Ontario Police College Promotional Examinations Study Tips “How to Study”
Ontario Police College Promotional Examinations Study Tips “How to Study” Ontario Police College Public Safety Division Ministry of Community Safety and Correctional Services November 12, 2013 © Queen’s Printer for Ontario This document was prepared by the Ontario Police College in collaboration with members from Barrie Police Service, Durham Regional Police Service, Hamilton Police Service, Niagara Regional Police Service, Ottawa Police Service, and Peel Regional Police. The Ontario Police College would like to extend appreciation to Coreen Hrabluik, a doctoral candidate at the Rotman School of Management, for her valuable feedback. Although every effort is made to ensure the accuracy of the material, errors can occur. Should you find any errors, please notify: Ontario Police College Box 1190 10716 Hacienda Rd. Aylmer ON N5H 2T2 Attention: Brian McNair Examinations Coordinator Telephone: 519-773-4288 Fax: 519-773-8225 E-mail: [email protected] These materials are subject to copyright of the Queen’s Printer for Ontario. They cannot be used or reproduced in any form or manner without the prior written consent of the Ontario Crown. Any inquiries for use or reproduction should be addressed to the Director of the Ontario Police College. Any violation of this copyright will be vigorously pursued. CONTENTS INTRODUCTION ......................................................................................................................................... 1 ABOUT THE EXAM..................................................................................................................................... 1 SAMPLE EXAM ITEMS .............................................................................................................................. 2 SAMPLE ITEMS: IN TEMPLATE FORMAT ......................................................................................... 5 EXAM ITEM CONSTRUCTION .............................................................................................................. 15 EXAM ANXIETY ........................................................................................................................................ 17 STUDY TIPS ................................................................................................................................................ 19 EXPLORE YOUR STUDY/LEARNING STYLE .............................................................................................. 19 ACTION PLAN ............................................................................................................................................. 19 IDENTIFY STUDY GOALS ............................................................................................................................ 19 SCHEDULE STUDY SESSIONS .................................................................................................................... 20 ORGANIZE STUDY MATERIAL ..................................................................................................................... 20 CHOOSE A GOOD STUDY PLACE ............................................................................................................... 20 TAKE GOOD NOTES ................................................................................................................................... 21 REVIEW REGULARLY ................................................................................................................................. 21 BE GOOD TO YOURSELF ............................................................................................................................ 22 STUDYING THE SUPERVISION/MANAGEMENT AND COMMUNITY POLICING TEXTS ..... 22 STUDYING THE LEGISLATION ............................................................................................................ 25 STUDYING THE MINISTRY POLICING STANDARDS ..................................................................... 27 WRITING THE EXAM .............................................................................................................................. 28 BEFORE THE EXAM.................................................................................................................................... 28 DURING THE EXAM.................................................................................................................................... 29 AFTER THE EXAM ...................................................................................................................................... 30 APPENDIX A ............................................................................................................................................ 31 STEM ............................................................................................................................................................ 31 ITEM REVIEW & VERIFICATION ........................................................................................................ 32 REFERENCES............................................................................................................................................. 34 INTRODUCTION Although some candidates may be easily launched into study mode, others may be asking themselves “Where do I begin? How will I find time to study? What about my other obligations?” This guide is intended to help you answer those and related questions. Candidates preparing to write promotional exams should FIRST review the 2014 OPC Promotional Examination Policies and Procedures which provides complete details regarding exam administration, format, and study references, including WHAT TO STUDY. Study Tips was developed in response to candidate feedback and is intended to assist exam candidates regarding HOW TO STUDY, and focuses on the following: Sample exam items (questions) How multiple-choice exam items are constructed Exam preparation tips How to manage exam anxiety; coping strategies This guide (or portions thereof) may be helpful to some and not at all helpful to others. As you review the tips and strategies suggested in this guide, keep in mind that we are NOT suggesting a “one size fits all” approach. Nor do we guarantee that implementing these strategies will lead to success. We do hope that following your review of the study tips you will be more confident in your approach to preparing for the promotional exam. We wish you all the best as you prepare for and write your promotional exam! ABOUT THE EXAM All OPC promotional exams are closed book, multiple-choice format with 4 possible response options. Candidates are required to choose the correct response. The total number of exam items will not exceed 120. Candidates will be allowed three hours to complete the exam. There are no penalties for guessing, so make sure you provide an answer for every question. Candidates may write on their exam booklet (i.e. make notes, underline keywords, etc.). However, all responses must be recorded on the Scantron answer form provided, using an H or HB pencil. Note: pencils will NOT be provided. A sample Scantron form is displayed on page 34. Candidates will be required to print personal identifying information (e.g. Badge Number, Name, Police Service, etc.) on the form, and in addition, fill in the corresponding bubbles. Please note the numbering sequence for entering responses on the Scantron form (by column from top to bottom). Take the time to review the breakdown of the different subjects for your exam level. The approximate subject weighting, topics, and other helpful information is detailed in the 2014 OPC Promotional Examination Policies and Procedures. Exam items will be grouped under different subject headings: Community Policing, Supervision/Management, Ontario Police Services Act and Ministry Policing Standards, Other Provincial Law, and Federal Law. Ontario Police College 1 SAMPLE EXAM ITEMS Below are ten sample exam items (two from each subject area) which will provide you with some insight as to the overall format of the exam items, including question and answer; sentence completion; and fill in the blank. These items will also test your knowledge of the assigned reading material. However, keep in mind that these items are drawn from all three rank levels. Community Policing ___________ management is a characteristic of police leadership within a community policing model. A. Administrative B. Change C. Bureaucratic D. Maintenance Gang-related activity typically instills fear throughout a community, thereby preventing potential witnesses from coming forward. This situation demonstrates the need for police to: A. develop open lines of communication with community members. B. make community members accountable for their actions and inactions. C. promote the use of Crime Stoppers. D. seek adequate funding to address crime. Supervision and Management Congratulations! You have been promoted and transferred to administration. The officer in charge of your new unit realizes that you read the text of a speech by Gordon J. Graham on risk management in preparation for your OPC promotional exam. He asks you to briefly describe Mr. Graham’s risk management perspective