Senior Police National Assessment Centre (Senior PNAC) Overview 2016

Transcription

1 Senior Police National Assessment Centre (Senior PNAC) Overview 2016

2 2 College of Policing Limited Leamington Road Ryton-on-Dunsmore Coventry, CV8 3EN Publication date: September 2016 College of Policing Limited (2016) All rights reserved. No part of this publication may be reproduced, modified, amended, stored in any retrieval system or transmitted, in any form or by any means, without the prior written permission of the College or as expressly permitted by law. Anyone wishing to copy or re-use all or part of this publication for purposes other than expressly permitted by law will need a licence. Licence applications can be sent to SeniorSelection@college.pnn.police.uk Where we have identified any third-party copyright material you will need permission from the copyright holders concerned. Any other enquiries regarding this publication or to request copies in accessible formats please contact the Senior Selection team at SeniorSelection@college.pnn.police.uk or the College on or contactcentre@college.pnn.police.uk.

3 3 Contents Overview... 4 Competencies and Values Assessed... 4 Overview of Assessment Centre Exercise Design Process... 5 Context of the Assessment Centre Exercises... 5 Application Form... 6 Overview of the Assessment Centre Exercises... 6 Assessment Centre Days... 8 Assessors... 9 Quality Assurance... 9 Director and Co-Directors...10 Rating Scales...10 Decision Making...11 Results...12 Feedback...12 Strategic Command Course (SCC)...12 Information Sharing...12 Candidate Information Letter...13 Appendix A...14 Appendix B... Error! Bookmark not defined.

4 Overview College of Policing, in partnership with NPCC (National Police Chiefs Council), Police Scotland Executive Officers and other key stakeholders, are playing an active role in helping the police service deliver its People and Leadership Strategies. This involves a range of activities to help identify the future leaders of the Police Service. 4 The Senior Police National Assessment Centre (Senior PNAC) is designed to identify those who are capable of being an effective chief officer. Candidates who are successful at Senior PNAC secure a place on the Strategic Command Course (SCC). This course has been designed to prepare selected individuals to undertake the most demanding senior roles in the police service. This documentation is intended to assist candidates preparation, to inform them as to what will happen at the assessment centre and to outline what will be required of them. Senior PNAC is an assessment centre; an assessment technique which employs multiple assessors and multiple exercises in which candidates have opportunities to demonstrate the competencies and values deemed necessary for effective performance at chief officer level. When the final assessment is made, it is based on the candidate s performance over the whole assessment centre. The aim of the assessment centre is to assess candidates through a series of assessment exercises against the relevant competencies and values, to determine their ability to perform at chief officer level within the police service Competencies and Values Assessed During Senior PNAC all candidates will be assessed against the Competency and Values Framework (CVF) for policing. Within the CVF, each competency has three levels associated with it. These are designed to be incremental and candidates are required to demonstrate competence up to and including Level 3. The competencies and values assessed are as follows: Emotionally Aware Take Ownership Collaborative Deliver, Support & Inspire Analyse Critically Innovative and Open-Minded Values: this is assessed as one component encompassing all four values (Impartiality, Integrity, Public Service, and Transparency).

5 5 The CVF should be used by candidates to prepare for the assessment centre, alongside this overview document. Overview of Assessment Centre Exercise Design Process The psychologists within the College of Policing Senior Selection Team use a structured Exercise Design Model as the basis of the development of the assessment centre exercises. The Exercise Design Model consists of a series of stages that each exercise goes through to result in a group of exercises that are reliable, valid, relevant, realistic and fair to all candidates. The design model starts with horizon scanning and progresses through a series of subsequent stages which include Stakeholder Consultation, Exercise Writing, Exercise Consultation, and Pilot. Equality, Diversity and Human Rights (EDHR) advisors are involved during the development of the assessment centre. During the design process a range of senior police officers from England, Northern Ireland, Scotland and Wales are consulted about the content of the exercises, and the marking guides, to ensure that the exercises are realistic and relevant to the target level. Context of the Assessment Centre Exercises In developing the assessment exercises used at the assessment centre, the College of Policing are conscious of differences across the policing landscape which mean that the environments and contexts of different police forces and jurisdictions across the UK are divergent. For example, the differences in accountability structures across the UK. To ensure that the exercises are applicable to all candidates, chief officers from across different jurisdictions and across a wide range of forces are involved in the development of the exercise content and assessor marking guide. However, the reality is that finding a common context for the exercises that fits everyone's exact experience is not possible. Feedback from chief officers across a number of different forces, including Police Scotland and PSNI was that in all of the exercises the content and issues that candidates are being asked to deal with are very similar to issues they would be faced with in their day job as an ACC/Commander but that the context or environment was sometimes different. That said, the chief officers did not feel that this would be a disadvantage. It is important to note that whilst the context of the exercises may not reflect the context in your current role (e.g. the size of the force may be different), they are realistic and could reflect the context in a role you may move to in the future.

