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Correctional Service Canada

www.csc-scc.gc.ca

Report of the Task Force on Security

5.3 leadership.

If we are to achieve a truly effective security framework, it will be a result of effective leadership by staff at all levels.

Leadership skills need to be distinguished from management and supervisory skills. Management and supervisory skills tend to focus on the administration of programs to ensure standards and deadlines are met, laws and policies are followed, and that things are done right. Leadership takes us beyond that to inspire, innovate, challenge the status quo, and is concerned with doing the right thing, as well as doing things right. To achieve our Mission, we must have staff that are able to combine leadership with managerial and supervisory skills - and this applies to everyone in the organization - each have a major contribution to make to the culture and effectiveness of our Service.

"The need for excellence in leadership is paramount."

- Rob Kellett

5.3.1 Senior Management

We have spoken to the issue of Career Progression elsewhere in this report. We wish to address the issue of continuing education and developmental leave for senior staff in our Service. Our view is that the type of work performed by senior managers such as Wardens, District Directors, and others in more senior positions requires specialized training and significant periods of mentoring. The daily decision-making performed by these staff members have a high impact on the personal lives of many people. Little time is left for personal learning or revitalization. It is necessary that CSC offer structured learning opportunities for its senior staff and the opportunity to take developmental leave in order that they are able to continue to perform at the levels expected of them.

"You have to stop making the measurable important and make the important measurable"

- Trevor Williams

Recommendation: That opportunities for academic development and training as well as developmental leave and exchanges be made available to senior managers on a regular basis.
Recommendation: That specialized training for Wardens, Deputy Wardens and District Directors be developed and introduced and that mentoring programs for these positions be made mandatory subsequent to appointment for a minimum period of six months.

5.3.2 Middle Management

The responsibility of middle managers in putting policy into practice cannot be over-stated. Section Supervisors, Assistant District Directors, Assistant Wardens, Unit Managers, and Correctional Supervisors are responsible for the direct supervision of virtually all line staff in CSC. They manage CCC's, Parole Offices, and institutions, often in the absence of senior managers. The Task Force believes that core competencies and standardized training must be developed for each of these positions and further that there should be a requirement for pre-qualifying training and testing prior to appointment to these positions. Further we support mandatory periods of mentoring after appointment.

Recommendation: That CSC design and implement a comprehensive, standardized middle manager training program as a pre-requisite to assuming the duties of this position. The training component must require a passing grade.

5.3.3. The CAPRA Problem Solving Model

The CAPRA model provides a comprehensive method of dealing with problems that ensures the whole context is considered:

C - consideration of "clients", direct and indirect
A - "acquiring and analyzing" information taking into consideration the Law, Policy, and our Mission.
P - consideration of others involved, "Partners" in the Criminal Justice System, other agencies, the victims and the community.
R - developing a "Response" that manages risk and is concerned for public safety.
A - making an "Assessment" and providing continuous improvement and learning

CAPRA was developed by the R.C.M.P. and has been integrated into the CTP 2000.

The approach holds many benefits and it is recommended that CSC utilize CAPRA in all staff training and development activity as well as in its daily operational routines.

5.3.4. Use of Force Management Model

The Corrections and Conditional Release Act is specific in its requirement for staff to use the "least restrictive alternative". While this applies in many areas, it is particularly important when force is required. Staff are accountable for using only as much force as is believed, in good faith and on reasonable grounds, to be necessary to carry out their legal duties.

The Use of Force Management Model is helpful in outlining the options available. While force may ultimately be necessary, emphasis is placed on negotiation and conflict resolution, and the leadership of the organization needs to continually model such approaches.

"The Service must clearly enunciate the philosophy and policy which reinforces the rule of law in all institutions, at all times, under all circumstances. It must be made clear to staff and inmates alike, while the Service will protect them, it will not condone any unwarranted and unlawful use of force."

- John J. Carson

Recommendation That the CAPRA and Use of Force management models shall be:

Referenced in Policy regularly.
Included in curriculum training.
Utilized in all cases where force is being considered.>

5.3.5. Leadership and the Mission

If the Correctional Service of Canada is to meet the challenges articulated in the Mission Document, staff must become passionately involved in making it a reality. This will not happen unless the staff see the values demonstrated on a daily basis by all those in a formal leadership position - from the Commissioner, Deputy Commissioners, Wardens, District Directors, Area Managers, front line supervisors - staff are quick to pick up on discrepancies between stated values and actual leadership behaviour. Nothing is more crucial to the culture of the organization than the actual values demonstrated by the organization's leaders in every action throughout the day. Exemplary behaviour must be automatic and consistent and this can only be accomplished if leaders are sincerely committed to the values articulated in the Mission.

"When all is said and done, much more has been said than done."

- Ken Peterson

Recommendation: That each Region assign a senior officer to act as an advisor on all matters related to the growth of positive cultures in our institutions and community offices.

"The prison service must comply with its own written policy. There is a yawning gap between prison service ideals and actual practice."

- Woodcock report on Whitemoor

5.3.6. Law and Policy

Not only is it important for our leaders to have a broad knowledge of law and policy, a detailed knowledge of the governing legislation is essential for effective leadership. Beyond knowledge, a personal and sustaining commitment to compliance is essential. It is suggested that the values and behaviours could be reinforced if a senior staff member in each region was specifically assigned to provide advise and guidance in these areas.

The strategic orientation of the Correctional Service of Canada, as outlined annually in the Corporate Objectives, is of the highest order. Our continuing challenge is that of implementation. This should not be surprising or discouraging when the complexity of CSC is considered with its great variety of staff spread over five regions in many different work locations. We need to continually strive to ensure all staff are knowledgeable about the law, policy and corporate objectives, share a commitment for effective implementation and do so in keeping with the values of the Mission.

In determining what the CSC policy framework should look like, the Task Force on Policy Review (1996) established principles to underlie the corporate policy framework:

Policy should be as simple as possible.
There should be limited repetition between the CCRA, the CCRR, the CD's, the RI's, and SO's.
Inconsistencies should be eliminated.
Related information should be amalgamated and integrated wherever possible.
Policy should only be developed when you need it, i.e., for consistency.

In response to the recommendations of the Policy Task Force, much work has been done to delete a wide range of existing documents such as manuals, codes, and guidelines and to replace them with streamlined Standard Operating Practices. The Task Force on Security met with representatives of groups working on these reviews and took note of the fact that many CD's have been eliminated, the number of Regional Instructions has dropped from 221 to 25 and that there has been a dramatic reduction in the number of SO's in each institution. We have been impressed with the format and effort being made to streamline and simplify the array of policy related documents. The effort that has been undertaken and that will continue to occur will result in clearer and more comprehensive direction to line managers and staff in carrying out their security related responsibilities. We also note that extensive consultation with the field and key partners has been built in to the ongoing policy review exercise, which should enhance implementation and acceptance. We support the involvement of operational staff in the review and development of these policy documents which has been a key component of the process in the last year.

The Task Force also supports the decision to quote the actual legislation in the new policy documents without paraphrasing. This will enhance staff knowledge of the law and will minimize the problem of interpretation.

The policy development plan and time-frame for the finalization of all of the security policies at the national level is fully supported by the Task Force. We strongly recommend that this set of policies receive priority for Executive Committee review and approval. We also recommend a phased-in approach that will allow all managers and staff to be fully briefed and oriented to the new policy documents. Any changes in policy need to be highlighted during the implementation process. We note that most of CSC's difficulties with security policy in the past had to do with the implementation and application of law and policy more so than with the policy content itself. In other sections of the Task Force report we comment on the importance of staff training and competency which is seen as essential to the complete and proper implementation of policy direction.

Finally, we recommend that all CSC staff should be oriented to the Security Policy Framework as it is phased in over the next year. Good security should be everyone's business. In order to ensure consistency and teamwork at the operational level it is important that all staff and managers are familiar with the law and the policies that direct security practices.

Although some of the issues raised elsewhere in the Security Task Force report, if accepted, may lead to additional revisions in the security policy framework, we are pleased with the development currently underway and support the orientation and principles being incorporated in this process.

Recommendation: That the security policy framework at NHQ receive priority for Excom review and approval.
Recommendation: That a phased-in approach be undertaken that will allow all managers and staff to be fully briefed and oriented to the new security policy documents.

"On the one hand, the multiplicity of regulatory sources largely contributed to the applicable law or policy being often unknown, or easily forgotten and ignored. On the other hand, despite this plethora of normative requirements,one sees little evidence of the will to yield pragmatic concerns to the dictates of a legal order. The rule of Law is absent, although rules are everywhere."

- The Honorable Louise Arbour

5.3.7. Professionalism

The Mission document and the Standards of Professional Conduct provide a direction to the CSC community with respect to the values and behaviours that should be exemplified by "correctional professionals".

What do we mean by a "correctional professional"? We mean someone who has chosen to work in corrections. It therefore includes correctional officers, teachers, chaplains, administrative staff, parole officers, wardens, psychologists, and many others. They should be selected because of their interest, skills, integrity and potential to work in this very challenging field and their salaries and working conditions should reflect society's desire to have a professional correctional workforce. If "correctional professionals" do have personal integrity, they will identify with the values the organization has articulated in the Mission document. If they cannot "buy in" to those values, they should recognize that they may not be personally suited for this work, and should look elsewhere for a career more suited to their interests. Those staff who do choose to make their career in CSC want to do a good job and the challenge for all leaders is to promote staff professionalism, to ensure their work is meaningful and that their positive contributions are recognized and supported.