with respect to police service policy. Which of the following statements is accurate? A. In order to be responsive to local risk factors, policies should be developed locally rather than “borrowed” or “adapted” from other services. B. Most police services Mr. Graham has visited already have good policies in place focusing, appropriately, on high frequency tasks. C. Police Service policies are not “Root Causal Factors” underlying negative consequences and, therefore, have relatively little importance from a risk management perspective. D. Policies should focus on high risk, low frequency tasks and be reviewed annually by competent counsel and subject matter experts. Ontario Police College 2 Supervisors are required to confront members about inappropriate behaviors. According to Every Officer is a Leader, which of the following practices should supervisors adopt in order to influence positive changes in behaviour? A. “Manage your half” of the discussion to retain focus on your key messages. B. Make a genuine effort to build relationships with members, preferably in advance. C. Challenge defensiveness and include a positive statement for each negative, confrontational statement you make. D. Keep subordinates at arms length to show them who is in charge. Ontario Police Services Act, including Regulations and Ministry Policing Standards In accordance with the Ontario Police Services Act, under which of the following conditions should a Suspect Apprehension Pursuit for a criminal offence be discontinued? A. when the pursuing officer believes the pursuit is endangering public safety B. when the suspect vehicle leaves the jurisdiction of the pursuing officer C. when the suspect vehicle enters a community safety zone D. when the pursuing officer has identified an occupant in the suspect vehicle According to the Ontario Police Services Act, every police force must ensure that every member who may be required to use force receives Use of Force training. Each member must receive this training: A. once per calendar year. B. every six months. C. at least once every two years. D. at least once every twelve months. Other Provincial Law A 5-year-old child is reportedly alone in his residence at 5:00 a.m. standard time. Which of the following best describes a police officer's powers to enter the dwelling and remove the child? A. The officer must be in the company of a Children's Aid Society worker. B. The officer may enter without a warrant and use force, if necessary. C. The officer must have a warrant issued by an appropriate judicial authority. D. There is no authority to enter. Ontario Police College 3 An officer arrests an adult female under the authority of the Liquor Licence Act for failing to identify herself and returns her to the police station. The female was selling liquor to underage persons near an arcade. She is a resident of Manitoba and you have reason to believe that she will not attend for a scheduled court appearance. Which of the following dispositions is recommended? A. Release using an Offence Notice and require cash deposit in the amount of $300.00. B. Release using a Part I Summons and require satisfactory negotiable security of which the value does not exceed the amount of the fine. C. Release using an information under Part III and require a $500.00 cash deposit. D. Release for cash bail not to exceed the amount of the set fine. Federal Law A complainant has been separated for two months. She reports that, despite her repeated requests, her estranged husband continues to telephone her residence and her place of work. Police records indicate the suspect has no criminal record, however he recently attempted to commit suicide. Which of the following is the recommended course of action? A. Arrest the suspect for fail to comply with a restraining order B. Warn the suspect for making harassing telephone calls. C. Apprehend the suspect under the authority of the Mental Health Act. D. Investigate further for criminal harassment An officer stops a motor vehicle for driving with an expired validation tag. The officer detects an odour of an alcoholic beverage on the driver's breath and reads the demand for the Approved Screening Device. The driver refuses to provide a breath sample. What should the officer do? A. Issue an appearance notice for Fail to Provide Breath Sample. B. Arrest and return the driver to the station for breath samples. C. Arrest and release the driver on site using a Promise to Appear. D. Release the driver unconditionally and apply for an arrest warrant. *** The correct responses, including rationale statements, can be found below. Each item is displayed using the OPC Item Writing Template, i.e. the format in which the item was originally constructed, including rationales to explain how the item is job-related, and why each response option is either incorrect or correct. Additional information about exam item construction is detailed below. Ontario Police College 4 SAMPLE ITEMS: IN TEMPLATE FORMAT Sample Item #1 Constable to Sergeant X Sergeant to Staff Sergeant X Staff Sergeant to Inspector Please record one exam item on this form. Identify the knowledge area the item is intended to measure as well as the resource on which it is based. Please provide the page number or other information that would help someone locate the correct answer (e.g., section of an Act). Item rationales detailing (a) how the item assesses a job-relevant piece of knowledge and (b) why the options are either incorrect or correct are very useful should the item’s relevance or scoring be appealed. Please print neatly! Your Name (Item-Writer): (enter name) Knowledge Area: Community Policing Statute/section/page number OR text/chapter/page number: Community-Based Strategic Policing in Canada, 2nd Edition or 3rd Edition: (Chapter 6 in both editions) RATIONALE (e.g., how the item is job-related; why each option is incorrect or ITEM correct) STEM ___________ management is a Supporting a community policing (CP) model requires a non-traditional approach. characteristic of police leadership within As such, police leaders should be aware of the management changes required to a community policing model. support CP and the obstacles to its implementation. Distractor #1: Administrative Incorrect: 2nd Edition: p.173 3rd Edition: p.165 Table 6.2: identified as a characteristic of traditional policing Distractor #2: Bureaucratic Incorrect: 2nd Edition: p.173 3rd Edition: p.165 Table 6.2: identified as a characteristic of traditional policing Distractor #3: Maintenance Incorrect: 2nd Edition: p.173 3rd Edition p.165 Table 6.2: identified as a characteristic of traditional policing CORRECT Change 2nd Edition: p.173 ANSWER: 3rd Edition p.165 Table 6.2; also see the many examples of “changes in management” required to support a CP model throughout this chapter, including decentralized decision making, encouraging innovation and risk taking, and reducing bureaucracy. Ontario Police College 5 Sample Item #2 X Constable to Sergeant X Sergeant to Staff Sergeant X Staff Sergeant to Inspector Please record one exam item on this form. Identify the knowledge area the item is intended to measure as well as the resource on which it is based. Please provide the page number or other information that would help someone locate the correct answer (e.g., section of an Act). Item rationales detailing (a) how the item assesses a job-relevant piece of knowledge and (b) why the options are either incorrect or correct are very useful should the item’s relevance or scoring be appealed. Please print neatly! Your Name (Item-Writer): (enter name Knowledge Area: CP vs. traditional policing; developing community/police partnerships Statute/section/page number OR text/chapter/page number: Community Based Strategic Policing in Canada, 2nd Edition (Chapters 2 and 9) or 3rd Edition (Chapters 3 and 10) ITEM STEM Distractor #2: Gang-related activity typically instills fear throughout a community, thereby preventing potential witnesses from coming forward. This situation demonstrates the need for police to: Make community members accountable for their actions and inactions. Seek adequate funding to address crime Distractor #3: Promote the use of Crime Stoppers CORRECT ANSWER Develop open lines of communication with community members Distractor #1: Ontario Police College RATIONALE (e.g., how the item is job-related; why each option is incorrect or correct) Police rely on tips/information from community to solve crime. Police should be aware of the impact of gang crime on community, and the need for pro-active strategies for preventing and solving crime. Incorrect: throughout text multiple references to “accountability of police to community”; also see rationale for correct response Incorrect: 2nd Edition: p.277 3rd Edition: p.312 Refers to increasing involvement of private sector as a consequence of reduced operating budgets; Incorrect: 2nd Edition p.277 3rd Edition p.312 Refers to Crime Stoppers in the context of corporate sponsorship; emphasises the need to maintain an arm’s length relationship between police and privatesector donors. p. 43, 44: measuring police performance by extent to which PS develops community partnerships & solves violent crime (e.g. gang activity) that creates fear in community. P. 