available. This helps to create a transparent, fair and defensible selection process that demonstrates public accountability and builds public trust and respect. Drucker, 1985, Hogan, 2003, Hogan, Hogan, & Kaiser, 2010 Zaccaro, 2010 5 Smith & Howard, 2009 3 4 Police Sector Council Page 17 of 221 Improved legal defensibility of the selection process Canadian human rights legislation protects individuals against discriminatory and unlawful employment practices. A selection decision must reflect the skills, knowledge, abilities or other requirements required for effective performance or it can be challenged and brought before legal bodies for review. A selection system that is demonstrably fair, has job-related requirements against which to assess candidates, and employs reliable and valid assessment techniques will be defensible under Canadian law. Conclusion An executive selection system that uses competencies as selection criteria is a sound investment that delivers many organizational benefits. It focuses on policing leadership competencies endorsed by Canadian policing, offers consistency in candidate assessment and a high likelihood of high-performing Chiefs and Deputy Chiefs. It also promotes your service’s consistency with, and support for, human rights dimensions in the workplace because it is fair, transparent and uses selection criteria that are strongly linked to job requirements. Police Sector Council Page 18 of 221 Legal Considerations in Selection Executive selection procedures and assessment tools must be unbiased and fair to all groups. Guidelines produced by human rights commissions, boards of inquiry and court rulings make clear what is required for a selection system to comply with human rights law. The intent of the legislation and the courts’ interpretation is especially clear in two important areas: the need for job-related selection processes and the need for consistency in handling candidates. Compliance with this legal framework is particularly critical when selecting executives at the level of Chief and Deputy Chief. The intent of this section is not to prescribe specific procedures or provide legal compliance advice. It offers general guidance on the legal environment. This chapter focuses on making your executive selection practices compliant with Canadian laws and regulations. Job-related selection processes A selection system must assess job-related qualifications; that is, the knowledge, skills, experience and other characteristics that are required for successful performance on the job. If it doesn’t, your selection process may be challenged and subjected to close scrutiny. Courts, review boards or tribunals may ask your police service to demonstrate that your selection decisions reflect the skills, knowledge, abilities or other requirements actually required for effective performance in the job. Bona Fide Occupational Requirements or Qualifications Bona fide occupational requirements are those that a person must possess to perform the essential components of a job in a safe, efficient and reliable manner. For this reason, conducting a job analysis to identify the job tasks and the skills, knowledge and other attributes required for successful performance is essential. You must ensure selection requirements are bona fide occupational requirements (BFOR) or bona fide occupational qualifications (BFOQ). Consistency in handling candidates The selection system must be applied equally to all candidates for a job. Consistency is required in both the application of each step to candidates and in the sequence of selection steps. However, you need not put a candidate through all the steps if sufficient grounds for rejection are obtained earlier in the process. The exception to consistency is that human rights legislation requires you to provide reasonable accommodation to satisfy the needs of persons with disabilities, cultural requirements and religious beliefs. Canadian Laws and Regulations The Government of Canada and all provincial and territorial governments have human rights acts or codes to safeguard the principle of equal employment opportunity for all. These are designed to avoid discrimination. Police Sector Council Page 19 of 221 We will look briefly at three federal acts that have important implications for personnel selection and then discuss their implications for the selection process: The Canadian Charter of Rights and Freedoms The Canadian Human Rights Act The Employment Equity Act 6 7 Canadian Charter of Rights and Freedoms The Canadian Charter of Rights and Freedoms addresses fundamental human rights issues such as freedom of speech and unlawful imprisonment. The Charter guarantees equality, reflects a commitment to provide fair workplace opportunities and is an acknowledgment that equal opportunity in employment has not always been the case in Canada. The Charter is significant because it takes primacy over all other federal and provincial laws except the Canadian Constitution. The Charter also permits any law, program or activity designed to improve the conditions of disadvantaged individuals or groups. The Canadian Charter of Rights and Freedoms makes clear that it is the result of employment practices not their intent that determines whether discrimination has occurred. Even if you can show that a policy or practice intended no discrimination, you have violated the law if its effect was discriminatory. Canadian Human Rights Act The Canadian Human Rights Act entitles all individuals to equal employment opportunities without regard to: Race Colour National or ethnic origin Religion Age Sex (including pregnancy and childbirth) Sexual orientation Family status Marital status Physical and mental disability (including dependence on alcohol and drugs) Pardoned conviction Selection decisions influenced by these “prohibited grounds” are discriminatory and unlawful. However, employers are allowed to hire and select individuals based on attributes that would be considered 6 7 The Canadian Human Rights Act governs only federally regulated employers and service providers. The Employment Equity Act governs only federally regulated employers. Police Sector Council Page 20 of 221 discriminatory if they can establish that the quality being assessed is a bona fide occupational requirement or qualification. Bona fide occupational requirements are those that a person must possess to perform the essential components of a job in a safe, efficient and reliable manner. It is therefore very important that selection requirements be based on a comprehensive job analysis. Since the onus is on the employer to demonstrate that the selection requirements are essential, a job analysis is a safeguard because it legitimizes the job tasks and the selection criteria that evolve from them. The Canadian Human Rights Act and the Canadian Charter of Rights and Freedoms also make provision for special programs designed to end long-standing disadvantages to some groups and prevent them from happening again. A special program could be allowing proportionately more of a disadvantaged group into the selection pool, provided they meet the basic requirements in order to correct past inequities or a policy of selecting a member of a disadvantaged group, provided all other things are equal. Human Rights Commissions and Tribunals Federal and provincial/territorial human rights commissions are mandated to foster equality and investigate and settle complaints made under human rights legislation in their jurisdictions. There may be slight differences in human rights regulations across provinces and territories. Consequently, you are advised to visit the website of the relevant provincial/territorial human rights commission for more details. The Canadian Human Rights Commission is also empowered under the Employment Equity Act to ensure that federally regulated employers provide equal opportunities for four designated groups: women, Aboriginal peoples, persons with disabilities, and visible minorities. The Canadian Human Rights Commission protects people against discrimination by federally regulated employers or service providers, such as federal government departments and transportation and communications companies. If discrimination comes from another source, the matter falls under provincial or territorial jurisdiction and their respective human rights commissions. Federal and Provincial Human Rights Commissions and Tribunals Canadian Human Rights Commission Alberta Human Rights and Citizenship Commission British Columbia Human Rights Tribunal Manitoba Human Rights Commission New Brunswick Human Rights Commission Newfoundland and Labrador Human Rights Commission Northwest Territories Human Rights Commission Nova Scotia Human Rights Commission Nunavut Human Rights Tribunal Ontario Human Rights Commission The Ontario Human Rights Tribunal Police Sector Council Page 21 of 221 Prince Edward Island Human Rights Commission Québec — Commission des droits de la personne et des droits de la jeunesse Saskatchewan Human Rights Commission Yukon Human Rights Commission Employment Equity Act (EEA) The Employment Equity Act defines specific requirements for federally regulated employers to ensure they are pro-active in providing equal opportunities for employment for members of four designated groups: women, Aboriginal peoples, persons with disabilities, and visible minorities. Among police services, only the RCMP is governed by this act. Federally regulated employers must also acknowledge that employment equity requires special measures and the accommodation of differences. They are required to replace employment barriers with positive policies and practices and make reasonable accommodations so that the representation of persons in designated groups reflects their representation in the Canadian workforce 8. Provincial and Territorial Laws Every province and territory has privacy legislation governing the collection, use and disclosure of personal information held by government agencies. These acts provide individuals with a general right to access and correct their personal information. Oversight is through either an independent commissioner or ombudsman authorized to receive and investigate complaints.9 Legal terms and concepts There are a few legal terms and concepts used in the legislation and associated case law that are useful to know. You have encountered some of these already in the guide – they are repeated here for easy reference. Adverse effect discrimination Adverse effect discrimination occurs when ‘an employer, in good faith, adopts a policy or practice that has an unintended, negative impact on members of a protected group.’ In recruitment, this would occur if the recruitment practice leads to the outcome of recruiting a specific pool of candidates to the exclusion of another group, for example, white males to the exclusion of women or visible minorities. In selection, adverse effect discrimination is associated with the use of a selection practice or the use of an assessment method that would have similar results. Any employment practice that discriminates against a group protected under the human rights legislation, no matter how well intentioned by the employer, constitutes adverse effect discrimination. 8 9 For Frequently Asked Questions about the Employment Equity Act s, ee http://www.chrc-ccdp.ca/publications/ee_faq_ee-en.asp Office of the Privacy Commissioner of Canada. http://www.priv.gc.ca/fs-fi/02_05_d_15_e.cfm#contenttop Police Sector Council Page 22 of 221 Bona Fide Occupational Requirements or qualifications Bona fide occupational requirements or qualifications are those that a person must possess to perform the essential components of a job in a safe, efficient and reliable manner. This underscores the importance of basing selection requirements on a comprehensive job analysis because it is the responsibility of the employer to demonstrate that the requirements are essential 10. Designated groups As defined by the Employment Equity Act, designated groups are: women, Aboriginal peoples, persons with disabilities and visible minorities. Federal government employers, including the RCMP, are required to take pro-active measures so that the representation of persons in designated groups in the employer’s workforce reflects their representation in the Canadian workforce. Discrimination As used in human rights law, discrimination means making a distinction between certain individuals or groups based on a prohibited ground. Such discrimination can be the result of either intentional or systemic discrimination. Intentional discrimination is an individual act of ill will or a pattern of unequal treatment against members of a certain group that intentionally eliminates them from consideration – in this case, in the selection process. Systemic discrimination refers to the exclusion of protected group members through the application of employment policies and practices based on criteria that are neither job-related nor required for the safe and efficient operation of the organization. Systemic discrimination can be much more subtle than intentional discrimination and is sometimes difficult to detect because it is often unintentional. The test for discrimination (intentional or systemic) is whether the population of those hired, promoted or retained is representative of the workforce from which the employer is hiring. Protected groups Protected groups are those defined as having "prohibited grounds" or "prohibited areas" for discrimination under the Canadian Human Rights Act and provincial Human Rights Acts. Prohibited grounds The prohibited grounds are named in the Canadian Human Rights Act: race or colour, national or ethnic origin, religion, age, sex (including pregnancy or childbirth), sexual orientation, family or marital status, disability (either physical or mental or as the result of dependence on alcohol or drugs), or pardoned criminal conviction. Selection decisions swayed by these characteristics are discriminatory, unless it can be established that they are bona fide occupational requirements. For a list of the prohibited grounds in your province, visit the website of the relevant provincial or territorial human rights commission or tribunal. 10 For case law related to Bona Fide Occupational Requirements and Bona Fide Justifications under the Canadian Human Rights Act see http://www.chrc-ccdp.ca/pdf/bfore.pdf Police Sector Council Page 23 of 221 Reasonable accommodation Reasonable accommodation requires employers to adjust an employment practice, environment or schedule to accommodate individuals unless it would cause undue hardship to the organization. Although reasonable accommodation is frequently discussed with respect to disabled persons, it is equally applicable to the cultural norms and religious beliefs found in today’s diverse workplaces. Undue hardship Undue hardship describes the limit beyond which employers and service providers are not expected to accommodate. Undue hardship usually occurs when an employer or service provider cannot sustain the economic or efficiency costs of the accommodation. Because “undue” and “reasonable” are subjective terms, Human Rights Commissions look at complaints on a case-by-case basis to decide whether accommodation would produce genuine hardship or merely be an inconvenience. Conclusion Legal issues related to recruitment and selection are complex and evolving. It is important to keep up with legislation, human rights policies and tribunal or court decisions that impact selection and recruitment practices. The defensibility of a competency-based executive selection process is strengthened because it is anchored by an analysis of the job and its required tasks. For this reason, police boards and commissions are encouraged to validate the leadership competencies and other requirements for the ranks of Chief and Deputy Chief to confirm the selection criteria they use are based on bona fide occupational requirements or qualifications. Compliance with employment legislation ensures an unbiased selection system that is fair to all job candidates. Police Sector Council Page 24 of 221 Addressing Adverse Effect Discrimination Police boards and commissions can prevent or reduce adverse impact and possible discrimination by: Increasing recruitment efforts that target individuals from underrepresented groups such as women and visible minorities Advertising job openings in media popular with members of these groups Featuring protected group members in career materials Ensuring that selection criteria are based on bona fide requirements/ qualifications Using assessment tools that are valid and reliable A Selection System for Police Executives Selection of executives is particularly challenging because of the complex nature of executive tasks and the difficulty of assessing leadership qualities. The structured process discussed in this section simplifies the process and makes sure your selection decisions are legally defensible. A best practice selection process is structured and documented. It efficiently and effectively assesses candidates’ suitability for executive roles. It is founded on a job analysis and a clear definition of desired attributes. Candidates are assessed against these criteria using methods that are reliable and valid, following which a selection decision is made based on the results of all assessments on all selection requirements. Figure 1: Selection process Identify Critical Tasks The four steps in a best practice executive selection system are illustrated in Figure 1. Identify Selection Requirements Step 1: Identify Critical Tasks Before you can select the best candidates, you need to understand clearly what it is you want them to do. The most important job tasks must be accurately and specifically identified and documented. Assess Candidates This significant piece of work has been done by the Policing Leadership Development Project which undertook a detailed “job analysis” of leadership ranks from Sergeant to Chief. This resulted in nationally validated Rank Task Lists of major tasks and sub-tasks for the four senior leadership ranks. Make Selection Decision Job Analysis of Policing Leadership Ranks The analysis done by the Policing Leadership Development Project was extensive and thorough. It involved a steering committee of leaders from Canadian policing governance bodies, national and provincial policing, public safety organizations and educational institutions.11 The work included extensive research into best practices, input from 63 police services and leading international policing organizations, consultation and interviews. This research provided the information used to draft Rank Task Lists. A series of interviews with senior police leaders was subsequently conducted to validate the key areas of job responsibility and job tasks for the Chief and Deputy Chief. In the interviews, police leaders were asked to verify that drafted job tasks were relevant and critical to their rank. The Rank Task Lists for the four senior police ranks were then validated in an online survey that was completed by police officers in these ranks. Overall, 180 job experts participated in the development and validation of Rank Task Lists for Chief and Deputy Chief. These research findings provide evidence that the rank task lists are relevant, accurate and important. Figure 2 shows the validation numbers by rank. 11 Steering Committee members are listed on page 5. Police Sector Council Page 25 of 221 Figure 2: Validation of Rank Task Lists Rank Survey Interviews Chief 43 2 Deputy Chief 43 2 Chief Superintendent 18 2 Superintendent 61 5 Commissioner 1 Deputy Commissioner 3 Total 165 15 The ranks of Chief and Deputy Chief were described as follows: Chiefs assist the police board or commission with developing a vision and identifying the strategic direction and objectives for the police service. They oversee all operational, policing and administrative functions of a police service and represent the police service at municipal, provincial, federal and international levels. Deputy Chiefs direct operational, policing and/or administrative functions of several divisions within a police service. More specifically, they direct the development and implementation of operational plans and represent the police service at municipal, provincial, federal and international levels. Figure 3:Rank Task List Rank Task List Figure 3 illustrates the structure of a Rank Task List. In which the task list breaks major tasks into tasks and sub-tasks. It breaks tasks into sub-tasks that are typically required on the job. Figure 4 shows the major task areas identified through the job analysis for the rank of Chief. Major Task Area Task Sub-task Figure 4: Major Task Areas for Chief Major Task Areas for Chief A. Oversee the development of police service strategic plan B. Evaluate the success in implementing the strategic plan C. Hold accountability for police service operations D. Hold accountability for management of financial resources E. Hold accountability for human resource management F. Champion the use of intelligence-led and problem-oriented policing strategies, programs, and tactics in the police service G. Set the direction for and evaluate the implementation of change H. Hold accountability for community and media relations I. Instil ethical conduct in others J. Develop relationships with leaders, organizations, and oversight and governing bodies The full Rank Task Lists for Chief and Deputy Chief are found in Appendices B and C Although the tasks and subtasks associated with the ranks of Chief and Deputy Chief have been identified at a national level, you must confirm that they are correct for your police service. Remove any items not relevant and add any that are relevant for Chief and Deputy Chief ranks in your service. This will give you confidence that you are selecting against the right criteria and that your selection process is defensible. Guidance on the validation process is provided at the end of Step 2. Police Sector Council Page 26 of 221 Job analysis is the foundation of an effective and defensible executive selection process. Rank Task Lists must be validated to make sure they are appropriate for your police service. Step 2: Identify Selection Requirements The next step in a best practice selection process is to A common error in executive selection is identify the key competencies required to carry out job the tendency to use selection criteria from tasks and to document any other selection requirements previous executive searches without related to successful performance. These additional considering their applicability to current or requirements include knowledge, past work experience in future organizational needs, an oversight a senior management role and other qualifications. that frequently leads to executive failure.12 Leadership competencies and the behaviours that demonstrate them are fully described in a Rank Competency Profile for each for policing leadership rank. A list of the competencies and all other requirements for leadership ranks are presented in Rank Job Descriptions. This section provides a description of all of these selection requirements and how they were derived. Figure 5: Validation of leadership competencies Competency Identification Working with the Rank Task Lists for senior leadership ranks, the Policing Leadership Development Project identified and nationally validated 14 policing leadership competencies. These are captured in Rank Competency Profiles. Senior policing executives, in a series of interviews, were asked to identify the most critical of these leadership competencies. Their collective choices were then validated through a survey completed by police leaders. Fifty-six individuals representing 25 policing organizations and including 16 members of the Canadian Association of Police Boards (CAPB), participated in the survey. Survey (+ CAPB members) Interviews Chief 12 (8) 3 Deputy Chief 12 (8) 3 Chief Superintendent 10 1 Superintendent 6 2 56 10 Rank Commissioner Total Understanding competencies Competencies are the observable and measurable knowledge, skills, abilities, behaviours and other attributes that contribute to successful performance in jobs. Measuring the presence of the required competencies for Chief and Deputy Chief in candidates is critical to the selection process. Research suggests that they are a strong predictor of executive success, 13 especially when assessed using a combination of evaluation tools.14 12 Zaccaro, 2010 Smith & Howard, 2009 14 Russell, 2001 13 Police Sector Council Page 27 of 221 From “what” to “how” Competencies are derived from the tasks identified during job analysis. Think of the transition from tasks to competencies as a movement from the “what” to the “how,” as illustrated in Figure 6. Figure 6: Relationship between tasks and competencies Tasks Competencies Key tasks performed on the job Key behaviours required for successful completion of work tasks What needs to be accomplished on the job How key work tasks are to be accomplished The importance of the competencies is that they are standardized, clear and measurable, directly linked to tasks and aligned with organizational objectives. They also shed light on the behaviours required for effective performance in executive police ranks. This makes them fundamental criteria for selection. Competencies for all police leaders The 14 policing leadership competencies fall into three key areas that define leadership effectiveness in policing organizations: performance, partnering and accountability. Figure 7: Leadership competencies Performance Achieve public safety goals through effective and efficient police service delivery o o o o o o Change Management Decision-making Financial Management Human Resource Management Information Technology Management Strategic Management Police Sector Council Partnering Accountability Establish strong partnerships and draw resources beyond the police service, including citizens and local government and community organizations Hold responsibility for one’s actions to sustain trust of government and the public o Community Relations and Media Management o o Fostering Relationships Interactive Communication o Organizational Awareness Page 28 of 221 o Ethical Accountability o Public Accountability o Public Safety o Valuing Diversity Competencies for Chief and Deputy Chief Chiefs and Deputy Chiefs identified these nine competencies as the most important: Chief: Deputy Chief: CHANGE MANAGEMENT COMMUNITY RELATIONS AND MEDIA MANAGEMENT DECISION MAKING ETHICAL ACCOUNTABILITY FINANCIAL MANAGEMENT FOSTERING RELATIONSHIPS PUBLIC ACCOUNTABILITY PUBLIC SAFETY STRATEGIC MANAGEMENT CHANGE MANAGEMENT DECISION MAKING ETHICAL ACCOUNTABILITY FINANCIAL MANAGEMENT FOSTERING RELATIONSHIPS HUMAN RESOURCE MANAGEMENT PUBLIC ACCOUNTABILITY PUBLIC SAFETY STRATEGIC MANAGEMENT Rank Competency Profiles for Chief and Deputy Chief are found in Appendices D and E. A deeper look at competencies Figure 8 is an example of part of a competency from the Policing Competency Dictionary, a catalogue of the competencies identified for all policing ranks. All competencies have a five-level proficiency scale. Note that at proficiency Level 1 of the competency Strategic Management, police officers are expected to be able to describe the purpose of the strategic objectives. At Level 5, police executives are expected to assist police boards or commissions to develop a vision and set strategic objectives. Figure 8: Example of a competency Strategic Management Sets strategic direction and objectives for an organization, translates strategic objectives into operational goals, and works toward their implementation. Creates opportunities for continuous improvement through an ongoing evaluation of external environment and internal issues that hinder organizational sustainability. (Scale progression: increased scope and complexity) Level 1 Describes the purpose of the strategic objectives Demonstrates basic knowledge of issues affecting the police service States the organizational vision, mission, and values Lists the organizational strategic objectives Police Sector Council Level 2 Contributes to the implementation of strategic objectives Ensures the utilization of resources that is consistent with operational plans and ultimately, organizational strategic objectives Demonstrates support for organizational policies, procedures, and goals Level 3 Level 4 Monitors the Develops operational implementation of plans to implement strategic objectives strategic objectives Determines how Translates strategic Chief and Deputy Chiefinto relevant resources objectives require Level 5 goals for need to be specific allocated to achieve goals in operational/busines s plans Monitors individual or team performance to ensure that it contributes to the fulfillment of relevant operational plans Page 29 of 221 units and divisions Identifies capacity required, timelines and responsibilities for the attainment of goals within units and divisions Behavioural indicators of the competency at Level 5 Level 5 Determines a vision and strategic objectives Identifies the short and long-term impact of current trends arising from environmental scan (e.g., demographic changes, government policies, etc) on the police service Formulates a clear and compelling vision for the police service In the Rank Competency Profiles for Chief and Deputy Chief, each of the rank competencies is described as in Figure 9. The behaviours illustrate the level of proficiency a police chief should be able to demonstrate with respect to this competency, Strategic Management. Figure 9: Competency example from the Rank Competency Profile for Chief COMPETENCY BEHAVIOURS ASSOCIATED WITH THE PROFICIENCY LEVEL STRATEGIC MANAGEMENT Determines a vision and strategic objectives (Level 5) Creates a strategic plan for the police organization, translates strategic objectives into operational goals, and works toward their implementation. Creates opportunities for continuous improvement through an ongoing evaluation of external environment and internal issues that hinder organizational sustainability Identifies the short and long-term impact of current trends arising from an environmental scan (e.g., demographic changes, government policies, etc) on the police service Formulates a clear and compelling vision for the police service Considers local, regional, provincial, federal and/or transnational policing issues in determining organizational priorities Advocates with key jurisdictional partners and authorities to support the achievement of organizational strategic objectives For more information about competency-based management, see Introduction to Competency-Based Management in Police Services. For a list of all competencies, their definitions and behaviours at increasing proficiency levels, see the Policing Competency Dictionary. Validating requirements for your police service Just as you must validate the Rank Task Lists for Chief and Deputy Chief to make sure they are appropriate in your service, you must also validate the competencies in the generic Rank Competency Profiles. The competencies used for selection must have a strong link to your validated Rank Task Lists so that they are effective and defensible. While there is no expectation that major changes to the requirements will be needed, it is imperative that you make sure that the Rank Task Lists and Rank Competency Profiles are appropriate for your police service. You must tailor them to match your particular requirements by adding or removing tasks and competencies to ensure that they apply to the Chief and Deputy Chief ranks in your police service. For a selection procedure to be legally defensible and effective in predicting success on the job, descriptions of tasks must reflect the actual tasks that your Chief and Deputy Chief perform. Competencies and other selection requirements must also be clearly linked to successful performance of those tasks. Putting your requirements through a validation process and documenting that process will contribute greatly to their defensibility. Validating Rank Task Lists To confirm the relevance of the Chief and Deputy Chief Rank Task Lists to your police service, you should: 1. Review the Chief and Deputy Chief Rank Task Lists with those in your service who are highly familiar with these ranks. Police Sector Council Page 30 of 221 2. Decide whether any changes are needed to reflect unique tasks required of these ranks in your police service. Remove tasks and sub-tasks from the Rank Task Lists that are not performed in your organization. Add any missing tasks or sub-tasks that Chiefs and Deputy Chiefs must perform in your organization. Validating Rank Competency Profiles To confirm the relevance of Chief and Deputy Chief Rank Competency Profiles to your police service, you should: 1. Review the Chief and Deputy Chief Rank Competencies with those in your service who are highly familiar with these ranks. 2. Decide whether the competencies in the profiles are critical for successful job performance as a Chief or a Deputy Chief in your police service. Remove any competency that is not critical in your service. Add any other competency that is critical for your service. Although 14 leadership competencies were identified, not all of them are included in the Rank Competency Profiles for Chief and Deputy Chief. You might find these relevant to your current executive selection requirements: Information Technology Management, Interactive Communication, Organizational Awareness and Valuing Diversity. See the Policing Competency Dictionary for full descriptions of these competencies. 