Group Dynamics Excercise

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Police Assessment

Centre

Presented by:Shaheer Ahmed

Ijlal Malik

Adil Hasan

Rafiuddin Shah



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Framework of ourassessment centre



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Candidates

We will be evaluating candidates for thecadet position for the police force

Qualification:

Age: 18-22 years old

Height: More than 5’6”

Weight: According to BMI

Education: Intermediate/ O’ level pass(according to equivalence certificate) with at

least 60% marks



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Assumptions

Candidates have been short listed



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Definition of competencies

Analytical Skills - The ability tothoroughly assess a situation, seeking allpossible relevant information and

critically analyzing the issue fromdifferent perspectives. The ability to dosimple calculations with numbers.

Decision Making - The ability to make

rational, realistic and sound decisions. The willingness to use initiative whenmaking decisions and short-term plans,and the ability to know when to refer adecision to a higher level.



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INTERVIEW


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Q. How to stop a fleeingcriminal?

Best answer:

Asks about the type of criminal Requests all or nearly all relevant

specifics

Suggests a good recommendation



Average answer:

Only asks about the type of criminal Suggests an appropriate but generic

recommendation



Worst answer:

Gives a totally irrelevant and/orimpractical recommendation and doesnot ask for specifics beforehand



Q. How to deal with anangry/frightened person?

Best answer:

Calm the person Establish repo with the person as much

as possible

Calmly explain the next procedures andtell them their rights

Be kind yet forceful, explaining thatresistance is futile

Does not threaten to use force unless



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Average answer:

Calm the person Mainly use of authoritative force with

some amount of kindness

Starts with discussion

Threatens use of force, as soon as thecivilian shows some inclinations towardsresistance



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Inappropriate answer:

Starts with argument Further angers the civilian by alleging

unproved crime on him/her

Uses force as soon as the policepersonnel meets the civilian



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Q. How would you try to prevent acrime from being committed?

Best answer:

Asks (ideally speaking) the area belt thatinterviewer has in mind

Shows a good understanding of the crimetrends in the country

Shows good understanding of people

most likely to be involved in crimes

Shows that he/she knows how to observepeople non-obstructively so as not to

disturb what the suspicious person(s)wants to do



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Average answer:

Has some incorrect views on crime trendsin the country

Has incorrect stereotypes regarding thecriminals

Is not able to recognize some of thesuspicious activities shown by criminals

Shows that he/she knows how to observe

people non-obstructively so as not to



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Inappropriate answer:

Has almost no idea of country crimetrends

Has no idea on the type of people toobserve

Has almost no idea on what are the manyof the typical suspicious activities doneby criminals in preparation of doing the

crime



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CRITERIA Poor(1)

Good(2)

Exceptional(3)

Analytical Skill

InterpersonalSkills

PracticalIntelligence

Decision –making



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GROUP DYNAMICSEXCERCISE



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DissatisfactoryCriteria

Poor(1)

Good(2)

Exceptional(3)

AnalyticalSkill

Assessment of situation

Seeking relevantinformation

Critical Evaluation

Decision –making

Initiative

Rational, realisticdecisions.

InterpersonalSkills

Willingness and ability tolisten to others.

Tactful/Diplomatic

Tolerance to opposingview.


Judgments skills

Deductions



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Skills Testing

The test has 3 sections (1hr)

Analytical Skill Test (25 questions 20mins)

Interpersonal Questions (20 questions 20min)

Practical Intelligence (10 questions 20

mins)



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Analytical Skill Test

In questions such as below,identify the two statements

necessary to make the conclusionin the beginning of the questiontrue.

Jonathan is swimming.a) Jonathan is in the pool

during the winter.b onathan is in the ool.



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Interpersonal Skill

Most of the time (1)Often(2) Sometimes(3)Rarely (4)Almost never

1. I can detect the mood of others by looking

at them as we converse.

2. I find it easy to see things from someoneelse's point of view.

3. When I talk to someone, I put myself inhis or her shoes.

4. I can tell when someone doesn't

understand what I'm saying.



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CRITERIACRITERIA Poor(1)

Good(2)

Exceptional(3)

Analytical Skilltest

Interpersonal

Skills testPracticalIntelligencetest

Grading Criteria:

Exceptional(3) : 80% +Good (2): 65-80 %Poor(1) : below 65%



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Work Simulations

Activity: A scenario from a basket of optionsis enacted for the candidate where thecandidate is required to suggest a respective

course of action. The assumed role of theposition is performed by the candidatewhereas the supporting role of the instigatoris performed by a trained employee or

evaluator.



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Example

The candidate can be asked to suggestthe course of action following a distressphone call made from a residential area

and the follow-up patrol protocol. Thetrained evaluator would play the role of the caller whereas the candidate wouldbe required to suggest the safety and

precaution measures to the evaluator forhis or her safekeeping.



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Example

Another scenario could be that of aninterrogation where the candidate isasked to perform the role of the

interrogator the trained evaluator playsthe role of the individual beingquestioned.

The above examples represent a sample

of the simulation scenario options.



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Check for competencies

Taking the two given examples, thepresence and degree of practicalintelligence, analytical skills,

interpersonal skills and decision makingabilities of a candidate can bedetermined.



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Practical Intelligence

Example 1: Practical intelligence can beassessed through the judgment thecandidate displays with respect to talking

to the distressed caller, assessing thedegree of danger through the caller’stone and dialogue and suggesting thepatrol activity following the call.

Example 2: the candidate’s interrogationstyle and his or her ability to crossquestion and detect inconsistency in thestatements of the questioned individual

would help us evaluate his or her



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Analytical skills

Example 1: Picking up cues within thedialogue with the caller, constructing aplan of action for patrol and assessing

the gravity of the situation. Example 2: Evaluating the statements of

the questioned individual anddetermining the relevant cues with

respect to interest of the investigation.



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Decision Making

Example 1: Choosing the correct plan of action for patrol. Knowing what protocolto enact with respect to the gravity of the

situation. Example 2: Choice of strategy for

progressing with the interrogationprocess and the decision to involve the

relevant parties.



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Interpersonal skills

Example 1: How the candidate deals withthe caller and how he behaves in thefollow-up patrol.

Example 2: How the candidate acts withthe questioned individual. His style of interrogation.



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DissatisfactoryCriteria

Poor(1)

Good(2)

Exceptional(3)

AnalyticalSkill

Assessment of situation

Seeking relevantinformation

Critical Evaluation

Decision –making

Initiative

Rational, realisticdecisions.

InterpersonalSkills

Willingness and ability tolisten to others.

Tactful/Diplomatic

Tolerance to opposingview.


Judgments skills

Deductions



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RESULTCOMPETEN

CIESIndividual

Activity ScoreWeightage Percentile

score

Analytical

SkillDecision– making

InterpersonalSkills

PracticalIntelligen

ce



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THANK YOU!

Documents

Group Dynamics Excercise