OVERDUE FINES ARE 25¢ PER DAY
PER ITEM

Return to book drop to remove
this checkout from your record.

 

 

 

THE RELATIONSHIP BETWEEN RECRUIT SCHOOL EVALUATIONS
AND FUTURE JOB PERFORMANCE IN PREDICTING JOB
SUCCESS FOR MICHIGAN STATE POLICE TROOPERS

By

William John Parviainen Jr.

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE

College of Social Science

1979

ABSTRACT

THE RELATIONSHIP BETWEEN RECRUIT SCHOOL EVALUATIONS
AND FUTURE JOB PERFORMANCE IN PREDICTING JOB
SUCCESS FOR MICHIGAN STATE POLICE TROOPERS

By

William John Parviainen Jr.

This research was undertaken to determine if future job
performance of Michigan State Police Troopers could be predicted
by utilizing recruit school performance criteria including academic
ability, attitude and interest, initiative and dependability, rela-
tionships with others, and driving, marksmanship, and physical
abilities as the predictor variables.

A stratified random sample (N = lOl) of Michigan State
Police Troopers was taken from the graduates of seven recruit
schools between December of l972 and July of l975. The recruit
school performance factors measured during recruit training by the
academy staff were used to predict field job performance factors
of job knowledge and judgment, interpersonal relations, and job
involvement as measured by an Achievement and Development Inventory
(ADI).

The findings indicated that approximately 27% of the var-
iance in future field job performance could be accounted for by

recruit school performance. A recruit's attitude and interest,

William John Parviainen Jr.

personal relationships and initiative had the highest predictive
value (10%), followed by personality traits, physical abilities,
and personal bearing (10%), academic ability (5%), and age and

experience (4%), while marksmanship ability had very little pre-

dictive value (1%) for future job performance.

Dedicated to my wife, Chris,

my daughter, Heather, and my son, Bill
who endeavored to persevere.
And also to my mother and dad,

the late William John Parviainen Sr.,

who would have been proud.

ii

ACKNOWLEDGMENTS

I am appreciative of the assistance and support of many
people, including my family, fellow students, faculty and uni-
versity staff during the past three years of graduate school.

I would also like to acknowledge and thank several offi-
cers and administrators of the Michigan Department of State Police
for their assistance in this project. Colonel Gerald L. Hough,
Director of the department, and First Lieutenant Ritchie T. Davis,
Personnel Division Commander. A special thanks to Captain Gene A.
Rooker, Operations Division Commander and Captain Charles L.
Weirman, Training Division Commander for their encouragement and
support, and to Sergeant Marshall 8. Weeks of the Academy staff
for his technical assistance.

My thanks to my program guidance and thesis committee
members: Dr. Kenneth E. Christian, my chairman, who kept my ship
headed into the wind; Dr. Robert C. Trojanowicz, whose kindness
and support were always welcomed; and Dr. Frank Horvath, for his
suggestions on my statistical analysis. A special thanks also to
Dr. Jon Kayne of Hillsdale College for his technical guidance and
assistance in the final statistical analysis.

And finally, I wish to thank my wife Christine, and my
children Heather and Bill, for their understanding and patience

while I was involved in my academic pursuits.

iii

TABLE OF CONTENTS

LIST OF TABLES
Chapter
I. INTRODUCTION

The Problem .
Need .

Purpose of Study
Theory . .
Hypothesis
Overview .

II. REVIEW OF THE LITERATURE

Introduction
Prediction Studies .

The Influence of Education
Performance Criteria . .

The Influence of Biographical Data
Longitudinal Research
Summary and Conclusions .

III. DESIGN OF THE STUDY .

Introduction
Source of Data . . .
Measurement Instruments . .
Final Recruit Evaluation . . .
The Achievement and Development Inventory
Design . . . . . . . . .
Research Design .
Data Anslysis

IV. ANALYSIS OF THE DATA
Introduction

Primary Analysis of Data
Summary . . .

iv

Page

vi

Chapter
V. SUMMARY AND CONCLUSIONS

Summary
Purpose
Method .
Results
Conclusions . . .
Limitations Of the Study .
Discussion
Sample . .
Recommendations

BIBLIOGRAPHY .

APPENDICES
A. THE MICHIGAN STATE POLICE .
8. FINAL RECRUIT EVALUATION

C. ACHIEVEMENT AND DEVELOPMENT INVENTORY .

LIST OF TABLES

3.1 Source Of Population and Sample
3.2 Source Of Sample by District and Post

4.1 Means and Standard Deviations Of the Variables Used
in the Study .

4.2 Varimax Rotated Factor Matrix After Rotation with
Kaiser Normalization . . . . . . .

4.3 Stepwise Multiple Regression Analysis Between
Standard Score and Factor 1 . . . . .

4.4 Stepwise Multiple Regression Analysis Between
Standard Score and Factor 3 .

4.5 Stepwise Multiple Regression Analysis Between
Standard Score and Factor 4 .

4.6 Stepwise Multiple Regression Analysis Between
Standard Score and Factor 5 .

4.7 Stepwise Multiple Regression Analysis Between
Standard Score and Factor 6 . . . .

4.8 Stepwise Multiple Regression Analysis Summary

Between Standard Score and Factors 1, 3, 4, 5 and
and 6 . . .

vi

Page
40
42

62

63

65

65

66

66

67

67

NO man was ever endowed with a judgement so correct and
judicious, but that circumstances, time and experience
would teach him something new, and appraise him that of
those things with which he thought himself the best
acquainted, he knew nothing, and that those ideas which
in theory appeared the most advantageous were found,
when brought into practice, to be altogether impractical.