All staff must understand that personal safety and the safety of their colleagues is best ensured through value based professional interactions with offenders. Both staff and offenders have a right to live and work in a safe and secure environment. As leaders we must all take responsibility to make it happen.

Accountability is key to effective leadership. Without specific and personal accountability for performance, compliance with law and policy will gradually erode. Once compliance has been eroded, it is extremely difficult to restore.

"Wherever you have keepers and the kept, you have a power imbalance. What's important is how you manage that imbalance."

- Monty Bourke

The best way to ensure compliance is to develop a "culture of compliance". This takes time, commitment, and visible leadership. As leaders, we must demonstrate that compliance is intrinsically important to us personally and to the success of our organization.

Accountability must be clearly anchored to the Mission, applied within the framework of our Core Values, and focused upon our stated objectives. It should be promoted as an opportunity for staff to perform and be recognized for good work.

5.3.8. Visible Leadership Style

What are the qualities of an effective corrections leader today?

What personal qualities do we want in corrections leadership as we enter the 21 st century?

There are many qualitites of effective leaders: involving staff, providing clear vision, building collaborative teams, effectively managing change, promoting a learning culture, and embracing accountability are a few important examples.

One critical element of corrections leadership is visibility. This is often a challenge when administrative responsibilities seem overwhelming. However, visibility sends an important message to staff who feel their work is appreciated and to offenders who see that you care. Emerging problems can be identified quickly, commmunication becomes personal, and responsiveness is evident.

"We underestimate the amount of time that middle managers need to supervise staff."

Leaders need to create an environment that empowers staff to make decisions and respond to situations in a manner consistent with Canadian law and CSC's Mission. The unit management approach provides such an environment and we need to commit ourselves to a full implementation of this approach. Leaders must ensure that they are current in the information they possess, and that this information is shared.

Recommendation: That a variety of communication methods be employed in institutions and parole offices, including structured pre-shift briefings, to share information and promote safer and more secure environments.

5.3.9. Labour/Management Relationships

One of the guiding principles to Core Value 3 in our Mission document reads:

"We believe that our relationships with unions must be characterized by openness, mutual respect and a desire to resolve problems".

Where this has occurred, the positive culture of the work unit is reinforced. Unfortunately, relationships have sometimes been characterized by friction, dissension, competition, and power struggles. Where this happens, the culture of the work unit suffers and a cycle of negative reinforcement occurs. Not only does this leave all participants dissatisfied, security suffers because good security depends on all staff working together on the same team. If security suffers, the feeling of safety is threatened and the whole enterprise is less effective.

The unions have significant roles at national, regional and local levels. Each level provides a challenge and an opportunity to build effective partnerships. The interests of the unions and management should be similar - a safe, secure, respectful workplace in which each staff member can have a meaningful role and career.

"Even people in conflict have a longing for dialogue and positive interaction."

- Vern Neufeld Redekopp

5.3.10. Leadership Outside of CSC

Core Value 4 states:

"We believe that the sharing of ideas, knowledge, values and experience, nationally and internationally, is essential to the achievement of our Mission".

Members of our Task Force had the opportunity to visit corrections systems in other countries as part of our study. While we have learned from these contacts, we have also come to a deeper appreciation of our own system. Ther are many areas where we have been able to be of assistance to other systems, and indeed we currently are assisting other countries as they develop their correctional systems. A few examples of our successes include:

the Corrections and Conditional Release Act, and our Mission document provide a sound foundation for our enterprise;
the sensitivity and respect for Aboriginal cultures within our system has evidenced itself in many ways, both within many of our work units, and with the establishment of Healing Lodges and agreements utilizing the authority of Section 81 of the C.C.R.A.;
the development of multi-level facilities in the regions for federally sentenced women;
the establishment of the National Committee on Restorative Justice and Dispute Resolution which actively promotes new and creative initiatives with CSC;
the Strategic Planning Process with its comprehensive environmental overview and the resulting corporate objectives, actions and success measures;
the NCAOP is not only a key element of the planning cycle, but this document is also recognized as a unique federal governement planning tool and vehicle for short-long term accomodation, population, capital and resources management. It provides a forum to "translate" strategic objectives into operational measures.
the development of a significant research capacity contributing to a greater understanding of our enterprise and an improvement of our approaches.
Recommendation: That the Correctional Service of Canada continue to participate with our partners, nationally and internationally, in working towards safer communities and a safe society.

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CAPRA problem solving model : facilitator's guide to the RCMP learning maps. : PS64-179/2002E-PDF

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Radicalization to violence remains a critical subset of the terrorist threat to Canada. As the lead agency in the Canadian law enforcement response to terrorism, the Royal Canadian Mounted Police (RCMP) National Security Criminal Investigations Program takes a number of innovative community-based approaches to the problem of radicalization to violence. One of these approaches is a problem-solving model called CAPRA that was developed specifically for application in a community policing environment. Named for its five component steps – Clients, Acquiring / Analyzing Information, Partnerships, Response, Assessment – CAPRA plays a critical role in reaching out to at-risk communities and helping those communities develop workable responses to the problem of radicalization to violence.

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T O T H E R C M P L E A R N I N G M A P S

CAPRA

Problem Solving Model

Royal Canadian Gendarmerie royale

Mounted Police du Canada

INTRODUCTION

This is a learning tool designed to increase your understanding of

the RCMP Community Policing Problem Solving Model, CAPRA. It is

intended to promote discussion in small groups of employees, clients

and partners of the Royal Canadian Mounted Police. By following the

discussion points below, you can learn more about community policing,

and how its principles apply to how we work as an organization.

Community policing is defined by the RCMP as problem solving in partnership

with clients/communities to ensure continuous improvement in

service delivery. You can share thoughts and ideas with the members

of your group, and discuss how the RCMP can best work with communities

to provide quality service.

This learning map is designed with open space to write down any

ideas and suggestions. (Erasable, black, dry markers or sticky notes

are ideal for this purpose.) The discussion points below will help you

understand how a problem solving approach could help you to better

resolve your work-related challenges.

GETTING STARTED

^

The images on this map are an extension of the ideas presented in

The Evolution of Policing in the RCMP map. The evolution map provides

an insight into the necessity for changes to police service delivery.

CAPRA is a model for providing quality service, protection, enforcement

and prevention, in partnership with clients/communities within

today's context.

The model emphasizes the importance of:

• developing and maintaining partnerships and trust within

communities/the workforce to establish priorities for service

delivery and preventive problem solving;

• understanding our clients' perspectives on work-related

matters for establishing priorities and potential partnerships

in service delivery; and

• encouraging ongoing feedback for continuous improvement.

CAPRA is a unique operational model in that it provides an opportunity

for you to exercise any combination of service, protection,

prevention and enforcement, whether a problem exists or a potential

problem can be prevented. CAPRA is more than a problem solving

model. It is designed to assist the police officer or other members of

the work force to anticipate problems and to prevent problems from

arising, where appropriate, in consultation with partners, as much as

it is to resolve problems through multi-disciplinary, inter-agency and

consultative processes. It applies to enforcement as much as it does to

prevention. It applies to every aspect of police internal organizational

service delivery. It is a method of service delivery that focuses on providing

the best quality service by reflecting an understanding of clients'

needs, demands and expectations and, where possible, using partnership

approaches.

The objective of this discussion/exercise, then, is to provide you

with practice in applying the model to:

• identifying existing or potential problems and related issue;

• acquiring and analysing pertinent information;

• enlisting appropriate partners for the situation at hand;

• generating and selecting responses [options); and

• continuously improving service delivery.

Group discussions are ideal for this purpose, because they give you

the opportunity to build on other people's ideas. You'll see how

CAPRA applies to a variety of work environments that involve challenges

with:

• policy

• front-line work

• police management issues

For today, read the narrative information out loud (represented by

the *J* symbol). The questions that follow are intended to stimulate

group discussions. On our own, we often come up with great ideas on

how to solve our own problems, but group discussion of these issues

will almost always result in a more manageable and effective solution.

Some anticipated responses have been listed to assist you in stimulating

discussion, if necessary.

As the facilitator, estimate how much time you might spend on each

section of the diagram before you start the session. It's a good idea to

leave some time at the end of the session for discussion of findings, an

assessment of the session and next steps (e.g., how to use this new

information).

Before you start, remind group members that there are no right or

wrong answers; some people may interpret the images and questions

differently, given their backgrounds and working environments.

Debate should be encouraged when appropriate.

SECTION ONE

C = Clients

• The left side of the diagram shows an open faced building

in which a meeting is being conducted. A consultative meeting

is one method of getting to know your clients. There are different

participants around the table, discussing and taking note of

the issues that concern them.

The purpose of this meeting is to allow all participants to learn

one another's point of view. It promotes a better understanding

of what causes concern, for whom, and why. Through this

process, participants can clearly define and prioritize their problems

and concerns. The result is that proposed directions or

solutions will better address all participants' concerns and thus

be more likely to enlist their commitment to partnership

approaches in this and future situations. •

Who are direct clients? Indirect clients?