6 6 Candidates are encouraged to focus on the content of what they are being asked to deal with and think about where similar issues arise in a context they may be more familiar with, as well as the behaviours they might display to effectively address this. The guidance that assessors use is focussed on the content of what candidates do and say rather than knowledge of the environmental context. An example to demonstrate equivalence and relevance of issues despite different terminology and context would be the differences in accountability structures. The accountability structures in each exercise are selected depending on what fits best with the context of the exercise material; this could be for example; a Police and Crime Commissioner (PCC), a Police Authority or Policing Board. It is important to note that in dealing with the tasks set in the exercise candidates are not required to demonstrate an understanding of the specific workings of these, but instead recognise the role of this person/group in holding the Chief Constable to account for the performance of the police force. Whilst references are made to organisations, functions or structures that vary between different jurisdictions/forces within the exercises, candidates are advised that they can use whatever language/terminology they feel most comfortable with whilst in the exercises. Assessors have been made aware of this. For example, Basic Command Units (BCUs) or Divisions ; Crown Prosecution Service (CPS), Procurator Fiscal or Public Prosecution Service (PPS); and arrested or detained. A glossary of definitions of such terms has been collated for candidates reference (see Appendix A). Application Form Candidates application forms will made available to their assessors at the assessment centre to help them to understand the candidate s career history, qualifications, experience, strengths and development needs. This is also helpful for assessors in preparing for the Presentation and Interview and for the production of the Candidate Feedback Reports. Overview of the Assessment Centre Exercises In order to assess the CVF, five exercises have been specifically designed. The exercises are not linked and each exercise has been designed to be independent of the others. For each exercise (except for Presentation & Interview), you are assigned a role as an ACC/Chief Officer set within a different fictitious police force. You will be provided with background information regarding your role and each force as part of the candidate materials. The table below outlines which areas of the CVF are assessed in which exercises during Senior PNAC:

7 7 Values Emotionally Aware Take Ownership Collaborative Deliver, Support & Inspire Analyse Critically Innovative & Open-Minded Chief Officer Briefing Management Media Partnership Presentation and Interview Chief Officer Briefing Exercise Candidates are given a pack of information from which to prepare for a 40 minute meeting (20 minute presentation and 20 minute Q&A) with two service assessors playing the role of chief officers. Candidates prepare in the same room as other candidates. During the preparation period, candidates are asked to produce a typed two page briefing document to act as a summary of what they intend to say during their briefing. Candidates have 1½ hours to prepare and produce this briefing document. After 1½ hours a copy of the briefing is given to the assessors so they can prepare for the meeting. The candidates then have a further 20 minutes to prepare specifically for the briefing with the assessors. The exercise is designed to assess the following competencies: Take Ownership Deliver, Support & Inspire Analyse Critically Management Exercise This is a written exercise which all candidates in each intake undertake at the same time. Candidates have 2 hours and 30 minutes to complete this exercise which involves producing a typed response. They are provided with a set of documents which they are required to work through in order to complete a number of tasks. It is set in a policing context and is marked by non-service assessors. The exercise is designed to assess the following competencies: Deliver, Support & Inspire Analyse Critically Innovative and Open-Minded Partnership Exercise Candidates are given a pack of information from which to prepare for a meeting with two individuals to address the issues presented. The two individuals are trained role actors. Candidates prepare in the same room as other candidates. Candidates will have 30 minutes of preparation time and