266-7: Emphasizes the importance of initiating dialogue and developing rapport with community groups, in particular in response to violent youth behaviour 6 Sample Item #3 Constable to Sergeant X Sergeant to Staff Sergeant X Staff Sergeant to Inspector Please record one exam item on this form. Identify the knowledge area the item is intended to measure as well as the resource on which it is based. Please provide the page number or other information that would help someone locate the correct answer (e.g., section of an Act). Item rationales detailing (a) how the item assesses a job-relevant piece of knowledge and (b) why the options are either incorrect or correct are very useful should the item’s relevance or scoring be appealed. Please print neatly! Your Name (Item-Writer): (enter name Knowledge Area: Supervision & Management Statute/section/page number OR text/chapter/page number: Reading #11 (Challenges Facing Law Enforcement: A Risk Management Perspective), p. 11-13 RATIONALE (e.g., how the item is job-related; why each ITEM option is incorrect or correct) Congratulations! You have been promoted and Not all Sergeants and Staff Sergeants are assigned to STEM operational units. For those assigned to administration, transferred to… administration. The officer in charge of your new unit realizes that you read the text of a developing or recommending changes to policies and speech by Gordon J. Graham on risk management in procedures is an important part of the job. Police officers are promoted to a rank, not a position. preparation for your OPC promotional exam. He asks you to briefly describe Mr. Graham’s risk Therefore, they should be prepared to assume a variety of roles at the rank-level they aspire to. management perspective with respect to police service policy. Which of the following statements is accurate? Distractor #1: Most police services Mr. Graham has visited already Incorrect: p. 12: have good policies in place focusing, appropriately, The amendment “focusing, appropriately, on low risk, high on high frequency tasks. frequency tasks” may not be necessary, but its inclusion makes this option even more clearly incorrect. This is likely to be the least popular answer choice. Removed “low risk” – too easy with it in. Distractor #2: In order to be responsive to local risk factors, policies Incorrect: p. 12: “’Best Practices’ need to be identified and should be developed locally rather than “borrowed” shared.” or “adapted” from other services. Refer also to p. 6 RE: “we have not figured out any new ways to screw things up” thus, an overly agency-specific focus on “local risks” seems untenable. Distractor #3: Police Service policies are not “Root Causal Factors” Incorrect: . 11: Police service policy was identified as one of underlying negative consequences and, therefore, five key root causal factors that the author suggests also have relatively little importance from a risk qualifies as one of the Five Pillars of Success from a risk management perspective. management perspective. CORRECT ANSWER: Policies should focus on high risk, low frequency p. 12&13: “Don’t focus on low risk tasks” & “Properly derived, tasks and be reviewed annually by competent including review by competent counsel and subject matter counsel and subject matter experts. experts, not just once but annually.” Ontario Police College 7 Sample Exam Item #4 Constable to Sergeant X Sergeant to Staff Sergeant X Staff Sergeant to Inspector Please record one exam item on this form. Identify the knowledge area the item is intended to measure as well as the resource on which it is based. Please provide the page number or other information that would help someone locate the correct answer (e.g., section of an Act). Item rationales detailing (a) how the item assesses a job-relevant piece of knowledge and (b) why the options are either incorrect or correct are very useful should the item’s relevance or scoring be appealed. Please print neatly! Your Name (Item-Writer): (enter name Knowledge Area: Supervision & Management Statute/section/page number OR text/chapter/page number: Reading 6 (Interpersonal Communication), p.99-104 RATIONALE (e.g., how the item is job-related; why each option is incorrect ITEM or correct) Supervisors are required to confront members about Supervisors are required to communicate expected standards of STEM inappropriate behaviors. According to Every Officer performance, including providing feedback when behaviour does not meet is a Leader, which of the following practices should standard or is inappropriate. supervisors adopt in order to influence positive changes in behaviour? Distractor #1: “Manage your half” of the discussion to retain focus Incorrect: p. 104 RE: often managing both halves on your key messages. Distractor #2: Challenge defensiveness and include a positive Incorrect: p. 102 RE: The 4-to-1 Law statement for each negative, confrontational statement you make. Distractor #3: Keep subordinates at arms length to show them who No evidence to support this response. is in charge. CORRECT ANSWER: Make a genuine effort to build relationships with members, preferably in advance. Ontario Police College p. 99/100: Confrontation, i.e. telling people the truth about unacceptable behaviour (giving critical feedback) is more effective when you have already established a certain level of trust. Developing trust and respect with your subordinates can have a positive influence on how feedback is received and consequently result in a positive change in behaviour. 8 Sample Exam Item #5 X Constable to Sergeant X Sergeant to Staff Sergeant X Staff Sergeant to Inspector Please record one exam item on this form. Identify the knowledge area the item is intended to measure as well as the resource on which it is based. Please provide the page number or other information that would help someone locate the correct answer (e.g., section of an Act). Item rationales detailing (a) how the item assesses a job-relevant piece of knowledge and (b) why the options are either incorrect or correct are very useful should the item’s relevance or scoring be appealed. Please print neatly! Your Name (Item-Writer): (enter name) Knowledge Area: suspect apprehension pursuits Statute/section/page number OR text/chapter/page number: Ontario Police Services Act and Ministry Policing Standards ITEM STEM Distractor #1: In accordance with the Ontario Police Services Act, under which of the following conditions should a Suspect Apprehension Pursuit for a criminal offence be discontinued? when the suspect vehicle leaves the jurisdiction of the pursuing officer Distractor #2: when the suspect vehicle enters a community safety zone Distractor #3: when the pursuing officer has identified an occupant in the suspect vehicle CORRECT ANSWER: when the pursuing officer believes the pursuit is endangering public safety Ontario Police College RATIONALE (e.g., how the item is job-related; why each option is incorrect or correct) Police encounter situations involving vehicles that fail to stop as directed. In addition to the overriding need to assess the risk to public safety, police should know the circumstances for which they are permitted to engage in a pursuit, and at what juncture they are required to disengage. Incorrect: There is no requirement to discontinue the pursuit due to the suspect vehicle having left the jurisdiction in which it was initiated. The supervisor in the jurisdiction in which the pursuit begins has decision-making responsibility for the pursuit and may hand over responsibility to a supervisor in another jurisdiction. Reference: PSA O.Reg.546/99 12(1)(2). Incorrect: A community safety zone is but one factor to be considered in determining whether the risk to public safety that may result from the pursuit outweighs the risk to public safety that may result if an individual in the fleeing motor vehicle is not immediately apprehended. Reference: PSA O.Reg.546/99 3(4) Incorrect: This statement is true with respect to pursuits involving non-criminal offences only. Reference: PSA O.Reg.546/99 3(6). Public safety is the number one factor in determining whether to initiate or discontinue any pursuit. During the course of any pursuit, a police officer shall continually reassess the risk to public safety. Reference: PSA O.Reg.546/99 3(4) and Ministry Policing Standards LE-045, Procedures #3(f)(vii) 9 Sample Exam Item #6 X Constable to Sergeant X Sergeant to Staff Sergeant X Staff Sergeant to Inspector Please record one exam item on this form. Identify the knowledge area the item is intended to measure as well as the resource on which it is based. Please provide the page number or other information that would help someone locate the correct answer (e.g., section of an Act). Item rationales detailing (a) how the item assesses a job-relevant piece of knowledge and (b) why the options are either incorrect or correct are very useful should the item’s relevance or scoring be appealed. Please print neatly! Your Name (Item-Writer): (enter name) Knowledge Area: use of force Statute/section/page number OR text/chapter/page number: Ontario Police Services Act (also X ref. Supervision & Management Reading #11: Risk Management. P.11-13) RATIONALE (e.g., how the item is job-related; why each option is ITEM