• Direct clients are people with whom you come into contact

on a daily basis in service delivery or in problem-solving

situations and include individual citizens (suspects, victims,

witnesses, concerned citizens, etc.) concerned citizen

groups, internal clients (SEC, policy centres, regions, divisions,

individual employees, etc.) and various agencies and

departments.

• Indirect clients are people with whom you do not necessarily

come into direct contact, but who are affected by the outcome

of your efforts. These indirect clients might include

business communities (where, for example, a series of

thefts have occurred); interest groups (e.g. women's

groups, where, for example, a sexual assault has occurred);

cultural groups (where, for example, discriminatory practices

have occurred in the workplace); taxpayers (where, for

example, expenditures exceed value added).

What are some other ways of "getting to know" your clients?

• We should be continuously renewing our working relationships

to ensure that the services we provide and the partnerships

we establish are helping to ensure safe homes and communities

and a productive working environment. By establishing trust

within clients/communities, we gain access to information,

which is essential to preventing and resolving crime-related or

internal organizational problems. The better we know the capabilities

of our partners, the more likely we are to quickly and

effectively address situations that arise.

For example:

• How well do you actually know your clients? What are their

needs, demands, expectations?

• What is the nature of your relationship with your clients?

• Who is affected by the work that you do?

* How do you suppose it would affect them?

Getting to know your clients promotes efficiency. You know

what expectations you are facing, and can therefore more effectively

address people's concerns. Such knowledge can also help

you to more appropriately allocate resources. It gives you time to

develop appropriate plans and strategies from a well informed

perspective. Your commitment to finding a mutually agreed solution

to a shared problem will serve both you and your client

SECTION TWO

A = Acquire/Analyse Information

• The map provides examples of who to turn to for information

-- people you work with, people who work in community

police offices, the town hall, a banking institution, a restaurant, a

school and citizens generally. Information collected as part of a

community profiling process, or a work orientation session will

be of value to you in future problem-solving situations. •

What is the importance of acquiring and analysing information?

• to fully understand what the problem is, what the issues are,

who is involved , where and when the situation occurred

and how it might best be addressed - given your direct and

indirect clients' perspectives; ,

• to identify competing interests (needs, demands and expectations)

;

• to put yourself in the best position to manage the competing

interests in a manner that will ensure that al! participants feel

that the situation was handled fairly;

• to determine who your primary client should be, and

• to determine what your options are and what the best solution

might be.

• The more information you have and the better your analysis

in terms of the clients' perspectives, the more likely you are to

define the problem appropriately in terms of the clients' needs

and arrive at a mutually agreed response or solution to a problem.

Keep in mind that the information you acquire and analyse will

also inform you of what's best for the clients, in terms of balancing

their sometimes competing interests. •>

What competencies might you employ in order to understand

and be able to use the information you have acquired, to better

solve on-the-job problems?

• crime analysis

• leadership

SECTION THREE

P = Partnerships

• Developing and maintaining partnerships is the third element

of this operational model. Partners are individuals or

groups who can assist you in providing quality service. They

may be internal or external to the RCMP or your unit within the

RCMP. Partnerships, like friendships, are established, based on

trust. People who feel that they have been fairly treated in the

past will not hesitate to assist you in subsequent endeavours. In

the interest of ensuring timely and quality responses, partnerships

should be established before there is a problem and contingency

plans should be established to address the most typical

kinds of work-related situations that arise. Partnerships should

result in mutual benefits.•

Who are your partners in your work situation?

• colleagues

• specialized units

• experts

• witnesses

* community groups

* DSRRs

i

What competencies might you need to establish partnerships?

• integrity

• leadership

• effective communication

• interpersonal skills

• client orientation

• the ability to recognize shared interests

• respect for human dignity

How should you approach establishing partnerships?

• identify the potential roles of the partners in police/workrelated

matters

• identify shared interests and concerns

• prioritize your concerns

• establish the benefits of working together

• establish contingency plans or an action plan

• establish evaluation criteria to assess mutually agreed

directions

• agree to provide continual feedback to ensure continuous

improvement culture?

• You may wish to gather information that you feel may be

relevant about the agency/person with whom you wish to partner.

You may be able to do this from a pamphlet or from someone

you know who works at the agency or with the individual.

From here, you can arrange an informal meeting, whether it be

by phone, or in person. The information you collect in advance

of a meeting will likely give you insights on how to more effectively

reach your common goals. •

SECTION FOUR

R = Response

• Once you have identified a potential or existing problem and

related issues, understood who your clients are and their needs

and gathered and analysed relevant information from appropriate

sources and partners, you should be ready to generate, with your

partners, if appropriate, response options and select the best

response in light of your primary clients' needs.•>

Here is a list and a brief explanation of types of responses

available to you:

Service:

• products and assistance to clients (public, communities,

individual citizens, directorates/divisions/regions, branches,

units or individual employees). Referral of the public to

partner agencies, assistance to employees through partners

in support programs. Provision of information and training.

Protection:

• of the public interest, victims, or individuals or groups of

employees affected by the problem {e.g., safety issues), in

partnership with community agencies and experts, where

appropriate.

Enforcement and Alternatives:

• enforcement will always be an important part of policing, as

it is the mandate of the police to uphold the law. As statistics

show, however, enforcement alone is not always the

best response -- it does not always deter people from

breaking the law, and doesn't address why the law was broken

in the first place. Some problems, such as a general

fear of crime or community disputes, do not lend themselves

readily to enforcement. Law, policy and regulations

enforcement apply in the work place as well (RCMP Act,

Official Languages Act, Administration Manual, etc.).

• communication skills

• time management skills

• research skills

Who/what are potential sources of information for analysis?

• police dog services

• hospitals

• CPIC/PIRS database

• libraries

• community task forces

• an experienced co-worker/expert

Prevention:

• preventing the problem from occurring or from escalating

by addressing contributing factors to the broad problem

rather than specific incidents or manifestations of the issue.

Prevention applies both within the organization and police

service delivery.

• Depending on your goals which can range from problem

elimination or reduction; reduction of harm/impact; improvement

of response and reallocation of responsibility, you can use

any combination of these four types of responses.

There are a number of strategies you can use: providing information,

education; establishing community preventative programs/inter-agency

approaches to service delivery/community

regulations; community mobilization; and use of alternatives to

enforcement approaches to problem resolution. Focused attention

to response options available may lead you to solutions different

from those you might instinctively have chosen. Once you

have selected an option, you may require additional information

to implement it. •

Why is it important to set goals and keep notes on actions

taken?

• to select the best option to accomplish the goal

• to monitor the effectiveness of the option selected

• to select different options where appropriate to ensure that

the goals are, in fact, met.

SECTION FIVE

A = Assessment of Action taken

• On the map, all of the images that show communication

between the police and the community, represent assessment and

evaluation for continuous improvement. Similarly, communication

among RCMP units, branches, directorates, divisions and

regions is essential to continuous improvement. Continuous

feedback helps to ensure that you are indeed delivering services

that the community/your clients, need and want. Evaluation

seeks to avoid the maintenance of 'stale' services, services which,

as a result of constantly changing situations and demands, no

longer add value. •

What do you think are the key points of assessment?

• to establish agreed to criteria for evaluation that address

value added and quality service

• to compare service delivered to internally and/or externally

agreed to standards

• to ensure that clients are included in the feedback loop

• to assess performance and possible areas for improvement

• to identify trends and opportunities for prevention

Here are some tips to ensure that your assessment yields

effective results.

• At the outset, determine appropriate time lines for evaluation,

but be prepared to adapt them as required.

• Determine what method of assessment you might use --

self analysis; input from clients and communities; statistical

analyses; examination of trends (before and after).

• When choosing your response, keep your goals in mind.

Write them down and keep them realistic and simple.

• Take note of unexpected consequences of actions taken,

both negative and positive.

• Note what worked particularly well and what did not and

identify contributing factors. (This has implications for how

you might respond in the future.)

SECTION SIX

Into the real world

how does it work?

• Let's review the CAPRA model at the bottom centre of this

diagram. At the core are a variety of clients. Their perspectives

are essential to appropriate identification of problems and issues.

Their concerns will inform police priorities. They are sources of

information that will inform the selection of effective response

options. They are potential partners in service delivery. Finally,

their feedback is essential to the continuous improvement of

police service delivery. CAPRA then is a client-centred, community

policing problem solving model which by design will lead to

continuous learning and improvement •

NOTE TO FACILITATOR: at the end of this booklet are questionnaires

that can be photocopied and distributed to each group.

Each scenario is divided into several parts for hand outs when

CAPRA in action - a police-related situation

PART I OF SCENARIO

• A school principal is receiving complaints from the school

bus drivers because people are not using the designated crosswalk

in front of the school. Also, cars are parked inappropriately.

NOTE : Hand out Part I of Scenario

Who are the clients (direct, indirect)?

• The direct clients are the school bus driver and the school

principal. The indirect clients are the pedestrians whose

safety may be at risk and their parents, families and/or

friends.

What seems to be the problem? What are the issues?

• The problem is not yet clear. It seems to be a safety concern

of the bus driver caused by people not using the crosswalk

and inappropriately parked cars.

What are your clients' perspectives on the problem (needs,

demands, expectations)?

• The clients' perspectives on the problem are not yet known.

This information must be obtained through interviews with

them.

What additional information is needed?

• Additional information should be gathered through observation

of the situation at the times of arrival and departure

from the school.

What/Who are the sources for that information?

• Sources of information include the school bus drivers,

principal, and school crossing guards.