Terence

vii

CHAPTER I

INTRODUCTION

The Problem

 

In this age of unprecedented technological advances, the
human resources Of an organization remain the most crucial input
in the attainment of organizational goals. This is particularly
true Of a law enforcement organization, where the individual police
officer serves as a direct representative in providing services to
the public.

The police have gone through many cataclysmic changes in
the past several decades, some of which were taken in stride, some
of which were agonizingly painful. Many Of these changes have
reflected the evolution Of the attitudes and values Of contemporary
society, while others have reflected the positive efforts made by
enlightened police practitioners to upgrade their agencies and
their profession.'

The rapid changes in contemporary society have resulted in
mandates by the courts that all standards relating to selection
and hiring must be job related or be eliminated. This in and of
itself has placed many police agencies in a chaotic paradox, that
of conforming to judicial mandate to satisfy these decrees while
at the same time attempting to upgrade the delivery Of services by
hiring only the best qualified applicants.

1

Selection standards must relate closely to future job
performance or they will be ruled discriminatory. Hopefully,
only those persons who will perfOrm successfully on the job will
be selected for training and assignment. However, the ability to
predict future job performance is a complex and difficult task.

The difficulty of predicting the success of a candidate
for the position of police Officer is increased by the conflicting
demands made upon that role. Police officers have different
beliefs and attitudes about the role Of a police Officer. They
assign different magnitudes of importance to each Of the functions
performed and expect these duties to be carried out in a variety
of ways, depending on the present situation.

For many reasons it is exceedingly difficult to predict job
performance. Rubinstein asks how we can predict future behavior
when we do not even know what a policeman does.1 To a significant
degree, although improving our ability, we are still unable to
define, to everyone's satisfaction, the job Of a police officer
clearly enough to be able to create tests that evaluate an appli-
cant's potential for performing police duties and meeting the
responsibilities of the position.

Predicting job performance is, indeed, a complex under-
taking. With the addition Of each new or distinct task, the com-

plexity of the overall jOb is intensified. In addition to the

 

1Jonathan Rubinstein, CityAPolice (New York: Ballantine
Books, 1973), pp. ix-xix.

skills required by the job, intricate personality makeups are also
involved in the ultimate outcome of job performance. Prediction
of successful police Officers is a case in point.

For the recruit, two distinct situations can be identi-
fied: academy training and on-the-job performance.2 Both training
and the job require performance in a variety of situations. In
some cases, the skills required in the training situation may not
overlap with the skills required on the job. Furthermore, person-
ality makeup required for success in training may only weakly
reflect the personality make-ups required for successful performance
in interpersonal and decision-making situations involved with the
job. This study will attempt to shed some light on this very

important issue.

figggi

Performance is Often hypothesized to be a function of the
interaction of ability and motivation but past studies Of this
hypothesis have been sparse, and the researchers have Often used
inadequate measures and inappropriate statistical analyses.
Ability measures have been demonstrating their power to differ-
entiate between potentially high and low performers since the turn
of the century. Many approaches to raising validity coefficients

for ability tests and evaluations have been used in an attempt to

 

2Richard J. Shavelson, Leonard C. Beckum, and Brian Brown,
"A Criterion Approach to Selecting Patrolmen," The Police Chief,
Vol. 41, No. 9 (September 1974), p. 55.

 

refine criterion measurement. Although many advances have been
made on this front, resulting predictive validity has not been
markedly improved. Attempts to raise validity coefficients by
attention to predictors have included careful selection of evalu-
ation measures and tests that are appropriate to the abilities
required by the job.

Studies indicate that one of the best predictors Of
future job performance is past behavior.3 Many police personnel
selection programs use elements Of past behavior to attempt to
predict which applicants have the potential to succeed as police
Officers in the field. However, very little research has been
accomplished wherein performance has been measured during recruit

training and later compared with performance measures in the field.

Purpose Of Study

 

The purpose Of this study is to compare and analyze
selected performance criteria Of subjects in recruit training
with selected performance criteria gathered on the same subjects
while performing the duties Of a police Officer in the field
operation.

A review of previous studies concerning the prediction of

job performance illustrates that the most powerful and consistent

 

3John F. Duignan, "Education's Role in the Quest for Pro-
fessionalism," The Police Chief, Vol. 65, NO. 8 (August 1978),
p. 29; Charles L. Weirman, "A Review and Report on the Literature
Concerning the Validity of Biographical Data Inventories as Effec-
tive Personnel Selection Devices" (unpublished research project,
Michigan State University, East Lansing, 1974), pp. 49-50.

predictors have derived from an objective and‘qualitative evalua-
tion Of the applicant's personal history and academy performance.4
This study will utilize the individual's subjective as well as
Objective academy performance as a basis for predicting future
on-the-job performance. It is hoped that the results of this study
will provide the Michigan State Police administrator with pertinent
information to make competent decisions in regard to the management
Of assigned personnel. For example, if it is fOund that a strong
correlation exists between academy perfOrmance and future field
performance, a post commander will have a basis for initiating

managerial action if individual performance does not measure up

to anticipated levels.