incorrect or correct) According to the Ontario Police Services Act, every police Supervisors who oversee staffing, scheduling or training should be STEM force must ensure that every member who may be aware of the legal requirement for use of force training, in particular required to use force receives Use of Force training. Each from a risk management perspective (organizational liability and member must receive this training: officer safety). Distractor #1: once per calendar year. Incorrect: Once per calendar year is NOT the same as at least once every twelve months; e.g. Feb. 2008 to Aug. 2009 would be 18 months between training/requalification dates. Distractor #2: every six months. Incorrect: According to the standard, the training is required at least once every twelve months. Distractor #3: at least once every two years. Incorrect: According to the standard, the training is required at least once every twelve months. CORRECT ANSWER: at least once every twelve months. PSA Reg.926 14.3(1) Every police force shall ensure that, at least once every twelve months, every member who may be required to use force on other persons receives a training course on the use of force. Reading #11: Risk Management: - police service Policy and Training identified as risk causational factors and Five Pillars of Success, i.e. the foundation of ORM (operational risk management). Ontario Police College 10 Sample Exam Item #7 X Constable to Sergeant X Sergeant to Staff Sergeant Staff Sergeant to Inspector Please record one exam item on this form. Identify the knowledge area the item is intended to measure as well as the resource on which it is based. Please provide the page number or other information that would help someone locate the correct answer (e.g., section of an Act). Item rationales detailing (a) how the item assesses a job-relevant piece of knowledge and (b) why the options are either incorrect or correct are very useful should the item’s relevance or scoring be appealed. Please print neatly! Your Name (Item-Writer): (enter name Knowledge Area: Child & Family Services Act; apprehension w/o warrant Statute/section/page number OR text/chapter/page number: Child & Family Services Act 44(2) ITEM RATIONALE (e.g., how the item is job-related; why each option is incorrect or correct) STEM A 5-year-old child is reportedly alone in his residence at 5:00 a.m. standard time. Which of the following best describes a police officer’s powers to enter the dwelling and remove the child? Police respond to reports of children in need of protection and as such should know their respective authorities with respect to entry and use of force. Distractor #1: There is no authority to enter. Incorrect: see rationale for correct response Distractor #2: The officer must have a warrant issued by an appropriate judicial authority. Incorrect: see rationale for correct response Distractor #3: The officer must be in the company of a Children’s Aid Society worker. Incorrect: see rationale for correct response CORRECT/BEST ANSWER: The officer may enter without a warrant and use force, if necessary. CFSA 44(2): a person authorized under 41(4) [a peace officer] who believes on R&PG that a child referred to in the relevant subsection [Child in need of protection: 40(7)(a)(b)] may without a warrant enter the premises, by force, if necessary, and search for and remove the child. Ontario Police College 11 Sample Exam Item #8 X Constable to Sergeant Sergeant to Staff Sergeant Staff Sergeant to Inspector Please record one exam item on this form. Identify the knowledge area the item is intended to measure as well as the resource on which it is based. Please provide the page number or other information that would help someone locate the correct answer (e.g., section of an Act). Item rationales detailing (a) how the item assesses a job-relevant piece of knowledge and (b) why the options are either incorrect or correct are very useful should the item’s relevance or scoring be appealed. Please print neatly! Your Name (Item-Writer): (enter name Knowledge Area: arrest and release; bail/show cause hearings; youth crime Statute/section/page number OR text/chapter/page number: Liquor Licence Act; Provincial Offences Act ITEM STEM An officer arrests an adult female under the authority of the Liquor Licence Act for failing to identify herself and returns her to police station. The female was selling liquor to underage persons near an arcade. She is a resident of Manitoba, however you have reason to believe that she will not attend for a scheduled court appearance. Which of the following dispositions is recommended? Release using an offence notice and require cash deposit in the amount of $300 Distractor #1: Distractor #2: Distractor #3: CORRECT ANSWER: Release for cash bail not to exceed the amount of the set fine Release using a Part I summons and require satisfactory negotiable security of which the value does not exceed the amount of the fine Release using an information under Part III and require a $500.00 cash deposit. Ontario Police College 12 RATIONALE (e.g., how the item is job-related; why each option is incorrect or correct) Notes: Police frequently investigate liquor violations. Defendants from out of province pose concerns re: failure to attend court. Officers should be aware of legal remedies to ensure appearance in court. Incorrect: POA 149 3(a)…this applies where proceeding under POA Part 1 only. LLA 30(1): sell to person under 19 yrs.; no set fine therefore proceed under POA Part III Incorrect: Not an option. No reference to any document compelling defendant to appear in court Incorrect: LLA 30(1): sell to person under 19 yrs.; no set fine therefore proceed under POA Part III not Part I LLA 48: lawful arrest for “in contravention and refuses to identify LLA 30(1): sell to person under 19 yrs.; no set fine therefore proceed under POA Part III POA 149(2)(3)(b); where proceeding commenced under Part III officer in charge may request cash deposit of $500 (or other satisfactory nonnegotiable security) Sample Exam Item #9 X Constable to Sergeant X Sergeant to Staff Sergeant Staff Sergeant to Inspector Please record one exam item on this form. Identify the knowledge area the item is intended to measure as well as the resource on which it is based. Please provide the page number or other information that would help someone locate the correct answer (e.g., section of an Act). Item rationales detailing (a) how the item assesses a job-relevant piece of knowledge and (b) why the options are either incorrect or correct are very useful should the item’s relevance or scoring be appealed. Please print neatly! Your Name (Item-Writer): (enter name) Knowledge Area: criminal harassment; domestic violence; police response to MI/EDP Statute/section/page number OR text/chapter/page number: C.C.; MHA; FLA; PSA; Ministry Policing Standards RATIONALE (e.g., how the item is job-related; why each option is ITEM incorrect or correct) A complainant has been separated for Police investigate domestic disputes and should be aware of the facts STEM two months. She reports that, despite in issue relating to criminal harassment, and the potential risk her repeated requests, her estranged implications for the victim. husband continues to telephone her residence and her place of work. Police records indicate the suspect has no criminal record, however he recently attempted to commit suicide. Which of the following is the recommended course of action? Distractor #1: Arrest the suspect for fail to comply with Incorrect: FLA 46(1) a restraining order No indication that a restraining order is in effect. Based on the repeated telephone calls, police could recommend complainant seek a restraining order. Distractor #2: Warn the suspect for making harassing Incorrect: C.C.372(3) telephone calls. Although this scenario may satisfy the facts in issue for this offence, the nature of the call together with the history (break-up and recent suicide attempt) should alert police to the potential safety issue for the complainant. Distractor #3: Apprehend the suspect under the Incorrect: MHA 17 authority of the Mental Health Act. Based on the situation presented, there does not appear to be grounds for apprehension, nor does this situation appear to constitute any immediate danger. CORRECT ANSWER: Investigate further for criminal CC 264 (1); facts in issue for criminal harassment include “repeated harassment communication, directly or indirectly”. Also see PSA Adequacy Reg. 3/99 4 (b)(ii) and Ministry Policing Standards LE-028 1(c)(x) which emphasize gathering evidence re: suspect’s psychiatric, emotional or mental problems Ontario Police College 13 Sample Exam Item #10 X Constable to Sergeant Sergeant to Staff Sergeant Staff Sergeant to Inspector Please record one exam item on this form. Identify the knowledge area the item is intended to measure as well as the resource on which it is based. Please provide the page number or other information that would help someone locate the correct answer (e.g., section of an Act). Item rationales detailing (a) how the item assesses a job-relevant piece of knowledge and (b) why the options are either incorrect or correct are very useful should the item’s relevance or scoring be appealed. Please print neatly! Your