Who are your potential partners in defining the problem and

acquiring the information?

• Potential partners include the school principal who could

communicate cautions to the children, the coordinator of the

crossing guard program and crossing guards, community

media (newspapers, radio, television), and the municipality

with regard to bylaws and availability of safe parking spots

and clearly designated crosswalks.

How will you acquire and analyse the information in partnership,

where possible and appropriate?

• Talk to the principal, bus drivers and crossing guards and

observe the situation when students are being dropped off

and picked up from school, to determine the problem and

possible solutions. Have a meeting with those involved to

select options.

PART II OF SCENARIO

• You visit the school and interview the principal. He tells

you that parents who come to pick up their children after school

often ignore the student crosswalk and jaywalk across the street

to their parked cars. The bus drivers cannot pull out for fear of

hitting pedestrians. Cars are being parked in private driveways,

and in front of "No Parking" signs. You speak to several of the

crossing guards, who are parents and doing the work on a voluntary

basis, and they tell you that they are given no respect and

what they do is a joke. You observe the arrival and departure of

vehicles on a school day and discover that the same situation

exists when children are dropped off at the school in the morning.

•

NOTE : Hand out Part II of Scenario

In light of the additional information you gathered:

What is the problem?

• Now more clients have been identified (parents, children

and crossing guards). The problem is more clearly related

to safety and the expectations of the caller seem to be that

the police could assist in preventing this situation from

recurring.

What are the issues?

• A number of issues have been raised:

i) Parents are setting a bad example for the children, by

jaywalking.

ii) The crossing guards see their efforts as making no

difference.

iii) Inadequate legal parking spots available for drop off and

pick up of children.

iv) The bus drivers are concerned for the safety of both the

children and the parents jaywalking, and darting out in front

of the buses, and other traffic.

Is there additional information that you require (e.g., why the

rules are being ignored)?

• It would be important to understand why the rules are being

ignored before considering options. (For example, have

the offending parents considered the potential consequences

of their actions and the message of disrespect for

the law that their behaviour is conveying to their children?)

What options are available?

• The options available are varied and involve different

potential partners:

Which partners can you work with?

• Principal, parents associations or representatives, municipality,

student council, crossing guards coordinator and crossing

guards.

Which option (s) would you select?

• Meet with partners, together if possible to come up with

possible solutions. Have designated pick up and drop off

zones. Issue tickets and have vehicles towed.

The options available are varied and involve different potential

partners:

NOTE : Hand out Chart of Scenario

OPTIONS

1. Designated drop off/

pick-up zones for

children transported by

parents at a distance

from the bus stop.

2. Move the crosswalk

further away from the

bus stop.

3. Establish an intermittent

schedule for buses

and vehicle pick ups

and drop offs.

4. Have police ticket jaywalkers

and vehicles

illegally parked. Have

repeat offenders towed.

5. Have a problem solving

session with all of the

players

PARTNERS

Municipality, school

personnel, crossing

guard program

coordinator and

crossing guards.

Municipality

School, student council.

Towing company.

Principal, student council,

crossing guard coordinator,

school bus drivers, municipality

and parents representative

6. Other

Which of the above options would you select? Why?

What strategies would you use to implement your response?

Who would be your primary partners in implementing your

selected strategy?

PART III OF THE SCENARIO

• After consultation with your partners, you decide to have

the police issue tickets and educate offenders. Such a response

would involve enforcement (ticketing), protection (of pedestrians)

and prevention (advising offenders of potential consequences,

and the bus driver's concerns while issuing the tickets).

This strategy improves the problem within two weeks and, as a

group, you decide to discontinue the police presence. Within two

weeks, the principal presents a report to the consultative group

indicating that the bus drivers are still raising the same concerns.

NOTE : Hand out Part III of Scenario

What criteria would you use to determine whether your

response was successful?

• Increase or decrease in number of incidents of inappropriate

parking and jaywalking; number of incidents of pedestrians

not using the cross walk.

How well did the response work, in light of the criteria of evaluation

that you established?

• Not well.

What worked? What didn't work? How could the response

have been improved?

• Enforcement worked in the short term but did not fundamentally

address the problem. Full-time police presence

would be a cost ineffective solution.

As a result of the assessment of the implemented strategy,

what would be your next step?

• Consult with parents and have them generate alternative

strategies; e.g., have the parents monitor the parking, advising

parents who are improperly parked that they are putting

their children at risk and unnecessarily creating risks for the

bus driyer (community mobilization).

• Other options listed above.

CAPRA in action - a personnel management situation

• You have just been assigned as a manager of an RCMP

administration support unit. One of your employees, Kelly,

expresses frustration about all the changes going on in the RCMP.

She reads most of the communication that comes over E-mail,

and it seems like things are more confused than ever. Other personnel

in the unit also seem to be overwhelmed by the number

of changes and the amount of information being communicated.

Although all the unit members are enthusiastic and hard working

employees, doubts about their future roles seem to be increasing

and affecting their productivity. •

What seems to be the problem?

• The problem seems to be lack of productivity; demoralization

of personnel within the unit.

• The issues seem to be the number of changes that are

occurring, the amount of information being communicated

and the uncertainty about whether personnel will maintain

their jobs.

• The direct clients are Kelly and the other members of the

unit. Indirect clients include their families and all those who

have to live with the consequences of their uncertainty.

Also, those being served by this unit are indirectly affected

by the lack of productivity of the unit.

What are their perspectives on the problem (needs, demands,

expectations)?

• Kelly is frustrated by the amount of change and communication

on the changes. Other members of the unit are overwhelmed

by the changes and are concerned about their

future in the RCMP.

• We need to know more about the specific concerns of each

of the individuals involved. We also need to know what

changes have occurred and access the messages that have

been communicated.

What/who are the sources for that information?

* This information can be obtained through interviews with the

unit members, and from the communication providers (Email

messages, etc.)

• Potential partners include unit members and communications

providers, experts on dealing with personnel problems.

• Information can be accessed through individual interviews,

and discussions in focus group sessions.

PART H OF THE SCENARIO

• You interview Kelly and confirm that she feels that there is

too much information being provided and discover that very little

of it addresses real concerns. She wishes to know when decisions

will be made, whether decisions may result in job loss, and

whether there is a forum through which she can participate in the

process. The other members of the unit voice similar concerns.

They also add that they would like to know what their options

would be if they were to lose their job and whether there is anyone

they could speak with to assist them in developing contingency

plans.

You obtain copies of all the communications on organizational

change that have been issued in the last six months and speak

with the originators of the communication about their intent.

You discover that the likelihood of anyone losing their job is very

slim. It is far more likely that personnel may be redeployed and

their roles may change. You also learn that training will be provided

where necessary, if the changes warrant additional development.

Moreover, you find out that the changes are being

designed in consultation with personnel and that there are

avenues available for people to participate.•

What are the problems/issues?

Is there additional information that you require?

One new issue has been raised which requires a redefinition

of the problem. The problem is not the amount of information,

but that the information being provided is not addressing the

employees' specific concerns.You have sufficient information to

proceed with generating strategies to address the problem.•

NOTE : Hand out chart of Scenario

1. Organize a unit meeting

and advise the unit

members of your findings

and together discuss

next steps.

2. Raise the issues of concern

to your employees with the

initiators of the communicactions

and request that they

address the concerns directly

in the next communication.

3. Have each unit member act

on issues of concern

to them individually given

the information provided.

4. Arrange for learning opportunities

for unit members

on change management

and contingency planning

and the policy on workforce

adjustment.

5. Have one member of the unit

identify how those interested

in participating can contribute

in the change process and

report back to the unit by

attending a transition team

session.

Unit members

People who direct and

write the communications.

Unit members, training

personnel, consultants,

compensation personnel

Members of the transition

team

Who would be your primary partners in implementing your selected

• The next communication issue specifically addresses the issues

raised by the employees in your unit and asks that employees send in

their questions to ensure more relevant information is provided in the

future. The editor of the publication advises you that the response

from employees has been extremely favourable and asks you to pass on

his thanks to your employees for their suggestions. As a result of the

training you provide your employees, one of them initiates a project

with your approval to work with the unit members to determine which

activities you are currently doing provide added value and whether

those activities could be more efficiently performed. The purpose of

the exercise is to manage impending change rather than have it

imposed on the unit. Another employee puts forward a suggestion to

the transition team which is very favourably received and is acted on.

For the most part, morale and productivity improve considerably, however,

Kelly continues to complain and be disruptive. •>

Given the feedback above, how well did you do? What criteria

would you use to determine whether your response was successful?

• The level of productivity and the level of morale.

What additional options might you consider?

• Interview Kelly, explain the impact she may have on the

other employees whose attitudes have improved considerably,

if she continues to complain. Try to determine more

specifically what her current complaints are and generate

with her constructive strategies to address these issues.

* Other

How could you prevent a similar situation arising in the future?

• Provide learning opportunities to unit members in advance

of changes.

* Put mechanisms in place to allow employees to address

concerns as they arise.

• Provide suggestions to the communications unit of the kinds

of information of interest to employees in advance of their

publication.

REMINDER

• In management situations all response types apply:

Enforcement:

• compliance with Policy and the RCMP Act, Official

Languages Act, etc.

• Safety issues in the work environment, providing all necessary

information to warrant accountability.