Theory

It is expected that future job performance can be accur-
ately predicted by gathering both subjective and Objective data
early in an individual's career and the results should have rele-
vance for future performance. If early performance is marginal,
future performance will also be marginal. If early performance is
exceptional, future performance should also be exceptional. As

McGregor pointed out, human behavior may be predictable, but, as

 

4Duignan, loc. cit.; Weirman, loc. cit.; Bernard Cohen and
Jan M. Chaiken, "Police Background Characteristics and PerfOrmance:
Summary” (New York: Rand Institute), a report prepared for the
National Institute of Law Enforcement and Criminal Justice, Grant
Award NI-71-030-G, May 1972, p. 1.

in the physical sciences, accurate prediction hinges upon the

correctness of underlying theoretical assumptions.5

There is, in
fact, no prediction without theory. All managerial decisions rest
on assumptions about behavior. Only as we examine and test these
theoretical assumptions can we hope to make them more adequate
and remove inconsistencies thus improving our ability to predict.
In this study we enter the field Of Ergonomics (Greek--
laws Of work), the study Of the relationships between man and his
occupation, equipment, and environment, and particularly the
application Of anatomical, physiological, and psychological knowl-
edge to the problems arising therefrom. It will be seen that the
most important part of the research is that Of developing a taxonomy

Of situations or attributes that will assist in the accomplishment

of the predictability studies.

Hypothesis
The hypothesis of this study is that there is a positive

relationship between an individual's Final Recruit Evaulation (FRE)
score in the Training Academy and his subsequent Achievement and
Development Inventory (ADI) score received in the field.

Independent variable: FRE score

Dependent variable: ADI score

Intervening variable: Individual rater bias

Hopefully, the results Of this research will provide mana-

gers and supervisors in the Michigan Department of State Police

 

5Douglas McGregor, The Human Side Of Enterprise (New York:
McGraw Hill Book Company, Inc.,’l960), p. 11.

with a valuable basis for early predictability of new employees'
individual job potential. This will give the manager and super-
visor valuable insight into individual performance and allow for
corrective action to be taken when Observed performance does not

measure up to predicted levels.

Overview

In this chapter we have reviewed some of the problems
associated with predictability of job performance. Using the
preceding hypothetical statement as a basis for investigation,
this study identifies and reviews research that has been carried
out concerning this issue. The literature is reviewed in Chapter
II.

In Chapter III, the population, the measures, and the
analyses are explained. The hypothesis is restated operationally
and the terms and rationale for using various indices are summar-
ized.

The results of the analysis are presented in Chapter IV.

CHAPTER II

REVIEW OF THE LITERATURE

Introduction

 

The purpose of the police selection process is to ascertain
which applicants for the positions have the highest potential for
developing into successful police Officers. Much research has been
accomplished with this goal in mind. However, after successful
completion Of training and subsequent graduation from the academy,
these new Officers are assigned to field operations and begin to
pursue their careers. Which ones are successful in the field?

Very little logitudinal research has been undertaken in an attempt
to shed light on this question.

Psychologists have developed a technology Of prediction
that is widely used in industry and education; the method depends
almost wholly on individual differences, with heavy reliance on
such characteristics as abilities, attitudes, interests, personality

6 The method works reason-

traits, and items of biographical history.
ably well when the problem is to make comparative statements about
probable performance of many individuals--candidates for admission

to college or applicants for a job. But the personnel psychologist,

 

6Norman Frederiksen, Ollie Jensen, and Albert E. Beaton,
Prediction of Organizational Behavior (New York: Pergamon Press,
Inc., 1972), p. l.

at least, is likely to be stumped when asked to make predictions
about how a single individual's behavior will vary from one occa-
sion to another over a period Of time. Individual differences (at
least as usually conceived) do not necessarily provide a solution
to the problem, since they dO not exist for a single individual.7
A criterion is an evaluative standard against which measure-
ments Of a person's attitude, aptitude, and performance can be
evaluated. Thus, any method of evaluation has the potential for
becoming a criterion measure, providing the method is sensitive
enough to discriminate among individuals.8
In the management Of personnel, accurate information is
needed about several criteria:9
1. Present job performance
Potential for other jobs in the organization.

Potential for promotion.

wa

How the individual's talents can best be used by
the organization.

More Often than not, all Of this information and more is sought by
use of one rating form or system. This all-encompassing rating

system often lacks a historical background Of the individual's past

 

71bid.

8Gavriel Salvendy and W. Douglas Seymour, Prediction and
Development Of Industrial Work Performance (New York: John Wiley
and Sons, 1973), p. 185.

9David E. Balch, "Performance Rating Systems--Suggestions
for the Police," Journal of Police Science and Administration,
Vol. 2, NO. 1 (Septemberl974), p. 40.

 

10

performance. This biographical data is a key element that would

be of significant value in rating an employee.

Basically, a rating system should have three approaches:10

1. Work centered--traits that can be Observed or recorded
are rated. These include quality and quantity of work,
work habits, etc.

2. Person or group centered--inferred traits such as
adaptability, personal or social relations, etc.

3. Promotability--again, inferred traits of leadership
approachability, emotional control, etc., are rated
in an attempt to determine who is deserving of promo-
tion and to predict who will succeed.
A number of contemporary studies have been conducted in an attempt
to predict future job performance (success) utilizing these various

rating systems and measuring devices.

Prediction Studies

 

A review Of previous studies Of predictability of job per-
formance based on empirical data shows that many were directed
primarily at validating the predictive power Of psychological,
mental, or aptitude tests. The most consistent predictors appear
to have been derived not from written tests but from elements of
the candidates prior personal history, such as occupational mobil-
ity, education and early family responsibility.

The major finding in a study by one group Of researchers

was that the mean productivity scores are significantly affected

 

"’Ibid.

ll

1] Pro-

by the consistency of the climate (working) conditions.
ductivity is increased when climate conditions are consistent
and decrease when climate conditions are inconsistent. This held
true in both physical and psychological working conditions. The
predictor variables employed in this study included cognitive
ability tests, scores on personality inventories and similar data.
A study conducted by Maryland University (1976) found that
ability and intrinsic motivation combined in an additive way but

‘2 Intrin~

not in an interactive way in predicting job performance.
sic motivation was predicted only by enriched job characteristics,
and growth satisfaction was predicted positively by the enriched
job characteristics and negatively by growth need strength. A
modified model demonstrated that ability, enriched job character-
istics, and growth need strength each add significantly and posi-
tively to the prediction of job performance, but no interactions
among the variables made significant contributions to the predic-

tion. It was suggested that intrinsic motivation is a useful

construct that is not yet well measured.