3. Review the levels of proficiency assigned to behavioural competencies to confirm that they accurately reflect the proficiency needed to perform the work in your service. To help you with this task, look at the behaviours in the Policing Competency Dictionary and, for each competency, compare the assigned proficiency level to lower and higher proficiency levels. If the level of proficiency provided is not appropriate to these ranks in your service, select a more accurate one. 4. Review behavioural indicators for the target level and adjust, add or remove them as needed. Although the competencies for the Chief and Deputy Chief ranks have been nationally validated, they and other selection requirements you define for these ranks in your service must be reviewed to confirm that they reflect bona fide job requirements or qualifications. Conducting this review and documenting selection requirements makes your selection process defensible. Police Sector Council Page 31 of 221 Rank Job Description: a summary of all selection requirements Competencies are a key component of selection requirements, but not the only ones. Additional requirements for Chiefs and Deputy Chiefs were identified as a result of a review of research, relevant national occupational standards, existing job descriptions and job postings for police executives. Education and experience are certainly factors and there may be others that are unique to your police service. A Rank Job Description is a summary of all selection requirements for a rank. It includes: A definition of the rank Critical competencies needed to be successful in these positions (taken from the Rank Competency Profile) Other requirements such as education, experience and knowledge Main responsibilities (these are the major tasks derived from the Rank Task List) Education, experience and knowledge requirements must be job-related. A Rank Job Description captures the critical requirements of the rank. It is the foundation for all human resource functions and helps incumbents to understand job duties. Education and experience requirements Most jobs have some kind of education and experience requirements. For example, they may specify that only applicants with college degrees or equivalent training or experience will be considered. Such requirements are more common in technical, professional and higher-level jobs. Some licensing, certification, and educational requirements are mandated by law to guarantee minimum competence and to protect public safety. Requirements for experience and education should be job-related. If they result in adverse effect discrimination, you will have to demonstrate that they are job-related and justified by business necessity. In some cases, such as specifying a specific number of years of experience or educational requirement, job-relatedness might be difficult to demonstrate. You must be able to make the link between the experience and education required and the knowledge required to do the job.15 Research indicates that in a variety of occupations, the relationship between employees’ years of education and their job performance is rather weak.16 There is no empirical evidence to suggest that using education as a selection requirement improves the quality of decision making in selecting police executives. However, a combination of a education plus experience does result in successful performance at executive levels. Education A review of job descriptions indicates that the minimum education requirements for Chiefs and Deputy Chiefs in Canada vary from service to service, and range from high school graduation to a Master’s degree. In addition, police services often require that candidates for executive ranks complete formal courses in police administration, leadership, general management or business administration. According to the Canadian National Occupational Classification system, at minimum, police Chiefs and Deputy Chiefs should complete secondary school. Considering the diversity of educational requirements in police 15 16 Testing and Assessment: An Employer’s Guide to Good Practices, 2000 Schmidt & Hunter, 1998 Police Sector Council Page 32 of 221 services today and the necessity for defensible selection requirements, the educational requirements for Chiefs and Deputy Chiefs might be worded as follows: A Bachelor’s degree in police science, criminal justice, public administration or a related field is preferred. A combination of experience, education and training may substitute for formal education. Experience Research shows that having more work experience is related to better job performance.17 Work experience may be expressed in terms of its relevance, depth and breadth or other aspects of the duties and responsibilities involved. It can be measured in terms of the time spent on a job or with an organization or in terms of the nature, difficulty, and level of the work performed. In evaluating the work experience of candidates, take into account both the duration and the nature of the job. Also keep in mind that the complexity or “richness” of work experience can make up for a shorter work history. The bottom line is that both the quantitative and qualitative work experiences most relevant to the work of police executives must be identified and Experience Experience refers to the past practice of activities that provided an opportunity for the acquisition of knowledge and the development of skills/abilities relevant to the work to be performed in a job. considered. For example, the experience requirements for Chief might be expressed as follows: At least 10 years of progressively responsible law enforcement experience in patrol, investigations and emergency response programs At least 8 years of progressively responsible senior management experience Experience in dealing with the media and community relations Experience in working within governance structures Knowledge To qualify for the rank of Chief or Deputy Chief, candidates must also meet knowledge requirements. Valid knowledge requirements are those linked to successful performance of critical tasks required for that rank. Knowledge requirements for Chief and Deputy Chief ranks can be derived from their rank task lists. For instance, in order to manage financial resources in the area of responsibility, candidates need knowledge of financial planning. The required knowledge areas for Chief and Deputy Chief might be: 17 Advanced knowledge of law enforcement, legislation and policy regarding public safety Advanced knowledge of current law enforcement management theory and administrative standards Advanced knowledge of national and international policing issues, philosophies, practices and trends Advanced knowledge of budgeting and financial practices applicable to law enforcement Advanced knowledge of governance structures Schmidt & Hunter, 1998; Schmidt, Hunter, and Outerbridge, 1986 Police Sector Council Page 33 of 221 Each of these knowledge areas can be broken down further. For example, knowledge of law enforcement, legislation and policy may involve knowledge of legislation including municipal, provincial, and federal statutes, and the Police Services Act. Conclusion Starting with the Rank Task Lists for Chief and Deputy Chief, validate job tasks and competencies that match the requirements of these executive ranks in your police service. Add additional requirements such as education, experience and knowledge to create Rank Job Descriptions that reflect the real requirements for police executives in your police service. These become the benchmarks you use to assess candidates. Sample Rank Job Descriptions for Chief and Deputy Chief – Operations and Investigations are found in Appendices F and G. Step 3: Assess Candidates In this step, candidates are assessed against the selection requirements. Reliable and valid assessment tools, such as structured competency-based behavioural interviews, work sample or assessment centre and competency-based reference checks, help to discover whether a candidate is likely to be an effective police executive. Best practice in selection uses a variety of appropriate assessment methods to evaluate candidates. The choice of assessment methods is guided by the nature of the competencies, education, experience, and knowledge required for effective performance in the job, as well as the extent to which the assessment methods being considered predict successful job performance. The best assessment tools for selection have the following characteristics: They are linked to the job. They measure what they claim to measure (validity). They measure selection requirements in a consistent manner (reliability). Assessment Tool Standards Professional guidelines are available for developing, evaluating and applying assessment tools. Following them will make sure the assessment tools you use are compliant with legal and professional standards. Two fundamental guidelines are: Standards for Educational and Psychological Testing, 1999, AERA Publications Principles for the Validation and Use of Personnel Selection Procedures, 2003, Society for Industrial and Organizational Psychology They differentiate between successful and unsuccessful candidates (validity). Reliability Reliability is a measure of the consistency with which a tool assesses a selection requirement. If an assessment method is reliable, it will produce a similar result when an applicant retakes it (assuming that the attribute measured has not changed over that period of time). However, all assessment tools are subject to some degree of error. For example, if the same assessment method were to be administered to the same set of people on two occasions, most people’s scores would differ to some extent across the two test sessions because tests (and all assessment tools) are influenced by a Police Sector Council Page 34 of 221 variety of factors that are difficult to control, such as changes in the candidate, differences in the testing environment, or differences in the people scoring the test. Differences in room temperature or lighting, a candidate’s level of fatigue or anxiety, and the test scorers’ level of experience can all influence test results. Reliability refers to the degree to which assessment results are unaffected by such measurement errors. Validity Validity refers to the accuracy with which a selection tool measures what it is supposed to measure and how well it predicts job performance. The validity of an assessment tool is established for a specific purpose or for a specific group of people. A valid assessment tool for executive selection will help to differentiate between candidates likely to be successful in the rank and those who are not. In this section we describe five methods to help you conduct a best-practice assessment of candidates for Chief and Deputy Chief ranks. Supporting tools such as interview and reference check guides are provided in appendices H, I, J and K. Police Sector Council Page 35 of 221 Assessment process Most assessment programs use a variety of assessment methods. There are several approaches you can take: “multiple hurdles” or “total assessment” approach, or a combination of the two. In the ™Multiple hurdles approach, candidates must pass each method (usually by scoring above a cut-off score) to remain in the assessment process. Each assessment method represents an opportunity to screen candidates in or out. The multiple hurdle approach is used when the candidate pool is large or when assessment methods are expensive to administer. It can reduce the total cost of assessment by having only those who do well proceed to other, often more costly, assessment tools. Figure 10: Assessment Methods 1. Résumé Review 2. Competencybased Interview In the ™Total assessment approach, all candidates are assessed by all methods in the program. The information gathered is used in a counterbalanced manner. This allows a high score on one method to be counterbalanced with a low score on another. A key decision in using the total assessment approach is determining the relative weights to assign to each assessment instrument in the program. 3. Work Samples The decision to use a particular method is an important one. As in every business decision, you will want to determine whether the potential benefits outweigh the expenditure of time and effort. Be sure to factor in all the costs, such as purchase of tests and staff time, and balance these against all the benefits. 18 For example, additional tests may be warranted due to the criticality of an executive position and to increase the likelihood that the best candidate is chosen. based Reference or Assessment Centre 4. CompetencyCheck 5. Background Investigation There are five assessment methods recommended for candidates for executive ranks. Research indicates that the best results are obtained when all five are used. This is the usual order in which they are done, when all methods are applied to assessment. 1. Résumé review. Candidates’ résumés are screened for selection requirements such as education, knowledge, and work experience. 2. Competency-based interview. Those who meet the minimum education, knowledge, and work experience requirements are invited for a competency-based interview administered by a panel of police board or commission members. 3. Work samples or assessment centre. After completing the interview, candidates may be invited to participate in exercises that simulate on-the-job situations. This method may be administered to all candidates who met the minimum requirement on the interview or only to those with high scores. 4. Reference check. Reference checks are completed for candidates who pass the interview or the interview and work sample/assessment centre methods. 18 Testing and Assessment: An Employer’s Guide to Good Practices, 2000 Police Sector Council Page 36 of 221 5. Background investigation. Background investigations are reserved for the candidate who has met all other requirements. Many assessment tools and procedures require specialized training, education or experience to develop, administer and interpret results correctly. If needed, assessment professionals can provide support in these areas. 1. Résumé review Résumés provide biographical information on job candidates, such as their education, work history and work accomplishments. Most organizations use résumés to assess candidates’ past performance and achievements. At the résumé stage of the selection process, education, policing experience and experience in a senior management role are evaluated to confirm that minimum requirements are met. When evaluating candidates’ résumés, keep in mind the following: Concrete and quantifiable accomplishments Considerations of competence are important because executive roles involve higher levels of risk than other management positions in an organization. 19 So it is important to examine résumés for concrete work accomplishments in policing and senior management roles. To avoid receiving résumés that are limited to chronological listings of jobs held and major duties performed, request that specific and quantifiable accomplishments be included in the résumés submitted for executive ranks. This also deters inflated descriptions of past successes and omission or downplaying of past failures. Because past performance predicts future performance, also look for evidence of: The results that candidates achieved in their current and previous positions Formal and/or informal recognition they received for their accomplishments Self-improvement efforts they made to enhance their careers20 At minimum, there should be evidence that candidates for an executive police rank meet performance expectations in their current rank. Employment gaps Ensure that there are no unexplained employment gaps in candidates’ history. Take care, however, to avoid questions that may violate human rights legislation such as asking whether the gap was due to having children. 19 20 Smith & Howard, 2009 Hollenbeck, 2009 Police Sector Council Page 37 of 221 2. Competency-based interview A competency-based interview is an effective method of assessing candidates’ competencies. The selection interview has one primary aim: to gain enough job-related information on a candidate to make a reliable and accurate prediction about later job performance. Candidates respond positively to interviews because they are given an opportunity to talk about their qualifications, ask questions and get more information about the job. Trained external assessors are ideal interviewers because they do not have prior knowledge of the candidates. However, the behavioural interview can also be done by the selection committee, provided they have the appropriate knowledge of the job and are trained. Best practice interview methodology uses a “structured” approach to ensure all selection interviews for positions and promotions are consistent and unbiased. Structured interviews increase the chances of making the best selection decisions and improve the legal defensibility of the process. A structured interview: Proceeds in a planned, systematic manner Asks questions related to the selection requirements Asks the same set of questions of all candidates Evaluates interview responses using the same rating scale Ideally, includes the same set of trained interviewers for each candidate pool. Where this is not feasible, interviewer training will help to ensure a consistent approach Types of questions Three types of interview questions are commonly used: job knowledge questions, situational questions and behavioural questions. Job knowledge questions Job knowledge questions deal with the technical or professional knowledge required to effectively perform the duties of the job. Situational questions Situational questions ask candidates to provide information on how they would deal with jobrelated situations that are typical of the kinds of circumstances the candidate is likely to encounter on the job. Situational questions tell you how the candidate is likely to deal with jobrelated situations and problems. A disadvantage of this technique is that while candidates may know how to respond appropriately to the various scenarios presented, there is no guarantee that they will behave this way once on the job. It is advisable, therefore, to use this questioning technique in combination with other approaches. Police Sector Council Page 38 of 221 Candidates may know how to respond appropriately to the hypothetical situations in the interview but may not behave the same way on the job. Behavioural questions Behavioural questions based on leadership competencies are among the most effective interviewing strategies, particularly for candidates for managerial positions.21 Behavioural questions are based on the premise that past behaviour is the best predictor of future behaviour. In contrast to the situational interview that asks candidates what they would do or should do, behavioural questions focus on what the candidate has actually done and ask about past experiences and accomplishments. The interview questions are designed to elicit examples of candidates’ past experiences and accomplishments related to the selection requirements. To accomplish this, interviewers look for the following information in the examples candidates share with them: The Situation or Task in which the candidate was involved. The Action the candidate took to complete the task or address the situation. The Result of the candidate’s action. All of these components are necessary to make an informed judgement about whether the candidate has displayed the level and quality of behaviour required. The sample behavioural question in Figure 11 targets the competency “Strategic Management” for a Chief rank. 21 Krajewski, Goffin, McCarthy, Rothstein, & Johnston, 2006 Police Sector Council Page 39 of 221 Figure 11: Sample Competency-based behavioural question Strategic Management – Creates a strategic plan for the police organization, translates strategic objectives into operational goals, and works toward their implementation. Creates opportunities for continuous improvement through an ongoing evaluation of external environment and internal issues that hinder organizational sustainability What to look for: Determines a vision and strategic objectives (Level 5) Corresponding interview question Competency from the Chief Competency Profile Identifies the short and long-term impact of current trends arising from an environmental scan (e.g., demographic changes, government policies, etc) on the police service Formulates a clear and compelling vision for the police service Considers local, regional, provincial, federal and/or transnational policing issues in determining organizational priorities Advocates with key jurisdictional partners and authorities to support the achievement of organizational strategic objectives Example Interview Question 1. Describe a situation when you had to change the strategic objectives of your unit or an organization in light of changes to the economic or political landscape? Probes: What was the situation? What economic or political issues had a bearing on your strategic objectives? What changes to the strategic objectives did you suggest? How did you communicate the changes to your reports? Did you encounter any resistance to change internally? Externally? To what extent were you successful in changing the strategic objectives? What makes you say that? What happened as a result of changes to the unit’s or organization’s strategic objectives? Guidelines for a successful interview process Following these research-based guidelines will make your interview process highly effective. Train interviewers It is imperative that everyone conducting interviews be trained to develop the skills needed for competency-based interviewing. Interviewer training improves their judgment by giving them a common frame of reference for interpreting interviewee responses. It also increases the reliability, validity and fairness of the recruitment and selection process. Ensure selection boards are representative Selection boards consist of a few people, typically three to five, whose role is to select the successful candidate for the position. If the composition of the selection board is not representative of the diversity in the workplace, the board may misinterpret cultural or gender differences or tend to favour candidates with similar backgrounds, education, and experiences as their own. Introducing diversity on selection boards helps to challenge commonly held assumptions about the “best fit” for the job. Police Sector Council Page 40 of 221 Focus on factors important for job success All questions should be related to the attributes required by candidates to perform the work. This is an important factor in ensuring that interviews are legally defensible. The halo effect occurs when one particularly strong or weak characteristic overly influences an interviewer’s judgement about the candidate’s capability to fill the job. A common example is the candidate who has very good verbal skills. Many have experienced or heard about the “good talker” who could not perform once on the job. To combat this common problem, the interviewer must focus on the factors important to job success and centre the discussion on past experiences or accomplishments that relate to the job under consideration. Take your time making the selection decision It has been said that people size one another up within 20 seconds of meeting. Those responsible for selection must work hard to avoid this very human tendency. Interviewers have been known to make decisions on the basis of a firm handshake or within the first few minutes of the start of the interview. In fact, research indicates that 77% of selection decisions are made during the interview and 33% are made before it reaches the half-way mark. If this is allowed to happen, it colours interviewers’ assessment of all subsequent information collected on candidates. If a favourable decision is made too soon, later negative information tends to be ignored or rationalized. If a premature negative decision is made, later positive information may be downgraded or not collected because the interviewer has ceased to be open. It is important to keep an open mind, continue to probe, and resist making a decision until the assessment process is complete. The longer you resist coming to conclusions about candidates, the better your selection decision will be. Ask candidates the same questions To ensure consistent evaluation of job candidates against selection requirements, ask all candidates the same set of questions. Avoid asking questions related to prohibited grounds Human rights law prohibits asking questions that may prejudice selection. 22 Exceptions are made when bona fide occupational requirements can be proven. Beyond the fact that these types of questions are most often not job-related, and accordingly do not belong in the employment interview, interpreting the answers takes years of training and experience, which interviewers typically do not have. Asking these types of questions may result in interviewers attributing characteristics to the candidate which are not accurate and which the candidate may never have intended. Get all the important information Most interviewers do not seek information from candidates on all of the important areas required for successful performance on the job. Often this occurs because the job has not been thoroughly analyzed to determine the competencies needed to perform the duties well. Important information can be missed if the interviewer has not planned the interview to cover all the factors that contribute to success in the job. 22 Guide to Screening and Selection in Employment, 2007 Police Sector Council Page 41 of 221 Surprisingly, the probability of missing important information increases proportionately with experience in interviewing. Research shows that more experienced interviewers tend to interview on fewer areas of candidates’ backgrounds. The depth of coverage within the areas reviewed may be appropriate, but the total information gathered on the candidate is not as broad. As a result, much important information is missed. Be aware of how personal biases and stereotypes affect judgement Stereotypes are generalized beliefs and attitudes about a group of individuals that can be distinguished by some characteristic such as race, colour, sex, religion or physical disabilities. Stereotypes are usually developed over a lifetime, and can have a significant impact in the evaluation of candidates. To make matters worse, most interviewers are not aware of the impact their beliefs and values can have in the selection process. Focus attention only on the individual currently being assessed Contrasting candidates occurs when the interviewer renders a more favourable assessment for a candidate who has just followed a particularly poor candidate, and a less favourable assessment for a candidate who has followed a particularly strong candidate. To combat this common problem, the interviewer must focus attention only on the individual currently being assessed. Focus on the behaviours in the interview that relate to the job Discussions about candidate qualifications and abilities are often conducted in a haphazard way when more than one interviewer is involved in the decision-making process. Interviewers often speak in generalizations or relate impressions by using comments such as “I don’t think he has the drive for the job” or “She has excellent interpersonal skills”, rather than focusing on the behaviour shown in the interview that relates to the job and reporting on that behaviour. Pay equal attention to both positive and negative information Recruiters are known for the “poor” candidates they hire, rather than the “good” ones that they let get away. Consequently, there is a natural tendency to actively look for negative information without balancing this with the positive information about the candidate’s ability to perform in the target job. This prejudicially focuses attention on selecting candidates out of the system rather than selecting them into it. Use a standardized rating scale A standardized rating scale evaluates all candidates fairly – against the criteria, not against other candidates – and provides the documentation necessary to support an unbiased process. Figure 12 illustrates the recommended scale. Police Sector Council Page 42 of 221 Figure 12: Example of a standardized rating scale for behavioural questions STRATEGIC MANAGEMENT Creates a strategic plan for the police organization, translates strategic objectives into operational goals, and works toward their implementation. Creates opportunities for continuous improvement through an ongoing evaluation of external environment and internal issues that hinder organizational sustainability. What to look for Level 5 - Determines a vision and strategic objectives. Identifies the short and long-term impact of current trends arising from an environmental scan (e.g., demographic changes, government policies, etc) on the police service. Formulates a clear and compelling vision for the police service Considers local, regional, provincial, federal and/or transnational policing issues in determining organizational priorities Advocates with key jurisdictional partners and authorities to support the achievement of organizational strategic objectives RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the target position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). Interview guides and questions for Chief and Deputy Chief are found in Appendices H and I. 3. Work samples or assessment centre Work samples A work sample is a hands-on performance method in which a job candidate is required to perform a jobrelated task under the same or similar conditions as those required on the job. Work samples are built around a typical work task or several work tasks performed by policing executives. They give selection committees a better understanding of the extent to which candidates possess the required competencies. The tasks of Chief and Deputy Chief ranks and the competencies required are outlined in the Rank Task Lists and Rank Competency Profiles. The process is to identify a key task or tasks then set up a situation to simulate them, observe and rate the candidates using the same rating scale used in the competency-based interview. For example, the selection committee can pose as the police board while a candidate presents and defends a proposed Police Sector Council Page 43 of 221 strategic plan or budget for the police service. Such a work sample exercise would test knowledge, communication skills and perhaps provide other insights. Work samples are among the best predictors of candidates’ future job performance. 23 They provide candidates with an opportunity to demonstrate their competencies rather than talk about them. They are important because candidates may interview well, but fail to exhibit effective behaviours on the job. Work samples are well suited for selection into executive level positions.24 They tend to be positively perceived by job candidates because they see a clear connection between the assessment method and the job they applied for. Work samples also provide candidates with a realistic preview of the executive job. Assessment centre Assessment centre is an optional alternative to work samples. An “assessment centre” is not a place, but a method. An assessment centre provides a standardized assessment of behaviour based on multiple evaluations carried out by trained assessors who observe and rate participants while they complete a range of related and integrated exercises that simulate activities of the target job. The assessment centre method is used by larger organizations for key positions and when the stakes are high. Assessment centre is a highly sophisticated approach that follows a rigorous procedure, uses many dimensions to assess candidates and produces a report on assessor observations. It is also more expensive than using work samples due to the space, time and resources required. Using external assessment specialists on an as-needed basis is usually preferred. When properly designed and administered, the assessment centre approach is a valid predictor of future performance.25 It has high diagnostic value because assessors look for examples of behaviours that illustrate candidates’ proficiency in the competencies. Typically, assessment centres are conducted as needed and often use external specialists to set up and administer them. Simulations conducted often include: In-basket: An administrative skills exercise that requires candidates to deal with the many memos and documents an executive must process. Role-play: Candidates interact with people trained to enact typical job situations, such as leading a staff meeting or meeting with one or more staff members to address critical issues. Oral presentation: Candidates are required to prepare for and deliver a formal presentation to key stakeholders. Written case analysis: Candidates are given a description of an organizational problem and asked to prepare recommendations to address it. The purpose of the simulations in an executive selection context is to evaluate candidates’ potential to perform well on the job. The ratings of several assessors are combined to arrive at the overall rating of the candidate’s performance on the assessment centre activities. 23 Schmidt & Hunter, 1998 Bank, Crandell, Goff, Ramesh, & Sokol, 2009 25 Gowing, Morris, Adler, & Gold, 2008 24 Police Sector Council Page 44 of 221 Guidelines for Assessment Centres The International Task Force on the Use of Assessment Centers prepared the following guidelines on the development and use of assessment centres that were endorsed by the 28th International Congress on Assessment Center Methods.26 Base requirements on job analysis Ensure that requirements used in the assessment centre are based on job analysis. Focus assessment methods on the requirements Exercises and job simulations in the assessment centre should clearly target the selection requirements identified through job analysis. Use multiple methods Use a variety of assessment techniques such as tests, interviews, questionnaires, and simulations. Use more than one simulation Include a sufficient number of job simulations to give candidates multiple opportunities to demonstrate behaviours related to the selection requirements. Use multiple assessors Use several assessors to observe and evaluate each candidate. Diversify assessors When selecting a group of assessors, strive for diversity. Consider race, ethnicity, age, sex, organizational level, and functional work area. Train assessors Assessors need training so that they understand the job context, characteristics being measured by the assessment centre and assessment techniques. They should also understand the behaviours being assessed, their relationships to job performance and should recognize examples of typical, effective, and ineffective job behaviours. They need a demonstrated ability to observe, record, and classify behaviour, play the roles needed for an interactive exercise, and provide feedback on exercise performance. Classify behaviours displayed by participants Classify candidates’ behaviours into meaningful categories such as competencies, knowledge and other attributes. Record candidate’s behaviour using standardized procedures Use systematic and standardized procedures for recording assessors’ observations, classifying them and rating performance. Prepare a report of observations Each assessor should prepare a report of observations made during each exercise. Determine candidates’ performance Candidates’ performance must be determined through pooling assessors’ observations, discussion and joint decision making. 