Assessment Processes for the SCC

Transcription

1 Assessment Processes for the SCC (Senior PNAC and Senior Police Staff Assessment Process) Candidate Briefing Session 20/09/2018

2 Assessment Processes for the SCC Aim: To identify those who are capable of contributing to and benefitting from the SCC and being an effective chief officer (or equivalent). This may include highly talented individuals with some discrete areas for development who in time, having addressed their key development areas, are capable of being an effective chief officer (or equivalent). 2

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4 Exercise Design Horizon Scanning Stakeholder Consultation Shadowing Chief Officers Initial Exercise Writing Exercise Consultation Pilot Exercise Updates & Marking Guide Writing Legal and EDHR Reviews Exercise Sign-off Training Development 4

5 Priority Areas (Future Challenges) Future challenges facing the Police Service over the next 5 years 1. Protecting vulnerable people from harm. 2. Tackling child sexual exploitation. 3. Countering terrorism. 4. Tackling sexual violence. 5. Tackling cybercrime. 6. Building, maintaining and expanding effective partnerships. 7. Upholding key policing principles, integrity and improving public confidence in policing. 8. Understanding and responding to increased demands. 9. Tackling serious organised crime. 10. Improving and expanding victim care. 11. Improving public confidence. 12. Increasing diversity and valuing difference. 13. Increasing the innovative use of technology. 14. Managing culture change. 15. Transforming and reforming services. 5

6 Competency and Values Framework 6

7 Exercise Suite Management Presentation & Interview Partnership Chief Officer Briefing Media Exercise Not completed by Police Staff 7

8 Values Transparency Values - Impartiality Values - Integrity Values Public Service Emotionally Aware Take Ownership Collaborative Deliver, Support & Inspire Analyse Critically Innovative & Open-Minded Exercise by Competency Matrix Chief Officer Briefing (PNAC) Management (Staff & PNAC) Media (PNAC) Partnership (Staff & PNAC) Presentation & Interview (Senior Police STAFF) Presentation & Interview (Senior PNAC) (I) (P) (I) (P) (P) (I) (P) (I) 8

9 Assessing Performance: the ORCE Model Observe and Record Objectively Using Evidence Classify Supported by Examples of Behaviour Evaluate 9

10 Assessing Performance: Competency Grades A Substantial positive evidence of the competency/value observed with regard to the quality and quantity of the evidence, and few or no areas for development observed. B C D Positive evidence of the competency/value observed and some areas for development but on balance more positive evidence with regard to the quality and quantity of the evidence. Some positive evidence of the competency/value observed but on balance more areas for development with regard to the quality and quantity of the evidence. Substantial areas for development identified and little or no positive evidence of the competency/value observed, with regard to the quality and quantity of the evidence. 10

11 Assessing Performance: Exercise Mark Very Effective Task Performance The candidate performed the task very effectively and almost entirely achieved the aims of the exercise. Performance on competencies/values was exclusively high grades (eg, mostly As with some Bs). Effective Task Performance The candidate performed the task effectively and mostly achieved the aims of the exercise. Performance on the competencies/values was mostly high grades (eg, mostly Bs with some As, possible C). Satisfactory Task Performance The candidate performed the task to a satisfactory standard and met some of the aims of the exercise although some elements were not satisfactory. On balance performance on competencies/values was more high grades than low grades (eg, mostly Bs with some Cs). Just Below Satisfactory Task Performance The candidate performed the task to a below-satisfactory standard overall and did not quite meet the aims of the exercise, although there were some areas that were effectively handled. On balance performance on competencies/values was more low grades than high grades (eg, mostly Cs with some Bs). Ineffective Task Performance The candidate performed the task largely ineffectively and did not meet the aims of the exercise, although there were some areas that were acceptable. Performance on the competencies/values was mostly low grades (eg, mostly Cs and Ds, possible B). Very Ineffective Task Performance The candidate performed the task very ineffectively and did not meet the aims of the exercise, although there may have been some minor areas that were acceptable. Performance on the competencies/values was exclusively low grades (eg, mostly Ds with some Cs). 11

12 Assessing Performance: Overall Result S* Successful Exceptional, consistently exceeds the level to demonstrate capability to operate effectively at Chief Officer level. S Successful, sufficient demonstration of capability to operate effectively at Chief Officer level. Recommended to attend the Strategic Command Course. UE Unsuccessful on this occasion but encouraged to return in the future having addressed certain developmental needs. U Unsuccessful but may return in the future once they have addressed their developmental needs. 12

13 Candidate Preparation

14 Identifying Strength and Development Areas Think about your performance in your current role: Which competencies/values are strength areas for you? Which competencies/values are development areas for you? What do others see as your strength and development areas? Considering this, try to identify: Two to three strength areas Two to three development areas 14