The Influence Of Education

 

Extensive research on the value Of education in the

satisfactory performance Of police duties indicates that education

 

ll

12Maryland University, Intrinsic Motivation and Its Determi-
nants as Factors Enhancing the Prediction of Job Performance from
Ability (Washington, D.C.: Office Of Naval Researéh, U.S. Depart-
ment of Commerce, Mby 1976), AD-A026—530.

Frederiksen, Op. cit., p. 5.

 

12

does make a difference. Christian (1976) found that generally,
college graduates are more intellectually curious, autonomous in
their thinking, tolerant of ambiguity, less authoritarian, and
more receptive and responsive to a wider environment than those
who did not attend college.13
Finnigan (1976) reported on a study of the relationships
between college education and police performance completed on the
Baltimore (Maryland) Police Department. The purpose Of the study
was to examine the effect Of higher education on the performance
of that department's police Officers. The evaluation form which
was used to measure performance was divided into four main cate-
gories: (l) perfOrmance Of various type duties; (2) exhibition-
Of various traits and characteristics; (3) overall general value
to the department; and (4) the willingness of the rater to have
the officer under his command, based on perceptions of his ability
in crisis situations. In the study, police agents (who hold a
college degree of some type) were compared with a random sample
Of general police Officers (who apparently had no college). An
assumption made was that the performance evaluations used were
valid measures of actual performance. The primary finding of the
research indicated that police agents (with college degrees) were

consistently rated higher than police officers in the performance

 

13Kenneth E. Christian, "A Comparison of the Behavior
Styles of College-Educated and Non-College Police Officers"
(unpublished Ph.D. dissertation, Michigan State University,
1976 .

l3

characteristics outlined in the Baltimore Police Department's
performance evaluation.14
Cascio (1976) reported on a study Of the Dade County
(Florida) Public Safety Department to determine the relationship
between education and performance. In general, although the cor-
relations were low, a consistent pattern was evident that showed
that higher levels of formal education tended to be associated
with fewer injuries, fewer injuries by assault and battery, fewer
disciplinary actions from accidents, fewer preventable accidents,
fewer sick times per year, fewer physical force allegations, and
so forth. However, he found that none of the behaviorally anchored
performance rating dimensions were related to the amount of formal
education (i.e., job knowledge, judgment, initiative, dependability,
demeanor, attitude, relations with others and communications).15
In a study Of the Los Angeles Police Department personnel,
Sanderson (1977) attempted to equate the value of education to
performance. Education levels were compared to performance vari-

ables including: (1) police academy performance; (2) disciplinary

history; (3) absenteeism; (4) terminations; and (5) career

 

14James C. Finnigan, "A Study Of Relationships Between
College Education and Police Performance in Baltimore, Maryland,"
The Police Chief, Vol. 43, NO. 8 (August 1976), pp. 60-65.

 

15Wayne F. Cascio, "Formal Education and Police Officer
Performance," Journal of Police Science and Administration, Vol. 5,
NO. 1 (March 1977), pp. 89-96.

 

l4

advancement. For each Of the five performance variables tested in
this study, college education showed a positive effect.16
Weirman (1977) found no significant difference between
college educated recruit's performance (academic achievement) and
non-college educated recruit's performance during basic recruit
training. He attributed this lack of difference to the selection
procedures of the Michigan Department of State Police, the subject
Of his study.17
Duignan (1978) commented on a recent study conducted by
the Rand Institute under a grant from the National Institute Of
Law EnfOrcement and Criminal Justice (Grant Award Nl-7l-OBOG).
The report concluded that "the most powerful and consistent pre-
dictors have been derived not from written tests, but from elements
Of the candidate's personal history such as occupational mobility,
education, and early family responsibility." The report concluded
that as a group, the men with at least one year Of college educa—

tion who remain on the force were found to be very good performers:l8

Performance Criteria

 

In the course Of describing research in the area Of selec-

tion and prediction, we have referred to a number of criteria of

 

168. E. Sanderson, "Police Officers: The Relationship of
College Education to Job Performance,“ The Police Chief, Vol. 44,
NO. 8 (August 1977), pp. 62-63.

17Charles L. Weirman, "Variances of Ability Measurement
Scores Obtained by College and Non-College Educated Troopers,"
The Police Chief, Vol. 45, NO. 8 (August 1978), pp. 34-36.

 

18Duignan, loc. cit.

15

police performance, e.g., number Of arrests, tenure on the job, or
supervisor's ratings. Despite their wide usage, a number of ques-
tions can be raised about the value of such criteria. First,
different criteria may be needed in different police jobs. Some
Officers may concentrate on traffic, so that felony arrests may be
of little importance. Different districts may require different
types of police work. Some officers may stay in one district
while others are rotated. Thus, the tests for the validity of the
predictors should be made with appropriate statistical controls for
these differences. Furthermore, several different types of Offi-
cers may be needed to fill the various types of needs. Secondly,
ratings and evaluations made by supervisors are often made on the
basis Of difficult to define global characteristics of "wholesome"
or "opinionated.“19 Thirdly, there is little agreement on what
does in fact constitute good police work. Is a good police Officer
one who arrests frequently or one who settles minor problems on the
street? Is a good police officer one who maintains the peace or
one who disturbs it to enforce the law? These are profound ques-
tions that must be dealt with before making any conclusions about
successful performance. The issue then is finding a valid basis
for predicting which candidates will become successful police

Officers. The U.S. President's Commission on Law Enforcement and

 

19David H. Smith and Ezra Stotland, "A New Look at Police
Officer Selection," in The Urban Policeman in Transition--A
Psychological and Sociological Review, ed. John R. Snibbe and
Home M. nibbe (Springfield, Illinois: Charles C. Thomas,
Publisher, 1973), pp. 11-12.