26 Guidelines and Ethical Considerations for Assessment Center Operations. 2000 Police Sector Council Page 45 of 221 Assessment Centres produce valid inferences for predicting job performance of police officers.27 They provide an opportunity to assess complex job-related skills which are difficult to assess by other means. Assessment centres are positively viewed by applicants because they see a close relationship between assessment exercises and the job. Choosing the right tools There are many employment testing experts who can help you evaluate and select tests that are effective and comply with relevant laws. If you are considering hiring a consultant, it is important to evaluate the consultant’s qualifications and experience beforehand. Professionals working in this field generally have a Ph.D. or Masters in industrial/organizational psychology or a related field. Look for an individual with hands-on experience in the areas in which you need assistance. Publications such as the Standards for Educational and Psychological Testing and the Principles for the Validation and Use of Personnel Selection Procedures can also help you evaluate tests. In addition, these publications indicate the kinds of information a good test manual should contain. Carefully evaluate the quality and the suitability of a test before deciding to use it. Avoid tests for which only unclear or incomplete documentation is available, and those that you are unable to thoroughly evaluate.28 This guide provides information about testing as part of an assessment program for candidates for executive policing ranks. Its guidelines are of a general nature and should not be viewed as legal advice. 4. Competency-based reference check A reference check is a process of gathering information from those who can speak with authority about the abilities, skills, knowledge and personal suitability of the candidate. A competency-based reference interview is a valuable source of information about a candidate’s past experiences and accomplishments and is known to be one of the most effective interviewing strategies. In competency-based reference interviews, behavioural questions are used in the same manner as in the selection interview. The structured approach helps you to avoid “closed-ended” questions that don’t elicit the full response you need. It also, helps you to persist when interviewees seem reluctant to provide additional information. Competency-based reference questions are based on the premise that past behaviour is the best predictor of future behaviour. They are designed to elicit specific job-related behavioural information about candidate’s past experience and accomplishments. 27 28 Aamodt, 2004 Testing and Assessment: An Employer’s Guide to Good Practices, 2000 Police Sector Council Page 46 of 221 Responses to behavioural questions must include the following components to give you a complete understanding of the candidate’s past behaviours: The situation or task in which the candidate was involved The action which the candidate took to complete the task or address the situation The result of the candidate’s action When the information provided about a candidate contains all three components, it then constitutes a behavioural example. All three components are necessary to make an informed assessment about whether the candidate has displayed the level and quality of behaviour required for the target position. Reference checks are used to: Obtain information on candidates past demonstration of competencies Verify factual information about candidates, for example, previous positions held, length of employment, work experience, education, and past job performance Clarify or corroborate information obtained from other assessment techniques, such as competency-based questions in interviews Figure 13: Sample Reference Check Question Linked to a Competency Financial Management - applies financial management principles and tools to effectively manage organizational resources (operating, capital, and people) 1. Describe a time when a candidate negotiated with the authorities (either jurisdictional authorities or the top management in the organization) regarding the fiscal needs of the unit or organization. What were the fiscal needs of the unit or organization? What was the subject of negotiation with the authorities? What did the candidate do to ensure the success of negotiations? What did the candidate do to overcome resistance, if any, of the authorities? To what extent were the negotiations successful? What makes you say that? Failing to check references can put you in a difficult situation if it is later shown that a candidate provided false information during their interview or in their résumé. Although research on reference checks is limited, they are considered to be valid predictors of job performance.29 . The following guidelines will ensure that your reference checks are conducted as effectively as possible. Avoid questions that touch on prohibited grounds As required at any stage of the selection process, questions asked during the reference check must not touch on areas prohibited by the Canadian Human Rights Act, unless bona fide occupational requirements (BFORs) exist. The best way to ensure that questioning does not cross over into prohibited areas is to evaluate each question for its “job-relatedness”. 29 Obtain references from individuals who know the candidate well Schmidt & Hunter, 1998 Police Sector Council Page 47 of 221 The respondents or “referees” are typically people who have observed candidates’ performance and accomplishments and can comment with authority on their capabilities. Referees are usually people to whom candidates reported in the past or in their current position. Contacting several referees provides you with a richer understanding of candidates’ behaviour and identifies consistencies and inconsistencies in referees’ ratings. Use a structured approach A structured reference check uses the same set of questions with each referee and uses a standardized rating scheme to evaluate responses. Structured reference checks have higher validity for predicting job performance than unstructured reference checks. 30 A Reference Check Guide and Questions for Chief and Deputy Chief are found in Appendices J and K. 5. Background investigation The background investigation not only verifies information provided by candidates but also elicits additional information about them. The goal is to uncover facts that would compromise successful performance as a Chief or Deputy Chief. For example, you would want to uncover any misrepresentation of education and work history, unethical behaviour or criminal activity. The background investigation may involve interviews with a candidate’s former or current superiors and co-workers, family members, neighbours, and acquaintances. There are several purposes behind a background investigation: A background investigation of driving records and histories of legal and work problems is a proven predictor of performance.31 The background investigation can improve the quality of candidates by identifying those with discipline problems and may discourage those with a history of legal and work problems from applying. It provides proof of due diligence. The following research-based guidelines will make your background investigations as effective as possible. 30 31 Collect background data from multiple sources This allows you to cross-check information and can uncover information that could be missed by a single tool. Follow national, provincial, and municipal laws regarding privacy and personal information protection Familiarize yourself with federal, provincial and municipal legislation and regulations that govern privacy of personal information in your jurisdiction, for example, Ontario’s Municipal Freedom of Information Act and the Protection of Privacy Act. Taylor, Pajo, Cheung, & Stringfiield, 2004 Aamodt, 2004 Police Sector Council Page 48 of 221 Avoid questions that touch on prohibited grounds Unless they are job-relevant, questions addressing race, gender, marital status, religion, and other prohibited grounds are not appropriate as a basis for making selection decisions. Selection decisions influenced by these “prohibited grounds” are discriminatory and unlawful. Selection Requirements Coverage Grid In planning your selection process, it is important to establish the linkages between assessment methods and the selection requirements for the Chief and Deputy Chief ranks. A grid approach such as the one illustrated in Figure 14 is useful in developing the assessment strategy. Such a grid summarizes which methods will be used to measure which selection requirements. It also indicates the best practice of having at least two methods to measure each selection requirement. The sample coverage grids include the selection requirements and the five assessment methods recommended in this guide for building a robust selection system for Chiefs and Deputy Chiefs. The mapping of assessment methods to selection requirements is a suggestion; it is up to you to decide which competencies would be better assessed by interviews or work samples. Keep in mind that no single assessment method can adequately assess all selection requirements. We recommend using a variety of assessment methods to give candidates ample opportunity to demonstrate their capabilities and to give the board or commission sufficient information to make high quality executive selection decisions. Figure 14: Sample Selection Requirements Coverage Grid for Chief Selection Requirements Résumé Competencybased interview Work Sample/Assessment Centre Competency-based Reference Check Background Investigation Education X X Work experience in policing X X Work experience in a senior management role X X Change Management X Community Relations and Media Management X Decision-making X X X X X X X Ethical Accountability Financial Management X Fostering relationships X X Public Accountability X X Public Safety X X X Strategic Management X X X Police Sector Council Page 49 of 221 X X X Step 4: Make a Selection Decision Using a structured approach, information from all sources is combined to arrive at a final assessment rating for each candidate and to thereby determine who the best fit for the job is. Selection decisions are typically made by a panel of people who review assessment results and make a decision with the regard to the most qualified candidate(s). There are advantages to using a panel of board or commission members to make selection decisions. When several people participate in the decision, they bring different perspectives to the discussion. A group of decision makers allows for greater accuracy and a wider range of information in assessing candidates.32 Ideally, the same individuals who participated in the candidate assessment process should be involved in making selection decisions about candidates. Effective selection decisions result only from consideration of the results of all assessment methods. One way to integrate the results of assessments is to ask each assessor to consider candidates’ performance on all assessments and provide a rating for each competency covered by those assessments. These preliminary ratings are made independently by all assessors and then included in a competency summary form, such as that illustrated in Figure 15. Assessors then discuss the reasons for their ratings with the goal of achieving consensus on final competency ratings for each candidate. Figure 15: Preliminary and final competency ratings for each candidate for a Chief position Preliminary Overall Competency Ratings Assessor 1 Assessor 2 Assessor 3 Change Management 3 3 3 Final Overall Competency Rating 3 Community Relations and Media Management 4 2 2 3 Decision-making 5 4 5 5 Ethical Accountability 5 4 5 5 Financial Management 5 4 3 4 Fostering Relationships 3 3 5 4 Public Accountability 2 3 3 3 Public Safety 4 5 3 4 Strategic Management 2 3 3 3 Competency As the next step in the process, assessors provide their independent judgement of whether they can recommend a candidate for selection or not. Such judgements should be provided about all candidates. It is expected that each assessor will consider the selection requirements and strategic goals of the police service in determining the best candidate for a job. For example, if financial management is a critical need in your police service, more weight might be put on a candidate’s financial management competency. Remember your Strategic Plan Some experts say executive selection is about finding a match between organizational strategic requirements and a person who can meet those requirements. Zaccaro, 2010 After the assessors independently give their judgements, these judgements are compared. If the judgements are in agreement, the decision about the candidate is final. If there is disagreement, the assessors discuss their differences and decide on the most qualified candidate for a position. 32 Sessa & Taylor, 2000; Sessa, Kaiser, Taylor, & Campbell, 1998 Police Sector Council Page 50 of 221 Integrate the New Executive Both internally and externally hired executives struggle with integration issues. Research suggests that by the 10-month mark, up to 40% of newly appointed executives find the transition a challenge.33 How new executives are introduced to the police service and their new roles, and how the organization is introduced to them are important factors in new executive performance. Supporting executives in their new roles can have a host of positive outcomes, including reduced turnover and accelerated understanding of leadership, the people, and the organizational culture. Setting clear expectations for incoming executive and helping them build relationships with stakeholders inside and outside the police service improve their chances of success. The pitfalls are different for internal and external appointments. Internally hired executives tend to operate on the assumption that they know what the new job entails and what to expect from their peers. They assume that they have already proven themselves in their previous positions. These assumptions may cause them to miss opportunities to strategically build the relationships they need in their new roles. They may also face jealousy and resentment from their former peers who are now subordinates. Externally hired executives have a different set of integration issues. They have gaps in their understanding of organizational culture and politics. They may not know how to position themselves with others or how to navigate relationships with their new superiors, peers, and direct reports. External candidates have to build their reputations from scratch and learn quickly how business is done. Providing the right support to a leader can make a difference between success and failure. Several strategies are available to police boards and commissions to help leaders integrate into the organization. Communicate clear roles, priorities and expectations New executives need to be made fully aware of their role in the organization and what stakeholders expect of them. Police board or commission members facilitate this by providing a realistic job preview to new executives in which they clearly communicate expectations, including those that are not in written records. Help new executives to build relationships Relationships are fundamental to getting things done in any organization. Police board or commission members can support new executives by introducing them to key stakeholders and giving them advice about navigating particular relationships. Some organizations hold integration sessions for new executives and their teams to provide in which they get to know one another. Understand the norms and values of the organization To avoid making early mistakes which could have long lasting effects on their reputations and relationships with others, new executives need to understand and embrace the culture of the new organization (and/or the sub-culture in a different part of the same organization). Understanding organizational norms and values will enable new executives to align their behaviour with the expectations of others and understand what they need to do to successfully implement the organization’s strategic goals. 33 RHR International, 2010 Police Sector Council Page 51 of 221 Conclusion In this guide we provided suggestions to use competency-based selection procedures for executive ranks. We walked you through the steps in a best-practice selection procedure that begins with job analysis, develops clearly defined job-related selection criteria, uses a five-step “multiple hurdle” process to assess candidates with valid and reliable assessment methods and concludes with a process for decision making. The guide will support you in achieving a best-practice selection program that will deliver a host of benefits: Increased organizational effectiveness Reduced executive turnover Reduced executive derailment Fulfilled strategic goals of the organization Improved business continuity Increased transparency of the selection process Improved legal defensibility of the selection process You have a toolkit to support the competency-based selection process outlined in the guide. This includes nationally validated Rank Task Lists and Rank Competency Profiles from which you can build Rank Job Descriptions that describe the appropriate selection requirements for Chief and Deputy Chief ranks in your police service. You are also supported with these tools and templates: Interview guides for Chief and Deputy Chief Reference check guides for Chief and Deputy Chief Sample Rank Job Descriptions for Chief and Deputy Chief Recommended readings on executive selection practices We hope that the guidelines, tools and recommended readings in Police Executive Selection: A Best Practice Approach for Police Boards and Commissions will be useful in the continuous improvement of your selection practices. Police Sector Council Page 52 of 221 POLICE SECTOR COUNCIL If you need additional information or support on best-practices in police executive selection, the Police Sector Council will be glad to direct you to further resources or HR professionals with appropriate expertise. Contact Geoff Gruson, Executive Director: 613-729-2789 or ggruson@.policecouncil.ca Police Sector Council Page 53 of 221 References Aamodt, M. G. (2004). Research in law enforcement selection. Boca Raton, FL: Brown Walker Press. Bank, J., Crandell, S., Goff, M., Ramesh, A., & Sokol, M. (2009). Executive selection: Yes, we can do better. Industrial and Organizational Psychology: Perspectives on Science and Practice (Vol. 2; pp. 130144). Hoboken, NJ: Wiley-Blackwell. Canadian Charter of Rights and Freedoms (1982). Retrieved on December 14, 2010 from http://laws.justice.gc.ca/en/charter Canadian Human Rights Act (2000). Retrieved on December 14, 2010 from http://laws.justice.gc.ca/en/H-6/index.html Drucker, P. F. (1985). Innovation and entrepreneurship. New York, NY: Harper & Row. Employment Equity Act (1995). Retrieved December 14, 2010 from http://laws.justice.gc.ca/en/E-5.401/50293.html Employment Standards Act (2000). Retrieved on December 14 from http://www.labour.gov.on.ca/english/es/ Fact Sheets: Privacy Legislation in Canada (2010). Office of the Privacy Commissioner of Canada. Retrieved December 14, 2010 from http://www.priv.gc.ca/fs-fi/02_05_d_15_e.cfm#contenttop Fischer, C. (Ed.) (2009). Leadership matters: Police chiefs talk about their careers. Washington, D.C.: Police Executive Research Forum. Guide to Screening and Selection in Employment (2007). The Canadian Human Rights Commission. Retrieved on December 18, 2010 from http://www.chrc-ccdp.ca/pdf/screen.pdf Guidelines and Ethical Considerations for Assessment Center Operations (2000, May). International Task Force on Assessment Center Guidelines. Paper presented at the 28th International Congress on Assessment Center Methods. San Francisco, CA. Gowing, M. K., Morris, D.M., Adler, S., & Gold, M. (2008). The next generation of leadership assessments: Some case studies. Public Personnel Management: Special Issue: Talent Management, 37, 435-455. Hogan, R. (2003). Foreward. In D. L. Dotlich & P. C. Cairo (Eds.), Why CEOs fail. San Francisco, CA: Jossey-Bass Press. Hogan, J., Hogan, R., & Kaiser, R. B. (2010), Management derailment: Personality assessment and mitigation. In S. Zeldeck (Ed.), American Psychological Association handbook of industrial and organizational psychology. Washington, DC: American Psychological Association. Hollenbeck, G. P. (2009). Executive selection-what’s right and what’s wrong. In Industrial and Organizational Psychology: Perspectives on Science and Practice (Vol. 2; pp.130-144). Hoboken, NJ: Wiley-Blackwell. Police Sector Council Page 54 of 221 Kirchoff, W., Lansinger, C., & Burack, J. (1999). Command performance: A career guide for police executives. Washington, D.C.: Police Executive Research Forum. Krajewski, H. T., Goffin, R., McCarthy, J. M. Rothstein, M. G., & Johnston, N. (1999). Comparing the validity of structured interviews for managerial-level employees: Should we look to the past or focus on the future? Journal of Occupational and Organizational Psychology, 79, 411-432. Murray, T. (2000). Police executives under pressure: A study and discussion of the issues. 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The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262-274. Schmidt, F. L., Hunter, J. E., & Outerbridge, A. N. (1986). Impact of job experience and ability on job knowledge, work sample performance, and supervisory ratings of job performance. Journal of Applied Psychology, 71, 432-439. Selecting a police chief: A handbook for local government (1999). Washington, D.C.: International City/County Management Association and Police Executive Research Forum. Sessa, V. I, & Taylor, J. J. (2000). Choosing leaders. More cooks make a better broth. Consulting Psychology Journal: Practice and Research, 52, 218-225. Sessa, V.I., Kaiser, R., Taylor, J. K., & Campbell, R.J. (1998). Executive selection: A research report on what works and what does not. Greenboro, NC: Center for Creative Leadership. Smith, A. B., & Howard, A. (2009). Executive as a strategic business decision. Industrial and Organizational Psychology: Perspectives on Science and Practice (Vol. 2; pp.130-144). Hoboken, NJ: Wiley-Blackwell. Taylor, P. J., Pajo, K., Cheung, G. W., & Stringfiield, P. (2004). Dimensionality and validity of a structured telephone reference check procedure. Personnel Psychology, 57, 745-772. Testing and assessment: An employer’s guide to good practices (2000). U.S. Department of Labor, Employment and Training Administration, Washington, DC. Police Sector Council Page 55 of 221 Zaccaro, S. J. (2010). The search for executive talent: Understanding the process and setting it in motion. Effective Practice Guidelines Series. Alexandria, VA: Society for Human Resource Management Foundation. Police Sector Council Page 56 of 221 Appendix A: The Policing Leadership Development Project Police Sector Council Page 57 of 221 Appendix A: The Policing Leadership Development Project Introduction This is a description of the work completed for the Police Sector Council’s Policing Leadership Development Project launched in 2010. Effective leadership is critical to the successful management of police organizations. Police leaders face a host of unique challenges in managing their organizations. In addition to managing public safety, they are transitioning their organizations to a business management model and facing unprecedented attrition in leadership ranks. It was recognized that a national perspective is required to enable police services to improve their leadership development processes. In early 2000, the Police Sector Council (PSC) conducted several studies to determine strategic human resource priorities for police services in Canada. The National Diagnostic on Human Resources in Policing study (2007) identified challenges of the policing sector and made the following recommendations. Develop a Police Leadership Framework that defines the skills and competencies required at each level of leadership in policing. Design a formal transparent approach to succession planning across Canada. To address these recommendations, the Police Sector Council launched the Policing Leadership Development Project. Project Objectives The Police Leadership Development Project had the following objectives: To complete the police competency infrastructure by developing national occupational standards for four senior ranks, including Superintendent, Chief Superintendent, Deputy Chief, and Chief of Police. To develop a Police Leadership Framework for all ranks in policing. To prepare competency-based guides and support tools to support leadership development and succession planning in police services. Project Methodology The project involved a literature review on best practice in policing leadership development and succession management, analysis of written materials provided by police services, in-person and phone interviews, focus groups with former and current police leaders, surveys of subject matter experts, and validation meetings with the Steering Committee members. In the course of this project, the research group used materials provided by national, provincial, municipal, and international police services and organizations. Police Sector Council Page 59 of 221 Project Outcomes The Policing Leadership Development Project built on the previous Policing Competency Framework Project which provided the foundation for competency-based human resource management in policing. In the course of the initial project, the national occupational standards for the four ranks in policing Constable, Sergeant, Staff Sergeant, and Inspector – were developed. Two competency-based guides, Introduction to Competency-Based Management in Police Services and Constable Selection, and associated tools were also created to support policing recruitment, selection and promotion, performance management, learning and development and succession management. The Policing Leadership Development Project completed the police competency infrastructure by developing national occupational standards for the four senior ranks, including Superintendent, Chief Superintendent, Deputy Chief, and Chief of Police. It looked at best practice in Canada and abroad and analyzed the tasks and responsibilities of senior police leaders in order to develop an appropriate model and process to prepare high-potential police members for leadership roles. The project also proposed a competency-based leadership model for all levels of police leadership. The model identifies 14 leadership competencies that cover three key areas for policing: performance, partnering and accountability. All of the competencies apply – with differing proficiency levels – to four policing leadership levels. A Leadership Competency Profile was developed for each of these leadership levels. Finally, the Policing Leadership Development Project provided a series of guides and other tools to enhance leadership development, succession management, and executive selection. Project Phases and Activities Phase A: Project Initiation (September 2009- December 2009) The Council reviewed existing research and conducted some of its own on the use of competency-based management in Canadian police services. This confirmed the need to develop a competency-based Policing Leadership Model for the sector. A detailed work plan was then prepared to identify the steps to be taken, the required resources, and the nature and level of stakeholder involvement. A Steering Committee made up of 29 representatives from Canadian police services and affiliated organizations was assembled to oversee the project (see Table 1). They reviewed and approved the project’s Terms of Reference, objectives and methodology, advised and approved, participated in bimonthly status meetings, and assisted with project work. Police Sector Council Page 60 of 221 Table 1: Steering Committee Members DEPUTY CHIEF NORM LIPINSKI (CO-CHAIR) Deputy Chief of Police Edmonton Police Service ASSISTANT COMMISSIONER CAL CORLEY (CO-CHAIR) Director General Canadian Police College AILEEN ASHMAN Director of HR Toronto Police Service ROSEMARIE AULD Manager, Human Resources Hamilton Police Service JEAN BISHOP Manager, Planning and Research Royal Newfoundland Constabulary TULLIO CAPUTO, PHD Associate Professor Carleton University INSP FRANK CIACCIA Deputy Director Justice Institute of British Columbia CHIEF WARD CLAPHAM Chief of Police South Coast British Columbia Transportation Authority Police Service DR. CURTIS CLARKE Director General Alberta Solicitor General IVAN COURT Mayor City of St. John, NB ANITA DAGENAIS Senior Director, RCMP Policy Division Public Safety Canada DR. GARY ELLIS Professor, Justice & Public Safety Georgian College DENNIS FODOR Director, Human Resources Royal Canadian Mounted Police ANDRÉ FORTIER Codirecteur du baccalauréat en sécurité publique École Nationale de Police Québec ASSISTANT COMMISSIONER PETER GERMAN Assistant Commissioner, Lower Mainland District, British Columbia Royal Canadian Mounted Police SHARRON GOULD Manager Human Resources Winnipeg Police Service INSP DAVE LEE Deputy Director OPP Academy INSP CATHY LIGHT Inspector Calgary Police Service STAN MACLELLAN Director of HR Durham Regional Police Service EDGAR MACLEOD Executive Director Atlantic Police Academy PAUL MCKENNA, PHD Assistant Professor Dalhousie University RUTH MONTGOMERY Editor Canadian Association of Chiefs of Police GARY MORIN Director Saskatchewan Police College SHELAGH MORRIS Director of Corporate Services Guelph Police Services ALOK MUKHERJEE Vice-President Canadian Association of Police Boards JANE NAYDIUK Program Manager Ministry of Public Safety and Solicitor General, Government of British Columbia LUC PELLERIN Directeur, Direction du soutien pédagogique et de la recherche École Nationale de Police Québec Police Sector Council Page 61 of 221 INSP TAM POZZOBON Inspector Chief Crowfoot Learning Centre TONY SIMIONI President Edmonton Police Association STAFF SUPERINTENDENT DARREN SMITH Human Resource Development Command Toronto Police Service SANDY SWEET President & CEO Canadian Police Knowledge Network SUPERINTENDENT JOHN TOD Director of OPP Provincial Police Academy Ontario Provincial Police PATRICIA TOLPPANEN Executive Director Alberta Association of Police Governance CHIEF MATT TORIGIAN Chief of Police Waterloo Regional Police Service SHARON TRENHOLM Instructor, Police Studies Memorial University of Newfoundland FRANK TROVATO, PHD Program Head University of Guelph-Humber CHIEF VERN WHITE Chief of Police Ottawa Police Service Police Sector Council Page 62 of 221 A summary of project activities and accomplishments by phase is provided below. Phase 1: Analysis (January 2010- April 2010) Phase 1 consisted of background research on leadership development, succession management, and executive selection and collection of information from police services in Canada to inform the development of rank task lists and competencies. Thirty police services provided their materials, such as job descriptions, training materials, performance evaluation forms, and competency profiles. The research team consulted academic articles, conference presentations, briefs and white papers prepared by consulting organizations, and documents available on the websites of police services to identify commonly used methods of leadership development. Research looked at common leadership development practices in policing and other industries. Best practices of both domestic and international policing organizations were leveraged to develop a Police Leadership Framework. Among large Canadian police organizations which provided material for this research are Ontario Provincial Police, Sûreté du Québec, Edmonton Police Service, Winnipeg Police Service, Toronto Police Service and others. The research team used materials of international police organizations, including National Policing Improvement Agency (UK), Scottish Police College (UK), Federal Bureau of Investigation (USA), and Interpol (international). Additionally, information on formal leadership education was collected from the providers of police leadership training. Phase 2: Development (May 2010- July 2010) Phase 2 consisted of interviewing subject matter experts and developing rank task lists, leadership competencies for the Policing Competency Dictionary, rank and leadership competency profiles. The development activities are described under separate headings below. Development of Rank Task Lists The development of Rank Task Lists began with review of police service documents and consultation with subject matter experts. The close involvement of subject matter experts ensured the Rank Task Lists, were relevant to senior police ranks. The following activities took place in the development of the Rank Lists: Review of existing job descriptions and other relevant resources from 30 police services across Canada Drafting four Rank Task Lists based on the documentation collected during Phase 1 Fifteen interviews with subject matter experts from volunteer police organizations to determine relevance of tasks to senior police officers Translation of rank task lists into French Development of Leadership Competencies The leadership competencies were developed based on the documents collected from police services and consultation with subject matter experts. The following activities took place: Review of existing competency profiles and other relevant resources from 30 police services across Canada Drafting leadership competencies based on the documentation collected during Phase 1 Police Sector Council Page 63 of 221 Ten interviews with subject matter experts from volunteer police organizations to clarify the content of competencies and establish their relevance to senior police ranks Development of Rank Competency Profiles Rank Competency Profiles were created based on the interviews with subject matter experts and further refined through discussions in focus groups. The following activities took place in the development of rank competency profiles: Ten interviews with subject matter experts from volunteer police organizations