• Providing training and information and support systems to

the employee, providing products and services to clients

(e.g., other directorates, operational personnel, etc.)

• Trend analysis to determine contributing factors to problems

to avoid their recurrence. Anticipating potential problems

and involving all stakeholders in problem solving sessions to

develop strategies to prevent their occurrence. •

Participants

Questionnaire for

Problem Solving Model

PART 1 OF SCENARIO

A school principal is receiving complaints from the school bus drivers because

people are not using the designated crosswalk in front of the school. Also, cars

are parked inappropriately.

What are your clients' perspectives on the problem (needs, demands, expectations)?

Who are your potential partners in defining the problem and acquiring the infonvation?

How will you acquire and analyse the information in partnership, where possible

and appropriate?

You visit the school and interview the principal. He tells you that parents who

come to pick up their children after school often ignore the student crosswalk and

jaywalk across the street to their parked cars. The bus drivers cannot pull out for

fear of hitting pedestrians. Cars are being parked in private driveways, and in

front of "No Parking" signs. You speak to several of the crossing guards, who are

parents and doing the work on a voluntary basis, and they tell you that they are

given no respect and what they do is a joke. You observe the arrival and departure

of vehicles on a school day and discover that the same situation exists when

children are dropped off at the school in the morning.

Is there additional information that you require (e.g., why the rules are being

Which option (s) would you select?

1. Designated drop off/ pick-up zones

for children transported by parents

at a distance from the bus stop.

2. Move the crosswalk further away

3. Establish an intermittent schedule

for buses and vehicle pick ups

4. Have police ticket jaywalkers and

vehicles illegally parked. Have

5. Have a problem solving session with

all of the players

Municipality, school personnel,

crossing guard program

coordinator and crossing guards.

Who would be your primary partners in implementing your selected strategy?

After consultation with your partners, you decide to have the police issue tickets and

educate offenders. Such a response would involve enforcement (ticketing), protection

(of pedestrians) and prevention (advising offenders of potential consequences, and the

bus driver's concerns while issuing the tickets). This strategy improves the problem

within two weeks and, as a group, you decide to discontinue the police presence.

Within two weeks, the principal presents a report to the consultative group indicating

that the bus drivers are still raising the same concerns.

What criteria would you use to determine whether your response was successful?

How well did the response work, in light of the criteria of evaluation that you

established?

What worked? What didn't work? How could the response have been

improved?

As a result of the assessment of the implemented strategy, what would be your

____

You have just been assigned as a manager of an RCMP administration support

unit. One of your employees, Kelly, expresses frustration about all the changes

going on in the RCMP. She reads most of the communication that comes over E-

mail, and it seems like things are more confused than ever. Other personnel in

the unit also seem to be overwhelmed by the number of changes and the amount

of information being communicated. Although all the unit members are enthusiastic

and hard working employees, doubts about their future roles seem to be

increasing and affecting their productivity.

Who are the clients (direct, indirect)?

What are their perspectives on the problem (needs, demands, expectations)?

Who are your potential partners in defining the problem and acquiring the information?

How will you acquire and analyse the information in partnership, where possible and

appropriate?

PART II OF THE SCENARIO

You interview Kelly and confirm that she feels that there is too much information

being provided and discover that very little of it addresses real concerns.

She wishes to know when decisions will be made, whether decisions may result

in job loss, and whether there is a forum through which she can participate in

the process. The other members of the unit voice similar concerns. They also

add that they would like to know what their options would be if they were to lose

their job and whether there is anyone they could speak with to assist them in

developing contingency plans.

You obtain copies of all the communications on organizational change that

have been issued in the last six months and speak with the originators of the

communication about their intent. You discover that the likelihood of anyone

losing their job is very slim. It is far more likely that personnel may be redeployed

and their roles may change. You also learn that training will be provided

where necessary, if the changes warrant additional development. Moreover, you

find out that the changes are being designed in consultation with personnel and

that there are avenues available for people to participate.

Is there additional information that you require?

One new issue has been raised which requires a redefinition of the problem.

The problem is not the amount of information, but that the information being

provided is not addressing the employees' specific concerns.You have sufficient

information to proceed with generating strategies to address the problem.

You have sufficient information to proceed with generating strategies to

address the problem.

1. Organize a unit meeting and advise

the unit members of your findings

and together discuss next steps.

2. Raise the issues of concern to your

employees with the initiators of

the communications and request

that they address the concerns directly

in the next communication

3. Have each unit member act on issues of

concern to them individually given

the information provided..

4. Arrange for learning opportunities for

unit members on change management

and contingency planning and the policy

on workforce adjustment.

5. Have one member of the unit identify

how those interested in participating

can contribute in the change process

and report back to the unit by attending

a transition team session

Members of the transition team

PART 111 OF THE SCENARIO

The next communication issue specifically addresses the issues raised by the

employees in your unit and asks that employees send in their questions to ensure

more relevant information is provided in the future. The editor of the publication

advises you that the response from employees has been extremely favourable and

asks you to pass on his thanks to your employees for their suggestions. As a

result of the training you provide your employees, one of them initiates a project

with your approval to work with the unit members to determine which activities

you are currently doing provide added value and whether those activities could

be more efficiently performed. The purpose of the exercise is to manage impending

change rather than have it imposed on the unit. Another employee puts forward

a suggestion to the transition team which is very favourably received and

is acted on. For the most part, morale and productivity improve considerably,

however, Kelly continues to complain and be disruptive.

Given the feedback above, how well did you do? What criteria would you use

to determine whether your response was successful?

How could you prevent a similar situation arising in the future?

More documents
Recommendations

Fear of crime in public places - Center for Problem-Oriented Policing

T O T H E R C M P L E A R N I N G M A P S CAPRA Problem Solving Model Royal Canadian Gendarmerie royale Mounted Police du Canada Canada

Page 2 and 3: INTRODUCTION This is a learning too
Page 4 and 5: SECTION ONE C = Clients • The lef
Page 6 and 7: SECTION TWO A = Acquire/Analyse Inf
Page 8 and 9: • establish contingency plans or
Page 10 and 11: • communication skills • interp
Page 12: SECTION FIVE A = Assessment of Acti
Page 15 and 16: CAPRA in action - a police-related
Page 17 and 18: difference. iii) Inadequate legal p
Page 19 and 20: PART III OF THE SCENARIO • After
Page 21 and 22: What additional information is need
Page 23 and 24: OPTIONS i 1. Organize a unit meetin
Page 25 and 26: REMINDER • In management situatio
Page 27 and 28: CAPRA in action - a police-related
Page 29 and 30: PART II OF SCENARIO You visit the s
Page 31 and 32: OPTIONS 1. Designated drop off/ pic
Page 33 and 34: CAPRA in action - a personnel manag
Page 35 and 36: PART II OF THE SCENARIO You intervi
Page 37 and 38: OPTIONS 1. Organize a unit meeting

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The Crime Analyst's Companion pp 193–211 Cite as

Problem-Solving and SARA

Iain Agar 4
First Online: 28 April 2022

564 Accesses

4 Altmetric

Criminologist Herman Goldstein articulated the problem-oriented approach to policing (hereafter, POP) in 1979, recognising that many of the isolated incidents responded to by police are symptomatic of more substantive problems rooted within a disparate array of social and environmental conditions. The basic elements of problem-solving, and indeed problem-solving analysis, begin with grouping incidents as problems and putting them at the heart of policing – the problem becoming a unit of police work (Goldstein H, Problem oriented policing. Temple Univ. Pr, Philadelphia, 1990). The aim of problem-solving is to improve policing by enabling the most efficient use of our finite resources to serve the public effectively. In this chapter, we will work through the organisational theory of POP from the analyst perspective, broken down into two parts – the active role of the analyst in problem-solving and identifying suitable responses, followed by an extended breakdown of the stages in a SARA model and how you can become a problem-solving crime analyst.

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Agar, I. (2022). Problem-Solving and SARA. In: Bland, M., Ariel, B., Ridgeon, N. (eds) The Crime Analyst's Companion. Springer, Cham. https://doi.org/10.1007/978-3-030-94364-6_14

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Family information guide to depot division.

I am pleased to provide you with this information guide. Its purpose is two-fold: to help you through this transitory period by giving you a glimpse into our world, and to secure your help in ensuring that cadets receive the on-going support from home that is pivotal to their success at the Academy.

The RCMP is an organization that is focused on family and that values the contribution of each of its members. You are now part of the extended RCMP family. We trust that the guide will answer any questions that you might have. Should there be additional questions or if you wish to provide comments, please feel free to email us at [email protected] .

Welcome to the RCMP Academy!

Chief Superintendent Sylvie Bourassa-Muise Commanding Officer

Cadet training program, cadet resources, compensation services, relocation services, career development & resourcing services (staffing), graduation program, cadet training program at a glance.

We would like to take this opportunity to extend our deepest gratitude. You have passed on to your family member, the fortitude, conviction and determination necessary to secure a place at the Royal Canadian Mounted Police (RCMP) Academy, Depot Division. You have instilled the core values that have helped them achieve this goal and that will see them through training. You have made numerous sacrifices and will likely be called upon to make more. You are deserving of our recognition and we wholeheartedly say thank you !