16

Administration of Justice states that "psychological tests, such
as the MMPI and interviews to determine emotional stability should
be conducted in all departments." A number of studies in the 19605
indicated that the use of personality screening techniques is not
widespread but is increasing.

In one study, criterion variables used were ratings com-

pleted by management.20 Areas covered by the ratings included:

-—J
0

Leadership (personality traits)
2 Knowledge

3. Dependability and judgment

4 Initiative and creativeness
A significant correlation was found between job success and intel-
ligence in this study. The other variables appeared to have had a
"halo" effect on the ratings.

The Woman Traffic Officer Project completed for the
California Highway Patrol (1976) made several conclusions concern-

ing performance.21

The study found that academy grades were
strongly correlated with men's and women's performance in the
field. Finally, it also indicated that some background character-
istics and selection procedures are correlated with men's and

women's performance in the academy and in the field.

 

20Psychological Monographs: General and Applied (Vol. 67,
NO. 12), Whole number 362, 1953.

21California Highway Patrol, "Woman Traffic Officer
Project--Final Report," Sacramento, 1976.

17

A study made by Byrd (1976) on the impact which physical
fitness makes on police performance indicated that good physical
fitness impacted favorably on areas Of police performance dealing
with actual behavior Of the police Officer (police presence, self
control, human relations skills, and job adjustment). A signifi-
cant increase in performance of the experimental group was also
noted by supervisors in their evaluations.22

The term moderator variable means a variable that influ-
ences the predictive value of another variable, the predictor.

It is reasonable to suppose that situational variables as well as
personal characteristics of subjects might serve as moderators

by influencing the relationships between predictors and criteria.
Two moderator variables, performance to reward contingency and
self-esteem, were incorporated into multiple regression equations
in an attempt to increase the predictability Of job performance
ratings from job satisfaction information. Subjects received
scores on four self-report inventories covering the areas Of job
satisfaction, self-esteem, and contingency of rewards on job
performance. Additionally, each subject was rated by an immediate
supervisor on the quality of overall job performance. Results

indicated that the moderator variable approach, operationalized

 

22Donald A. Byrd, "Impact of Physical Fitness on Police
Performance," The Police Chief, Vol. 43, NO. 12 (December 1976),
pp. 30-32.

 

18

via moderated regression, substantially increased the relation-
ship between satisfaction and performance.23
One Of the more important applications associated with the
overall problem Of the prediction Of attributes, or categories,
from continuous measurement is that Of selection. Within the
police selection process, the interview is widely used for making
decisions about police academy appointments. Landy (1976) examined
the validity of the interview for predicting on-the-street per-
formance of police officers in the Dade County (Florida) Public

Safety Department.24

A principal components analysis of the
averaged interview trait ratings indicated that there were three
major components in the trait ratings. A principal components
analysis of supervisory ratings Of performance identified four
oblique performance factors. A validity analysis demonstrated
that rated performance could be predicted from averaged interview

factor scores, but not from averaged overall recommendations of

the interviewers.

The Influence Of Biographical Data

 

The rationale for using indices Of past performance such

as grades and achievement test scores is that past achievement is

 

23Rick Jacobs and Trudy Solomen, "Strategies for Enhancing
the Prediction Of Job Performance from Job Satisfaction," Journal
of Applied Psychology, Vol. 62, NO. 4 (August 1977), pp. 417-
421.

24Frank J. Landy, "The Validity Of the Interview in Police
Officer Selection," Journal of Applied Psychology, Vol. 61, NO. 2
(April 1976). PP. 193-198.

 

19

often one of the best indices of future accomplishment. Conse-
quently, tests are frequently used as tests of aptitude for related

25 For example, ehiseTII (1966) in his summary

types of activity.
Of job prediction data, reported an average correlation of 0.27
between intelligence test scores and proficiency as a patrolman
or detective.26

The data on traditional measures as predictors of success-
ful performance Of patrolmen are consistent with the data on pre-
diction of job success in general. In one study, data was presented
on the ability Of various subtests on the General Aptitude Test
Battery (GATB) to predict successful performance of patrolmen.27
Thorndike and Hagen indicated that, for the most part, the subtests
do an adequate job of distinguishing successful from unsuccessful
patrolmen.

McClelland and Rhodes combined Biographical Data Inventory
(801) with the MMPI personality survey.28 The results Of the
research indicated that the MMPI was more successful in predicting

individual job performances, but that the 801 scores were better

 

25D. E. Soper, Appraising Vocational Fitness by Means of
Psychological Tests (New York: Harper and Row, 1949).

 

 

26E. E. Ghiselli, The Validity_of Occupational Aptitude
Tests (New York: John Wiley and Sons, 1966).

27R. L. Thorndike and E. Hagen, Measurement and Evaluation
in Psychology and Education (New York: John Wiley and Sons,71969).

28J. N. McClelland and F. Rhodes, "Prediction of Job Success
for Hospital Orderlies and Aides from MMPI Scores and Personal
History Data," Journal Of Applied Psychology, Vol. 53, NO. 1
(January 1969), pp. 49-54.