Name (Item-Writer): (enter name Knowledge Area: criminal driving offences Statute/section/page number OR text/chapter/page number: Criminal Code ITEM An officer stops a motor vehicle for driving with an expired validation tag. The officer detects an odour of an alcoholic beverage on the driver’s breath and reads the demand for the Approved Screening Device. The driver refuses to provide a breath sample. What should the officer do? Arrest and return the subject to the station for breath samples STEM Distractor #1: Distractor #2: Release the driver unconditionally and apply for an arrest warrant Distractor #3: Arrest the driver and release on site using a Promise to Appear CORRECT ANSWER: Issue an appearance notice for Fail to Provide Breath Sample Ontario Police College 14 RATIONALE (e.g., how the item is job-related; why each option is incorrect or correct) Police officers need to know their authority to demand samples for an Approved Screening Device, and, additionally, their arrest and release authorities in various criminal driving situations. Incorrect: If the driver satisfies the public interest concerns specified in 495(2) CC there is no authority to arrest. In this scenario, there is only authority to demand a breath sample for a roadside screening device, as per 254(2) CC Incorrect: The driver would be required to attend court therefore an appearance notice would be issued on the scene. 495(2) and 496(b) CC. An arrest warrant is not necessary in this circumstance. If the officer did not have an appearance notice, a summons could be issued at a later date. 507(1)CC. Incorrect: As in distractor 1 rationale, there is no authority to arrest the driver. If public interest can be satisfied without arresting, a police officer shall not arrest: 495(2) CC Criminal Code: 254(2) Authority for the demand for roadside screening 254(5) Offence of “Fail to Provide a Breath Sample” 496(b) Issuance of an Appearance Notice EXAM ITEM CONSTRUCTION It is not uncommon for exam candidates to state that an exam item is not relevant; that there are multiple correct response options, or that there is no correct response. The sample exam items displayed on the previous pages provide insight into how exam items for OPC promotional exams are constructed. As you can see, the process of writing a single exam item is both labour and resource intensive, in terms of: Articulating the rationale How the item is job-related Why each response option is incorrect or correct Creating the stem (the question or statement) Providing sufficient information to determine the correct response, yet not too much information to appear convoluted Designing plausible distractors (response options) Distractors that are plausible and attractive to those with insufficient knowledge to identify the correct answer. Subject matter experts (SMEs) participating in item writing include OPC instructors, subject coordinators and police service members, (field-based experts of Insp. rank or higher) from across the province. The process of drafting, reviewing and verifying exam items includes a minimum of three SMEs. Although this process is intended to promote exam items that meet the standards of being clear and concise and job relevant, the reality is that item writers are human. Therefore, additional quality control measures, including the appeal process and extensive statistical analyses, are in place to identify potentially problematic exam items (e.g. ambiguous, more than one correct response, extremely difficult). Should problematic exam items be discovered, any adjustments in scoring will be extended to all affected candidates. Candidates frequently state that choosing a “correct response” is challenging due to the fact that procedures differ across services, i.e. in our service we do it this way or in reality we do it that way. Although that may be the case, candidates preparing for exams should keep in mind that correct responses for all exam items are based upon and specifically referenced to the identified study resources. As a study strategy, exam candidates could consider drafting items using the item-writing template. That will give you a sense of how items are constructed and will encourage you to carefully consider the study material as you build items, response options, and the rationales for each. Keep in mind that distractors (incorrect response options) frequently include behaviours that are common practice in the field, however, in reality, are “common errors” as they do not satisfy the legislative requirements or provincial Ministry Policing Standards. Regardless of the outcome, the exercise of researching and preparing to write is often described as a learning experience unto itself. Ontario Police College 15 Should you be interested in submitting draft exam items for future exams, OPC welcomes your participation in this process. A copy of the Item-Writing Template1 can be found on the OPC website at opconline.ca www.opconline.ca (select Resources/Promotional Exams/2014). Draft items may be forwarded to [email protected]. Keep in mind that all exam items must be specifically referenced to the assigned study resources. 1 Appendix A Ontario Police College 16 EXAM ANXIETY Some candidates express concern that they may not do well on an O.P.C. promotional exam because they haven’t written one before, have written few multiple-choice exams of any sort, or haven’t written any recently. The following findings from Candidates Reaction Surveys (2006, 2007 & 2008) may offer some comfort, and additionally, may provide insight into the extent of preparation required. Note: Participation in the 2009 survey hit an all time low of 3% (only 33 of 1348 candidates) considerably below the 20% average response rate since it was initiated in 2005. This may be indicative of heightened acceptance of, or possibly satisfaction with the process. There was a positive and statistically significant correlation (.19) between exam motivation and exam performance. Candidates who reported being more highly motivated to perform well tended to receive higher exam scores(Candidates Reaction Survey, 2006). Comments about candidate motivation were mainly limited to exam preparedness with some respondents reporting they did not put enough effort into studying for the exam. (e.g. “I am new to the promotional exam process. I severely underestimated the time required to prepare for the exam.”). These comments are in keeping with the quantitative results reported previously (Candidates Reaction Survey, 2007) Candidates who reported more study hours tended to earn higher exam scores (Candidates Reaction Survey, 2006 & 2007) More than 70% of candidates reported having begun preparing for their promotional examination on or before February 1 (Candidates Reaction Survey, 2007). The average number of hours to prepare for the examination was reported as 63, ranging from 0 to 300 hours (Candidates Reaction Survey, 2008). The median number of study hours reported was: 65 (Candidates Reaction Survey, 2006) 47.5 (Candidates Reaction Survey, 2007) 50 (Candidates Reaction Survey, 2008) There was no significant correlation between general experience with multiple-choice exams and exam scores. More experience was not associated with higher scores. (Candidates Reaction Survey, 2006) Exam anxiety did not appear to detract from actual performance on the exam. (Candidates Reaction Survey, 2007) Those who reported feeling anxious about their promotional exam were no less likely to perform well than those who reported being more at ease. (Candidates Reaction Survey, 2006) Similar to the results from 2005 and 2006, candidate’s motivation to do well on the exam was the only reaction measure that was significantly correlated with actual Exam Scores (Candidates Reaction Survey, 2007). Exam anxiety is an uneasiness or apprehension experienced before, during, or after an exam because of concern, worry, or fear. Anxiety can be experienced either as worry or physiological arousal (e.g., rapid heart rate, sweaty, shaky hands) or both. Almost everyone experiences some anxiety. It is important to know that you don’t have to eliminate it entirely. Your goal should be to reduce exam anxiety to a manageable level, so that you can focus on the task at hand. Ontario Police College 17 Below are three general strategies for managing stress in our lives. In addition, a number of more specific (problem-oriented) coping strategies are detailed throughout this guide. Build a Support Network Social support has been shown to reduce people’s stress levels. There is lots of research to suggest that social support buffers the effect of stressors, which increases people’s overall well-being (Viswesvaran, Sanchez & Fisher, 1999) but, an over reliance on this support at the expense of problem-focused strategies, such as actual studying, can impair exam performance. Your personal support network of family and friends are important to consider as you plan study strategies (e.g., managing schedules; creating distraction free time and space for study) as well as for emotional support. Your professional network includes relations with your supervisor, mentors within the organization, colleagues, your work team as well as previous colleagues and organizational support services