The RCMP is one of the most respected police forces in the world, and Depot becomes a second home to the proud men and women who aspire to maintain the safety of our homes and communities. The Cadet Training Program (CTP) is an extensive, 26-week, basic training course. Upon successful completion of the CTP, cadets are offered employment as newly engaged members of the RCMP and are granted peace officer status. Once employed, they are required to complete a six-month Field Coaching Program at a selected detachment, where they are involved in everyday policing duties under the supervision of a Field Coach.

Cadets face numerous challenges while at Depot. The training is intense and they must commit several hours beyond a standard workday to succeed. The purpose of this guide is to give you insight into the CTP and its many milestones. These include benchmarks, exams, posting interviews, etc. It is our hope that this small glimpse into our world will ease the transition from home life to Depot and better position you to offer the support and encouragement your family member needs as they complete training and prepare for an exciting career in the Force.

For those planning on visiting Depot, please note that cadets may have guests at the RCMP Academy on weekdays after training hours (4:30 p.m.) and on weekends. We ask that you find your own accommodations, since guests may not stay on base overnight. Please sign in at the Guardroom upon your arrival and ensure that you are accompanied at all times by a cadet or an RCMP employee. Remember that the RCMP Academy is a secure facility and access to certain areas is restricted. This includes dormitories and some training areas.

Welcome to Depot, you are now part of our family!

For information about Regina, also known as home of the RCMP, please visit the Regina tourism site at www.tourismregina.com

Email and care packages can be the highlight of a cadet’s day! They raise spirits in ways that you cannot imagine. If you wish to send a package, please use the address below to ensure proper delivery.

Cdt. John Doe Troop #__ RCMP Academy, Depot Division PO Box 6500 or 5600 11th Ave Regina, SK S4P 3J7

The Cadet Training Program (CTP) consists of 785 hours and is broken down into seven disciplines or units. It involves a combination of classroom time, scenario training and practical sessions.

In addition to this, cadets are expected to work after classes in order to successfully complete the program and meet the high standards of the RCMP Academy.

Facilitators

The CTP is delivered by facilitators. The majority are police officers—regular members—with a minimum of five years’ experience in law enforcement. They have worked in a variety of capacities in detachments across Canada and bring a wealth of knowledge and expertise to the Academy. As a rule, they will spend three to five years at Depot. In some cases, Depot employs public servants with specialized backgrounds in fitness and retired police officers in driving and firearms. The goal of all facilitators at Depot is to provide cadets with the tools required to assume their duties as future members of Canada’s national police force.

Applied Police Sciences

Applied Police Sciences (APS) constitutes the bulk of the training curriculum. Cadets are taught to use the CAPRA problem-solving model (Clients, Acquiring and Analyzing information, Partnerships, Response and Assessment), the Incident Management Intervention Model (IMIM), RCMP service standards and core values to deal with problem-based situations presented to them in class or in practical scenarios. During training, cadets progress from a basic call for service to high-risk situations involving weapons/firearms in an adult learning environment. The APS program consists of 15 modules. Each module presents a new offence and builds on the legal requirements introduced in previous modules. A number of outside resources come speak to cadets on specific topics such as human rights, youth, aboriginal issues, domestic violence and addictions, just to name a few. Cadets apply their knowledge to scenarios involving volunteer actors from the community.

APS Benchmarks/Milestones

First detachment - week 12
Midterm exam - week 13
Progress report - week 14
Second detachment - week 17
Final exam - week 22
Final detachment test - week 23
Final progress report - week 26

Police Driving Unit

While undergoing training at the Police Driving Unit (PDU), cadets develop multi-tasking skills through increased observational skills and safety techniques. The driving program helps cadets transition to specific operational duties. They learn about laws and policies pertaining to the use of police vehicles in emergency situations, as well as their limitations and capabilities as drivers.

PDU Benchmarks/Milestones

Patrol drive 1 - week 3
Patrol drive 2 - week 7
Collision investigation - week 9
Patrol drive 3 - week 11
Be On the Look Out (BOLO) - week 14
Highway/gravel drive - week 16
Advanced track - week 18
Emergency Vehicle Operation (EVO) - week 22
EVO exam - week 23

Firearms Training Unit

Facilitators at the Firearms Training Unit (FTU) teach cadets the safe handling, use and storage practices of RCMP service firearms in a safe, controlled atmosphere.

FTU Benchmarks/Milestones

Benchmark 1 - week 7
Benchmark 2 - week 13
Pistol qualification - week 20
Shotgun qualification- week 21

Police Defensive Tactics

The goal of Police Defensive Tactics (PDT) is to help cadets acquire safe and effective skills in order to conduct not only proper arrests using the appropriate handcuffing techniques, but also proper searches incidental to arrests. Cadets also develop officer survival skills.

PDT Tests/Milestones

Test 1 - week 6
Exposure to Oleoresin Capsicum (OC) spray - week 7
Conducted Energy Weapons Orientation (CEW/Taser™) - week 8 (not a test)
Rings (strikes) - week 10 (cadets must participate)
Defensive baton - week 11
Test 2 - week 14
Carotid control - week 15
Ground fighting - week 19 (cadets must participate)
Test 3 - week 21

Drill and Deportment Unit

The aim of the Drill and Deportment Unit (DDU) is to develop in cadets a sense of confidence, alertness, discipline and self-control that will assist them in performing their duties. Drill fosters a sense of interdependence, co-operation and esprit de corps, thereby enabling cadets to work as part of a complex team.

While at Depot, cadets participate in two types of parades. Morning parade is for roll call and prepares cadets for the day while the Sergeant Major’s Parade re-enacts a long-standing tradition when roll call was taken and missing members would be found and disciplined by the Sergeant Major.

Many of the following milestones are privileges that must be earned by the troop as a whole and that can be lost at any time along the way.

DDU Milestones/Achievements

Marching with ankle boots instead of doubling
Wearing blues instead of fatigues (Blues Challenge)
Wearing boots and breeches instead of blues and ankle boots (after High Brown boot lecture)
Training Officer’s inspection - week 12
Commanding Officer’s inspection - week 24
Wearing of red-stripe epaulets and Stetson - the most senior troop on base
Peer performance - week 26

Operational Conditioning Unit (OCU)

Operational Conditioning is designed to provide cadets with the tools needed to remain fit for duty for the duration of their career.

Operational Conditioning Benchmarks/Milestones

Physical Abilities Requirement Evaluation ( PARE ) #1 - week 1
First 5 km timed run - week 9
PARE #2 - week 11
8 km run - week 17
PARE #3 - week 19
Second 5 km timed run - week 22

Learning Assistance

In the event of an initial failure of a benchmark or an exam, the cadet will be offered learning assistance as outlined in the CTP Assessment Procedures. The amount of learning assistance varies according to specific program areas. Once the learning assistance sessions have been completed, the cadet will be provided with a second opportunity to successfully complete the benchmark or the exam. A second failure will generally result in a termination of the Cadet Training Agreement.

Cadets go through many emotions while living at Depot. Balancing Depot and family life can be difficult, as cadets often feel that they are not in a position to fully support their spouse or parents who are often left behind to deal with family emergencies. Furthermore, they are not always able to attend key events in their family’s lives. However, cadets are not alone and have access to several support services, which will assist them in managing their stress level.

Depot Chaplaincy Program

The chaplains constantly make informal contact with individuals in the various areas of Depot. Their mandate is to provide spiritual and religious care in a multi-faith, pluralistic environment while respecting spiritual sensitivities, religious heritages and diversity of faith traditions.

Cadet Resource Officer

The Cadet Resource Liaison (CRL) is a resource available to cadets to assist them with any issues that may surface during their training. This could involve questions about the CTP, clarification of file reviews and assistance in dealing with personal problems and issues with facilitators.

The CRL is not part of APS or any other skill unit and is removed from the assessment processes. The CRL will assist the cadet in finding a viable resolution to the problem at hand. This is another resource available to cadets to ensure they have all the available tools to be successful in the CTP.

Clinical Psychologist

The clinical psychologist works with cadets who consult on a voluntary basis and counsels them on a wide range of issues such as:

stress and resilience training - strategies to improve performance in various skills or test situations and to develop greater tolerance for difficult experiences;
counselling on interpersonal difficulties - whether difficulties arise within troops, elsewhere on base, or in personal relationships;
counselling on personal problems - whether difficulties result from specific past traumatic events, significant losses, or other difficult experiences;
vocational counselling for individuals who are unclear about the career path they want to follow.

The following pages contain useful information provided to cadets from other administrative units such as Cadet Allowance and Compensation, Relocation Services, and Career Development and Resourcing Services (CDRS) or Staffing. During training, each unit gives a presentation to cadets to discuss entitlements and procedures. Cadets receive a package well in advance of the presentations, so that they may discuss their content with you in the hope of minimizing any issues that may arise before, during or after the presentations.

Compensation

While at Depot, cadets receive an allowance of $525 per week to a maximum of $13,650.

Benefits Plan Lecture - Week 1

Cadets are required to participate in the Royal Canadian Mounted Police Cadet Group Benefits Plan under which supplemental health coverage is included. This supplemental health coverage reimburses eligible medical expenses at 100% with no annual deductible. Dental coverage for routine items such as cleaning, fillings, etc. is not included in this plan. Additionally, there are annual and lifetime limitations on many items. For example, cadets are entitled to a maximum of $500 per calendar year for chiropractic services. Supplemental health coverage for a cadet’s dependents (spouse, common-law partner, children) is equal to the cadet’s. Cadets are required to maintain their own provincial health coverage throughout training.