 

 

 

20

predictors Of the composite job performances. The ten items used
from the job application were: age, marital status, number of
dependents, education, health record, tenure on past job, related
job experience, salary differences, restrictions on hours available
for work, and length Of local residency.

On the other hand, in an extensive review of studies on
this topic, Kent and Eisenberg (1972) concluded that there is no
stable, significant relationship between traditional predictor

29 In fact, only form per-

variables and success as a policeman.
ception correlated significantly with success as a patrolman

(R = 0.20), but variability on form perception accounted for only
four percent of the variability between successful and unsuccessful
patrolman. But, as McClelland (1973) points out, "Researchers
have in fact had great difficulty demonstrating that grades in
school are related to any other behaviors of importance other than

"30 If, as McLelland suggests, past

doing well on aptitude tests.

scholastic achievement only predicts future academic performance

and not success within a job, the utility Of achievement test scores

and grades as predictors Of success as a patrolman is questionable.

Hopefully, the present endeavor shall shed light on this issue.
Weirman (1974), in a review of selected 801 research, sug-

gested that biographical data has demonstrated a great potential

 

29D. A. Kent and T. Eisenberg, "The Selection and Promotion
of Police Officers," The Police Chief, Vol 39, NO. 2 (February 1972),
pp. 20-29.

30D. C. McLelland, "Testing for Competence Rather than for
Intelligence," American Psychologist, Vol. 28 (1973), pp. 1-12.

 

21

for predicting those persons who will make the best police officers.31

His research indicated that an Objective, qualitative evaluation Of
a candidate's personal history and background seemed to be the
selection technique with the highest potential. However, as Weirman
pointed out, there appears to be a major problem with the police
being able to define what a "good" police Officer is supposed to be.
Thus, a succinct definition of criterion scales must be formulated
to overcome this problem and then the police can effectively develop
BDI instruments which are sensitive to those individuals who would

make "good“ police Officers.

Lopgitudinal Research

 

Very little longitudinal research has been accomplished,
i.e., attempts to use tests or other criteria to predict the per-
formance of police Officers over long periods of time. Colrarelli
and Seigel (1964) tested Kansas Highway Patrolman. They then cor-
related the test scores with indices of performance on the job.
Finally, they planned to give the tests to new recruits to deter-
mine whether the tests could predict their future performance.
No results have been published Of the last phase of their project.32

TWO longitudinal studies which attempted to delineate vari-

ables contributing to and predicting successful police performance

 

31Char1es L. Weirman, "A Review and Report on the Literature
Concerning the Validity Of Biographical Data Inventories as Effective
Personnel Selection Devices" (unpublished Research Project, Michigan
State University, 1974), pp. 49-50.

32Smith and Stotland, Op. cit., p. 9.

22

were carried out in the Los Angeles County Sheriff's Department.
Subjects for both studies were law enforcement officers appointed
to the LACSD during the years 1947-1950. The first study, a ten
year predictive efficiency study, was undertaken by Stewart Marsh
in 1958.33 His findings identified certain psychological, apti-
tudinal, and biographical variables which showed promise in differ-
entiating between successful and unsuccessful Officers. The second
study, a twenty-year follow-up study, was undertaken in 1970.34
The purposes<yfthis study were to validate Marsh's findings and to
evaluate Marsh's significant variables as twenty-year predictors

Of success and performance of the same law enforcement officers.

On the first study, consisting Of 619 male law enforcement
Officers appointed as deputy sheriffs on the LACSD, two sets of
variables were collected and analyzed. The first set, called the
subject variables, consisted of Civil Service test scores, personal
and biographical information, and the grade received in the Sheriff's
Academy. The subject variables also included a battery of person-
ality and interest test scores for 95 of the 619 Officers. The
second set, called the criterion variables, measured the success

and field performance Of the Officer during his period Of employment

up to 1958 or just prior to his termination date. These variables

 

33Stewart H. Marsh, "Validating the Selection Of Deputy
Sheriffs," Public Personnel Review, Vol. 23, NO. 1 (January 1962),
pp. 41-44.

34Homa M. Snibbe et a1., "Predicting Job Performance of
Law Enforcement Officers: A Ten and Twenty-Year Study," in The Urban
Policeman in Transition, ed. John R. Snibbe and Homa M. Snibbe
(Springfield, 111.: Charles C. Thomas, Publishers, 19750, pp.101-1l4.

23

were: tenure, accident record, and factors of job performance
(a five category rating developed by Marsh and called the Marsh
Special Job Performance Rating; MSPR). The MSPR was filled out
by supervisors based on a scale Of 1-5 and then mean averaged.
This study is interesting and valuable since it identified certain
biographical, aptitudinal and personality variables as predictors
Of success and jOb performance. Significant predictor variables
were identified as high civil service written test scores, high
sentence completion score (part Of the civil service test), and
high weighted average which were indicative Of a high MSPR.35
The twenty-year study was very similar to the first study.
The subject variables chosen for this study were most Of the pre-
dictors found significant by Marsh. Basic differences between the
subject variables Of the twenty-year study and the predictors of
the ten-year study are due to changes in the techniques of analysis.
One of the Objectives of this study was to evaluate the ten-year
predictors as to their continued significance as twenty-year pre-
dictors. Results indicated that the best predictor for rank status
is the civil service written test total score; for job type, age;
and for average supervisor's rating, the mechanical score on the
Kuder Preference Record.36

The results Of the ten-year study indicated that certain

biographical and aptitudinal variables (e.g., height, previous

 

35Marsh, loc. cit.

36Snibbe et a1., loc. cit.