8 8 then a maximum of 25 minutes meeting time in which to discuss the issues presented. The exercise is designed to assess the following competencies: Emotionally Aware Collaborative Media Exercise This exercise involves a live television interview with a professional journalist. Candidates have 20 minutes to prepare for an interview which is set in a fictitious policing context. Candidates are in the studio with the journalist for up to ten minutes. The whole interaction is recorded and assessors will assess this recording at a later time in a pairing of 1 service and 1 non-service assessor. The exercise is designed to assess the following competencies: Values Take Ownership Presentation and Interview This is a combined exercise. Candidates are given 30 minutes to prepare a presentation. Candidates prepare in the same room as other candidates. The presentation topic is on a contemporary police related topic and is sufficiently generic so as to avoid requiring specialist knowledge. Candidates from Police Scotland will have a Scottish specific presentation topic. After the candidate has delivered their presentation for 10 minutes, the assessors have 10 minutes to ask questions about the content of their presentation. The interview component lasts for 36 minutes, with six interview questions (approximately 6 minutes per question). The combined Presentation and Interview exercise is designed to assess the following competencies: Values Emotionally Aware Collaborative Innovative and Open-Minded All four competencies will be assessed across the exercise and will be combined to award a single Exercise Mark for the exercise however: The 'presentation' component of the exercise will mainly assess Innovative and Open-Minded The 'interview' component will mainly assess Values, Emotionally Aware, and Collaborative. It is important to note that candidates will be credited for demonstrating evidence of the competencies and values in either the Presentation or Interview component but the breakdown gives an indication of the main focus of each component. Assessment Centre Days The following information provides an overview of the assessment centre day by day.

9 9 Senior PNAC Day 1 PM Registration and briefing Management Day 2 Day 3 Chief Officer Briefing Media Partnership Presentation and Interview Assessors At the assessment centre candidates are assessed by a team of trained assessors. Assessor teams are made up of current serving officers (a reserve list of retired senior police officers is held to assist where current serving officers may be unavailable in unforeseen circumstances) from forces throughout England, Wales, Scotland and Northern Ireland and people from outside of the police service that have worked at a senior level within the public, private or third sectors. All assessors involved in the assessment centre are appropriately trained in the generic principles and skills associated with the objective and fair assessment of others. Assessors also receive training in the specific exercises used at the assessment centre. A team of assessors are allocated to a candidate group (4 candidates), and are included in various elements of the assessment of candidates within that group. The assessor group complete the feedback reports for candidates and are jointly involved in the decision making as to whether each candidate has met the necessary standard at the assessment centre. All other personnel involved in the assessment centre receive appropriate training in relation to the particular tasks and responsibilities associated with their role in the Assessment Centre (e.g. journalists, role actors, exercise coordinators, quality assurers and site coordinators). Quality Assurance The most important aspect of any assessment centre is the accuracy and consistency of assessment. Quality assurers will review all elements of the assessment to monitor standards and to support assessors, ensuring the robustness of the process. In addition, the overall management and administration of the assessment centre is overseen by an assessment centre delivery team.

10 Director and Co-Directors The role of the Directors is primarily one of quality assurance, to ensure common standards across all candidate groups, but also to assess the process on behalf of the police service. The Service Director is Chief Constable Mark Polin. The Service Co-Directors are Chief Constable Debbie Simpson and Chief Constable George Hamilton. Rating Scales Assessors will use the ORCE (Observe, Record, Classify & Evaluate) model of assessment, which is a universally recognised and applied model for assessing. The model promotes objectivity and fairness in assessment. The assessors observe candidates performance and make a record of what they said and did; then they classify this evidence against the competency related criteria. Once assessors have done this they evaluate candidates performance in each competency area using an A to D Competency Grade scale (see overleaf). Assessors then award an overall exercise mark using a 1 6 Exercise Mark scale (see overleaf). Assessors initially decide upon grades and exercise marks for candidates performances independently of one another and then collectively agree final competency grades and an exercise mark for each candidate for each exercise. Competency Grade Scale This scale requires assessors to evaluate both the quantity and quality (strength) of the evidence provided when awarding grades. 10 A B C D Substantial positive evidence of the competency observed with regard to the quality and quantity of the evidence, and few or no areas for development observed. Positive evidence of the competency 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 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 observed, with regard to the quality and quantity of the evidence. Exercise Mark Scale The Exercise Mark Scale is used to award the Candidate an overall exercise mark for the exercise. The two statements at each point on the Exercise Mark Scale are intended to be considered together and not as separate statements.