15 Identifying Opportunities and Barriers Opportunities What opportunities are available in the workplace to build on your strength/development areas? What steps can you take to access those opportunities? Who can help you identify and access opportunities? Barriers What are the barriers to maximising the opportunities you have identified? How can you remove those barriers? What strength areas do you over-rely on to the extent that they may inhibit developing other areas (e.g. prioritising delivering on tasks you find easier because they are a strength, reducing time spent on tasks that may stretch you)? 15

16 Chief Officer Roles Be familiar with the role of a Chief Officer within your own and other organisations: Consider the typical responsibilities and tasks Consider the values and competencies demonstrated to complete tasks Consider the differences and similarities to demonstrating them in your current role What information do you already have to try to inform these considerations? Role profile PDR/PDP or similar Work shadowing opportunities 16

17 Assessment Centre Example exercise: Direct Entry (Superintendents) Community Panel Consider how exercise/tasks might elicit each value/competency Consider similar scenarios you have faced in the workplace Consider how you could apply your own experience to the exercise 17

18 General Advice Be yourself Use your experience and behave as you would if you faced this scenario in a workplace Demonstrate rather than state behaviours Read the instructions and complete the tasks set Be flexible especially if the exercise is not exactly as expected Consider how to spend the time between exercises to ensure best possible preparation 18

19 Contact us Assessment Processes for the SCC: Contact the Selection Team at Strategic Command Course: Contact SCC Team at 19

20 Assessment Centre Briefing Strategic Command Course /09/2018

21 SCC overview SCC is designed for police officers of Chief Superintendent and Superintendent ranks and police staff at equivalent levels. Other participants include, for example, members of the Home Office, National Crime Agency, Border Force and overseas Forces. Officers and staff from the UK are selected for attendance through an annual Assessment Centre. Review: Too few UK police officers are coming through to the Assessment Centre to meet the forthcoming vacancies. The numbers of Black and Minority Ethnic (BME) candidates are so low that it may prove impossible even to maintain current numbers of BME Chief Officers Police staff both applying for and succeeding at PNAC are extremely low Not all forces are supporting superintendents Desire to increase diversity in every sense. 21

22 Review Phases Phase 1: Actions to improve the pipeline to the SCC in terms of numbers and diversity in every sense under-represented groups, police staff, superintendents. Phase 2: Review content and purpose of the Course and associated Assessment Process for the future. 22

23 Changes for 2018 More inclusive application (Link can be found at One form for all applying for the SCC No line manager endorsement New questions incorporating Competency and Values Framework Wording of the Chief sign off 23

24 Changes for 2018 Assessment process will run twice per year - April and November Two opportunities for candidates to be assessed. Additional time for development and preparation in-between the assessment centre and the course. Reduce time gap to re-attend if unsuccessful SCC restructured into two modules 24

25 Changes for 2018 Engagement activities Career Development Workshops Assessment Centre Briefings Webinars Development Centre 25

26 Impact October 2017 Assessment Centre: Increase in overall applications Increase in both numbers and proportion of female applicants Increase in both numbers and proportion of BME applicants Increase in numbers of staff and superintendent applicants 2018 most diverse SCC 26

27 Phase Two Consultation Purpose of SCC and it s assessment processes Structure of course/modules Chief Officers Careers Hub Direct Entry at ACC and DCC 27

28 Aim of the course To develop senior leaders in law enforcement to lead policing operations and organisations locally, regionally and nationally, at Chief Officer level. 28

29 SCC Modular approach Delivered in TWO MODULES Briefing day 26 th November Dates 14 th Jan 8 th Feb and 25 th Feb 22 nd March Residential at College of Policing - Ryton Start week at Monday and finish at on Friday 29

30 SCC content and variety Inspirational leaders from outside policing NPCC leads and SMEs from the high risk areas 4 main subject areas:- operational leadership leading the organisation strategic partnerships personal leadership 30

31 SCC 2019 Module 1 - Operational Leadership (14 th January to 8 th February 2019) Module 2 - Organisational Leadership (25 th February to 22 nd March 2019) Focuses on the high risk areas of operational policing aims to develop qualified operational police commanders ready now to be appointed to Chief Officer roles across the UK. Aims to develop accountable public sector leaders and equip them with the business skills required to lead and transform high profile multi-million pound public sector organisations with integrity whilst safeguarding the public. Personal Leadership Aims to develop resilient, confident, emotionally intelligent, ethical, politically astute leaders with clear values, integrity and the ability to create and communicate organisational and personal vision. Strategic Partnerships Aims to develop senior leaders to identify and maximise the opportunities and benefits of working in public and private sector partnerships and collaborations. 31

32 Underpinning Principles First part of chief officer CPD Development aimed at preparing students for ACC/Commander/executive level roles SCC not looking for the finished article Student responsibility to make the most from each element of the course Everyone equal Police staff do progress in careers after the SCC Support during the course Designed to suit all types of policing careers and backgrounds & public sector partners Designed to suit different learning styles, personality types and encourages reflective practise It is assessed but not as a selection process like Senior PNAC & SPSAP 32