24

occupational status, civil service test scores and the grade in
the Sheriff's Academy) as well as some psychological test variables
(e.g., scales 1, 2, and 9 Of the MMPI, Mechanical and Social Service
scales on the Kuder, and the General Activity scale on the Guilford-
Martin) are significant predictors Of tenure, automobile accident
risk and job performance.37
The twenty-year study indicated that seven of the predictors
found significant at 10 years were significantly related to one or
more criteria at 20 years. Interestingly enough, the Academy rating
was a significant predictor at 10 years but not so at 20 years.
This could be because Of the decreased sample size in the second
study (619 in the first and 95 in the second study) and the fact
that this variable was made discrete in the twenty-year study.38
Furcon et a1. (1971) conducted a study on the Chicago Police
Department which was a follow-up to previous research conducted for
a 19 month period in 1966-1968.39 The original study investigated
the Objective and psychological assessment of patrolman job per-
formance. It had two primary goals: (1) the development of effec-
tive procedures and the establishment of general standards for

patrolman selection; and (2) the identification of "patrolman types,"

as defined by field performance, which cannot be defined by the

 

37Marsh, loc. cit.

38Snibbe et a1., loc. cit.

39John Furcon et al., "A Longitudinal Study Of Psychological
Test Predictors and Assessments of Patrolman Field Performance"
(Washington, D.C.: National Institute of Law Enforcement and
Criminal Justice--LEAA, 1971), p. 5.

25

phrase "average patrolman." An occupational analysis was conducted
which was aimed at identifying specific personal qualifications
necessary for successful performance Of the patrolman's job. It
included reviewing formal job descriptions and case reports as well
as extensive field Observation in many police districts in the City
Of Chicago. The information and experience gained in the occupa-
tional analysis was used as the basis for selecting psychological
tests for use in the study. These tests were then classified into
three general categories: (1) motivational measures (e.g., bio-
graphical data, work interests); (2) measures Of intellectual
ability (e.g., reasoning ability, perceptual skills, special apti-
tudes); and (3) behavioral measures (e.g., temperament, stress
tolerance).40 Various criteria were used in making the actual
selections. Preference was given to standardized paper and pencil
tests which would be group administered and which did not require
elaborate apparatus; Objective scoring was emphasized. The next
step was the identification of meaningful indices Of patrolman
performance against which to guage the relative value Of the tests.
Obtaining an accurate index Of employee performance is one Of the
more difficult tasks facing any organization and this difficulty
increases in the case of police officers because Of the complexity

and independence Of their job. The Chicago Police Department

 

40Melany E. Baehr, John E. Furcon, and Ernest C. Froemel,
"Psychological Assessment Of Patrolman Qualifications in Relation
to Field Performance" (Washington, D.C.: U.S. Government Printing
Office, 1969).

26

routinely compiled information in a number of significant areas

Of patrolman performance. Selected information was chosen (e.g.,
semi-annual departmental performance rating, tenure, departmental
awards, disciplinary actions, arrest performance and attendance)
and a paired-comparison appraisal technique using a man-to-man
comparison to provide a composite performance index based upon the
combined ratings of supervisors who were familiar with an indi-
vidual's performance was used. Two supervisory (subjective)
ratings (the paired-comparison and the semi-annual departmental
rating) and six objective performance indicators were then used

to assess on-the-job performance. These performance measures
served as the criterion variables in the validation study, and
were thought to provide a comprehensive picture of the many facets
of patrolman performance.

The sample consisted of 490 patrolmen who were tested in
two separate groups, about five months apart. One conclusion
drawn from the results was that, for the total group of patrolmen,
there was a statistically significant and meaningful relationship
between test battery scores and independent measures Of police
officer performance. This was especially true Of the three major
performance criteria; the paired comparison rating, the depart-
mental rating, and tenure, but also held for all other performance
measures used in the study. According to Furcon et al., perhaps
the best way to summarize these findings is to say that the criti-
cal attributes for patrolman success are related tO stability—-

stability in the parental, personal family, and occupational

27

situations, stability in the maintenance Of cooperative rather
than competitive or hostile problem solving modes, stability
stemming from personal self-confidence and control of emotional
impulses, and stability deriving from a capacity to tolerate stress
and from a realistic rather than a subjective orientation to life.‘n
In the above study (Furcon et a1.) predictions made from
original measures of job performance and test results (in 1966)
were correlated with succeeding assessments of job performance
made in 1967, 1968 and 1969. The correlations derived were used
to estimate the stability and predictive validity Of subjective
and Objective tests administered in 1966. Also studied were the
use of racial group differences for predicting performance and
the use of patrolman sub-groups for predicting stability Of per-
formance.42 The plan included four principal research goals:
(1) determination Of the stability Of the main supervisory and
Objective measures of police Officer performance utilized in the
1966-68 study; (2) investigation Of the predictive validity of
the psychological test batteries used in the 1966-68 study;
(3) examination Of the nature and stability Of the racial-group
differences found in response to the test batteries from the
1966-68 study; and (4) conduct a longitudinal study of the per-

lfOrmance levels Of the eight patrolman sub-groups identified in

 

“Ibid.

42Furcon et al., "A Longitudinal Study," loc. cit.

28

the 1966-68 study.43 As the complexity of an occupation increases,
its demands become more diverse, and there is increasing latitude
for individuality Of style in meeting these demands. Under these
circumstances, the occupational group will no longer be composed
exclusively of members approximating a single behavioral proto-
type, all performing with varying degrees Of success along a uni-
fied dimension or criterion. Instead, occupational subgroups will
begin to emerge, internally homogeneous but differing among them-

44 These are the subgroups that

selves in style Of performance.
Furcon studied to measure their performance levels.