Dental coverage may be provided when a cadet suffers an injury to their teeth during training and subsequently requires dental surgery or care to treat the injury. Coverage is subject to approval by Great-West Life (GWL). For more information, please ask the cadet to provide you with a copy of the plan.

Benefits Plan Lecture - Week 19

Cadets are asked to decide on life insurance and accidental death and dismemberment benefits coverage for which they will be eligible once they are regular members of the RCMP.

How much should the cadet have? Does the cadet’s spouse have life insurance already? If so, for what amount are they insured? Is this sufficient? Does the cadet have life insurance with another company? How much? Can it be transferred? These are important questions and cadets are required to make important decisions in a brief period of time. Thought should be given to this prior to the outgoing lecture, which not only covers life insurance but also identification and election of prior pensionable service (if any) and supplemental health coverage for the cadet’s eligible dependents by way of the Public Service Health Care Plan.

Note that the paper work must be completed during the lecture. Although changes may be made at a later time, there may be costs involved and it may delay implementation.

Cadets join Canada’s national force for a variety of reasons including the chance of living and working across the country. From urban centres to small towns, from Eastern fishing villages to the far North, whatever the location, a career in the Force affords countless opportunities.

Approximately four weeks prior to graduation, cadets will meet with a Relocation Reviewer to determine their family’s relocation needs. These are assessed according to the newly engaged member policy.

Points to Consider:

All effects must be in one place. Movers will transport household effects from one location only (pre-engagement place of residence).
During training, there must be a contact person at the preengagement place of residence for household-effects moving estimates.
Movers are required to pack everything.
Newly engaged members must be home to supervise the movers when they pack and load the belongings.
The RCMP will not pay to move recreational vehicles.
the sale or rental of any existing property (home, condominium, etc.) and all fees associated with the sale or lease of the pre-engaged place of residence and the lease or purchase of the residence at the new location;
pet relocation.

Your family member is about to embark on a new adventure. They will bring a wealth of knowledge and skills to their new community and in turn, will acquire new life experiences. It can be challenging; however, other members and their spouse will be there to offer support and guidance.

As an organization, the RCMP values its employees and cadets. The Force recognizes the importance of meeting and listening to its future regular members. Organizational needs and those of the cadets are continuously being balanced in order to find the best fit for a future posting. The duration of a posting is from three to five years.

Knowledge of both official languages is an asset for cadets wishing to be posted to New Brunswick, Quebec and certain parts of Ontario.

For organizational purposes, the RCMP has divided the country into a number of divisions, each with a letter designation.

Map of Canada showing RCMP regions and divisions

British Columbia, E Division
Alberta, K Division
Saskatchewan, F Division
Manitoba, D Division
Ontario, O Division
Quebec, C Division
New Brunswick, J Division
Nova Scotia, H Division
Prince Edward Island, L Division
Newfoundland and Labrador B Division
Yukon, M Division
Northwest Territories, G Division
Nunavut, V Division
National Capital Region, National Division
Depot Division

On their first day of training, cadets meet their assigned Career Development and Resourcing Advisor (CDRA) during a 50-minute presentation. Cadets are provided with an overview of the staffing process and presented with the realities of filling vacancies across our expansive country. A map of Canada is shown highlighting the percentages of constable positions across the country; 75% in Western Canada and 25% in Central and Eastern Canada. Cadet postings mirror these numbers.

At the end of this session, cadets are given the opportunity to ask questions that may ease their transition from civilian to Depot life.

The assigned CDRA for the troop meets all cadets as a group during a 50-minute session. Cadets are requested to complete a “posting document” that enables them to tell their story. The information will include their marital status, number of children, special skills and financial situation, as well as any issues (restrictions) that may impact their posting such as being married to a member or special medical needs for their children.

Cadets are encouraged to discuss the matter with their families well in advance of week 15. The discussion should take into account educational institutions, real estate markets, job markets, medical facilities, recreational activities and other areas that may affect your lifestyle.

Each cadet is scheduled for a personal interview with a CDRA. During the interview, cadet and advisor review the training file along with the posting document. This interview allows cadets to ask any questions relating to their current and future status within the organization. Cadets are viewed as an asset to the organization and reminded of this during their interview. A report is completed by the CDRA following the interview. This document captures the content of the interview on paper and is retained in the cadet’s staffing file.

Following an extensive consultation with all CDRAs involved in the interviewing process, a meeting is held with the troop’s APS facilitation team to determine the division (province or territory) in which each cadet will be posted. The cadets are advised within days of their interviews.

A report is sent to the respective divisions along with a separate document completed by the cadet which allows them to highlight issues such as family restrictions, special skills and a list of their preferred detachments (three to twenty). Divisions will take into account divisional needs as well as the information received from the CDRA prior to selecting a detachment for the cadet. It is in everyone’s interest to find a suitable posting.

Weeks 18 to 20

Cadets are assigned to a detachment by that division’s staffing unit. Throughout their 26 weeks at Depot, cadets are encouraged to contact their advisor with any concerns or questions.

Once all the benchmarks, paperwork and postings are completed, the end is in sight. It’s time for graduation when families and friends reunite and celebrate a job well done! This is the day on which cadets become newly engaged members of the Royal Canadian Mounted Police. Graduation is an opportunity to share this important milestone with family and friends and includes the following:

Day before:

RCMP Chapel Ecumenical Service

Family Workshop

Swearing-in ceremony, sergeant major’s parade.

Dismounted Cavalry Drill Display
Badge Presentation Ceremony

Formal Graduation Banquet

While it may be difficult to understand, cadets typically refrain from discussing graduation details until they are confident that they will successfully complete the CTP. On occasion, a cadet’s stay at the Academy may be extended because of an injury or the need to perfect a particular skill. Family and friends are therefore encouraged to look into flight cancellation insurance when making reservations.

Each troop has a designated graduation committee that will take care of logistics such as selecting a hotel and blocking a number of rooms. Cadets are responsible for reserving rooms and car rentals. Some troops will plan other activities. These provide a chance for family members to meet one another. The troop will provide additional information as the graduation date approaches.

Note: If you wish to fly home with your family member following their graduation, please ensure that your return tickets correspond with theirs. The RCMP will not be responsible for any modifications to the newly engaged member’s existing flight reservations.

Even though graduation is typically a very busy time, you will have the chance to tour Depot Division and visit the RCMP Heritage Centre. While at the Academy, you may find that perfect graduation gift or other memento at either the Trading Post at Depot, located in C Block, or the RCMP Heritage Centre Gift Shop.

The formal activities outlined here are structured and must start on time. Your punctuality is greatly appreciated. Note that there will be many opportunities to take photos during the formal activities. Have your camera ready and be sure to take extra batteries along. Troops will often hire a professional photographer to capture key milestones.

Graduation activities take place on the grounds of Depot Division and all buildings are within walking distance. However, given the Saskatchewan climate, it is best to pay attention to the weather conditions.

Please notify the Academy prior to your arrival if you require any special assistance by calling the Guardroom at 306-780-5777 .

Graduation activities are generally held on a weekend with the formal graduation held on Monday.

The graduating troop performs a drill display (Drill Hall) in front of their peers the week prior to graduation (peer performance).

Graduation weekend begins with an non-denominational service at the RCMP Chapel. The entire troop attends and guests are invited and encouraged to share in this celebration. The service lasts approximately one hour. You will be given the opportunity to take photos of the troop as per the chaplain’s instructions.

The troop will be dressed in their Walking Out Order: red serge, overalls, congress boots for men, and red serge, long skirts and heels for women. Most troops hire a photographer to take formal photos after the chapel service.

RCMP Chapel Graduation Celebration

Sunday: 9:00 a.m. to 10:00 a.m.

Dress code: Business casual—no jeans.

Men: suits, sports jackets, optional tie, collared shirts, sweaters, dress pants, etc.
Ladies: suits, dresses, skirts, dress pants, sweater, etc.
RCMP members in attendance: uniform (review order or service order) or civilian attire

Brunch/Snacks/Refreshments

If prior arrangements have been made by the graduating troop:

Brunch may be served in the Division Mess from 10:00 to 11:15 a.m. following the Sunday service.
Cadets must provide a meal ticket for each of their guests.
For a mid-week graduation, snacks and refreshments may be offered. Time and location to be determined.
Sunday: 11:30 a.m. to 1:30 p.m.

The Family Workshop helps family members and friends gain a better understanding of what police work involves. The troop’s facilitators will explain some of the challenges faced by new members and their families when they relocate to their new communities. There will also be an opportunity for you to ask questions.

Monday: 10:30 a.m. to 11:30 a.m.

Dress code: Smart casual—no jeans.

Men: collared shirt or golf shirt, dress pants or casual pants (e.g., Dockers or similar style)
Ladies: suit, dress, skirt or dress pants/casual pants (e.g., Dockers or similar style) and a blouse, turtleneck or sweater.

During the Swearing-In Ceremony, all cadets are officially sworn in as regular members of the RCMP and sign their engagement documents. The troop will be wearing their working uniform with breeches and high brown boots. You will be able to take photos of your family member as they sign the documents.

Lunch may be provided if prior arrangements have been made by the graduating troop. The location is determined by the troop’s graduation committee.

Monday: 11:45 a.m. to 12:30 p.m.
Monday: 12:50 p.m. to 1:20 p.m.