such as the training unit. Tap into those individuals whose area of expertise relates to your specific areas of study. Create opportunities for both formal and informal learning, whether it’s a study session offered by your service, a scheduled debriefing with a supervisor, or informal gatherings with other members preparing for exams. Sometimes just asking a question or explaining a problem to others can bring a solution into focus or provide the clarity you are looking for. Although emotional support may be helpful, it is vital to focus on “problem-oriented” support when preparing for exams. Rest and relaxation Preparing to write a promotional exam requires considerable commitment, in particular with respect to time. A sustained level of hard work over a long period of time without relief can cause ill health and burnout. If we are short of sleep then our concentration, effectiveness and energy levels decline. Strive for balance! When we are stressed and anxious we often find that thoughts keep running through our head making it difficult to get to sleep or stay asleep. If this is the case, ensure that you stop doing mentally demanding work several hours before going to bed – give your brain time to calm down before you try to sleep. Try reading a calming, undemanding book to tire your eyes and take your mind off the things that are worrying you. Should you find that your sleep is distracted by important thoughts or questions, write them down in a notebook (to be reviewed later) – get them on paper and put them out of your mind until it is time to deal with them! Exercise Doing frequent effective exercise is one of the best stress reduction techniques. There is evidence to support that physically fit people have less extreme physiological responses when under pressure than people who are not (Probert, 2003). Exercise not only improves your health and reduces stress caused by unfitness, it also relaxes muscles and helps you sleep. If you have a workout routine, do your best to maintain it. If you don’t have a workout routine, consider starting one! Ontario Police College 18 STUDY TIPS Explore Your Study/Learning Style Do you prefer uninterrupted solitude or does an interactive study group sound more appealing? Indeed, your individual style will influence how you prepare for exams. To learn more about your preferred study style, including alternative approaches and techniques to consider, visit www.psychometrics.com (select “Other Assessments” in the left margin, and click on Exam Preparation Inventory; identify individual learning and study styles). In addition, learning style inventories and information regarding personal learning styles are available on at a variety of websites, including the following: http://www.studygs.net/selfassessment.htm Action Plan Whereas participants in past OPC promotional exams didn’t necessarily attribute anxiety to the cause of their performance, those who were more anxious were more likely to feel that they performed poorly on the exam. As noted earlier, higher exam scores were associated with motivation and problem-focused strategies to cope with exam stress (McCarthy & Jelley, 2005). One exam candidate, who participated in 2008 examinations (and scored impressive results!), offered the following feedback: I used the Study References in the “Policy, Procedures and Instructions to Candidates” to identify the areas on which to focus. I downloaded or photocopied the various pieces of relevant legislation or regulations. I reviewed these sections of legislation and drafted questions for each. I then compiled a thick binder with tabs for each focus area, and then used the binder as my study guide. If any piece of legislation changes, I can easily update my binder for subsequent years. I used this same approach with both the Community Policing and Supervision & Management texts, i.e. compiling a list of questions for each of the designated chapters/readings. I would estimate that I put in about 40 to 50 hours studying for the 2008 exam. I found the Study Tips helpful, in particular the sample questions. I felt very comfortable going into the 2008 exam and wasn’t nervous as in past years. As this candidate has indicated, having a plan may help alleviate exam anxiety. A number of the tips suggested above can be found in the following “action plan” which may help you to prepare for writing a promotional exam. Identify study goals Preparing to write an exam is a large undertaking, which requires an organized approach. People who set specific, challenging (yet realistic) goals tend to perform at a higher rate than people who do not (Locke & Latham, 2002). Goal commitment is affected by goal importance and self-efficacy (belief in one’s ability to effectively carry out a specific task) (Locke & Latham, 2002). One way for people to increase the importance of their goals is to make them public – to tell others about them, another way that importance is increased is through inspiration and support from leaders. Efficacy levels can be increased through role modeling (officers, as suggested earlier, can talk to others but particularly those that may have performed well in the past to ascertain what they did) through past successes (performing well on practice tests that officers can create for themselves) and through Ontario Police College 19 communication from others aimed at persuading individuals that they are indeed capable – this can come from leaders, friends, family. It is a good idea to set both proximal and distal goals – i.e. set a goal for a specific grade or level of achievement (distal) but also set goals along the way for what will be accomplished each day / week / month (proximal). Review the list of subjects (community policing, supervision and management, Ontario Police Services Act, other provincial law, and federal law) and “chunk it down” into smaller components, including chapters of study, and specific statutes. Set specific goals (i.e. I will read and understand chapter 1 of text X on Wednesday from 1800 to 1900 hrs.). It is important to remain committed to one’s goals, however, it is equally important to reward yourself appropriately for attaining them (Lock & Latham, 2002). Schedule study sessions Allocate blocks of time required for each component and schedule study sessions. Set yourself a deadline and stick to it so that you can avoid last minute “cramming”. Before you begin studying, summarize a few objectives based on the topics outlined in the “study references” section of the Exam Policies and Procedures. Use a checklist as you complete each task. Organize study material Keep all material and supplies organized and in one place if possible (e.g. a study box), ready to be used. This will ensure that your scheduled study time is not interrupted searching for needed resources. Choose a good study place Available whenever needed Free from interruptions and distractions Sufficiently large working area Comfortable chair Good lighting Comfortable temperature Once you have found a good place, study there every time (if possible). Ontario Police College 20 Take good notes Ask yourself, “What is the important information?” As detailed in the 2014 OPC Promotional Examination Policies and Procedures, candidates should keep in mind that the weighting and focus of exam content was influenced by a number of factors including: A comprehensive Management Job Analysis and Leadership Needs Assessment (Jelley, 2007). Input from subject matter experts (SMEs) and job incumbents Feedback from exam candidates Authors’ emphases and opinions Chapter reviews and summaries Considering what the College uses to determine exam content may help you as you determine what is important. Make outlines and summary sheets Write legibly Separate points on separate lines Leave a wide margin (“parking lot”) for questions or items that require further clarification or research Use/create abbreviations Use acronyms (real or nonsense) to aid in the recall of lists, process steps, etc. Review regularly Your study plan should include a regular review of your notes. This takes just a few minutes each day but can pay off considerably when it comes to exam time. Consider discussing exam content with others preparing to take the exam to improve your understanding of material. If you understand the material and can discuss it with others you will feel more confident and will likely perform better on the test. One strategy you can employ to retain information is to try and relate it to your actual experiences on the job or to imagine how the information might be used to assist you on the job. Also review what strategies helped you understand and/or retain information. Ontario Police College 21 Be good to yourself Over time there will be many ups and downs. Reward yourself when you feel you have accomplished one of your major tasks. Regardless of your plan, the most constructive approach is to focus on the task at hand and put in as much time studying as you can afford. Avoid procrastinating when it comes to studying – do not put off what you can do today until tomorrow. Studying ahead of time may make the days leading up to the exam somewhat less anxiety provoking, as procrastination and anxiety are positively related (Onwuegbuzie & Collins, 