to determine 8 critical competencies for police leaders in each of the four ranks Two focus groups with 14 former and current police leaders to review leadership competencies and identify the ones most critical for future police leaders Drafting Rank Competency Profiles. Translation of Rank Competency Profiles into French Development of Leadership Competency Profiles Leadership competency profiles for four levels of leadership were developed from the Rank Task Lists. The following activities took place in the development of the rank profiles: Creating Leadership Competency Profiles by combining rank competencies for adjacent ranks. Adjacent ranks had sufficiently similar rank competencies to warrant their aggregation. Development of the Policing Leadership Model Four leadership levels, Front-line Management, Mid-level Management, Senior Management, and Executive Management, were identified. Fourteen leadership competencies developed using input from interviews and focus groups were mapped to four leadership levels. Leadership levels were differentiated by increasing responsibility and complex proficiency levels required in the competencies. Development of Guides, Concept Papers and Support Tools The Policing Leadership Development Project developed a series of guides, concept papers, and support tools. The following activities took place in the development of these materials: Research on leadership development, succession management, executive selection, and education. Consultation with a number of subject matter experts, including police board members and HR directors in police services Drafting guides, concept papers, and support tools Review by the Steering Committee members Revisions based on feedback provided by Steering Committee members Phase 3: Validation (August 2010- October 2010) Phase 3 consisted of a number of validation activities that involved input from 292 subject matter experts. The following validation activities were part of the project: Validation of Rank Task Lists: 165 subject matter experts Police Sector Council Page 64 of 221 o Validation through paper-based survey: 56 subject matter experts Drafted a validation survey to determine relevance of task statements to each of the four ranks and identify their importance for successful performance in the rank. The survey was composed of four parts, each representing a task list for a particular rank. Each part was completed by job incumbents in the appropriate rank. The participants came from all provinces and regions in Canada, except Northwest Territories, Yukon, and Nunavut. The participants represented police services of different sizes. HRSG edited Rank Task Lists based on survey results. o Validation by Steering Committee: 32 subject matter experts. Validation of Rank Competency Profiles and Leadership Competency Profiles: 56 subject matter experts Drafted a paper-based survey with 14 leadership competencies. A separate version with appropriate proficiency levels was created for each of the four leadership levels. The survey was completed by job incumbents in the appropriate rank. The members of the Canadian Association of Police Boards also completed the survey for Chief and Deputy Chief. Participants were asked to indicate whether each of the 14 leadership competencies applied to the rank. They were also asked to select top 8 competencies critical for successful performance in the rank. All competencies were rated as applicable to each of the four ranks by a large majority of respondents. All 14 competencies were used to create Leadership Competency Profiles. The Rank Competency Profiles were created using the nine or ten competencies, selected as most important for the rank by more than 50% of participants. o Validation by Steering Committee: 32 subject matter experts Validation of the Policing Leadership Model, leadership competencies, guides, concept papers, and support tools o Validation by the Steering Committee: 32 subject matter experts o In-depth review by the Steering Committee members Police Sector Council Page 65 of 221 Phase 4: Communication (January 2010-January 2011) Ongoing communication activities were undertaken throughout the project, including scheduled monthly teleconferences with the Steering Committee and regular meetings with the Police Sector Council project manager. A number of activities were also conducted to inform all stakeholders of the initiative undertaken by the Police Sector Council. These activities included conference addresses, publications, and emails to a broad audience of stakeholders nationally and internationally. Two workshops were delivered March 2010 and February 2011) to introduce the concepts of Competency Based Management (CBM) in leadership development and familiarize stakeholders with the many products resulting from the project. Finally, a brochure, website dissemination point and communications were prepared to support the launching of the final products resulting from this initiative. Phase 5: Evaluation (March 2010 and February 2011) The evaluation of the project involves a pilot study to support implementation of competency-based leadership development and succession management in several police services and an in-depth assessment of the usability of the materials. All requests for access to materials are tracked with the intention of follow-up assessments to determine how the materials are being used. Final assessments of the workshops were conducted to determine the success of the session and the extent to which participants intend to use the materials. An evaluation report of the project will be created to document project management success in terms of objectives being met on time, on budget, on plan and with a listing of additional items produced that added value to the sector within the parameters of the project. Lessons learned will be included. The project outcomes: Competency-based Management (CBM) Leadership Framework Leadership Competencies define the behaviours required to perform effectively in leadership roles in a police organization. Policing Leadership Model that specifies 14 leadership competencies across four levels of leadership: Executive Management, Senior Management, Mid-level Management and Front-line Management. The model includes Leadership Profiles indicating the proficiency levels required as leadership levels increase in responsibility and complexity. Rank Task Lists itemize major tasks and sub-tasks for leadership ranks. Rank Job Descriptions summarize major tasks and critical competencies for leadership ranks. Rank Competency Profiles document critical competencies for leadership ranks. Leadership Competency Profiles document critical competencies for each level of leadership in a police organization. Police Sector Council Page 66 of 221 CBM Guides Guides that support leadership development and succession management processes in police services. Separate guides were also developed for police boards to support selection for police executive positions and for training providers to support the development of police leadership curriculum. Succession Management in Police Services: Developing a Pool of Potential Successors for Critical Policing Roles that offers practical guidance, tools and templates to support succession management in an organization. Leadership Development in Police Services: Managing the Development of Essential Leadership Competencies provides a competency framework for leadership development in policing as well as a set of recommendations on how to design and implement leadership development programs in police organizations. Developmental activities outlined in the Leadership Development guide are further described in supporting guides, including: Activities to Build Leadership Competencies: Supplement to the Leadership Development in Police Services suggests specific developmental activities for each level of the 14 police leadership competencies. Mentoring and Coaching in Police Services: Supporting Leadership Development provides best practices in mentoring and coaching for police services. Police Leadership Education and Training: Aligning Programs and Courses with Leadership Competencies presents a competency-based framework for developing curricula to support the development of police leaders. It provides information and tools to evaluate existing courses and programs to discover whether they align with policing leadership competencies. Police Executive Selection: A Best Practice Approach for Police Boards and Commissions provides a best practice selection model for police executive positions. CBM Toolkit Assessment tools and templates built around the competencies: Succession Management: o Getting Started with Workforce Planning o Succession Worksheets o Succession Program Evaluation o Candidate Progress Report o Change Management and Communications Leadership Development o Track Record Review o Developmental Learning Plan Executive Selection o Interview Guides and Questions for Chief and Deputy Chief ranks Police Sector Council Page 67 of 221 o Reference Check Guides and Questions for Chief and Deputy Chief ranks Recommended reading in all areas covered by the guides A spreadsheet with basic information on police leadership training providers in Canada and abroad. This document provides a list of selected police leadership training programs and courses organized by a training provider. A spreadsheet with the information on the number of uniform members in various ranks by police service in Canada. Concept papers that conceptualize the Policing Learning and Qualifications Framework and a nationally coordinated police leadership program. The concept papers developed as part of this project include the following: Building a National Leadership Program for Policing: A Collaborative Initiative to Strengthen Police Leadership that proposes a nationally coordinated police leadership program. Police Professionalization: Building a Policing Learning and Qualifications Framework that proposes a Policing Learning and Qualifications Framework to provide a national system to coordinate and compare formal qualifications or recognized programs of learning in Canada and internationally. Communication and Implementation Plan to address how the tools and a full competencybased management plan can be implemented in policing. Police Sector Council Page 68 of 221 Police Executive Selection APPENDIX B Rank Task List: Chief Chiefs assist the police board or commission with developing a vision and identifying the strategic direction and objectives for the police service. They oversee all operational, policing and administrative functions of a police service and represent the police service at municipal, provincial, federal and international levels. Police Sector Council Page 69 of 221 Appendix B: Rank Task List: Chief A. OVERSEE THE DEVELOPMENT OF POLICE SERVICE STRATEGIC PLAN 1. DIRECT ENVIRONMENTAL ASSESSMENTS TO DETERMINE STRATEGIC PRIORITIES 1.1 1.2 Review findings on macro and micro political, social, and economic environments to identify opportunities and threats for the police service Review prior service performance and benchmarks in the areas such as: crime prevention law enforcement victim assistance public order maintenance emergency response criminal investigation 1.2 Exchange information with regional, national and international police services about crime trends and best practices in policing 1.3 Consult with employees at all levels of the police service 1.4 Consult with constituents including municipal councils, school boards, community groups, government agencies, businesses, and members of the public reflective of the diversity of the community 2. DEVELOP A STRATEGIC PLAN IN CONSULTATION WITH THE EXECUTIVE TEAM 2.1 Develop vision, mission and values 2.2 Oversee the strategic analysis to identify and prioritize the major goals the police service must accomplish to address the major issues it faces 2.3 Oversee the development of strategies to meet each stated goal 3. PRESENT THE STRATEGIC PLAN TO THE OVERSIGHT AND GOVERNING BODIES AND OTHER EXTERNAL STAKEHOLDERS FOR FEEDBACK AND APPROVAL B. EVALUATE THE SUCCESS OF IMPLEMENTING THE STRATEGIC PLAN 1. REVIEW PROGRESS REPORTS 2. DISCUSS CONCERNS WITH THE EXECUTIVE TEAM 3. REQUEST THAT ADJUSTMENTS BE MADE TO THE WAY THE STRATEGIC PLAN IS IMPLEMENTED IN THE POLICE SERVICE AS REQUIRED 4. REPORT ON PROGRESS IN IMPLEMENTING THE STRATEGIC PLAN TO THE APPROPRIATE BODY C. HOLD ACCOUNTABILITY FOR POLICE SERVICE OPERATIONS 1. DIRECT THE EVALUATION OF THE EFFECTIVENESS OF POLICE SERVICE DELIVERY 1.1 Direct the development of quantitative and qualitative performance indicators for police service delivery, including property crime rates violent crime rates Police Sector Council Page 71 of 221 1.2 1.3 clearance rates for criminal investigations call response times traffic-related injuries and deaths budget variance citizen satisfaction levels Interpret quantitative and qualitative data in operational reports Establish mechanism to use performance data to promote continuous improvement in service delivery 2. COORDINATE POLICING ACTIVITIES WITH OTHER DEPARTMENTS, POLICE SERVICES AND OUTSIDE AGENCIES 3. HOLD ACCOUNTABILITY FOR MAJOR OCCURRENCES, SUCH AS CRIMINAL INCIDENTS AND INTERNAL STAFF ISSUES 4. LEAD INTERNAL AND EXTERNAL COMMITTEES THAT ADDRESS KEY AREAS OF POLICING SUCH AS NEW LEGISLATION, NEW RESEARCH, AND ADVANCEMENTS IN TECHNOLOGY 5. BUILD STRATEGIC PARTNERSHIPS AT LOCAL, PROVINCIAL, NATIONAL AND INTERNATIONAL LEVELS D. HOLD ACCOUNTABILITY FOR MANAGEMENT OF FINANCIAL RESOURCES 1. LEAD THE EXECUTIVE TEAM IN THE DEVELOPMENT OF A BUDGET THAT IS ALIGNED WITH THE STRATEGIC PLAN 1.1 1.2 1.3 Provide direction for budget planning and forecasting considering the current fiscal and economic context and financial targets Review and approve the final budget Present the budget to the oversight or governing bodies for feedback and approval 2. HOLD ACCOUNTABILITY FOR BUDGET ADMINISTRATION 2.1 2.2 Review financial reports submitted by direct reports to ensure that they are consistent with budget allocations and priorities Report regularly to the oversight or governing bodies on budget administration E. HOLD ACCOUNTABILITY FOR HUMAN RESOURCE MANAGEMENT 1. HOLD ACCOUNTABILITY FOR RECRUITMENT, SELECTION, DEPLOYMENT AND PROMOTION 1.1 1.2 2. Approve decisions about deployment and promotion of senior personnel Approve a succession management plan OVERSEE PERFORMANCE MANAGEMENT SYSTEMS AND PRACTICES 2.1 2.2 2.3 2.4 2.5 2.6 Ensure job performance indicators are in place for all personnel Coach and mentor direct reports Complete formal performance evaluations for direct reports Administer discipline in accordance with the police act and/or collective agreement Approve candidates for receiving recognition or rewards Commend all police service personnel for public compliments or positive feedback from supervisors Police Sector Council Page 72 of 221 3. HOLD ACCOUNTABILITY FOR TRAINING AND DEVELOPMENT SYSTEMS AND PRACTICES 3.1 3.2 Initiate and oversee the development and implementation of training programs, in particular leadership training programs Evaluate the effectiveness of training programs 4. HOLD ACCOUNTABILITY FOR LABOUR RELATIONS 4.1 Act for the Employer in grievances under applicable collective agreements and labour law 4.2 Report progress on collective bargaining to the appropriate body 4.3 Foster relationships with associations and unions 5. CREATE AN ORGANIZATIONAL CULTURE THAT PROMOTES CONTINUOUS LEARNING AND RESPECTS AND VALUES DIVERSITY 5.1 Promote continuous learning 5.1.1 Actively seek out and take advantage of strategic learning opportunities to meet future organizational needs 5.1.2 Encourage all police service personnel to take an active part in their own learning and development 5.1.3 Encourage innovative approaches to problem-solving 5.2 Promote respect for diversity 5.2.1 Develop and communicate the business case for diversity 5.2.2 Promote policies and programs that are free of systemic barriers that inhibit visible and non-visible minorities from accessing police services F. CHAMPION THE USE OF INTELLIGENCE-LED AND PROBLEM-ORIENTED POLICING STRATEGIES, PROGRAMS AND TACTICS 1. DEVELOP A VISION FOR INTELLIGENCE-LED AND PROBLEM-ORIENTED POLICING THAT TAKES INTO ACCOUNT SHORT- AND LONG-TERM COMMUNITY NEEDS 2. INCLUDE INTELLIGENCE-LED AND PROBLEM-ORIENTED POLICING IN THE STRATEGIC PLAN FOR THE POLICE SERVICE 3. MEET WITH MUNICIPAL AND COMMUNITY REPRESENTATIVES TO ESTABLISH THE OBJECTIVES, ACTIVITIES, AND EVALUATION CRITERIA FOR INTELLIGENCE-LED AND PROBLEM-ORIENTED POLICING 4. ENGAGE COMMUNITY REPRESENTATIVES IN IDENTIFYING ISSUES OF MUTUAL CONCERN AND DEVELOPING JOINT STRATEGIES TO ADDRESS THEM 5. EVALUATE THE SUCCESS OF COMMUNITY-ORIENTED POLICING IN THE ORGANIZATION G. SET THE DIRECTION FOR AND EVALUATE THE IMPLEMENTATION OF CHANGE 1. GATHER INFORMATION ON TRENDS AND DEVELOPMENTS WITHIN AND OUTSIDE THE POLICE SERVICE TO IDENTIFY OPPORTUNITIES FOR CONTINUOUS IMPROVEMENT 2. CONSULT WITH OVERSIGHT AND GOVERNING BODIES ON THE IMPLICATIONS OF CHANGE FOR THE COMMUNITY 3. SET A DIRECTION FOR CHANGE 4. ASSESS THE IMPACT OF STRATEGIC CHANGE IN THE POLICE SERVICE AND IN THE COMMUNITY Police Sector Council Page 73 of 221 H. HOLD ACCOUNTABILITY FOR COMMUNITY AND MEDIA RELATIONS 1. ASSESS AND EVALUATE THE INTERACTION BETWEEN NEWS, PUBLIC AND STAKEHOLDER OPINION AND ORGANIZATIONAL STRATEGY 2. DIRECT THE DEVELOPMENT OF A MEDIA STRATEGY THROUGH GATHERING INTELLIGENCE AND CONSULTING WITH STAKEHOLDERS 3. COMMUNICATE THE OBJECTIVES OF THE MEDIA STRATEGY TO RELEVANT INTERNAL AND EXTERNAL STAKEHOLDERS I. 4. MAINTAIN EFFECTIVE RELATIONSHIPS WITH LOCAL MEDIA REPRESENTATIVES 5. OVERSEE COLLABORATION WITH THE MEDIA TO PROMOTE POLICE INITIATIVES RELATED TO COMMUNITY SAFETY 6. OVERSEE PUBLIC RELATIONS CAMPAIGNS TO PROMOTE A POSITIVE IMAGE OF THE POLICE SERVICE 7. ATTEND COMMUNITY EVENTS AND FORUMS, IN ORDER TO DEVELOP POSITIVE RELATIONSHIPS WITH THE PUBLIC 8. ADDRESS THE COMMUNITY DURING MAJOR INCIDENTS AND EVENTS 9. APPROVE SENSITIVE MEDIA RELEASES INSTILL ETHICAL CONDUCT IN OTHERS 1. ENSURE THAT THE POLICE SERVICE HAS A CODE OF ETHICS FOR ALL PERSONNEL 2. CONTINUALLY REINFORCE THE IMPORTANCE OF CORE VALUES 3. PROVIDE GUIDANCE TO DIRECT REPORTS ON ETHICAL ISSUES 4. MAKE DECISIONS THAT ARE CONSISTENT WITH THE CODE OF ETHICS 5. TREAT OTHERS EQUITABLY AND WITH RESPECT 6. SUPPORT AND TAKE RESPONSIBILITY FOR OTHERS 7. DEMONSTRATE HIGH ETHICAL STANDARDS 8. HOLD OTHERS ETHICALLY ACCOUNTABLE Police Sector Council Page 74 of 221 J. DEVELOP RELATIONSHIPS WITH LEADERS, ORGANIZATIONS, AND OVERSIGHT AND GOVERNING BODIES 1. REPRESENT THE POLICE SERVICE IN RELATIONSHIPS WITH MUNICIPAL, PROVINCIAL, AND FEDERAL ORGANIZATIONS, COMMUNITY GROUPS AND PROFESSIONAL POLICE ASSOCIATIONS 1.1 Participate in task forces and advisory committees to develop policies, directives, and regulations in policing 1.2 Attend police sector events 1.3 Build relationships with policing and community leaders 1.4 Establish relationships between the police service and federal and provincial police services, for example RCMP, CSIS, CBSA; OPP, and SQ to promote collaboration in joint initiatives and intelligence sharing 2. FOSTER RELATIONSHIPS WITH THE OVERSIGHT AND GOVERNING BODIES 2.1 2.2 2.3 2.4 2.5 Build relationships with members of the oversight and governing bodies Address enquiries posed by the oversight and governing bodies Speak on behalf of the police service at the meetings of oversight and governing bodies Meet with members of the oversight and governing bodies to discuss areas of concern Facilitate information sharing with the oversight and governing bodies 2.5.1 Ensure that reports provided to the oversight and governing bodies are accurate and transparent and provide full disclosure 2.5.2 Communicate decisions and discussions of the oversight and governing bodies to the executive team 2.5.3 Delegate responsibility for implementing and communicating to all police service personnel the guidelines and governance decisions issued by the oversight and governing bodies Police Sector Council Page 75 of 221 Police Executive Selection APPENDIX C Rank Task List: Deputy Chief Deputy Chiefs direct operational, policing and/or administrative functions of several divisions within a police service. More specifically, they direct the development and implementation of operational plans and represent the police service at municipal, provincial, federal and international levels. Police Sector Council Page 77 of 221 Appendix C: Rank Task List: Deputy Chief A. LEAD THE DEVELOPMENT OF POLICE SERVICE STRATEGIC PLAN 1. LEAD INTERNAL AND EXTERNAL ENVIRONMENTAL ASSESSMENTS TO DETERMINE STRATEGIC PRIORITIES 1.1 Review findings on macro and micro political, social, and economic environments provided by each area to identify opportunities and threats for the police service 1.2 Review prior service performance and benchmarks in areas such as: o crime prevention o law enforcement o victim assistance o public order maintenance o emergency response o criminal investigation 1.3 Exchange information with regional, national, and international police services about crime trends and best practices in policing 1.4 Consult with employees at all levels of the police service 1.5 Consult with constituents including municipal councils, school boards, community groups, government agencies, businesses, and members of the public reflective of the diversity of the community 2. DEVELOP A STRATEGIC PLAN IN CONSULTATION WITH THE EXECUTIVE TEAM 2.1 Participate in the development of vision, mission and values 2.2 Lead the strategic analysis to identify and prioritize major goals the police service must accomplish to address the major issues it faces 2.3 Lead the development of strategies to meet each stated goal 3. ASSIST WITH THE PRESENTATION OF THE STRATEGIC PLAN TO THE OVERSIGHT AND GOVERNING BODIES AND OTHER EXTERNAL STAKEHOLDERS FOR FEEDBACK AND APPROVAL 3.1 Prepare supporting documentation, such as reports, responses, and research papers, for presentation to the police services board as required B. OVERSEE THE DEVELOPMENT AND IMPLEMENTATION OF OPERATIONAL PLANS TO SUPPORT THE STRATEGIC PLAN 1. DIRECT THE DEVELOPMENT OF OPERATIONAL PLANS IN CONSULTATION WITH THE EXECUTIVE TEAM 1.1 Review and evaluate divisional goals, objectives and priorities submitted by direct reports 1.2 Review and evaluate key initiatives and activities specified in divisional operational plans to ensure alignment with the strategic plan 1.3 Review and evaluate financial, staff, and material resource requirements specified in operational plans 1.4 Approve operational plans Police Sector Council Page 79 of 221 2. EVALUATE THE IMPLEMENTATION OF OPERATIONAL PLANS 2.1 Review progress reports and discuss concerns with direct reports 2.2 Report on the implementation of operational plans C OVERSEE OPERATIONS IN THE AREA OF RESPONSIBILITY 1. DIRECT AND MONITOR ALL COMMAND AREAS TO ENSURE ADHERENCE TO STRATEGIC PRIORITIES 2. OVERSEE THE DEPLOYMENT OF RESOURCES IN EXTRAORDINARY CIRCUMSTANCES 3. MANAGE RISK IN THE AREA OF RESPONSIBILITY 4. DIRECT THE DEVELOPMENT OF POLICY AND PROCEDURES TO GUIDE OPERATIONAL WORK 5. COORDINATE ACTIVITIES WITH OTHER DEPARTMENTS, POLICE SERVICES AND OUTSIDE AGENCIES 6. LEAD INTERNAL AND EXTERNAL COMMITTEES THAT ADDRESS KEY AREAS OF POLICING SUCH AS NEW LEGISLATION, NEW RESEARCH, AND ADVANCEMENTS IN TECHNOLOGY 7. BUILD STRATEGIC PARTNERSHIPS AT LOCAL, PROVINCIAL, NATIONAL AND INTERNATIONAL LEVELS 8. ACT AS THE CHIEF OF POLICE’S DESIGNATE IN HER/HIS ABSENCE D. OVERSEE MANAGEMENT OF FINANCIAL RESOURCES IN THE AREA OF RESPONSIBILITY 1. CONTRIBUTE TO THE DEVELOPMENT OF THE BUDGET 1.1 Provide direction for budget planning and forecasting considering the current fiscal and economic context and financial targets 1.2 Conduct comparative analyses of divisional financial data 1.3 Assist with the presentation of the capital and operating budgets to the oversight and governing bodies 2. OVERSEE BUDGET ADMINISTRATION 2.1 Review monthly budget expenditures to ensure they are consistent with allocations and priorities 2.2 Evaluate and approve major expenditure proposals 2.3 Assist in the preparation of the report on budget administration to the oversight and governing bodies E. OVERSEE HUMAN RESOURCE MANAGEMENT IN THE AREA OF RESPONSIBILITY 1. OVERSEE WORKFORCE PLANNING, INCLUDING RECRUITMENT, SELECTION, DEPLOYMENT AND PROMOTION 1.1 Hire, recommend appointment and terminate police service personnel in accordance with collective agreements and relevant legislation 1.2 Make recommendations or final decisions about transfers and promotions 1.3 Ensure that a succession management plan is created and implemented Police Sector Council Page 80 of 221 2. OVERSEE PERFORMANCE MANAGEMENT SYSTEMS AND PRACTICES 2.1 Establish and communicate job performance indicators 2.2 Coach and mentor direct reports 2.3 Complete performance evaluations for direct reports 2.4 Recommend candidates for citations for meritorious service 2.5 Commend all police service personnel for public compliments or positive feedback from supervisors 3. OVERSEE TRAINING AND DEVELOPMENT 3.1 Direct the development and implementation of training programs 4. OVERSEE MANAGEMENT OF LABOUR RELATIONS 4.1 Act for the Employer in grievance arbitration hearing, in the absence of the Chief of Police 4.2 Lead labour negotiations 4.3 Report progress on collective bargaining to the appropriate body 4.4 Foster relationships with associations and unions 5. CREATE AN ORGANIZATIONAL CULTURE THAT PROMOTES CONTINUOUS LEARNING AND RESPECTS AND VALUES DIVERSITY 5.1 Promote continuous learning 5.1.1 Actively seek out and take advantage of strategic learning opportunities that will meet future organizational needs 5.1.2 Encourage all police service personnel to stay abreast of current trends and best practices in policing 5.1.3 Encourage innovative approaches to problem-solving 5.2 Promote respect for diversity 5.2.1 Develop and communicate the business case for diversity 5.2.1 Promote policies and programs that are free of systemic barriers that inhibit visible and non-visible minorities from accessing police services F. OVERSEE INTELLIGENCE-LED AND PROBLEM-ORIENTED POLICING STRATEGIES, PROGRAMS, AND TACTICS 1. MEET WITH MUNICIPAL AND COMMUNITY REPRESENTATIVES TO ESTABLISH THE OBJECTIVES, ACTIVITIES, AND EVALUATION CRITERIA FOR INTELLIGENCE-LED AND PROBLEM-ORIENTED POLICING 2. ENGAGE COMMUNITY REPRESENTATIVES IN DEVELOPING JOINT STRATEGIES TO ADDRESS ISSUES OF MUTUAL CONCERN 3. PLAN AND DIRECT INITIATIVES FOR ONGOING COMMUNITY INVOLVEMENT IN POLICING AND COMMUNITY INFORMATION GATHERING 4. DEVELOP TACTICS FOR BUILDING COMMUNITY PARTNERSHIPS, PROACTIVE PROBLEM IDENTIFICATION AND PROBLEM-SOLVING Police Sector Council Page 81 of 221 G. OVERSEE CHANGE IMPLEMENTATION 1. GATHER INFORMATION ON TRENDS AND DEVELOPMENTS WITHIN AND OUTSIDE THE POLICE SERVICE TO IDENTIFY OPPORTUNITIES FOR ORGANIZATIONAL IMPROVEMENT H. 2. EVALUATE BENEFITS AND DRAWBACKS OF PROPOSED CHANGES 3. ASSESS ORGANIZATIONAL READINESS FOR CHANGE 4. IDENTIFY A STRATEGY FOR IMPLEMENTING CHANGE 5. PLAN AND DIRECT THE IMPLEMENTATION OF CHANGE CONTRIBUTE TO MANAGEMENT OF COMMUNITY AND MEDIA RELATIONS 1. DEVELOP OR CONTRIBUTE TO THE DEVELOPMENT OF A MEDIA STRATEGY THROUGH GATHERING INTELLIGENCE AND CONSULTING WITH STAKEHOLDERS 2. COMMUNICATE THE OBJECTIVES OF THE MEDIA STRATEGY TO RELEVANT INTERNAL AND EXTERNAL STAKEHOLDERS 3. MAINTAIN EFFECTIVE RELATIONSHIPS WITH LOCAL MEDIA REPRESENTATIVES 4. PROVIDE INPUT INTO PRESS RELEASES AND PRESS STATEMENTS AND BE INVOLVED IN MEDIA ADVISORIES 5. COLLABORATE WITH THE MEDIA TO PROMOTE POLICE INITIATIVES RELATED TO COMMUNITY SAFETY 6. ASSIST WITH MANAGEMENT OF PUBLIC RELATIONS CAMPAIGNS TO PROMOTE A POSITIVE IMAGE OF THE POLICE SERVICE 7. ATTEND COMMUNITY EVENTS AND FORUMS, IN ORDER TO DEVELOP POSITIVE RELATIONSHIPS WITH THE PUBLIC 8. I. ADDRESS THE COMMUNITY DURING MAJOR INCIDENTS AND EVENTS INSTILL ETHICAL CONDUCT IN OTHERS 1. CONTINUALLY REINFORCE THE IMPORTANCE OF CORE VALUES 2. PROVIDE GUIDANCE TO DIRECT REPORTS ON ETHICAL ISSUES 3. MAKE DECISIONS THAT ARE CONSISTENT WITH THE CODE OF ETHICS 4. TREAT OTHERS EQUITABLY 5. SUPPORT AND TAKE RESPONSIBILITY FOR OTHERS 6. DEMONSTRATE HIGH PERSONAL ETHICAL STANDARDS 7. HOLD OTHERS ETHICALLY ACCOUNTABLE Police Sector Council AND WITH RESPECT Page 82 of 221 J. DEVELOP RELATIONSHIPS WITH LEADERS, ORGANIZATIONS, AND OVERISGHT AND GOVERNING BODIES 1. REPRESENT THE POLICE SERVICE IN RELATIONSHIPS WITH MUNICIPAL, PROVINCIAL, AND FEDERAL ORGANIZATIONS, COMMUNITY GROUPS AND PROFESSIONAL POLICE ASSOCIATIONS 1.1 Represent the police service on committees and boards as delegated by the Chief of Police 1.2 Attend police sector events such as the annual conference of the Canadian Association of Chiefs of Police 1.3 Build relationships with policing and community leaders 1.4 Establish relationships between the police service and federal and provincial police services, for example RCMP, CSIS, CBSA; OPP; and SQ to promote joint initiatives and intelligence sharing 2. FOSTER RELATIONSHIPS WITH THE OVERSIGHT AND GOVERNING BODIES 2.1 Address enquiries posed by the oversight and governing bodies 2.2 Attend meetings of the oversight and governing bodies as Chief of Police’s designate in her/his absence 2.3 Facilitate information sharing with the oversight and governing bodies 2.3.1 2.3.2 Police Sector Council Ensure that reports provided to the oversight and governing bodies are accurate and transparent and provide full disclosure Delegate responsibility for implementing and communicating to all police service personnel the guidelines and governance decisions issued by the oversight and governing bodies Page 83 of 221 Police Executive Selection APPENDIX D Rank Competency Profile: Chief Police Sector Council Page 85 of 221 Appendix D: Rank Competency Profile: Chief Competency Name and Definition CHANGE MANAGEMENT Facilitates the transition to new organizational processes in response to internal and external needs COMMUNITY RELATIONS AND MEDIA MANAGEMENT Uses media and community events/resources effectively to create a positive public image of the police service, build strong relationships with the community, and to assist in the detection and investigation of crime DECISION MAKING Makes decisions involving varied levels of risk and ambiguity ETHICAL ACCOUNTABILITY Takes responsibility for actions and makes decisions that are consistent with high ethical policing standards FINANCIAL MANAGEMENT Applies financial management principles and tools to effectively manage organizational resources (operating, capital, and people) Police Sector Council Proficiency Level and Associated Behaviours Champions change (Level 5) Formulates a clear and compelling vision for change and its implications for the organization Communicates change initiative and impact to police service employees, police services board, community members, and government agencies Advocates for the necessary resources for the change initiative with authorities Launches the initiative and celebrates its success Reinforces the change message with one’s own actions, behaviours and attitudes Creates an environment within the executive team that encourages innovation and continuous improvement Implements monthly meetings to review performance measures within each business area for the purpose of celebrating success and problem-solving for improvements Establishes the philosophy and direction of the organization’s relationship with the public and media (Level 5) Aligns the corporate public affairs and media relations strategy with organizational and public safety priorities Represents the organization and the jurisdiction at local, provincial, federal, and international events Balances the organization’s needs for media exposure with jurisdictional public affairs and media relations philosophy and priorities. Makes decisions on how to best leverage public affairs and media relations functions in the best interests of public safety. Communicates the expected image that the police service wants to project to the public Determines an effective organizational strategy for using media resources proactively and dealing with the media reactively, e.g., major issues or incidents Defines the organizational strategy for promoting a positive image of the police service to the public Represents the police service during major incidents/operations Makes high-risk decisions in the face of ambiguity (Level 5) Makes high-risk strategic decisions that have significant consequences Uses principles, values and sound business sense to make decisions Makes decisions in a volatile environment in which the weight given to any factor can change rapidly Reaches decisions assuredly in an environment of public scrutiny Sets the standard for policing ethics and values (Level 5) Communicates the organization’s values and ethics Ensures that standards and safeguards are in place to protect the organization’s integrity Develops policies and measures to integrate ethics within the organization Facilitates research on best practices Participates in defining ethical policing practice Leads the organizational financial management strategy (Level 5) Identifies and communicates the broader context which impacts policing as a public service – on local, provincial, federal and/or global level as relevant Negotiates and advocates with jurisdictional authorities regarding fiscal needs of police service in light of context Approves the prioritization of fiscal strategies Presents budget to police services board Page 87 of 221 FOSTERING RELATIONSHIPS Seeks and builds alliances with internal and external stakeholders to meet their needs and further the organization's objectives. Uses an understanding of stakeholder needs, desires and critical success factors to influence priorities, initiatives and objectives and teaches others to do the same PUBLIC ACCOUNTABILITY Works effectively within parameters of jurisdictional governance structure (local, municipal, regional, provincial, and national) and associated policing frameworks. Adheres to values of public service. Understands and uses internal and external structures of authority and understanding the roles and responsibilities of external stakeholders in police operations. PUBLIC SAFETY Promotes an intelligence-led and problem-oriented policing philosophy that emphasizes partnerships with community, intelligence gathering, and proactive problem-solving that addresses conditions that can raise issues for public safety STRATEGIC MANAGEMENT Creates a strategic plan