The graduating troop will be in their full red serge uniform and will be the first troop on parade. The Commanding Officer of Depot Division will inspect the troop and may be accompanied by a special guest for the day.

Dismounted Cavalry Drill Display & Badge Presentation

Monday: 1:30 p.m. to 2:45 p.m.

The graduating troop will perform a drill display followed by the badge presentation. The Commanding Officer will present the badges to the newly engaged members. Families will be given an opportunity to take photos as the exercises unfold. The event concludes with a valedictorian address and the troop’s final commands given by the Commanding Officer.

Monday: 6:30 p.m. to 10:00 p.m.

Dress Code for Guests: Semiformal—no jeans

Men: suits, sports jackets, dress pants, shirt and tie, etc.
Women: cocktail length dresses, skirts, blouses, pant suits, etc.
RCMP members (guests): Walking Out Order or Mess Kit

Cocktails begin at 6:30 p.m. followed by dinner at 7 p.m. The evening includes a number of toasts and an address by a keynote speaker, before concluding with the traditional changing of the numbers.

Note: There is usually a professional photographer in attendance, so you will have the opportunity to have a family picture taken. The photographer is not a Depot Division employee. Cadets or family members are asked to contact the photographer directly for photos or if problems arise during or following the graduation ceremonies.

We hope that the information provided in this guide will assist you in making your arrangements for this memorable celebration.

It is a very proud moment for the newest members of the RCMP, for yourselves, as well as for the Academy.

We look forward to seeing you soon… safe travels!

Map of Regina showing the RCMP Academy, "Depot" Division

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PDF CAPRA Problem Solving Model Booklet
CAPRA is a unique operational model in that it provides an oppor-tunity for you to exercise any combination of service, protection, prevention and enforcement, whether a problem exists or a potential problem can be prevented. CAPRA is more than a problem solving model. It is designed to assist the police officer or other members of the work ...
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5.3.3. The CAPRA Problem Solving Model. The CAPRA model provides a comprehensive method of dealing with problems that ensures the whole context is considered: C - consideration of "clients", direct and indirect ; A - "acquiring and analyzing" information taking into consideration the Law, Policy, and our Mission.
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Application of the CAPRA problem solving model is integral to the successful conclusion of each scenario. During the First and Second Detachments, cadets participate as a police officer on four different two-hour investigative scenarios. Cadets also observe, on average, another 10 scenarios where they participate as an actor or observer. ...
Walking the Talk: A Guide to Assessment Using the CAPRA Community
CAPRA is a community problem-solving model with five stages: C = Clients, A = Analysis, P = Partnership, R = Response, and A = Assessment. CAPRA was the problem-solving method used by the Alaska Native and Technical Resource Center (ANTARC). This guide describes the final stage of the CAPRA model—assessment—including the reasons for ...
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• Community problem solving using the CAPRA model is about making changes in the village. By going through the process of assessment, we are able to find out if things have changed because of our solution. • In the assessment process we can also learn about the reasons for the success or failure of your solution.
CAPRA problem solving model : facilitator's guide to the RCMP learning
CAPRA problem solving model : facilitator's guide to the RCMP learning maps. Publication type : Monograph : Language [English] Format : Electronic : Electronic document : View PS64-179-2002-eng.pdf (PDF, 280 KB). Note(s) Cover title. Publishing information [Ottawa] : Royal Canadian Mounted Police = Gendarmerie royale du Canada, [2002] Description
Improving problem-oriented policing: The need for a new model?
CAPRA is a problem-solving model created and used by the Royal Canadian Mounted Police. It stands for Client, Acquiring and Analyzing Information, Partnerships, Response and Assessment of action. In North America we might expect to find a larger following. References.
CAPRA: A Collaborative Problem Solving Model
One of these approaches is a problem-solving model called CAPRA that was developed specifically for application in a community policing environment. Named for its five component steps - Clients, Acquiring / Analyzing Information, Partnerships, Response, Assessment - CAPRA plays a critical role in reaching out to at-risk communities and ...
CAPRA Problem Solving Model Booklet
CAPRA Problem Solving Model Booklet - RCMP - Free download as PDF File (.pdf), Text File (.txt) or read online for free. CAPRA Problem Solving.
CAPRA Problem Solving Model
Bibliographic information. Title. CAPRA Problem Solving Model: Facilitator's Guide to the RCMP Learning Maps. Contributor. Royal Canadian Mounted Police. Publisher. Royal Canadian Mounted Police = Gendarmerie royale du Canada, 2002. Length. 37 pages.
CAPRA Problem Solving Model Booklet
Do you want to learn how to solve problems effectively and efficiently? Check out the CAPRA Problem Solving Model Booklet, a comprehensive guide that explains the steps and skills of the CAPRA model, a widely used approach in law enforcement and community policing. You will find examples, exercises, and tips to apply the model in various situations.
Case Studies—A Brief Compendium of Police Training Innovative ...
• the CAPRA problem-solving model • the incident management model (regarding the use of a "force continuum"). Subsequent to introducing the new approach, the RCMP director of training looked back and identified some of the difficulties inherent in the RCMP approach to change. His frank appraisal suggested that
Incident Management / Intervention Model
At the centre is the police officer in the given situation, using the CAPRA (Clients, Acquire & Analyze, Partners, Response, and Assessment) problem solving model. The circle builds outwards helping the officer form a proper risk assessment. The layers of the wheel from the center are:
Capra Problem Solving Model Assignment
Overall, the problem-oriented approach applied to the situation to uncover the underlying cause to the problem, and the use of the CAPRA model to identify, acquire and analyze the information about the problem, establish partnerships, develop a response, and assess the effectiveness of the response is key to successfully resolving an issue such ...
PDF PART III
Problem-Solving and . Problem-Oriented Policing. LEARNING OUTCOMES. Upon completion of this chapter, you should be able to: n. xplain what problem-oriented policing is, and how it relates to community policingE. n. efine and explain the four elements of the SARA problem-solving modelD. n. xplain why the CAPRA problem-solving model is better ...
2010 to 2019 Police Intervention Options Report
At the centre is the police officer in the given situation, using the CAPRA (Clients, Acquire and Analyze, Partners, Response, and Assessment) problem solving model. The circle builds outwards helping the officer form a proper risk assessment. The layers of the wheel in order from the centre are:
PDF Problem-Solving Tips
officers worked with researchers to develop a problem-solving model that could be used to address any crime or disorder problem. The result was the SARA model, which has four stages: Scanning, Analysis, Response, and Assessment. These stages are discussed in greater detail below. Since the mid-1980s, many officers have used
Problem-Solving and SARA
Problem-solving processes are critical to Goldstein's POP approach. The basic elements of POP, and indeed problem-solving analysis, begin with the grouping of incidents as 'problems' and putting them at the heart of policing - the 'problem' thus becoming a unit of police work (Goldstein, 1990). This is achieved by applying ...
Family Information Guide to Depot Division
Cadets are taught to use the CAPRA problem-solving model (Clients, Acquiring and Analyzing information, Partnerships, Response and Assessment), the Incident Management Intervention Model (IMIM), RCMP service standards and core values to deal with problem-based situations presented to them in class or in practical scenarios. During training ...
Solved You will begin by defining the CAPRA problem-solving
You will begin by defining the CAPRA problem-solving model, all its components and how the model assist officers with their investigations. Then you will apply each component (CAPRA) to the above scenario as if you were the responding police officer to this call This requires you to put on your analytical cap and develop ALL the possibilities for EACH acronym.
Community Policing Unit
This is the LAPD's model for proactively solving community problems. Community-Police Problem Solving uses the "SARA" approach (Scanning, Analysis, Response, and Assessment) to examine characteristics of problems in the community and to develop appropriate strategies to reduce these community-identified crime and disorder issues.

Report of the Task Force on Security

5.3.1 Senior Management

5.3.2 Middle Management

5.3.3. The CAPRA Problem Solving Model

5.3.4. Use of Force Management Model

5.3.5. Leadership and the Mission

5.3.6. Law and Policy

5.3.7. Professionalism

5.3.8. Visible Leadership Style

5.3.9. Labour/Management Relationships

5.3.10. Leadership Outside of CSC

Contenu supplémentaire (colonne droite)

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CAPRA problem solving model : facilitator's guide to the RCMP learning maps. : PS64-179/2002E-PDF

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Problem-Solving and SARA

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Table of Contents

Facilitators

Applied Police Sciences

APS Benchmarks/Milestones

Police Driving Unit

PDU Benchmarks/Milestones

Firearms Training Unit

FTU Benchmarks/Milestones

Police Defensive Tactics

PDT Tests/Milestones

Drill and Deportment Unit

DDU Milestones/Achievements

Operational Conditioning Unit (OCU)

Operational Conditioning Benchmarks/Milestones

Learning Assistance

Depot Chaplaincy Program

Cadet Resource Officer

Clinical Psychologist

Compensation

Benefits Plan Lecture - Week 1

Benefits Plan Lecture - Week 19

Weeks 18 to 20

Family Workshop

Formal Graduation Banquet

RCMP Chapel Graduation Celebration

Dress code: Business casual—no jeans.

Brunch/Snacks/Refreshments

Dress code: Smart casual—no jeans.

Dismounted Cavalry Drill Display & Badge Presentation

Dress Code for Guests: Semiformal—no jeans

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