11 Very Effective Task Performance The candidate performed the task very effectively and almost entirely achieved the aims of the exercise. Performance on competencies was exclusively high grades (e.g. 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 was mostly high grades (e.g. 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 was more high grades than low grades (e.g. 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 was more low grades than high grades (e.g. 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 was mostly low grades (e.g. 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 was exclusively low grades (e.g. mostly Ds with some Cs). Decision Making Once all assessments of candidates performances have been completed (this is after candidates have left the assessment centre) their performance is considered overall. This is done by collating all of the performance evaluations from all exercises completed during the assessment centre. The ratings obtained in competency areas and exercises are considered by the group of assessors. This process is not purely a mechanical totalling of marks; it aims to include all information available throughout all of the assessment centre, including performance on all exercises and competencies/values. No exercise or competency area carries more

12 12 weighting than any other. Candidates are not required to pass any one exercise or competency area; they are required to achieve satisfactory or above in the majority of exercises and competencies. Candidates do not compete against the other members of their group, only against the set standard for the exercise. There are no quotas, so it is possible for all candidates to obtain a place on the SCC if they are successful at the assessment centre. Candidates who have previously attended an assessment centre are required to follow the whole process; the assessors do not have access to any previous results or reports until after they have reached their final decision. At this stage this information is provided to assist assessors in providing feedback and direction of possible future development candidates may consider. Results Whether candidates are successful or unsuccessful, the outcome of the assessment centre will be sent by the day after they finish the assessment centre. Once all candidate s have been sent, other stakeholders including respective Chief Constables, Force HR Directors, HMIC(S) and SCC staff are notified of the results of all candidates. These e- mails only contain information on whether the candidates were successful or unsuccessful overall. Feedback All candidates receive a personalised written report on their performance at Senior PNAC. This includes detailed feedback on competency and exercise performance produced by the candidate s assessing group. Strategic Command Course (SCC) Candidates will be contacted by the SCC team in relation to information and key dates for the SCC. Specific questions should be directed to the SCC team via scc@college.pnn.police.uk. Information Sharing Whilst Senior PNAC feedback report is owned by the candidate, a summary of their overall performance and consequential development needs, produced by their assessors, is provided to their Chief Constable. For successful candidates, their application form, results and feedback will be made available to members of the Strategic Command Course (SCC) team to assist with the candidate s progress through the SCC. Previously the Application Form was also shared with the Senior Appointments Panel (SAP) and it is possible that this information may also be passed on to similar

13 13 relevant audiences in the future, but only for the purpose of chief officer selection and where appropriate to do so. Candidate Information Letter Further details on all aspects of the assessment centre will be provided to candidates in their final candidate letter which they will receive approximately four weeks prior to their assessment centre.

14 Appendix A Glossary of Definitions The glossary of definitions outlines terms that are referred to in the exercises at the Senior PNAC and Senior Police Staff Assessment Process that might have different titles or definitions across England and Wales, Scotland and Northern Ireland. 14 British Deaf Association (BDA) Child Sexual Exploitation (CSE) Code of Ethics Crown Prosecution Service (CPS) Crimestoppers HMIC The British Deaf Association is a national charity run by Deaf people for Deaf people. Since 1890 the BDA has worked to promote a wider understanding of the Deaf community through the projects it provides and particularly its encouragement of the use of British Sign Language. Sexual exploitation of children and young people under 18 involves exploitative situations, contexts and relationships where young people (or a third person or persons) receive something (e.g. food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of them performing, and/or another or others performing on them, sexual activities. Sets and defines the exemplary standards of behaviour for everyone who works in policing. It is used in the development of policies and procedures, making decisions and action planning within the police service. For serving PSNI Officers this is likened to the PSNI Code of Ethics (2008) and for officers from Police Scotland to the Code of Ethics for Policing in Scotland. The Crown Prosecution Service (CPS) is a non-ministerial department of the Government of the United Kingdom responsible for public prosecutions of people charged with criminal offences in England and Wales. Its role is similar to that of the Crown Office in Scotland, and that of the Public Prosecution Service in Northern Ireland. An independent charity aimed at helping law enforcement agencies to solve crimes and locate criminals. They have an anonymous phone number which is run 24/7 which people can use to pass on information about crime. They also have an online form which allows individuals to submit information anonymously. Her Majesty s Inspectorate of Constabulary (HMIC) has a statutory responsibility to independently assess the effectiveness of police forces and policing activity. Independent Custody Visiting Association (ICVA) The ICVA is a Home Office funded organisation set up to promote and support the effective provision of custody visits. Independent Custody Visitors are a team made up of volunteers from the local community who volunteer to visit police stations unannounced to check on the treatment and welfare of people held in police custody.