for the police organization, translates strategic objectives into operational goals, and works toward their implementation. Creates opportunities for continuous improvement through an ongoing evaluation of external environment and internal issues that hinder organizational sustainability Police Sector Council Sets strategic direction for partnering (Level 5) Establishes an infrastructure that supports effective stakeholder relationships Identifies and supports creative ways to partner with harder to reach stakeholders Profiles excellent examples of partnering within policing organizations and promotes them to other policing groups Leads by example to safeguard and sustain public trust (Level 5) Develops effective working relationships with the external stakeholders to which a police service is accountable Models behaviour that reinforces openness and transparency in decision making Consults with necessary authorities and vets high profile actions and/or communications before going public Obtains approval of the organization’s strategic plan from the police board, commission, minister Advocates with authorities for sufficient funds to support the responsibilities the service takes on Effectively maintains independence of the police service from political roles and relationships to ensure transparency and alleviate concerns of political interference Promotes vision for intelligence-led and problem-oriented policing (Level 5) Articulates clear messages, internally and externally, to support an approach that blends intelligence –led and problem-oriented policing Directs the development of policy and procedures to implement an integrated approach to intelligence-led and problem- oriented policing Works across multiple jurisdictions in support of the intelligence-led and problem oriented policing Participates in national and transnational policing initiatives to develop strategic alliances Educates key stakeholders about the approach and outcomes to gain their support Presents business case for adequate resources from the police services board, municipality, provincial and federal to ensure sustainability of intelligence capabilities Determines a vision and strategic objectives (Level 5) Identifies the short and long-term impact of current trends arising from an environmental scan (e.g., demographic changes, government policies, etc) on the police service Formulates a clear and compelling vision for the police service Considers local, regional, provincial, federal and/or transnational policing issues in determining organizational priorities Advocates with key jurisdictional partners and authorities to support the achievement of organizational strategic objectives Page 88 of 221 Police Executive Selection APPENDIX E Rank Competency Profile: Deputy Chief Police Sector Council Page 89 of 221 Appendix E: Rank Competency Profile: Deputy Chief Competency Name and Definition CHANGE MANAGEMENT Facilitates the transition to new organizational processes in response to internal and external needs DECISION MAKING Makes decisions involving varied levels of risk and ambiguity ETHICAL ACCOUNTABILITY Takes responsibility for actions and makes decisions that are consistent with high ethical policing standards FINANCIAL MANAGEMENT Applies financial management principles and tools to effectively manage organizational resources (operating, capital, and people) FOSTERING RELATIONSHIPS Seeks and builds alliances with internal and external stakeholders to meet their needs and further the organization's objectives. Uses an understanding of stakeholder needs, desires and critical success factors to influence priorities, initiatives and objectives and teaches other to do the same. HUMAN RESOURCE MANAGEMENT Applies, implements, and directs the development of human resource management strategies, processes, policies, and practices Police Sector Council Proficiency Level and Associated Behaviours Champions change (Level 5) Formulates a clear and compelling vision for change and its implications for the organization Communicates change initiative and impact to police service employees, police services board, community members, and government agencies Advocates for the necessary resources for the change initiative with authorities Launches the initiative and celebrates its success Reinforces the change message with one’s own actions, behaviours and attitudes Creates an environment within the executive team that encourages innovation and continuous improvement Implements monthly meetings to review performance measures within each business area for the purpose of celebrating success and problem-solving for improvements Makes high-risk decisions in the face of ambiguity (Level 5) Makes high-risk strategic decisions that have significant consequences Uses principles, values and sound business sense to make decisions Makes decisions in a volatile environment in which the weight given to any factor can change rapidly Reaches decisions assuredly in an environment of public scrutiny Sets the standard for policing ethics and values (Level 5) Communicates the organization’s values and ethics Ensures that standards and safeguards are in place to protect the organization’s integrity Develops policies and measures to integrate ethics within the organization (applies) Facilitates research on best practices Participates in defining ethical policing practice Leads the organizational financial management strategy (Level 5) Identifies and communicates the broader context which impacts policing as a public service – on local, provincial, federal and/or global level as relevant Negotiates and advocates with jurisdictional authorities regarding fiscal needs of police service in light of context Approves the prioritization of fiscal strategies Presents budget to police services board Sets strategic direction for partnering (Level 5) Establishes an infrastructure that supports effective stakeholder relationships Identifies and supports creative ways to partner with harder to reach stakeholders Profiles excellent examples of partnering within policing organizations and promotes them to other policing groups Directs the development of human resource management strategy for an organization (Level 5) Anticipates and plans for future human resource requirements based on the long-term vision and strategic direction Identifies new ways in which human resource management can support the achievement of long-term organizational objectives Identifies objectives for human resource management in an organization Page 91 of 221 PUBLIC ACCOUNTABILITY Works effectively within parameters of jurisdictional governance structure (local, municipal, regional, provincial, and national) and associated policing frameworks. Adheres to values of public service. Understands and uses internal and external structures of authority and understanding the roles and responsibilities of external stakeholders in police operations. PUBLIC SAFETY Promotes an intelligence-led and problem-oriented policing philosophy that emphasizes partnerships with community, intelligence gathering, and proactive problem-solving that addresses conditions that can raise issues for public safety. STRATEGIC MANAGEMENT Creates a strategic plan for the police organization, translates strategic objectives into operational goals, and works toward their implementation. Creates opportunities for continuous improvement through an ongoing evaluation of external environment and internal issues that hinder organizational sustainability. Police Sector Council Leads by example to safeguard and sustain public trust (Level 5) Develops effective working relationships with the external stakeholders to which a police service is accountable Models behaviour that reinforces openness and transparency in decision making Consults with necessary authorities and vets high profile actions and/or communications before going public Obtains approval of the organization’s strategic plan from the police board, commission, minister Effectively maintains independence of the police service from political roles and relationships to ensure transparency and alleviate concerns of political interference Advocates with authorities for sufficient funds to support the responsibilities the service takes on. Promotes vision for intelligence-led and problem-oriented policing (Level 5) Articulates clear messages, internally and externally, to support an approach that blends intelligence –led and problem-oriented policing. Directs the development of policy and procedures to implement an integrated approach to intelligence-led and problem- oriented policing Works across multiple jurisdictions in support of the intelligence-led and problem oriented policing Participates in national and transnational policing initiatives to develop strategic alliances Educates key stakeholders about the approach and outcomes to gain their support Presents business case for adequate resources from the police services board, municipality, provincial and federal to ensure sustainability of intelligence capabilities Determines a vision and strategic objectives (Level 5) Identifies the short and long-term impact of current trends arising from an environmental scan (e.g., demographic changes, government policies, etc) on the police service Formulates a clear and compelling vision for the police service Considers local, regional, provincial, federal and/or transnational policing issues in determining organizational priorities Advocates with key jurisdictional partners and authorities to support the achievement of organizational strategic objectives Page 92 of 221 Police Executive Selection APPENDIX F Sample Rank Job Description: Chief Police Sector Council Page 93 of 221 Appendix F: Sample Rank Job Description: Chief CHIEF Chiefs assist the police board or commission with developing a vision and identifying the strategic direction and objectives for the police service. They oversee all operational, policing and administrative functions of a police service and represent the police service at municipal, provincial, federal and international levels. MAIN RESPONSIBILITIES Oversee the development of police service strategic plan Evaluate the success in implementing the strategic plan Hold accountability for police service operations Hold accountability for management of financial resources Hold accountability for human resource management Champion the use of intelligence-led and problem-oriented policing strategies, programs, and tactics in the police service Set the direction for and evaluate the implementation of change Hold accountability for community and media relations Instil ethical conduct in others Develop relationships with leaders, organizations, and oversight and governing bodies • • • • • • • • • • COMPETENCIES • • • • • Change management Community relations and media management Decision making Ethical accountability Financial management • • • • Fostering relationships Public accountability Public safety Strategic management EDUCATION • A Bachelor’s degree in police science, criminal justice, public administration or a related field is preferred. A combination of experience, education and training may substitute for formal education. EXPERIENCE • • • • At least 10 years of progressively responsible law enforcement experience in patrol, investigations and emergency response programs At least 8 years of progressively responsible senior management experience Experience in dealing with the media and community relations Experience in working within governance structures KNOWLEDGE • • • • • Advanced Advanced Advanced Advanced Advanced knowledge knowledge knowledge knowledge knowledge of of of of of law enforcement, legislation and policy regarding public safety national and international policing issues, philosophies, practices and trends current law enforcement management theory and administrative standards budgeting and financial practices applicable to law enforcement governance structures OTHER REQUIREMENTS • • • Valid Canadian driver’s licence Valid First Aid Certificate and CPR Certificate Canadian citizen Police Sector Council Page 95 of 221 Police Executive Selection APPENDIX G Sample Rank Job Description: Deputy Chief Police Sector Council Page 97 of 221 Appendix G: Rank Job Description: Deputy Chief DEPUTY CHIEF Operations and Investigations Deputy Chiefs direct operational, policing and/or administrative functions of several divisions within a police service. More specifically, they direct the development and implementation of operational plans and represent the police service at municipal, provincial, federal and international levels. MAIN RESPONSIBILITIES • • • • • • • • • • Lead the development of the strategic plan Oversee the development and implementation of operational plans to support the strategic plan Oversee operations in the area of responsibility Oversee management of financial resources in the area of responsibility Oversee human resource management in the area of responsibility Oversee intelligence-led and problem-oriented policing strategies, programs, and tactics Oversee change implementation Contribute to management of community and media relations Instil ethical conduct in others Develop relationships with leaders, organizations, and oversight and governing bodies COMPETENCIES • Change management • Decision making • Ethical accountability • Financial management • Fostering relationships • • • • Human resource management Public accountability Public safety Strategic management EDUCATION • A Bachelor’s degree in police science, criminal justice, public administration or a related field is preferred. A combination of experience, education and training may substitute for formal education. EXPERIENCE • • • At least 10 years of progressively responsible law enforcement experience in patrol, investigations, emergency response programs At least 5 years of progressively responsible management experience Experience in dealing with the media and community relations KNOWLEDGE • • • • • Advanced Advanced Advanced Advanced Advanced knowledge knowledge knowledge knowledge knowledge of of of of of law enforcement, legislation and policy regarding public safety national and international policing issues, philosophies, practices and trends current law enforcement management theory and administrative standards budgeting and financial practices applicable to law enforcement governance structures OTHER REQUIREMENTS • • • Valid Canadian driver’s licence Valid First Aid Certificate and CPR Certificate Canadian citizen Police Sector Council Page 99 of 221 Police Executive Selection APPENDIX H Interview Guide: Chief of Police This is a guide for police boards and commissions responsible for selection of a Chief of Police. The guide contains a bank of competency-based interview questions. Police Sector Council Page 101 of 221 This document is an appendix to the Police Sector Council publication: Police Executive Selection: A Best Practice Approach for Police Boards and Commissions The guide and this appendix were developed as part of the Policing Leadership Development Project, an initiative led by the Police Sector Council. This work was supported by HRSG, an international strategic human resources consulting firm and was guided by a dedicated Project Steering Committee. The initiative involved extensive input and consultation with representatives of police services from across Canada. POLICE SECTOR COUNCIL HUMAN RESOURCE SYSTEMS GROUP 1545 Carling Avenue Suite 303 Ottawa, Ontario, K1Z 8P9 CANADA 6 Antares Drive Phase II Suite 100 Ottawa, Ontario K2E 8A9 CANADA 613-729-5959 www.policecouncil.ca 613-745-6605 www.hrsg.ca This initiative was funded by the Government of Canada’s Sector Council Program This is a living document. Last updated January 2011 © POLICE SECTOR COUNCIL PSC hereby grants you a non-exclusive, non-transferable right to use the guide and its appendices solely for your own internal business purposes. You shall not license, sublicense, sell, resell, transfer, assign, distribute or otherwise commercially exploit or make available to any third party the content in any way. All rights not expressly granted to you are reserved by HRSG and its licensors. Police Sector Council Page 102 of 221 Appendix H: Interview Guide: Chief of Police Before the Interview 1. Before the interview, review the candidate’s file information, including the résumé. Confirm that education and other minimum requirements are met. Pay particular attention to work history and accomplishments in senior management roles. 2. Select a behavioural question for each competency from the interview questions for Chief. You may tailor existing questions to your needs or create your own questions, provided they are linked to rank tasks. It is important that you ask each candidate the same questions to ensure consistent evaluation of all candidates. 3. Use a panel of interviewers to evaluate candidates. This approach tends to be more reliable than using a single interviewer because it facilitates the recall of relevant information and minimizes the impact of personal bias on candidate assessment. Before the interview, it is recommended that interviewers receive training to ensure that they have shared understanding of the rank job requirements, the competencies to be assessed (definitions and expected behaviours), and the rating scales. During the Interview 1. Greet the candidate and introduce yourself, giving your name and position within the organization. 2. Confirm the job for which the candidate is being considered. 3. Explain the purpose of the interview: to gather specific information about the candidate's past experiences and accomplishments, particularly in the past two to three years and to help the organization make a fair and informed decision on the most qualified candidate for the position. 4. Describe the interview plan: The questions in the Interview Guide are designed to obtain information about the candidate's experience and accomplishments that relate to the competencies that are important for success in the rank of Chief. For each question, you must obtain one or more specific examples of the candidate's experience and/or accomplishments ensuring that the candidate describes: The Situation or Circumstances related to the example The Actions taken by the candidate to address the situation, along with the rationale for the action taken The Results or Outcome of the candidate's actions In order to obtain complete descriptions, it may be necessary to ask follow-up questions to clarify or obtain additional information on one, or more, of the elements noted above (Situation/Circumstance, Action, and Results/Outcome.) Police Sector Council Page 103 of 221 5. Take notes of the candidate's answers during the interview so that you have an accurate record of the information on the candidate's experience and accomplishments to evaluate later. Record facts and behaviours, not your judgments. 6. Provide an opportunity at the end of the interview for the candidate to ask questions or clarify the next steps in the selection process. Sample script: Greet the candidate and engage in small talk. For example, ask “Did you have any problems finding our office today?” “First, let me welcome you on behalf of the committee. Before we get underway, we’ll introduce ourselves a little more formally.” (Introductions). “Before we begin the interview, I’d like to briefly outline how the interview will unfold.” Why: “As you know, the purpose of today’s interview is to gather information that will allow us to make an accurate assessment of your competencies.” What: “The interview is designed to assess the following competencies: <list and describe them>. “These competencies have been identified as required to be successful in the position.” How: “The interview is structured with <number> question(s) per competency. Questions will require that you describe past experiences. When you give your answer to each question, we ask that you first give us a brief overview of the situation you will be describing. Then, we would like you to describe the specific actions that you took to handle the situation. It is important that you tell us what you personally did. We’ll be looking for “I” statements: “I said”, “I did” “I thought.”. Of course, you might describe the roles that others played in the event, if that is relevant. Finally, we would like you to inform us of the outcome or the results. Whenever we feel we would like more information on the situation, your actions or the results, we might ask clarification questions. We will let you know when we will move to the next question.” Timing: “To be fair to everyone, the interview is about the same length for each candidate. So, we will be managing the time, and we ask that you manage your time as well. As a very rough guideline, about 8-10 minutes per question should be sufficient.” Candidate questions: “At the end of the interview when we’ve finished asking our questions, it will be your turn to ask us any questions you may have. It is also your chance to give us any information about your competencies that you feel we may not have covered during the interview. As well, at the end, I’ll be taking your copy of the interview questions and your notes.” “Do you have any questions before we get underway?“ After the Interview All of the energy and effort devoted to capturing good job-related information during the selection interview will be lost if this information is not evaluated consistently and appropriately for all candidates. Here are some suggestions about evaluating candidate information from a competency-based interview. 1. Although all behavioural examples are solicited through questions specifically related to competencies, the following situations are likely to arise: Police Sector Council Page 104 of 221 A behavioural question will be asked focusing on one competency area, but the candidate will provide a behavioural example that demonstrates another competency area. Examples that relate to more than one competency area may be provided. Examples that relate to required competencies will be provided during the introductory or closing phases of the interview. Consequently, each member of the interview panel must review the interview carefully for evidence of competencies expressed in response to other competencies. One suggested method for doing this is to circle each behavioural example, and if it demonstrates a competency other than the one intended by the question, beside the example note the extra competency demonstrated, and cross-reference the example from the section of the Interview Guide where the misplaced competency ought to be. In addition to classifying all of the examples, interviewers should note whether the behaviour demonstrated is a positive or negative example relative to the type of performance expected on the job by placing a + (plus sign) or a - (minus sign) beside each example. Once all relevant information from the interview has been reviewed and classified, interviewers are ready to evaluate a candidate’s examples of past behaviour. 2. Weigh each behavioural example for its overall contribution to a specific competency. This is not simply a process of averaging all of the +'s and -'s to arrive at an overall rating. Take the following factors into account: Significance The importance of examples in relation to the target rank should be carefully considered. Two complete behavioural examples may be provided. One may be a good example in a very unimportant situation, and the other may be an example of poor performance in the same competency area in a very critical situation. It is necessary, therefore, to give the more important example more weight in the candidate's overall rating for that particular competency area. Recency The more recent the behaviour, the better it predicts future behaviour. If the candidate provides a number of negative examples of a competency earlier in their career, but also provides several more recent positive examples, then the recent examples should be given more weight in the overall rating of the competency, other things being equal. Trends Consistent with the concept of recency, examples which show either positive or negative trends should be taken into account. It is likely that any trends identified will continue. 3. Use the rating form for each competency-based interview question to rate the candidate. Panel members first complete the rating forms individually without discussion, and then discuss them with the other interviewers to reach consensus on a collective rating for each competency. As indicated in the rating form, only candidates who meet expectations on every competency (i.e., obtained a consensus score of 3 or higher) move to the next stage of the assessment process. Police Sector Council Page 105 of 221 Interview Rating Scale: A Close Look Level Name Well Below Expectations Somewhat Below Expectations Description The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. Rating 1 2 Meets Expectations The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. Somewhat Exceeds Expectations The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. 4 Clearly Exceeds Expectations The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. 5 Police Sector Council Page 107 of 221 3 Interview Questions: CHANGE MANAGEMENT- Facilitates the transition to new organizational processes in response to internal and external needs. What to Look For: Level 5 – Champions change. Formulates a clear and compelling vision for change and its implications for the organization Communicates change initiative and impact to police service employees, police services board, community members, and government agencies Advocates for the necessary resources for the change initiative with authorities Launches the initiative and celebrates its success Reinforces the change message with one’s own actions, behaviours and attitudes Creates an environment within the executive team that encourages innovation and continuous improvement Implements monthly meetings to review performance measures within each business area for the purpose of celebrating success and problem-solving for improvements Example Interview Questions 1. Tell me about a time when you initiated change in your unit or organization. How did you go about implementing the change? What was the reason for change in your unit or organization? Who was affected by this change? What did you do to communicate change to the parties involved? How did you go about implementing the change? What was the result of your actions? What implications did this change have for the unit or organization? OR 2. Describe authorities. a situation where you advocated for change and/or additional resources with What did you do to convince them to support change and provide resources for it? What change did you advocate for? What resources were needed for this change? What did you do to convince the authorities that the change was needed? How did you go about implementing the change? What resistance to change, if any, did you encounter? How did you overcome it? What was the outcome of your actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 108 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual rating:_______________________________________________________ Evidence to support rating:___________________________________________________ Consensus rating:_______________________________________________________________ Police Sector Council Page 109 of 221 – Uses media and community events/resources effectively to create a positive public image of the police service, build strong relationships with the community, and to assist in the detection and investigation of crime. COMMUNITY RELATIONS AND MEDIA MANAGEMENT What to Look For: Level 5 – Establishes the philosophy and direction of the organization’s relationship with the public and media. Aligns the corporate public affairs and media relations strategy with organizational and public safety priorities Represents the organization and the jurisdiction at local, provincial, federal, and international events Balances the organization’s needs for media exposure with jurisdictional public affairs and media relations philosophy and priorities. Makes decisions on how to best leverage public affairs and media relations functions in the best interests of public safety. Communicates the expected image that the police service wants to project to the public Determines an effective organizational strategy for using media resources proactively and dealing with the media reactively, e.g., major issues or incidents Defines the organizational strategy for promoting a positive image of the police service to the public Represents the police service during major incidents/operations Example Interview Questions 1. Tell me about a time when you determined a strategy for the unit or the organization on how to use the media in the interests of public safety. What was the situation? Why was the media involvement necessary? What factors did you take into account when determining the strategy? What were the implications of your strategy for the unit/organization? To what extent was the media strategy successful? What makes you say that? OR 2. Describe a situation when you balanced organizational needs for media exposure with the interests of the media. What were the circumstances? What were the organizational needs? What were the interests of the media? What did you do to reconcile differences between organizational needs and interests of the media? What did you do to meet organizational needs in this situation? What was the outcome of your actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 110 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:______________________________________________________ Evidence to support rating:___________________________________________________ Consensus Evaluation:_______________________________________________________________ Police Sector Council Page 111 of 221 DECISION-MAKING- Makes decisions involving varied levels of risk and ambiguity What to Look For: Level 5 – Makes high-risk decisions in the face of ambiguity Makes high-risk strategic decisions that have significant consequences Uses principles, values and sound business sense to make decisions Makes decisions in a volatile environment in which the weight given to any factor can change rapidly Reaches decisions assuredly in an environment of public scrutiny Example Interview Questions 1. Tell me about a time when you made a high-risk, strategic decision which had significant consequences. What high-risk, strategic decision did you make? What were the potential consequences of error in that situation? How did you mitigate the risks associated with this decision? What factors did you take into consideration before making the decision? What were the implications of your decision? What was the outcome of your decision? OR 2. Tell me about a time when one or more strategic, high-risk decisions you made were challenged by an influential member of the community (e.g., a member of the city council, a community group leader)? How did you handle the situation? What strategic, high-risk decision was involved? What factors did you consider in making the decision? Who challenged your decision? How did you react to the criticism? What was the result? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 112 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes: ____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to Support Rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 113 of 221 ETHICAL ACCOUNTABILITY-Takes responsibility for actions and makes decisions that are consistent with high ethical policing standards What to Look For: Level 5-Sets the standard for policing ethics and values Communicates the organization’s values and ethics Ensures that standards and safeguards are in place to protect the organization’s integrity Develops policies and measures to integrate ethics within the organization Facilitates research on best practices Participates in defining ethical policing practice Example Interview Questions 1. Describe a situation when you developed or implemented a policy or procedure that involved policing ethics and values. What policy or procedure did you develop or implement? What aspects of policing ethics were concerned? Why did this policy or procedure need to be developed or implemented? How did you go about developing or implementing this policy or procedure? What was the outcome of your actions? OR 2. Tell me about a time when you participated in defining ethical police practice for a unit or an organization? What was the situation? What factors needed to be taken into consideration? What steps did you take to define ethical practice? What were the implications of this ethical practice for the unit or the entire organization? What was the outcome? (e.g., to what extent was the practice adhered to?) Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 114 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 115 of 221 FINANCIAL MANAGEMENT-Applies financial management principles and tools to effectively manage organizational resources (operating, capital, and people) What to look for: Level 5- Leads the organizational financial management strategy Identifies and communicates the broader context which impacts policing as a public service – on local, provincial, federal and/or global level as relevant Negotiates and advocates with jurisdictional authorities regarding fiscal needs of police service in light of context Approves the prioritization of fiscal strategies Presents budget to police services board Example Interview Questions 1. Describe a time when you negotiated with the authorities (either jurisdictional authorities or the top management in your organization) regarding the fiscal needs of your unit or organization. What were the fiscal needs of your unit or organization? What was the subject of negotiation with the authorities? What did you do to ensure the success of your negotiations? What did you do to overcome resistance, if any, of the authorities? To what extent were your negotiations successful? What makes you say that? OR 2. Tell me about a time when you had to present a financial proposal to your superiors (e.g., top management). What was the financial proposal? Why did you have to present a financial proposal to your superiors? What did you do to ensure that you achieved the goal of your presentation? How did the top management react to the proposal? How did you address the questions and concerns of top management? What was the result of your actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 116 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Expectations Well Below Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 117 of 221 FOSTERING RELATIONSHIPS-Seeks and builds alliances with internal and external stakeholders to meet their needs and further the organization's objectives. Uses an understanding of stakeholder needs, desires and critical success factors to influence priorities, initiatives and objectives and teaches other to do the same. What to look for: Level 5- Sets strategic direction for partnering Establishes an infrastructure that supports effective stakeholder relationships Identifies and supports creative ways to partner with harder to reach stakeholders Profiles excellent examples of partnering within policing organizations and promotes them to other policing groups Example Interview Questions 1. Describe a time when you came up with a creative way of reaching difficult-to-reach stakeholders. Who were the stakeholders? Why were these stakeholders difficult to reach? What did you do to reach the stakeholders? How did you plan to overcome the resistance of stakeholders? What was the result of your actions? OR 2. Tell me about a time when you partnered with another policing organization to meet the strategic or operational goals of your unit or organization. What was the reason for partnering with another policing organization? What challenges were associated with this partnership? How did you overcome those challenges? What did you do to address differences between the two policing organizations? What was the outcome of your partnering efforts? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 118 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:_________________________________________________________________ Police Sector Council Page 119 of 221 PUBLIC ACCOUNTABILITY- Works effectively within parameters of jurisdictional governance structure (local, municipal, regional, provincial, and national) and associated policing frameworks. Adheres to values of public service. Understands and uses internal and external structures of authority and understands the roles and responsibilities of external stakeholders in police operations. What to look for: Level 5- Leads by example to safeguard and sustain public trust Develops effective working relationships with the external stakeholders to which a police service is accountable Models behaviour that reinforces openness and transparency in decision making Consults with necessary authorities and vets high profile actions and/or communications before going public Obtains approval of the organization’s strategic plan from the police board, commission, minister Advocates with authorities for sufficient funds to support the responsibilities the service takes on Effectively maintains independence of the police service from political roles and relationships to ensure transparency and alleviate concerns of political interference Example Interview Questions 1. Describe a situation when you sought approval of your initiative from external stakeholders. How did you go about obtaining the approval? What was the situation? Who were the external stakeholders? What did you do to get the approval of stakeholders? Did you encounter any resistance? If so, how did you overcome it? What was the outcome of your actions? OR 2. Tell me about a time when the needs of your organization were in conflict with the interests of a body or group to which your organization was accountable? How did you resolve this conflict? What was the situation? What issue(s) did your organization and an external body disagree on? What did you do to get the approval of stakeholders? Did you encounter any resistance? If so, how did you overcome it? What was the outcome of your actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 120 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 121 of 221 PUBLIC SAFETY-Promotes an intelligence-led and problem-oriented policing philosophy that emphasizes partnerships with community, intelligence gathering, and proactive problem-solving that addresses conditions that can raise issues for public safety. What to look for Level 5-Promotes vision for intelligence-led and problem-oriented policing Articulates clear messages, internally and externally, to support an approach that blends intelligence-led and problem-oriented policing. Directs the development of policy and procedures to implement an integrated approach to intelligence-led and problem-oriented policing Works across multiple jurisdictions in support of the intelligence-led and problem oriented policing Participates in national and transnational policing initiatives to develop strategic alliances Educates key stakeholders about the approach and outcomes to gain their support Presents business case for adequate resources from the police services board, municipality, provincial and federal to ensure sustainability of intelligence capabilities Example Interview Questions 1. Give me an example of a situation where you directed the development of policy or procedure that supported intelligence-led and problem-oriented approach to policing in your unit or organization. What policy or procedure did you develop? How did the policy or procedure support intelligence-led and problem-oriented approach to policing? What challenges did you encounter and how did you overcome them? What was the result of your actions? OR 2. Tell me about the time when you obtained the support of external stakeholders for the intelligence-led and problem-oriented policing initiative. What was the policing initiative? What support did you need from the external stakeholders? What did you do to obtain the required support? What obstacles did you have to overcome in the process? How did stakeholders react to your efforts? What was the result of your actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 122 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Expectations Well Below Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 123 of 221 STRATEGIC MANAGEMENT-Creates a strategic plan for the police organization, translates strategic objectives into operational goals, and works toward their implementation. Creates opportunities for continuous improvement through an ongoing evaluation of external environment and internal issues that hinder organizational sustainability. What to look for Level 5- Determines a vision and strategic objectives. Identifies the short and long-term impact of current trends arising from an environmental scan (e.g., demographic changes, government policies, etc.) on the police service Formulates a clear and compelling vision for the police service Considers local, regional, provincial, federal and/or transnational policing issues in determining organizational priorities Advocates with key jurisdictional partners and authorities to support the achievement of organizational strategic objectives Example Interview Questions 1. Tell me about a time when you set strategic objectives for a unit or an organization. What was the situation? How did you go about defining strategic objectives of the unit/or organization? Who did you consult/team up with when developing strategic objectives for the unit or organization? What social, political, and economic issues did you take into consideration when defining the strategic objectives of your unit or an organization? What was the outcome of your actions? OR 2. Describe a situation when you had to change the strategic objectives of your unit or an organization in light of changes to the economic or political landscape? What was the situation? What economic or political issues had a bearing on your strategic objectives? What changes to the strategic objectives did you suggest? How did you communicate the changes to your reports? Did you encounter any resistance to change internally? Externally? To what extent were you successful in changing the strategic objectives? What makes you say that? What happened as a result of changes to the unit or organization’s strategic objectives? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 124 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Expectations Well Below Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 125 of 221 Scoring Form Date of interview: Interviewer's name: Candidate's name: Position: Competency _______________________________________ _______________________________________ _______________________________________ _______________________________________ Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations 1 2 3 4 Clearly Exceeds Expectations 5 Change Management Community Relations and Media Management Decision Making Ethical Accountability Financial Management Fostering Relationships Public Accountability Public Safety Strategic Management Recommendation: [ ] Continued Consideration* [ * Must meet expectations on all competencies. Overall Recommendations (type of assignment/department): Police Sector Council Page 126 of 221 ] Rejection Police Executive Selection APPENDIX I Interview Guide: Deputy Chief This is a guide for police boards and commissions responsible for selection of a Deputy Chief of Police. The guide contains a bank of competency-based interview questions. Police Sector Council Page 127 of 221 This document is an appendix to the Police Sector Council publication: Police Executive Selection: A Best Practice Approach for Police Boards and Commissions The guide and this appendix were developed as part of the Policing Leadership Development Project, an initiative led by the Police Sector Council. This work was supported by HRSG, an international strategic human resources consulting firm and was guided by a dedicated Project Steering Committee. The initiative involved extensive input and consultation with representatives of police services from across Canada. POLICE SECTOR COUNCIL HUMAN RESOURCE SYSTEMS GROUP 1545 Carling Avenue Suite 303 Ottawa, Ontario, K1Z 8P9 CANADA 6 Antares Drive Phase II Suite 100 Ottawa, Ontario K2E 8A9 CANADA 613-729-5959 www.policecouncil.ca 613-745-6605 www.hrsg.ca This initiative was funded by the Government of Canada’s Sector Council Program This is a living document. Last updated January 2011 © POLICE SECTOR COUNCIL PSC hereby grants you a non-exclusive, non-transferable right to use the Guide and its appendices solely for your own internal business purposes. You shall not license, sublicense, sell, resell, transfer, assign, distribute or otherwise commercially exploit or make available to any third party the content in any way. All rights not expressly granted to you are reserved by HRSG and its licensors. Police Sector Council Page 128 of 221 Appendix I: Interview Guide: Deputy Chief Before the Interview 1. Before the interview, review the candidate’s file information, including the résumé. Confirm that education and other minimum requirements are met. Pay particular attention to work history and accomplishments in senior management roles. 2. Select a behavioural question for each competency from the interview questions for Deputy Chief. You may tailor existing questions to your needs or create your own questions, provided they are linked to rank tasks. It is important that you ask each candidate the same questions to ensure consistent evaluation of all candidates. 3. Use a panel of interviewers to evaluate candidates. This approach tends to be more reliable than using a single interviewer because it facilitates the recall of relevant information and minimizes the impact of personal bias on candidate assessment. Before the interview, it is recommended that interviewers receive training to ensure that they have shared understanding of the rank job requirements, the competencies to be assessed (definitions and expected behaviours), and the rating scales. During the Interview 4. Greet the candidate and introduce yourself, giving your name and position within the organization. 5. Confirm the job for which the candidate is being considered. 6. Explain the purpose of the interview: to gather specific information about the candidate's past experiences and accomplishments, particularly in the past two to three years and to help the organization make a fair and informed decision on the most qualified candidate for the position. 7. Describe the interview plan: The questions in the Interview Guide are designed to obtain information about the candidate's experience and accomplishments that relate to the competencies that are important for success in the rank of Deputy Chief. For each question, you must obtain one or more specific examples of the candidate's experience and/or accomplishments ensuring that the candidate describes: The Situation or Circumstances related to the example The Actions taken by the candidate to address the situation, along with the rationale for the action taken The Results or Outcome of the candidate's actions In order to obtain complete descriptions, it may be necessary to ask follow-up questions to clarify or obtain additional information on one, or more, of the elements noted above (Situation/Circumstance, Action, and Results/Outcome. Police Sector Council Page 129 of 221 8. Take notes of the candidate's answers during the interview so that you have an accurate record of the information on the candidate's experience and accomplishments to evaluate later. Record facts and behaviours, not your judgments. 9. Provide an opportunity at the end of the interview for the candidate to ask questions or clarify the next steps in the selection process. Sample script: Greet the candidate and engage in small talk. For example, ask “Did you have any problems finding our office today?” “First, let me welcome you on behalf of the committee. Before we get underway, we’ll introduce ourselves a little more formally.” (Introductions). “Before we begin the interview, I’d like to briefly outline how the interview will unfold.” Why: “As you know, the purpose of today’s interview is to gather information that will allow us to make an accurate assessment of your competencies.” What: “The interview is designed to assess the following competencies: <list and describe them>. “These competencies have been identified as required to be successful in the position.” How: “The interview is structured with <number> question(s) per competency. Questions will require that you describe past experiences. When you give your answer to each question, we ask that you first give us a brief overview of the situation you will be describing. Then, we would like you to describe the specific actions that you took to handle the situation. It is important that you tell us what you personally did. We’ll be looking for “I” statements: “I said”, “I did” “I thought.”. Of course, you might describe the roles that others played in the event, if that is relevant. Finally, we would like you to inform us of the outcome or the results. Whenever we feel we would like more information on the situation, your actions or the results, we might ask clarification questions. We will let you know when we will move to the next question.” Timing: “To be fair to everyone, the interview is about the same length for each candidate. So, we will be managing the time, and we ask that you manage your time as well. As a very rough guideline, about 8-10 minutes per question should be sufficient.” Candidate questions: “At the end of the interview when we’ve finished asking our questions, it will be your turn to ask us any questions you may have. It is also your chance to give us any information about your competencies that you feel we may not have covered during the interview. As well, at the end, I’ll be taking your copy of the interview questions and your notes.” “Do you have any questions before we get underway?“ Police Sector Council Page 130 of 221 After the Interview All of the energy and effort devoted to capturing good job-related information during the selection interview will be lost if this information is not evaluated consistently and appropriately for all candidates. Here are some suggestions about evaluating candidate information from a competency-based interview. 1. Although all behavioural examples are solicited through questions specifically related to competencies, the following situations are likely to arise: A behavioural question will be asked focusing on one competency area, but the candidate will provide a behavioural example that demonstrates another competency area. Examples that relate to more than one competency area may be provided. Examples that relate to required competencies will be provided during the introductory or closing phases of the interview. Consequently, each member of the interview panel must review the interview carefully for evidence of competencies expressed in response to other competencies. One suggested method for doing this is to circle each behavioural example, and if it demonstrates a competency other than the one intended by the question, beside the example note the extra competency demonstrated, and cross-reference the example from the section of the Interview Guide where the misplaced competency ought to be. In addition to classifying all of the examples, interviewers should note whether the behaviour demonstrated is a positive or negative example relative to the type of performance expected on the job by placing a + (plus sign) or a - (minus sign) beside each example. Once all relevant information from the interview has been reviewed and classified, interviewers are ready to evaluate a candidate’s examples of past behaviour. 2. Weigh each behavioural example for its overall contribution to a specific competency. This is not simply a process of averaging all of the +'s and -'s to arrive at an overall rating. Take the following factors into account: Significance The importance of examples in relation to the target rank should be carefully considered. Two complete behavioural examples may be provided. One may be a good example in a very unimportant situation, and the other may be an example of poor performance in the same competency area in a very critical situation. It is necessary, therefore, to give the more important example more weight in the candidate's overall rating for that particular competency area. Recency The more recent the behaviour, the better it predicts future behaviour. If the candidate provides a number of negative examples of a competency earlier in their career, but also provides several more recent positive examples, then the recent examples should be given more weight in the overall rating of the competency, other things being equal. Police Sector Council Page 131 of 221 Trends Consistent with the concept of recency, examples which show either positive or negative trends should be taken into account. It is likely that any trends identified will continue. 3. Use the rating form for each competency-based interview question to rate the candidate. Panel members first complete the rating forms individually without discussion, and then discuss them with the other interviewers to reach consensus on a collective rating for each competency. As indicated in the rating form, only candidates who meet expectations on every competency (i.e., obtained a consensus score of 3 or higher) move to the next stage of the assessment process. Police Sector Council Page 132 of 221 Interview Rating Scale: A Close Look Level Name Well Below Expectations Somewhat Below Expectations Description The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. Rating 1 2 Meets Expectations The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. Somewhat Exceeds Expectations The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. 4 Clearly Exceeds Expectations The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. 5 Police Sector Council Page 133 of 221 3 Interview Questions: Deputy Chief CHANGE MANAGEMENT- Facilitates the transition to new organizational processes in response to internal and external needs. What to Look For: Level 5 – Champions change. Formulates a clear and compelling vision for change and its implications for the organization Communicates change initiative and impact to police service employees, police services board, community members, and government agencies Advocates for the necessary resources for the change initiative with authorities Launches the initiative and celebrates its success Reinforces the change message with one’s own actions, behaviours and attitudes Creates an environment within the executive team that encourages innovation and continuous improvement Implements monthly meetings to review performance measures within each business area for the purpose of celebrating success and problem-solving for improvements Example Interview Questions 1. Tell me about a time when you initiated change in your unit or organization. How did you go about implementing the change? What was the reason for change in your unit or organization? Who was affected by this change? What did you do to communicate change to the parties involved? How id you go about implementing the change? What was the result of your actions? What implications did this change have for the unit or organization? OR 2. Describe authorities. a situation where you advocated for change and/or additional resources with What did you do to convince them to support change and provide resources for it? What change did you advocate for? What resources were needed for this change? What did you do to convince the authorities that the change was needed? How did you go about implementing the change? What resistance to change, if any, did you encounter? How did you overcome it? What was the outcome of your actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 134 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:___________________________________________________ Consensus Evaluation:_______________________________________________________________ Police Sector Council Page 135 of 221 DECISION-MAKING- Makes decisions involving varied levels of risk and ambiguity What to Look For: Level 5 – Makes high-risk decisions in the face of ambiguity Makes high-risk strategic decisions that have significant consequences Uses principles, values and sound business sense to make decisions Makes decisions in a volatile environment in which the weight given to any factor can change rapidly Reaches decisions assuredly in an environment of public scrutiny Example Interview Questions 1. Tell me about a time when you made a high-risk, strategic decision which had significant consequences. What high-risk, strategic decision did you make? What were the potential consequences of error in that situation? How did you mitigate the risks associated with this decision? What factors did you take into consideration before making the decision? What were the implications of your decision? What was the outcome of your decision? OR 2. Tell me about a time when one or more strategic, high-risk decisions you made were challenged by an influential member of the community (e.g., a member of the city council, a community group leader)? How did you handle the situation? What strategic, high-risk decision was involved? What factors did you consider in making the decision? Who challenged your decision? How did you react to the criticism? What was the result? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 136 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes: ____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to Support Rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 137 of 221 ETHICAL ACCOUNTABILITY-Takes responsibility for actions and makes decisions that are consistent with high ethical policing standards What to Look For: Level 5-Sets the standard for policing ethics and values Communicates the organization’s values and ethics Ensures that standards and safeguards are in place to protect the organization’s integrity Develops policies and measures to integrate ethics within the organization Facilitates research on best practices Participates in defining ethical policing practice Example Interview Questions 1. Describe a situation when you developed or implemented a policy or procedure that involved policing ethics and values. What policy or procedure did you develop or implement? What aspects of policing ethics were concerned? Why did this policy or procedure need to be developed or implemented? How did you go about developing or implementing this policy or procedure? What was the outcome of your actions? OR 2. Tell me about a time when you participated in defining ethical police practice for a unit or an organization? What was the situation? What factors needed to be taken into consideration? What steps did you take to define ethical practice? What were the implications of this ethical practice for the unit or the entire organization? What was the outcome? (e.g., To what extent was the practice adhered to?) Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 138 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 139 of 221 FINANCIAL MANAGEMENT-Applies financial management principles and tools to effectively manage organizational resources (operating, capital, and people) What to look for: Level 5- Leads the organizational financial management strategy Identifies and communicates the broader context which impacts policing as a public service – on local, provincial, federal and/or global level as relevant Negotiates and advocates with jurisdictional authorities regarding fiscal needs of police service in light of context Approves the prioritization of fiscal strategies Presents budget to police services board Example Interview Questions 1. Describe a time when you negotiated with the authorities (either jurisdictional authorities or the top management in your organization) regarding the fiscal needs of your unit or organization. What were the fiscal needs of your unit or organization? What was the subject of negotiation with the authorities? What did you do to ensure the success of your negotiations? What did you do to overcome resistance, if any, of the authorities? To what extent were your negotiations successful? What makes you say that? OR 2. Tell me about a time when you had to present a financial proposal to your superiors (e.g., top management). What was the financial proposal? Why did you have to present a financial proposal to your superiors? What did you do to ensure that you achieved the goal of your presentation? How did the top management react to the proposal? How did you address the questions and concerns of top management? What was the result of your actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 140 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 141 of 221 FOSTERING RELATIONSHIPS-Seeks and builds alliances with internal and external stakeholders to meet their needs and further the organization's objectives. Uses an understanding of stakeholder needs, desires and critical success factors to influence priorities, initiatives and objectives and teaches other to do the same. What to look for: Level 5- Sets strategic direction for partnering Establishes an infrastructure that supports effective stakeholder relationships Identifies and supports creative ways to partner with harder to reach stakeholders Profiles excellent examples of partnering within policing organizations and promotes them to other policing groups Example Interview Questions 1. Describe a time when you came up with a creative way of reaching difficult-to-reach stakeholders. Who were the stakeholders? Why were these stakeholders difficult to reach? What did you do to reach the stakeholders? How did you plan to overcome the resistance of stakeholders? What was the result of your actions? OR 2. Tell me about a time when you partnered with another policing organization to meet the strategic or operational goals of your unit or organization. What was the reason for partnering with another policing organization? What challenges were associated with this partnership? How did you overcome those challenges? What did you do to address differences between the two policing organizations? What was the outcome of your partnering efforts? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 142 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 143 of 221 HUMAN RESOURCE MANAGEMENT-Applies, implements, and directs the development of human resource management strategies, processes, policies, and practices What to Look For: Level 5-Directs the development of human resource management strategy for an organization Anticipates and plans for future human resource requirements based on the long-term vision and strategic direction Identifies new ways in which human resource management can support the achievement of long-term organizational objectives Identifies objectives for human resource management in an organization Example Interview Questions 1. Tell me about a time when you identified future human resource needs for your unit or an organization and how you planned for them. What was the situation? What future human resource needs did you identify? What steps did you take to address future human resource needs? How do you know that your efforts were successful? OR 2. Describe a time when you implemented a large-scale human resource initiative in your organization. What human resource initiative did you implement? How did you go about implementing this human resource initiative? Did you encounter any challenges on the way of implementing this initiative and if so, how did you overcome them? To what extent were you successful in implementing this human resource initiative? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 144 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 145 of 221 PUBLIC ACCOUNTABILITY- Works effectively within parameters of jurisdictional governance structure (local, municipal, regional, provincial, and national) and associated policing frameworks. Adheres to values of public service. Understands and uses internal and external structures of authority and understands the roles and responsibilities of external stakeholders in police operations. What to look for: Level 5- Leads by example to safeguard and sustain public trust Develops effective working relationships with the external stakeholders to which a police service is accountable Models behaviour that reinforces openness and transparency in decision making Consults with necessary authorities and vets high profile actions and/or communications before going public. Obtains approval of the organization’s strategic plan from the police board, commission, minister Advocates with authorities for sufficient funds to support the responsibilities the service takes on Effectively maintains independence of the police service from political roles and relationships to ensure transparency and alleviate concerns of political interference Example Interview Questions 1. Describe a situation when you sought approval of your initiative from external stakeholders. How did you go about obtaining the approval? What was the situation? Who were the external stakeholders? What did you do to get the approval of stakeholders? Did you encounter any resistance? If so, how did you overcome it? What was the outcome of your actions? OR 2. Tell me about a time when the needs of your organization were in conflict with the interests of a body or group to which your organization was accountable? How did you resolve this conflict? What was the situation? What issue(s) did your organization and an external body disagree on? What did you do to get the approval of stakeholders? Did you encounter any resistance? If so, how did you overcome it? What was the outcome of your actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 146 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 147 of 221 PUBLIC SAFETY-Promotes an intelligence-led and problem-oriented policing philosophy that emphasizes partnerships with community, intelligence gathering, and proactive problem-solving that addresses conditions that can raise issues for public safety. What to look for Level 5-Promotes vision for intelligence-led and problem-oriented policing Articulates clear messages, internally and externally, to support an approach that blends intelligence-led and problem-oriented policing. Directs the development of policy and procedures to implement an integrated approach to intelligence-led and problem-oriented policing Works across multiple jurisdictions in support of the intelligence-led and problem oriented policing Participates in national and transnational policing initiatives to develop strategic alliances Educates key stakeholders about the approach and outcomes to gain their support Presents business case for adequate resources from the police services board, municipality, provincial and federal to ensure sustainability of intelligence capabilities Example Interview Questions 1. Give me an example of a situation where you directed the development of policy or procedure that supported intelligence-led and problem-oriented approach to policing in your unit or organization. What policy or procedure did you develop? How did the policy or procedure support intelligence-led and problem-oriented approach to policing? What challenges did you encounter and how did you overcome them? What was the result of your actions? OR 2. Tell me about the time when you obtained the support of external stakeholders for the intelligence-led and problem-oriented policing initiative. What was the policing initiative? What support did you need from the external stakeholders? What did you do to obtain the required support? What obstacles did you have to overcome in the process? How did stakeholders react to your efforts? What was the result of your actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 148 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 149 of 221 STRATEGIC MANAGEMENT-Creates a strategic plan for the police organization, translates strategic objectives into operational goals, and works toward their implementation. Creates opportunities for continuous improvement through an ongoing evaluation of external environment and internal issues that hinder organizational sustainability. What to look for Level 5- Determines a vision and strategic objectives. Identifies the short and long-term impact of current trends arising from environmental scan (e.g., demographic changes, government policies, etc.) on the police service. Formulates a clear and compelling vision for the police service Considers local, regional, provincial, federal and/or transnational policing issues in determining organizational priorities Advocates with key jurisdictional partners and authorities to support the achievement of organizational strategic objectives Example Interview Questions 1. Tell me about a time when you set strategic objectives for a unit or an organization. What was the situation? How did you go about defining strategic objectives of the unit/or organization? Who did you consult/team up with when developing strategic objectives for the unit or organization? What social, political, and economic issues did you take into consideration when defining the strategic objectives of your unit or an organization? What was the outcome of your actions? OR 2. Describe a situation when you had to change the strategic objectives of your unit or an organization in light of changes to the economic or political landscape? What was the situation? What economic or political issues had a bearing on your strategic objectives? What changes to the strategic objectives did you suggest? How did you communicate the changes to your reports? Did you encounter any resistance to change internally? Externally? To what extent were you successful in changing the strategic objectives? What makes you say that? What happened as a result of changes to the unit or organization’s strategic objectives? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 150 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:____________________________________________________________ Police Sector Council Page 151 of 221 Scoring Form Date of interview: Interviewer's name: Candidate's name: Position: Competency _______________________________________ _______________________________________ _______________________________________ _______________________________________ Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations 1 2 3 4 Clearly Exceeds Expectations 5 Change Management Decision Making Ethical Accountability Financial Management Fostering Relationships Human Resource Management Public Accountability Public Safety Strategic Management Recommendation: [ ] Continued Consideration* [ * Must meet expectations on all competencies. Overall Recommendations (type of assignment/department): Police Sector Council Page 152 of 221 ] Rejection Police Executive Selection APPENDIX J Reference Check Guide and Questions: Chief of Police This is a guide for police boards and commission responsible for the selection of Chiefs of Police. The guide contains a bank of behavioural questions to ask referees about the competencies of candidates. Police Sector Council Page 159 of 221 Appendix J: Reference Check Guide and Questions: Chief of Police Structured Reference Check Procedure The reference check will typically consist of four stages: making the initial contact with the referee, opening the reference check, asking questions, and closing the reference check. 1. Make the initial contact with the referee. The referee should be approached in a friendly, professional manner with a clear statement about the purpose of the contact. Call ahead and make an appointment with the referee. Let the referee know approximately how long the reference check will take. Typically, it should not take more than about 45 minutes, to respect the referee’s time. Establish the referee’s relationship to the candidate. Determine whether this individual is an appropriate person with whom to conduct the reference check. The individual should have direct knowledge of the candidate’s work and performance. If this is not the case, enquire as to whether there is a more appropriate contact that can be made. Provide information to the referee on the competencies that will be assessed through the reference check, and the types of questions that will be asked. This will allow the referee to be prepared with examples of the candidate’s performance when the reference check is conducted. If feasible, provide the referee with definitions of the competencies to be assessed. This will enable the referee to share the same understanding of the competencies definitions. 2. Make the appointment with the referee to conduct reference check at a later time. However, always be prepared to go ahead with the reference check immediately should the referee wish to do so. 3. At the start of a reference check, thank the referee for his/her time. You may also want to reiterate/check pertinent information about the candidate (e.g., candidate’s name, the job for which the candidate is being considered, etc). The opening is an important opportunity to create a positive and relaxed atmosphere for the reference check. 4. Ask questions in a planned and organized manner. Be sure to provide the referee with sufficient time to think about their responses to your questions. 5. Listen carefully to referees to identify: the situation, in which the job candidate acted; the specific actions taken by the job candidate; the outcome of job candidate’s actions. As an example, the competency of Planning and Organization is typically required to function effectively in management jobs. The following behaviourally-based question can be asked to assess this competency: Police Sector Council Page 161 of 221 “Please provide an example of a time when the candidate coordinated a large project or activity which required a back-up plan to handle potential obstacles that could have jeopardized its success.” A referee might respond to this question as follows: Situation “Yes. I recall one instance when she was responsible for local representing the police service to the media, organizing a large-scale fundraising event for the Charity.” Action “She decided to create an action plan for the six months leading up to the event, identifying deadlines for the completion of each task and a budget to monitor our spending. She delegated various responsibilities to other members of the Charity and held meetings every two weeks to ensure coordination and progress. As the fundraising event was to be a sponsored-walk outside, there was a risk of the weather not being in our favour. To prepare for this, she contacted a local sports facility to reserve the indoor track as a back-up in case of rain. ” Result “The event went smoothly on the day and we received donations in excess of our target amount. Luckily it didn’t rain so we were able to hold the sponsored-walk outdoors as planned.’’ 6. Take detailed notes and avoid evaluating the information while you take notes. During the questioning portion of the reference check, it is critical that you take detailed notes so that gaps in information do not impede the subsequent evaluation process. Also, avoid evaluating the information while you take notes. It may lead you to miss important areas for questioning. In the questioning phase you need to focus on obtaining sufficient information. 7. Probe for more information. Follow-up probes or questions are useful in ensuring that each important aspect of the example is obtained. Rarely will a referee’s response include information about the situation, the action, and the result in the first telling. It is up to the individual conducting the reference check to use appropriate follow-up probes to elicit additional information where necessary. Probes help to: Fill in missing or incomplete information; Clarify a vague or theoretical response; and, Establish the candidate’s role in a particular situation. Police Sector Council Page 162 of 221 8. Overcome the resistance of referees to providing candid information. Some employers will provide nothing but the bare facts about former (or current) employees. As well, certain referees may have concerns about providing detailed information, even in the absence of such a company policy. Accordingly, you may need to be persistent in overcoming reluctance on the part of some referees. Here are some tips to break through the barriers: Be confident in your approach with referees. Stress the fact that you need this information to give the candidate fair consideration for the target job. Note that the information provided during the reference check is but one of various sources of information that will be used to make selection decisions. Keep the questioning strategy focused on the candidate’s past behaviour. Begin the call in a neutral way, starting with questions about factual aspects of the candidate’s employment status and/or application for employment. If, despite your best efforts, you are concerned about the forthrightness of the referee, note this and the reasons for your concern (e.g., evasive responses to questions; overly negative comments, overly positive comments, etc.). You may wish to question the referee about the nature of these responses or check the information out with another referee. If a pattern of “minimum disclosure” from a candidate’s referees emerges, you will need to return to the candidate and ask them to provide you with the names of additional referees or to contact the referees and bridge the “gap” for you. 9. Close the reference check by thanking the referee for his or her time. Evaluation of the Information Collected 1. Identify all the information obtained for each competency. A referee’s answer to a behaviourally-based question may provide information on more than one competency. For example, a question about the competency “Interactive Communication” may also elicit information about the competency “Valuing Diversity”. Accordingly, before assessing any competency for a candidate, identify all the information that you have obtained for each competency across all reference check questions and referees. 2. Consider varied factors when evaluating the information. When evaluating each competency, consider the information obtained from the relevant behavioural examples in terms of: Significance The importance of the behavioural examples in relation to the target job should be carefully considered. Police Sector Council Page 163 of 221 Recency The more recent the behaviour, the better it predicts future behaviour. More recent examples of a competency should be given more weight in the overall assessment of the competency, all other factors being equal. Job-relatedness The job-relatedness of the examples should also be factored into the assessment of the competency. Examples of candidates’ behaviours in situations that are very similar or identical to the job being filled should be given especially careful consideration. Consistency Generally, give more weight to information that is consistent across behavioural examples or across referees. Avoid giving undue weight to non-critical, unique or isolated incidents. Referee forthrightness If you have reason to believe that a referee has not been fully frank, take this into account when you evaluate the information from that referee. Some referees, given their personality, simply do not want to provide any information that could be construed in a negative light. Other referees may be trying to speed the departure of a problematic employee. As previously noted, look for consistency - a pattern of behavioural evidence. Although one “neutral referee” who only verifies factual information (e.g., dates of employment) may merely have been following company policy, too many referees refusing, or being extremely reluctant, to provide behavioural examples may indicate that there were problems with the candidate’s work. 3. Integrate information across assessment methods to arrive at an overall competency evaluation. There are different ways to integrate information from reference check with the information from other sources. For example, if a competency is assessed in an interview and in a reference check, both sources of information may be considered simultaneously before making an overall evaluation of the competency. Alternatively, each source of information may be evaluated separately, and then an overall evaluation of the competency is made. When integrating information, the selection board will need to consider the quality and quantity of evidence from different methods and look for patterns in the evidence. When warranted, the election board may seek additional information to resolve inconsistencies, for example, if fundamental contradictions appear to exist in key aspects of the evidence. Police Sector Council Page 164 of 221 Reference Check Template REFERENCE CHECK INFORMATION Candidate Name: Referee’s Current Position: Referee Name: Referee’s working relationship with candidate: How long have you worked with the candidate? -------------- to ----------- (month/year) Are/were you the candidate’s: (month/year) t) Referee’s position(s) during that time: ___________________________________________ Candidate’s position(s) during that time: _______________________________________ Reference check conducted by: Date of reference check: Police Sector Council Page 166 of 221 Rating Scale: A Close Look Level Name Well Below Expectations Somewhat Below Expectations Description The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. Rating 1 2 Meets Expectations The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. Somewhat Exceeds Expectations The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. 4 Clearly Exceeds Expectations The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. 5 Police Sector Council Page 167 of 221 3 Reference Check Questions for Chief CHANGE MANAGEMENT- Facilitates the transition to new organizational processes in response to internal and external needs. What to Look For: Level 5 – Champions change. Formulates a clear and compelling vision for change and its implications for the organization Communicates change initiative and impact to police service employees, police services board, community members, and government agencies Advocates for the necessary resources for the change initiative with authorities Launches the initiative and celebrates its success Reinforces the change message with one’s own actions, behaviours and attitudes Creates an environment within the executive team that encourages innovation and continuous improvement Implements monthly meetings to review performance measures within each business area for the purpose of celebrating success and problem-solving for improvements Example Reference Check Questions 1. Tell me about a time when a candidate initiated change in a unit or organization. How did he or she go about implementing the change? What was the reason for change in the unit or organization? Who was affected by this change? What did the candidate communicate change to the parties involved? How did the candidate go about implementing the change? What was the result of candidate’s actions? What implications did this change have for the unit or organization? OR 2. Describe authorities. for it? a situation where the candidate advocated for change and/or additional resources with What did the candidate do to convince them to support change and provide resources What change did the candidate advocate for? What resources were needed for this change? What did the candidate do to convince the authorities that the change was needed? How did the candidate go about implementing the change? What resistance to change, if any, did the candidate encounter? How did he or she overcome it? What was the outcome of the candidate’s actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 168 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Rating: _______________________________________________________ Evidence to support rating:___________________________________________________ Consensus Evaluation:_______________________________________________________________ Police Sector Council Page 169 of 221 – Uses media and community events/resources effectively to create a positive public image of the police service, build strong relationships with the community, and to assist in the detection and investigation of crime. COMMUNITY RELATIONS AND MEDIA MANAGEMENT What to Look For: Level 5 – Establishes the philosophy and direction of the organization’s relationship with the public and media. Aligns the corporate public affairs and media relations strategy with organizational and public safety priorities Represents the organization and the jurisdiction at local, provincial, federal, and international events Balances the organization’s needs for media exposure with jurisdictional public affairs and media relations philosophy and priorities. Makes decisions on how to best leverage public affairs and media relations functions in the best interests of public safety. Communicates the expected image that the police service wants to project to the public Determines an effective organizational strategy for using media resources proactively and dealing with the media reactively, e.g., major issues or incidents Defines the organizational strategy for promoting a positive image of the police service to the public Represents the police service during major incidents/operations Example Reference Check Questions 1. Tell me about a time when a candidate determined a strategy for the unit or the organization on how to use the media in the interests of public safety. What was the situation? Why was the media involvement necessary? What did the candidate do to determine the strategy? What were the implications of the candidate’s strategy for the unit or organization? To what extent was the media strategy successful? What makes you say that? OR 2. Describe a situation when the candidate balanced organizational needs for media exposure with the interests of the media. What were the circumstances? What were the organizational needs? What were the interests of the media? What did the candidate do to reconcile differences between organizational needs and interests of the media? What did the candidate do to meet organizational needs in this situation? What was the outcome of the candidate’s actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 170 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:______________________________________________________ Evidence to support rating:___________________________________________________ Consensus Evaluation:_______________________________________________________________ Police Sector Council Page 171 of 221 DECISION-MAKING- Makes decisions involving varied levels of risk and ambiguity What to Look For: Level 5 – Makes high-risk decisions in the face of ambiguity Makes high-risk strategic decisions that have significant consequences Uses principles, values and sound business sense to make decisions Makes decisions in a volatile environment in which the weight given to any factor can change rapidly Reaches decisions assuredly in an environment of public scrutiny Example Reference Check Questions 1. Tell me about a time when a candidate made a high-risk, strategic decision which had significant consequences. What high-risk, strategic decision did the candidate make? What were the potential consequences of error in that situation? How did the candidate mitigate the risks associated with this decision? What were the implications of his or her decision? What was the outcome? OR 2. Tell me about a time when an influential figure challenged the high-risk strategic decision made by the candidate. How did the candidate handle the situation? What strategic, high-risk decision was involved? Who challenged the candidate’s decision? How did the candidate react to the criticism? What was the result? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 172 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes: ____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to Support Rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 173 of 221 ETHICAL ACCOUNTABILITY-Takes responsibility for actions and makes decisions that are consistent with high ethical policing standards What to Look For: Level 5-Sets the standard for policing ethics and values Communicates the organization’s values and ethics Ensures that standards and safeguards are in place to protect the organization’s integrity Develops policies and measures to integrate ethics within the organization Facilitates research on best practices Participates in defining ethical policing practice Example Reference Check Questions 1. Describe a situation when a candidate developed or implemented a policy or procedure that involved policing ethics and values. What policy or procedure did the candidate develop or implement? What aspects of policing ethics were concerned? How did the candidate go about developing or implementing this policy or procedure? What was the outcome of the candidate’s actions? OR 2. Tell me about a time when the candidate participated in defining ethical police practice for a unit or an organization? What was the situation? How did the candidate define ethical practice? What were the implications of this ethical practice for the unit or the entire organization? What was the outcome? (e.g., to what extent was the practice adhered to?) Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 174 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Expectations Well Below Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 175 of 221 FINANCIAL MANAGEMENT-Applies financial management principles and tools to effectively manage organizational resources (operating, capital, and people) What to look for: Level 5- Leads the organizational financial management strategy Identifies and communicates the broader context which impacts policing as a public service – on local, provincial, federal and/or global level as relevant Negotiates and advocates with jurisdictional authorities regarding fiscal needs of police service in light of context Approves the prioritization of fiscal strategies Presents budget to police services board Example Reference Check Questions 1. Describe a time when a candidate negotiated with the authorities (either jurisdictional authorities or the top management in the organization) regarding the fiscal needs of the unit or organization. What were the fiscal needs of the unit or organization? What was the subject of negotiation with the authorities? What did the candidate do to ensure the success of negotiations? What did the candidate do to overcome resistance, if any, of the authorities? To what extent were the negotiations successful? What makes you say that? OR 2. Tell me about a time when the candidate presented a financial proposal to the top management. What was the financial proposal? How did the candidate influence the top management? How did the top management react to the proposal? How did the candidate address the questions and concerns of top management? What was the result of his or her actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 176 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 177 of 221 FOSTERING RELATIONSHIPS-Seeks and builds alliances with internal and external stakeholders to meet their needs and further the organization's objectives. Uses an understanding of stakeholder needs, desires and critical success factors to influence priorities, initiatives and objectives and teaches other to do the same. What to look for: Level 5- Sets strategic direction for partnering Establishes an infrastructure that supports effective stakeholder relationships Identifies and supports creative ways to partner with harder to reach stakeholders Profiles excellent examples of partnering within policing organizations and promotes them to other policing groups Example Reference Check Questions 1. Describe a time when a candidate came up with a creative way of reaching difficult-to-reach stakeholders. Who were the stakeholders? Why were they difficult to reach? What did the candidate do to reach the stakeholders? How did the candidate overcome the resistance of stakeholders? What was the result of his or her actions? OR 2. Tell me about a time when a candidate partnered with another policing organization to meet the strategic or operational goals of the unit or organization. What was the reason for partnering with another policing organization? What challenges were associated with this partnership? How did the candidate overcome those challenges? What did the candidate do to address differences between the two policing organizations? What was the outcome of the partnering efforts? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 178 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:_________________________________________________________________ Police Sector Council Page 179 of 221 PUBLIC ACCOUNTABILITY- Works effectively within parameters of jurisdictional governance structure (local, municipal, regional, provincial, and national) and associated policing frameworks. Adheres to values of public service. Understands and uses internal and external structures of authority and understands the roles and responsibilities of external stakeholders in police operations. What to look for: Level 5- Leads by example to safeguard and sustain public trust Develops effective working relationships with the external stakeholders to which a police service is accountable Models behaviour that reinforces openness and transparency in decision making Consults with necessary authorities and vets high profile actions and/or communications before going public Obtains approval of the organization’s strategic plan from the police board, commission, minister Advocates with authorities for sufficient funds to support the responsibilities the service takes on Effectively maintains independence of the police service from political roles and relationships to ensure transparency and alleviate concerns of political interference Example Reference Check Questions 1. Describe a situation when a candidate sought approval of his or her initiative from external stakeholders. How did the candidate go about obtaining the approval? What was the situation? Who were the external stakeholders? What did the candidate do to get the approval of stakeholders? Did the candidate encounter any resistance? If so, how did he or she overcome it? What was the outcome of the candidate’s actions? OR 2. Tell me about a time when the needs of the candidate’s organization were in conflict with the interests of a body or group to which the organization was accountable? How did the candidate resolve this conflict? What was the situation? What issue(s) did the organization and an external body disagree on? What did the candidate do to get the approval of stakeholders? Did the candidate encounter any resistance? If so, how did he or she overcome it? What was the outcome of the candidate’s actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 180 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 181 of 221 PUBLIC SAFETY-Promotes an intelligence-led and problem-oriented policing philosophy that emphasizes partnerships with community, intelligence gathering, and proactive problem-solving that addresses conditions that can raise issues for public safety. What to look for Level 5-Promotes vision for intelligence-led and problem-oriented policing Articulates clear messages, internally and externally, to support an approach that blends intelligence-led and problem-oriented policing. Directs the development of policy and procedures to implement an integrated approach to intelligence-led and problem-oriented policing Works across multiple jurisdictions in support of the intelligence-led and problem oriented policing Participates in national and transnational policing initiatives to develop strategic alliances Educates key stakeholders about the approach and outcomes to gain their support Presents business case for adequate resources from the police services board, municipality, provincial and federal to ensure sustainability of intelligence capabilities Example Reference Check Questions 1. Give me an example of a situation where a candidate directed the development of policy or procedure that supported intelligence-led and problem-oriented approach to policing in a unit or organization. What policy or procedure did the candidate oversee? How did the policy or procedure support intelligence-led and problem-oriented approach to policing? How did the candidate go about directing the development of the policy or procedure? What challenges did the candidate encounter and how did he or she overcome them? What was the result of the candidate’s actions? OR 2. Tell me about the time when the candidate obtained the support of external stakeholders for an intelligence-led and problem-oriented policing initiative. What was the policing initiative? What support was needed from the external stakeholders? What did the candidate do to obtain the required support? What obstacles did the candidate have to overcome in the process? How did stakeholders react to the candidate’s efforts? What was the result of his or her actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 182 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 183 of 221 STRATEGIC MANAGEMENT-Creates a strategic plan for the police organization, translates strategic objectives into operational goals, and works toward their implementation. Creates opportunities for continuous improvement through an ongoing evaluation of external environment and internal issues that hinder organizational sustainability. What to look for Level 5- Determines a vision and strategic objectives. Identifies the short and long-term impact of current trends arising from environmental scan (e.g., demographic changes, government policies, etc.) on the police service Formulates a clear and compelling vision for the police service Considers local, regional, provincial, federal and/or transnational policing issues in determining organizational priorities Advocates with key jurisdictional partners and authorities to support the achievement of organizational strategic objectives Example Reference Check Questions 1. Tell me about a time when a candidate set strategic objectives for a unit or an organization. What was the situation? How did the candidate go about defining strategic objectives of the unit or organization? Who did the candidate consult/team up with when developing strategic objectives for the unit or organization? What was the outcome of the candidate’s actions? OR 2. Describe a situation when a candidate had to change the strategic objectives of a unit or an organization in light of changes to the economic or political landscape? What was the situation? What economic or political issues had a bearing on the strategic objectives? What changes to the strategic objectives did the candidate suggest? How did the candidate communicate the changes to his or her reports? Did the candidate encounter any resistance to change internally? Externally? What happened as a result of changes to the unit’s or organization’s strategic objectives? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 184 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 185 of 221 Scoring Form Date of Reference Check: Interviewer's Name: Referee’s Name: Candidate's Name: Position: Competency _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 Change Management Community Relations and Media Management Decision-making Ethical Accountability Financial Management Fostering Relationships Public Accountability Public Safety Strategic Management Recommendation: [ ] Continued Consideration* [ ] Rejection * Must meet expectations on all competencies. Overall Recommendations (type of assignment/department): Police Sector Council Page 186 of 221 Police Executive Selection APPENDIX K Reference Check Guide and Questions: Deputy Chief This is a guide for police boards and commissions responsible for the selection of Deputy Chiefs of Police. The guide contains a bank of behavioural questions to ask referees about the competencies of candidates. Police Sector Council Page 187 of 221 Appendix K: Reference Check Guide and Questions: Deputy Chief Structured Reference Check Procedure The reference check will typically consist of four stages: making the initial contact with the referee, opening the reference check, asking questions, and closing the reference check. 1. Make the initial contact with the referee. The referee should be approached in a friendly, professional manner with a clear statement about the purpose of the contact. Call ahead and make an appointment with the referee. Let the referee know approximately how long the reference check will take. Typically, it should not take more than about 45 minutes, to respect the referee’s time. Establish the referee’s relationship to the candidate. Determine whether this individual is an appropriate person with whom to conduct the reference check. The individual should have direct knowledge of the candidate’s work and performance. If this is not the case, enquire as to whether there is a more appropriate contact that can be made. Provide information to the referee on the competencies that will be assessed through the reference check, and the types of questions that will be asked. This will allow the referee to be prepared with examples of the candidate’s performance when the reference check is conducted. If feasible, provide the referee with definitions of the competencies to be assessed. This will enable the referee to share the same understanding of the competencies definitions. 2. Make the appointment with the referee to conduct reference check at a later time. However, always be prepared to go ahead with the reference check immediately should the referee wish to do so. 3. At the start of a reference check, thank the referee for his/her time. You may also want to reiterate/check pertinent information about the candidate (e.g., candidate’s name, the job for which the candidate is being considered, etc). The opening is an important opportunity to create a positive and relaxed atmosphere for the reference check. 4. Ask questions in a planned and organized manner. Be sure to provide the referee with sufficient time to think about their responses to your questions. 