2001) – the days before the exam could be used as more of a review. Spaced Learning Spread your 10 hours of studying over a 7 day period. Break up material into smaller chunks. Study in two hour blocks, taking a 10 minute break every hour. Overview material on the first day you study for each subject. Begin each study session with a twenty-minute review of the previous day's work. Study for two hours on alternate days. The day in between gives you a chance to go over any material that is troubling you, spacing the material out in this way gives you time to actually integrate the material instead of just memorizing it. Review all material on the last day you study for each subject. (University of Waterloo, 2010) STUDYING THE SUPERVISION/MANAGEMENT AND COMMUNITY POLICING TEXTS The assigned readings are detailed in the 2012 OPC Promotional Examination Policies and Procedures (see Study References by exam level). Under each of the designated chapters/readings is a list of topics. The majority of exam content will focus on the topics listed. SQRRR is a five-step strategy for reading and taking notes from chapters in a textbook (adapted from the SQ3R Study Skill Checklist). While this structured approach will not suit everyone’s preference, individual components may be integrated effectively with different study styles. SQRRR entails the following steps: 1. Survey 2. Question 3. Read 4. Recite 5. Review Ontario Police College 22 Survey To quickly learn what each chapter/reading is about read the following: Title Introduction Author’s emphases and opinions Learning objectives Headings, subheadings Key concepts Chapter reviews and summaries Definitions Discussion questions/case studies Question Having questions in your mind as you read gives you a purpose for reading and helps stay focused. You will note a list of topics (however not exclusive) under each chapter in the “study references” section of the 2010 OPC Promotional Examination Policies and Procedures. Prior to reading each section, form questions by changing each topic into one or more questions(s). For example: Community Policing/Chapter 8/officer resistance to community policing The topic officer resistance to community policing could be converted to the following questions: Why would officers be resistant to community policing? How would this resistance be manifested? What would it look like? What could a police supervisor do to support officers in implementing community policing? Read As you read each section, look for answers to your questions and write them down in your own words. You may decide you need to change a question, turn it into several questions or add more. Use the details to help you understand the main ideas. Identify information in the chapter/reading you don’t understand and plan to talk with someone else. Ontario Police College 23 Recite At the end of each section, cover your answers and see if you can answer the questions from memory. If you can’t recall the answers, reread the part of the section required to answer correctly. Review You review at the end of each chapter/reading by going back over all your questions. Cover the answers to your questions and see if you can still recite them. If you have forgotten some answers, re-read that section of the chapter to refresh your memory, recite the answer after you’ve written it down and then continue your review process. You may want to add additional information you recall or add questions in the margins to help you study the material later. The review step helps you to begin building memory through repetition and is likely to reduce the amount of time you will need to spend studying the chapters the week before the exam. Summary: Survey (entire chapter/reading) Question (prior to reading each section) Read (each section and write down answers) Recite (end of each section) Review (end of each chapter) Ontario Police College 24 STUDYING THE LEGISLATION The relevant legislation, including a list of topics, for your exam level is detailed in the 2010 OPC Promotional Examination Policies and Procedures. Your challenge is to locate the relevant sections of the legislation (re: Provincial and Federal Law) and the relevant guidelines for the Ministry Policing Standards. As you may have discovered, some require more “digging” than others. Legislation can be accessed using hard copy editions or electronically using the below websites: http://www.laws.justice.gc.ca (for Federal Law) http://www.e-laws.gov.on.ca (for Provincial Law; includes link to Federal Law) Federal Law: Legislation may be accessed electronically at http://www.laws.justice.gc.ca (Justice Laws Web Site). For example, if you were looking for relevant sections dealing with “arrest of persons”, simply access the above web address and then: Select Criminal Code (under either ”Statutes by Title” or “Frequently Accessed Statutes”) This will take you directly to the Criminal Code Table of Contents Scan the different Parts Select Part XVI (entitled “Compelling Appearance of an Accused Before a Justice and Interim Release”) 1. Review the headings in the left margin and you will see Arrest/without warrant/by peace officer, Criminal Code Section 495. 2. In addition to the Table of Contents, consider using the Edit/Find command to search for key terms on a web page Other federal statutes may be accessed similarly. Note: Indices and table of contents may not be included with electronic versions of legislation. If you are using the text version of the Criminal Code, you will find the Table of Contents, including the different Parts, at the front. In addition, an Index is located at the back under which you will find (in alphabetical order) arrest/without warrant/by peace officer, Criminal Code Section 495. Ontario Police College 25 Ontario Police Services Act, including Regulations: Legislation may be accessed electronically at http://www.e-laws.gov.on.ca (Ontario E-Laws). For example, if you were looking for relevant sections dealing with “suspect apprehension pursuits”, simply access the above web address and then: Select “Search or Browse Current Consolidated Law” Under “Browse Current Consolidated Law“ select Letter “P” for Police Services Act under the alphabetical listing of statutes To access the Act, download the word document beside the Police Services Act Select the most current date, and the statutes will appear Note: Whereas there is no index, there is an outline of the Table of Contents by the different Parts of this statute. To access the regulations, click on the plus sign beside the statute title You may also simply scroll through the document to this section You will see Suspect Apprehension Pursuits, O. Reg. 546/99 listed alphabetically under the regulations In addition to the Table of Contents, consider using the Edit/Find command to search for key terms on a web page (this will take you to “Suspect Apprehension” noted under the Table of Contents, and throughout the document The Table of Contents in the text version of the Ontario Police Services Act is laid out identical to the e-version. In addition, however, the text version includes an alphabetical index at the back, under which you will find “pursuits” (References include O.Reg. 546/99; policies and procedures required under Sections 6 and 7). Note: Indices and table of contents may not be included with electronic versions of legislation. All OIPRD related information can be found at www.oiprd.on.ca Other Provincial Law: Similarly to Ontario Police Services Act, other provincial statutes (including regulations) may be accessed at http://www.e-laws.gov.on.ca (Ontario E-Laws). For example, if you were looking for relevant sections under the Liquor Licence Act dealing with “seizure authorities”, simply access the above web address and then: Select “Search or Browse Current Consolidated Law” Under “Browse Current Consolidated Law“ select Letter “L” for Liquor Licence Act under the alphabetical listing of statutes To access the Act, download the word document beside the Liquor Licence Act Note: Whereas there is no index, there is an outline of the Table of Contents by the different Parts of this statute, beginning with Licence and Permits, Hearings, Responsible Use, Compliance, etc. You will note the Section numbers located on the left margin. Under Compliance, you will see “Seizure”. Click on the Section number (47) located on the left margin. Ontario Police College 26 You will see that you arrive at Section 47 which speaks to seizure authorities You may also simply scroll through the document to this section In addition to the table of contents, consider using the Edit/Find command to search for key terms on a web page (this will take you to the word “Seizure“ noted under the Table of Contents, and throughout the document) To access the regulations, click on the plus sign beside the statute title You will see Suspect Apprehension Pursuits, O. Reg. 546/99 listed alphabetically under the regulations In the text version of the Liquor Licence Act, the table of contents is laid out identical to the eversion. Other provincial statutes may be accessed similarly. Note: Indices and table of contents may not be included with electronic versions of legislation. STUDYING THE MINISTRY POLICING STANDARDS The Ministry Policing