15 15 Their recommendations can require the police to make improvements for the welfare of detainees. Independent Police Complaints Commission (IPCC) Independent Police Complaints Commission a governing body that independently investigates complaints brought against the Police Service in England and Wales. For Northern Ireland this is the Ombudsman and for Scotland this the Procurator Fiscal or Police Investigations and Review Commission (PIRC). Most Similar The performance and service delivery figures for Westshire Police are Force (MSF) and compared against a Group of Most Similar Forces (MSG). MSGs are Most Similar determined by a range of demographic, socio-economic and Forces Group geographical factors, strongly correlated with levels of recorded crime. (MSG) National Ballistics Intelligence Service (NABIS) Database NABIS provides forensic, tactical and strategic intelligence. Their database is a national registry for all recovered firearms and ballistic material for example, complete rounds of ammunition and shell cases. This database is used by Home Office Police forces in England and Wales, as well as Police Scotland, Police Service of Northern Ireland and other Law Enforcement Agencies. PEEL Assessment PEEL is an annual assessment of police forces in England and Wales. Forces are assessed on their effectiveness, efficiency and legitimacy. They are judged as outstanding, good, requires improvement or inadequate on these categories (or pillars) based on inspection findings, analysis and Her Majesty s Inspectors (HMIs) professional judgment across the year. The pillars each comprise three or four questions that focus on core areas of the work of the police. Judgements are also applied to these questions. At the end of the PEEL year (in February), HMIs bring together all the judgements made throughout the year together with other findings and information to produce a rounded annual assessment of each force. Police and Crime Commissioner (PCC) The Police and Crime Commissioner is responsible for holding the Chief Constable to account and ensuring that the best policing service possible is delivered. Whilst the Chief Constable retains independence regarding operational policing decisions, the PCC is responsible for ensuring that resources are used efficiently and effectively. By issuing a Police and Crime Plan, the PCC sets the strategic direction of the service after listening to local people about their views of the police. The PCC also sets the police budget and raises a precept (police specific tax) on local council taxpayers. They can appoint and, where necessary, remove Chief Constables. The PCC is an elected position and the most recent round of elections took place in May 2016.

16 16 In Scotland this post would be similar to the Scottish Police Authority and in Northern Ireland to the Northern Ireland Policing Board, although the PCC exercises their powers alone. The Police and Crime Panel is responsible for publicly scrutinising the Police and Crime actions and decisions of the Police and Crime Commissioner and Panel (PCP) holding him or her to account. The Panel should also act as a support for the Commissioner in carrying out his or her responsibilities. Safeguarding Children Serious Case Review (SCR) Protecting children from maltreatment; preventing impairment of children's health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes. A serious case review (SCR) takes place after a child dies or is seriously injured and abuse or neglect is thought to be involved. It looks at lessons than can help prevent similar incidents from happening in the future. Other parts of the UK have their own systems in place to learn from cases. In Wales they are called child practice reviews; in Northern Ireland, case management reviews and in Scotland, significant case reviews. The Children Act 2004 The Act is the basis for most official administration considered helpful to children, notably bringing all local government functions of children's welfare and education under the statutory authority of local Directors of Children's Services. Its primary purpose was to give boundaries and help for local authorities and/or other entities to better regulate official intervention in the interests of children. The LGBT Network A network which supports LGBT employees and seeks to improve relationships between the police and LGBT communities. For Northern Ireland and Scotland this would be most similar to the Gay Police Association. The College of Policing What Works Centre for Crime Reduction is cofunded by the College of Policing and the Economic and Social Research Council (ESRC). It aims to promote evidence-based practice What Works in policing by reviewing research and making available the best Centre for Crime evidence of what works on practices and interventions to reduce crime. Reduction It facilitates the sharing of ideas and knowledge across police forces enabling them to support each other in their efforts to embed evidencebased policing, through discussion and collaboration.

17 Appendix B Priority Areas 2016 Top 15 Priority Areas 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.