5. Listen carefully to referees to identify: the situation, in which the job candidate acted; the specific actions taken by the job candidate; the outcome of job candidate’s actions. As an example, the competency of Planning and Organization is typically required to function effectively in management jobs. The following behaviourally-based question can be asked to assess this competency: Police Sector Council Page 188 of 221 “Please provide an example of a time when the candidate coordinated a large project or activity which required a back-up plan to handle potential obstacles that could have jeopardized its success.” A referee might respond to this question as follows: Situation “Yes. I recall one instance when she was responsible for organizing a large-scale fundraising event for the Charity.” Action “She decided to create an action plan for the six months leading up to the event, identifying deadlines for the completion of each task and a budget to monitor our spending. She delegated various responsibilities to other members of the Charity and held meetings every two weeks to ensure coordination and progress. As the fundraising event was to be a sponsored-walk outside, there was a risk of the weather not being in our favour. To prepare for this, she contacted a local sports facility to reserve the indoor track as a back-up in case of rain. ” Result “The event went smoothly on the day and we received donations in excess of our target amount. Luckily it didn’t rain so we were able to hold the sponsored-walk outdoors as planned.’’ 6. Take detailed notes and avoid evaluating the information while you take notes. During the questioning portion of the reference check, it is critical that you take detailed notes so that gaps in information do not impede the subsequent evaluation process. Also, avoid evaluating the information while you take notes. It may lead you to miss important areas for questioning. In the questioning phase you need to focus on obtaining sufficient information. 7. Probe for more information. Follow-up probes or questions are useful in ensuring that each important aspect of the example is obtained. Rarely will a referee’s response include information about the situation, the action, and the result in the first telling. It is up to the individual conducting the reference check to use appropriate follow-up probes to elicit additional information where necessary. Probes help to: Fill in missing or incomplete information; Clarify a vague or theoretical response; and, Establish the candidate’s role in a particular situation. Police Sector Council Page 189 of 221 8. Overcome the resistance of referees to providing candid information. Some employers will provide nothing but the bare facts about former (or current) employees. As well, certain referees may have concerns about providing detailed information, even in the absence of such a company policy. Accordingly, you may need to be persistent in overcoming reluctance on the part of some referees. Here are some tips to break through the barriers: Be confident in your approach with referees. Stress the fact that you need this information to give the candidate fair consideration for the target job. Note that the information provided during the reference check is but one of various sources of information that will be used to make selection decisions. Keep the questioning strategy focused on the candidate’s past behaviour. Begin the call in a neutral way, starting with questions about factual aspects of the candidate’s employment status and/or application for employment. If, despite your best efforts, you are concerned about the forthrightness of the referee, note this and the reasons for your concern (e.g., evasive responses to questions; overly negative comments, overly positive comments, etc.). You may wish to question the referee about the nature of these responses or check the information out with another referee. If a pattern of “minimum disclosure” from a candidate’s referees emerges, you will need to return to the candidate and ask them to provide you with the names of additional referees or to contact the referees and bridge the “gap” for you. 9. Close the reference check by thanking the referee for his or her time. Evaluation of the Information Collected 1. Identify all the information obtained for each competency. A referee’s answer to a behaviourally-based question may provide information on more than one competency. For example, a question about the competency “Interactive Communication” may also elicit information about the competency “Valuing Diversity”. Accordingly, before assessing any competency for a candidate, identify all the information that you have obtained for each competency across all reference check questions and referees. 2. Consider varied factors when evaluating the information. When evaluating each competency, consider the information obtained from the relevant behavioural examples in terms of: Significance The importance of the behavioural examples in relation to the target job should be carefully considered. Police Sector Council Page 190 of 221 Recency The more recent the behaviour, the better it predicts future behaviour. More recent examples of a competency should be given more weight in the overall assessment of the competency, all other factors being equal. Job-relatedness The job-relatedness of the examples should also be factored into the assessment of the competency. Examples of candidates’ behaviours in situations that are very similar or identical to the job being filled should be given especially careful consideration. Consistency Generally, give more weight to information that is consistent across behavioural examples or across referees. Avoid giving undue weight to non-critical, unique or isolated incidents. Referee forthrightness If you have reason to believe that a referee has not been fully frank, take this into account when you evaluate the information from that referee. Some referees, given their personality, simply do not want to provide any information that could be construed in a negative light. Other referees may be trying to speed the departure of a problematic employee. As previously noted, look for consistency; a pattern of behavioural evidence. Although one “neutral referee” who only verifies factual information (e.g., dates of employment) may merely have been following company policy, too many referees refusing, or being extremely reluctant, to provide behavioural examples may indicate that there were problems with the candidate’s work. 3. Integrate information across assessment methods to arrive at an overall competency evaluation. There are different ways to integrate information from reference check with the information from other sources. For example, if a competency is assessed in an interview and in a reference check, both sources of information may be considered simultaneously before making an overall evaluation of the competency. Alternatively, each source of information may be evaluated separately, and then an overall evaluation of the competency is made. When integrating information, the selection board will need to consider the quality and quantity of evidence from different methods and look for patterns in the evidence. When warranted, the election board may seek additional information to resolve inconsistencies, for example, if fundamental contradictions appear to exist in key aspects of the evidence. Police Sector Council Page 191 of 221 Reference Check Template REFERENCE CHECK INFORMATION Candidate Name: Referee’s Current Position: Referee Name: Referee’s working relationship with candidate: How long have you worked with the candidate? -------------- to ----------- (month/year) (month/year) Are/were you the candidate’s: Referee’s position(s) during that time: ___________________________________________ Candidate’s position(s) during that time: _______________________________________ Reference check conducted by: Date of reference check: Police Sector Council Page 192 of 221 Rating Scale: A Close Look Level Name Well Below Expectations Somewhat Below Expectations Description The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. Rating 1 2 Meets Expectations The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. Somewhat Exceeds Expectations The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. 4 Clearly Exceeds Expectations The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. 5 Police Sector Council Page 193 of 221 3 Reference Check Questions: Deputy Chief CHANGE MANAGEMENT- Facilitates the transition to new organizational processes in response to internal and external needs. What to Look For: Level 5 – Champions change. Formulates a clear and compelling vision for change and its implications for the organization Communicates change initiative and impact to police service employees, police services board, community members, and government agencies Advocates for the necessary resources for the change initiative with authorities Launches the initiative and celebrates its success Reinforces the change message with one’s own actions, behaviours and attitudes Creates an environment within the executive team that encourages innovation and continuous improvement Implements monthly meetings to review performance measures within each business area for the purpose of celebrating success and problem-solving for improvements Example Interview Questions 1. Tell me about a time when a candidate initiated change in a unit or organization. How did he or she go about implementing the change? What was the reason for change in the unit or organization? Who was affected by this change? What did the candidate communicate change to the parties involved? How did the candidate go about implementing the change? What was the result of candidate’s actions? What implications did this change have for the unit or organization? OR 2. Describe authorities. for it? a situation where the candidate advocated for change and/or additional resources with What did the candidate do to convince them to support change and provide resources What change did the candidate advocate for? What resources were needed for this change? What did the candidate do to convince the authorities that the change was needed? How did the candidate go about implementing the change? What resistance to change, if any, did the candidate encounter? How did he or she overcome it? What was the outcome of the candidate’s actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 194 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:___________________________________________________ Consensus Evaluation:_______________________________________________________________ Police Sector Council Page 195 of 221 DECISION-MAKING- Makes decisions involving varied levels of risk and ambiguity What to Look For: Level 5 – Makes high-risk decisions in the face of ambiguity Makes high-risk strategic decisions that have significant consequences Uses principles, values and sound business sense to make decisions Makes decisions in a volatile environment in which the weight given to any factor can change rapidly Reaches decisions assuredly in an environment of public scrutiny Example Reference Check Questions 1. Tell me about a time when a candidate made a high-risk, strategic decision which had significant consequences. What high-risk, strategic decision did the candidate make? What were the potential consequences of error in that situation? How did the candidate mitigate the risks associated with this decision? What were the implications of his or her decision? What was the outcome? OR 2. Tell me about a time when an influential figure challenged the high-risk strategic decision made by the candidate. How did the candidate handle the situation? What strategic, high-risk decision was involved? Who challenged the candidate’s decision? How did the candidate react to the criticism? What was the result? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 196 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes: ____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to Support Rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 197 of 221 ETHICAL ACCOUNTABILITY-Takes responsibility for actions and makes decisions that are consistent with high ethical policing standards What to Look For: Level 5-Sets the standard for policing ethics and values Communicates the organization’s values and ethics Ensures that standards and safeguards are in place to protect the organization’s integrity Develops policies and measures to integrate ethics within the organization Facilitates research on best practices Participates in defining ethical policing practice Example Reference Check Questions 1. Describe a situation when a candidate developed or implemented a policy or procedure that involved policing ethics and values. What policy or procedure did the candidate develop or implement? What aspects of policing ethics were concerned? How did the candidate go about developing or implementing this policy or procedure? What was the outcome of the candidate’s actions? OR 2. Tell me about a time when the candidate participated in defining ethical police practice for a unit or an organization? What was the situation? How did the candidate define ethical practice? What were the implications of this ethical practice for the unit or the entire organization? What was the outcome? (e.g., To what extent was the practice adhered to?) Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 198 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 199 of 221 FINANCIAL MANAGEMENT-Applies financial management principles and tools to effectively manage organizational resources (operating, capital, and people) What to look for: Level 5- Leads the organizational financial management strategy Identifies and communicates the broader context which impacts policing as a public service – on local, provincial, federal and/or global level as relevant Negotiates and advocates with jurisdictional authorities regarding fiscal needs of police service in light of context Approves the prioritization of fiscal strategies Presents budget to police services board Example Reference Check Questions 1. Describe a time when a candidate negotiated with the authorities (either jurisdictional authorities or the top management in the organization) regarding the fiscal needs of the unit or organization. What were the fiscal needs of the unit or organization? What was the subject of negotiation with the authorities? What did the candidate do to ensure the success of negotiations? What did the candidate do to overcome resistance, if any, of the authorities? To what extent were the negotiations successful? What makes you say that? OR 2. Tell me about a time when the candidate presented a financial proposal to the top management. What was the financial proposal? How did the candidate influence the top management? How did the top management react to the proposal? How did the candidate address the questions and concerns of top management? What was the result of his or her actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 200 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Expectations Well Below Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 201 of 221 FOSTERING RELATIONSHIPS-Seeks and builds alliances with internal and external stakeholders to meet their needs and further the organization's objectives. Uses an understanding of stakeholder needs, desires and critical success factors to influence priorities, initiatives and objectives and teaches other to do the same. What to look for: Level 5- Sets strategic direction for partnering Establishes an infrastructure that supports effective stakeholder relationships Identifies and supports creative ways to partner with harder to reach stakeholders Profiles excellent examples of partnering within policing organizations and promotes them to other policing groups Example Reference Check Questions 1. Describe a time when a candidate came up with a creative way of reaching difficult-to-reach stakeholders. Who were the stakeholders? Why were they difficult to reach? What did the candidate do to reach the stakeholders? How did the candidate overcome the resistance of stakeholders? What was the result of his or her actions? OR 2. Tell me about a time when a candidate partnered with another policing organization to meet the strategic or operational goals of the unit or organization. What was the reason for partnering with another policing organization? What challenges were associated with this partnership? How did the candidate overcome those challenges? What did the candidate do to address differences between the two policing organizations? What was the outcome of the partnering efforts? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 202 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:_________________________________________________________________ Police Sector Council Page 203 of 221 HUMAN RESOURCE MANAGEMENT-Applies, implements, and directs the development of human resource management strategies, processes, policies, and practices What to Look For: Level 5-Directs the development of human resource management strategy for an organization Anticipates and plans for future human resource requirements based on the long-term vision and strategic direction Identifies new ways in which human resource management can support the achievement of long-term organizational objectives Identifies objectives for human resource management in an organization Example Reference Check Questions 1. Tell me about a time when a candidate identified future human resource needs for a unit or an organization and how he or she planned for them. What was the situation? What future human resource needs did the candidate identify? What steps did the candidate take to address future human resource needs? How do you know that your efforts were successful? OR 2. Describe a time when the candidate implemented a large-scale human resource initiative in your organization. What human resource initiative did the candidate implement? How did the candidate go about implementing this human resource initiative? Did the candidate encounter any challenges on the way of implementing this initiative and if so, how did he or she overcome them? To what extent was the candidate successful in implementing this human resource initiative? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 204 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 205 of 221 PUBLIC ACCOUNTABILITY- Works effectively within parameters of jurisdictional governance structure (local, municipal, regional, provincial, and national) and associated policing frameworks. Adheres to values of public service. Understands and uses internal and external structures of authority and understands the roles and responsibilities of external stakeholders in police operations. What to look for: Level 5- Leads by example to safeguard and sustain public trust Develops effective working relationships with the external stakeholders to which a police service is accountable Models behaviour that reinforces openness and transparency in decision making Consults with necessary authorities and vets high profile actions and/or communications before going public Obtains approval of the organization’s strategic plan from the police board, commission, minister Advocates with authorities for sufficient funds to support the responsibilities the service takes on Effectively maintains independence of the police service from political roles and relationships to ensure transparency and alleviate concerns of political interference Example Reference Check Questions 1. Describe a situation when a candidate sought approval of his or her initiative from external stakeholders. How did the candidate go about obtaining the approval? What was the situation? Who were the external stakeholders? What did the candidate do to get the approval of stakeholders? Did the candidate encounter any resistance? If so, how did he or she overcome it? What was the outcome of the candidate’s actions? OR 2. Tell me about a time when the needs of the candidate’s organization were in conflict with the interests of a body or group to which the organization was accountable? How did the candidate resolve this conflict? What was the situation? What issue(s) did the organization and an external body disagree on? What did the candidate do to get the approval of stakeholders? Did the candidate encounter any resistance? If so, how did he or she overcome it? What was the outcome of the candidate’s actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 206 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Expectations Well Below Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 207 of 221 PUBLIC SAFETY-Promotes an intelligence-led and problem-oriented policing philosophy that emphasizes partnerships with community, intelligence gathering, and proactive problem-solving that addresses conditions that can raise issues for public safety. What to look for Level 5-Promotes vision for intelligence-led and problem-oriented policing Articulates clear messages, internally and externally, to support an approach that blends intelligence-led and problem-oriented policing. Directs the development of policy and procedures to implement an integrated approach to intelligence-led and problem-oriented policing Works across multiple jurisdictions in support of the intelligence-led and problem oriented policing Participates in national and transnational policing initiatives to develop strategic alliances Educates key stakeholders about the approach and outcomes to gain their support Presents business case for adequate resources from the police services board, municipality, provincial and federal to ensure sustainability of intelligence capabilities Example Reference Check Questions 1. Give me an example of a situation where a candidate directed the development of policy or procedure that supported intelligence-led and problem-oriented approach to policing in a unit or organization. What policy or procedure did the candidate oversee? How did the policy or procedure support intelligence-led and problem-oriented approach to policing? How did the candidate go about directing the development of the policy or procedure? What challenges did the candidate encounter and how did he or she overcome them? What was the result of the candidate’s actions? OR 2. Tell me about the time when the candidate obtained the support of external stakeholders for an intelligence-led and problem-oriented policing initiative. What was the policing initiative? What support was needed from the external stakeholders? What did the candidate do to obtain the required support? What obstacles did the candidate have to overcome in the process? How did stakeholders react to the candidate’s efforts? What was the result of his or her actions? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 208 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:________________________________________________________ Evidence to support rating:____________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 209 of 221 STRATEGIC MANAGEMENT-Creates a strategic plan for the police organization, translates strategic objectives into operational goals, and works toward their implementation. Creates opportunities for continuous improvement through an ongoing evaluation of external environment and internal issues that hinder organizational sustainability. What to look for Level 5- Determines a vision and strategic objectives. Identifies the short and long-term impact of current trends arising from environmental scan (e.g., demographic changes, government policies, etc.) on the police service Formulates a clear and compelling vision for the police service Considers local, regional, provincial, federal and/or transnational policing issues in determining organizational priorities Advocates with key jurisdictional partners and authorities to support the achievement of organizational strategic objectives Example Reference Check Questions 1. Tell me about a time when a candidate set strategic objectives for a unit or an organization. What was the situation? How did the candidate go about defining strategic objectives of the unit or organization? Who did the candidate consult/team up with when developing strategic objectives for the unit or organization? What was the outcome of the candidate’s actions? OR 2. Describe a situation when a candidate had to change the strategic objectives of a unit or an organization in light of changes to the economic or political landscape? What was the situation? What economic or political issues had a bearing on the strategic objectives? What changes to the strategic objectives did the candidate suggest? How did the candidate communicate the changes to his or her reports? Did the candidate encounter any resistance to change internally? Externally? What happened as a result of changes to the unit’s or organization’s strategic objectives? Question ______ Police Sector Council STAR: Remember to record Situation/Task, Action, and Results. Page 210 of 221 RATING SCALE FOR RESPONSES TO BEHAVIOURAL QUESTIONS Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 The expected indicators were not demonstrated. The points that were lacking were related to important job functions and responsibilities of the target position. Important gaps were identified that would have a negative impact on the candidate’s ability to perform on the job. The expected indicators were not addressed adequately. The points that were lacking were related to important job functions and responsibilities of the target position. This response was expected of someone not yet at the threshold for the target position. The expected indicators were covered adequately. The points that were lacking were not related to important job functions and responsibilities of the target position. This response was the minimal expected level of performance for the position. The expected indicators were covered thoroughly. Only minor gaps were observed, and the gaps were not related to important job functions, and responsibilities of the target position. This response was expected of someone at the target position. The expected indicators were thoroughly demonstrated (all points were covered well). The candidate excels at this competency and could model it for others. Rationale: Notes Situation Action Results Notes:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Individual Evaluation:_______________________________________________________ Evidence to support rating:___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Consensus Evaluation:________________________________________________________________ Police Sector Council Page 211 of 221 Scoring Form Date of Reference Check: Interviewer's Name: Referee’s Name: Candidate's Name: Position: Competency _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ Well Below Expectations Somewhat Below Expectations Meets Expectations Somewhat Exceeds Expectations Clearly Exceeds Expectations 1 2 3 4 5 Change Management Decision Making Ethical Accountability Financial Management Fostering Relationships Human Resource Management Public Accountability Public Safety Strategic Management Recommendation: [ ] Continued Consideration* [ ] Rejection * Must meet expectations on all competencies. Overall Recommendations (type of assignment/department): Police Sector Council Page 212 of 221 Police Executive Selection APPENDIX L Recommended Reading Police Sector Council Page 213 of 221 Appendix L: Recommended Reading Catano, V. M., Cronshaw, S. F., Wiesner, W. H., Hackett, R. D., & Methot, L. M. (1997). Recruitment and selection in Canada. Scarborough, ON: International Thompson Publishing. Pulakos, E. (2005). Selection Assessment Methods: A guide to implementing formal assessments to build a high-quality workforce. Alexandria, VA: Society for Human Resource Management Foundation. Hollenbeck, G. P. (2009). Executive selection- what’s right. and what’s wrong. In P. Sackett (Ed.) Industrial and organizational psychology: Perspectives on science and practice (Vol. 2; pp.130144). Hoboken, NJ: Wiley-Blackwell. Howard, A. (2001). Identifying, assessing, and selecting senior leaders. In S, J. Zaccaro, & R. Klimoski (Eds.), The nature of organizational leadership. San Francisco: Jossey-Bass. Sorcher, M. (1985). Predicting executive success. New York, NY: John Wiley & Sons. Thornton, G. C. III, Hollenbeck, G.P., & Johnson, S. K. (2010). Selecting leaders: Executives and high potentials. In J. Farr & N. Tippins (Eds.), Handbook of employee selection. Clifton, NJ: Psychology Press Testing and assessment: An employer’s guide to good practices. (2000). U.S. Department of Labour. Employment and Training Administration. Retrieved December 1, 2009 from http://www.onetcenter.org/dl_files/empTestAsse.pdf The Principles for the Validation and Use of Personnel Selection Procedures (2003). Society for Industrial and Organizational Psychology, Bowling Green, OH. Police Sector Council Page 215 of 221 Police Executive Selection APPENDIX M Glossary Police Sector Council Page 217 of 221 Appendix M: Glossary Adverse Effect Discrimination Adverse effect discrimination occurs when an employer, in good faith, adopts a policy or practice that has an unintended, negative impact on members of a protected group’. In recruitment, this would occur if the recruitment practice leads to the outcome of recruiting a specific pool of candidate to the exclusion of another group, for example, white males to the exclusion of women or visible minority. In selection, adverse effect discrimination is associated with the use of a selection practice or the use of an assessment method. Any employment practice that discriminates against a group protected under the human rights legislation, no matter how well intentioned by the employer constitutes adverse effect discrimination. Bona Fide Occupational Requirement (BFOR) When abilities are essential to the performance of a task but would appear to discriminate on prohibited grounds, exemptions are granted under the Canadian Human Rights Act. For example, severe visual impairment would restrict the ability of a police officer to drive a vehicle and use weapons. In such a case, a particular skill or qualification (e.g., a minimum standard of vision) can be specified if it is based on a genuine job requirement. It is the employer’s responsibility, however, to prove that an occupational requirement exists and that it is not simply a preference. Competencies Competencies are observable and measurable abilities, skills, knowledge, motivations or traits defined in terms of behaviours need for successful job performance. Competencies describe a pattern or cluster of actions taken to achieve a result. Competency-based Management (CBM) Competency-based management (CBM) is an approach that standardizes and integrates HR activities based on competencies that support organizational goals. With competency-based management, the competencies required for a position are clearly defined in terms of behaviours necessary for successful job performance. Research indicates that when selection, hiring, promotion and employee development programs are aligned with competencies, there are improvements in performance throughout the organization. Competency-based Interview A competency-based selection interview is an assessment method that consists of a set of open-ended questions administered to job candidates to assess their competencies. Competency-based Reference Check A competency-based reference check is an assessment tool that consists of a set of open-ended questions asked of candidates’ former supervisors in order to assess a candidates’ competencies. Police Sector Council Page 219 of 221 Designated Groups As defined by the Employment Equity Act, designated groups are: women, Aboriginal peoples, persons with disabilities and visible minorities. Discrimination Practices or attitudes that have, whether intended or not, the effect of limiting an individual’s or a group’s right to the opportunities generally available because of attributed rather than actual characteristics. Leadership Competencies The 14 competencies required by participants in leadership development programs. They fall into three key areas that define leadership effectiveness in policing organizations: performance, partnering and accountability. These areas apply to all leaders in policing organizations. Leadership Competency Profile A Leadership Competency Profile holds the set of 14 critical behavioural competencies required for successful performance as a leader. There are four profiles, one for each leadership level. They differ only in the level of proficiency required in the competencies. Leadership Level Leadership levels define the managerial hierarchy in organizations by span of control as well as breadth and scope of authority. The four levels in policing are Executive Management, Senior Management, Midlevel Management and Front-Line Management. They are used for leadership development purposes. Multiple-hurdle A selection process that uses a multiple hurdle approach requires a candidate to obtain a satisfactory score on an assessment method or methods before advancing to the next stage in the selection process. Prohibited Grounds As defined in the Canadian Human Rights Act, the prohibited grounds for discrimination include race or colour, national or ethnic origin, religion, age, sex (including pregnancy or childbirth), sexual orientation, family or marital status, disability (either physical or mental or as the result of dependence on alcohol or drugs), or pardoned criminal conviction. Selection decisions swayed by these characteristics are discriminatory. Protected Groups Protected groups are those that have the attributes defined as "prohibited grounds" or "prohibited areas" for discrimination under the Canadian Human Rights Act and provincial/territorial Human Rights Codes. Rank Competency Profile A set of critical competencies required for successful performance in a rank. Police Sector Council Page 220 of 221 Rank Job Description A list of all qualifications needed including a definition of the role, major duties and responsibilities, education requirements, key competencies and other selection requirements. Rank Task List A list of tasks typically performed on the job by an individual in a rank. Reasonable Accommodation Reasonable accommodation provides that, where an employer can adjust an employment practice, environment or schedule without causing any real business difficulty, they are required to do so. Reliability Reliability is a measure of the consistency with which a tool assesses a selection requirement. For example, when an assessment tool is reliable, it will produce a similar result when an applicant retakes it (assuming that the attribute being measured has not changed over that period of time). Résumé A summary of biographical information provided by a job candidate, including education and work history of previous positions, job responsibilities and accomplishments. Validity Validity refers to the accuracy with which a selection tool measures what it is supposed to measure and how well it predicts job performance. Police Sector Council Page 221 of 221