Standards provide guidelines for police services with respect to implementing the Ontario Police Services Act and Regulations, including O.Reg. 3/99 Adequacy and Effectiveness of Police Services. Many of the guidelines will ring familiar in terms of your police service policies, procedures and processes, e.g. hate crimes, domestic violence, prisoner care, and use of force, but to name a few. Whereas the Ontario Police Services Act and Regulations is available at e-laws, the Ministry Policing Standards are not. A copy of the updated Policing Standards Manual (CD version) was distributed to all services on June 17, 2004 via an All Chiefs (Index No. 04-0053). Police services may post this information (including updates) on their website for access to members. The Master Guidelines Index for the Policing Standards Manual is broken down into the following areas to support O.Reg. 3/99 Adequacy and Effectiveness of Police Services regarding: Law Enforcement Victim’s Assistance Public Order Maintenance Emergency Response Administration and Infrastructure A fairly detailed index is provided within each of the five areas listed above. Many of the assigned topics have multiple references. For example, you will find references for suspect apprehension pursuits in the Ontario Police Services Act Regulation 546/99, AND in the Policing Standards Manual (look under Law Enforcement: LE-045). Ontario Police College 27 WRITING THE EXAM Before the Exam Be ready Approach the exam with confidence: view the exam as an opportunity to show how much you have prepared Use whatever strategies you can to personalize success: visualization, logic, talking to yourself Dress in layers so you may put on or take off a sweater to keep yourself comfortable during the exam. Be rested Strive for a relaxed state of concentration: to clear your mind, do something unrelated before the exam Get a good sleep Be fed Eat a well balanced meal Avoid fasting and do not take stimulants you are not accustomed to (e.g. coffee, soft drinks, chocolate) Take a small snack or some other nourishment to take your mind off of your anxiety Be positive Stay away from others before the exam, in particular those who have not prepared or who express negativity; anxiety is highly contagious; it is best to focus on what you know rather than what you don’t know. Be on time Arrive at the exam site sufficiently early so as not to feel rushed Ontario Police College 28 During The Exam Be calm Expect some stress! It is a reminder that you want to do well and can provide you with positive energy. Keep things in perspective; although it is important to you, your life will not be wholly determined by your performance. Take short mental breaks; periodically clearing your head can help you stay fresh during the exam If you become anxious: Take several deep breaths with your eyes closed Tense and relax muscles in several parts of your body (e.g. shoulder shrugs, neck rolls, leg stretches, etc.) Be systematic Read instructions carefully Preview the exam: as you browse through, take note of how the exam is laid out Pay attention to headings as subject areas will be in different sections Budget your time and pace yourself accordingly; determine approximately how much time you will require for each section Start with exam items you can answer readily to ensure you get credit for what you know Don’t waste time labouring over difficult items; place a mark beside any unanswered exam items and come back to them later Sometimes the answer will occur to you simply because you are more relaxed after having answered other questions Ontario Police College 29 Be focused Read exam items carefully; twice, or more, if necessary Avoid jumping to conclusions about what you think the question asks. Circle or underline key words Consider the “cover-up strategy”: read the question and try to answer it by recall before looking at the response options; Doing this successfully may help you “wade through” the alternatives and find a reasonable answer or choice Eliminate obviously wrong answers What about when it’s down to two possible response options? Determine how the two answers differ; then ask yourself “how is this difference important for this exam item?” Be logical Don’t expect to know everything. Anticipate that you will likely see exam items that you are not prepared for Use everything you know about the material and your own reasoning ability to analyze the exam item and identify the correct answer Use the time you are given Do not be distracted by others leaving before you. Remember, there is no prize for finishing first Review your work before leaving Change answers only if you have a good reason for doing so, erase well After The Exam Make a note of any topics that caused you concern; research them at a later date Engaging in debate with colleagues about specific exam items can be both unproductive and result in (unnecessary) stress, anxiety, and self-doubt, especially considering the large number of exam items and an individual’s ability to recall (with any accuracy) the exact wording of exam items Plan to do something relaxing. That will make the exam seem less like the “be all and end all” and serve to remind you that life goes on, regardless of your score Reward yourself…you’ve worked hard!!! CONCLUSION Given your work and life commitments, preparing to write a promotional exam is a huge endeavour. We hope that the variety of exam preparation tips and strategies detailed in this guide assist you in accomplishing this undertaking, while minimizing exam stress. As many candidates have expressed, preparing and writing a promotional exam is a learning experience unto itself. We hope that the process of preparing for your promotional exam serves you and your agency well. Out of clutter, find simplicity. From discord, find harmony. In the middle of difficulty lies opportunity. – Albert Einstein Ontario Police College 30 APPENDIX A – Item Writing Template Sergeant to Staff Sergeant Constable to Sergeant Staff Sergeant to Inspector Please record one exam item on this form. Identify the knowledge area the item is intended to measure as well as the resource on which it is based. Please provide the page number or other information that would help someone locate the correct answer (e.g., section of an Act). Item rationales detailing (a) how the item assesses a job-relevant piece of knowledge and (b) why the options are either incorrect or correct are very useful should the item’s relevance or scoring be appealed. Please print neatly! Your Name/Rank or Position/Police Service (Item-Writer): Knowledge Area: Statute/section/page number OR text/chapter/page number: RATIONALE (e.g., how the item is job-related; why each option is incorrect or correct) ITEM STEM Distractor #1: Distractor #2: Distractor #3: CORRECT ANSWER: Ontario Police College 31 APPENDIX A con’t – Item Writing Template Item Review & Verification This item was reviewed by: ___________________________________________________________________________ (Print Name/Rank or Position/Police Service) I, the item reviewer, verify that the format and content of the item is appropriate (see the Guidelines) and that the “correct answer” is the correct answer. Please note any suggestions that could improve the item. This item was reviewed by: ___________________________________________________________________________ (Print Name/Rank or Position/Police Service) I, the item reviewer, verify that the format and content of the item is appropriate (see the Guidelines) and that the “correct/ answer” is the correct answer. Please note any suggestions that could improve the item. Ontario Police College 32 APPENDIX B – Sample Scantron Ontario Police College 33 REFERENCES Hrabluik, C., Jelley, R.B., McCarthy, J.M. (2007). Report on Candidate Reactions to the 2007 Ontario Police College Promotional Exams. Jelley, R.B. (2006). Report on Candidate Reactions to the 2006 Ontario Police College Promotional Exams. Jelley, R.B. (2007). A Comprehensive Management Job Analysis and Leadership Needs Assessment. Locke, E. A. & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705-717. Massed Learning vs. Spaced Learning, Retrieved October 28, 2010 from University of Waterloo website: http://www.afm.uwaterloo.ca/documents/CoachingMassedLearningvsspacedLearning.pdf McCarthy, J.M. & Jelley, R.B. (2005). Report on Candidate Reactions to the 2005 Ontario Police College Promotional Exams. Morris, R. & Jelley, R.B. (2008) Preliminary Report on Candidate Reactions to the 2008 Ontario Police College Promotional Exams. Onwuegbuzie, A. J., & Collins, K. M. T. (2001). Writing apprehension and academic procrastination among graduate students. Perceptual and Motor Skills, 92(2), 560-562. Probert, B. (no date). Overcoming Exam Anxiety. Retrieved December 1, 2005 from http://www.counsel.ufl.edu. Study Skill Checklist: SQ3R – A Reading/Study System (no date). Retrieved December 1, 2005 from the Virginia Polytechnic Institute and State University website: http://www.ucc.vt.edu Viswesvaran, C., Sanchez, J. I. & Fisher, J. (1999). The role of social support in the process of work stress: A meta-analysis. Journal of Vocational Behavior, 54(2), 314-334. Ontario Police College 34
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