Overall, the principal conclusions drawn from the 1971
Chicago study correlated closely with the previous study completed
in 1969. In the performance appraisal area acceptable levels Of
stability were established for a number of the supervisory and
Objective measures of patrolman performance evidencing their
desirability for use in personnel research and personnel practice.
A multi-faceted approach to performance assessment, i.e., an
approach that includes both supervisory and Objective measures of
job performance, is likely to provide the most comprehensive and
most meaningful assessment Of patrolman performance for develop-
mental and promotional purposes. The paired-comparison rating

technique, successfully implemented for the second time in the

fOllow-up study, is thought to hold considerable promise for

 

43
Ibid.. PP. 10-11.

44Ibid.. p. 215.

29

application in the assessment Of current performance or promot-
ability in law enforcement organizations. The exploratory appli-
cation results suggest that peer-ratings of patrolman performance
are technically feasible. The peer ratings appear to overlap to
a certain degree with supervisory ratings, but to a large degree
provide unique performance information.45 The results suggest
that adequate training and preparation Of patrolman peer-raters
will be essential to successful applications of this technique.

A number of additional conclusions were drawn from the
results Of the predictive validity inquiry. The predictive
validity of the psychological test battery was verified over time
for both Of the supervisory measures of patrolman success as well
as for a number Of the more Objective measures of police Officer
performance. Using predicted performance levels based on test
scores Obtained in 1966, it was possible to establish statistically
significant and meaningful correlations with subsequent perform-
ance in 1967, 1968, and 1969. These results present compelling
evidence of the utility of a number of test dimensions in predict-

46 A number

ing the various measures Of police Officer performance.
of the test dimensions contributing to the successful prediction
of police Officer performance were specific to one of the racial
groups or to the total group. Several test dimensions were found

to be predictive across all groups for a particular performance

 

451bid., p. 186.
461bid., p. 187.

30

criterion, such as the total score on the Test of Social Insight
and the socially-at-ease trait on the Temperament Comparator in
predicting the paired comparison performance rating. A number Of
test dimensions such as Perceptual Speed were found to be pre-
dictive across performance criteria for a number Of groups.47
With respect to the patrolman pattern subgroups, it was concluded
that the job performance patterns identified in 1966 as being
significantly different from the average maintained their signifi-
cance in the follow-up study. The three newcomer groups depicted
patterns Of development which may represent younger Officers in a
large urban department, and the three established Officer and two
long-service subgroups were considered tO represent stable patterns
of career patrolman performance. The subgroup results were import-
ant in presenting the variety of job performance styles which may
exist in a large group of patrolmen and were useful in providing
insight into the varieties of psychological makeup and associated
performance patterns which may be found in a large city organi-
zation.48
Two advances are thought to be particularly significant
in the area of psychological testing in law enforcement organi-
zations. The results of the occupational analysis in this study

suggested that tests Of aptitude, personality, and motivation

were relevant to the selection Of police Officers. Thus, a type

 

47
48

Ibid.
Ibid., p. 188.

31

Of testing which extended beyond the scope of intelligence test—
ing was brought to bear. 0f even more significance is the fact
that a test battery composed Of tests Of motivation, intellectual
ability, and behavior showed a meaningful relationship to measures
of on-the-job performance in police work. The results of the
study are an advance over earlier attempts (DuBois and Watson)49
in which relationships were established between test scores and
training academy performance, but not between scores and actual
on-the-job field performance. The basic contribution Of the study
has been the identification and validation of psychological tests
for use in police organizations. The specific implementation Of
the test battery itself is probably Of foremost interest to the
police manager.

In an excellent study conducted by Cohen and Cahiken
(1972), a comparison was made Of the background characteristics
Of a large group of officers in the New York City Police Depart-
ment with available measures of their performance on the job to
determine the type of candidate who is likely to display specific
patterns of performance.50 No personality tests were adminis-
tered to the subjects, nor were any specific performance evalu-

ations undertaken. The information for this study was obtained

 

49F. H. DuBOis and R. J. Watson, "The Selection of Patrol-
men," Journal of Applied Psychology, Vol. 34 (1950), pp. 90-95.

50Bernard Cohen and Jan M. Chaiken, "Police Background
Characteristics and Performance: Summary," a report prepared for
the National Institute of Law Enforcement and Criminal Justice,
Grant Award NI-7l-030-G (New York: Rand Institute, 1972), p. l.

32

about the background and performance Of 1,915 officers appointed
to the NYCPD in 1957, Of whom 1,608 were still active members of
the force in 1968 when most of the data were collected. Two Of
the four Objectives are of particular interest to this research:
(1) to identify attributes currently thought to be negative or
positive indicators which in fact are not related to later good
or poor performance; and (2) to identify methods for sharpening
the estimates Of a recruit's future performance by using informa-
tion from his probationary period on the force, and for determin-

5] Only

ing which information is relevant to future performance.
quantifiable measures Of background and performance of a type
commonly maintained in personnel files by police departments was
used in this study. Predictor variables used were race and age,
mental examinations, family descriptors, occupational history,
military history, personal history, incidents involving police
and courts, early performance, and later experience. Performance
measures used were career development (advancement), disciplinary
actions, absenteeism, and others (including claims of injury and
extreme misconduct cases).

Findings indicated that Older Officers were least likely
to advance beyond patrol assignments, had low absenteeism for
sickness and had fewer civilian complaints against them. In

general, men with higher I.Q. advanced through the civil service

route to a greater extent than men with a lower I.0. A high

 

5'Ibid., p. 2.

33

civil service score was slightly predictive of good grades in the
police academy but did not appear to predict any aspect of job
performance measured, other than the ability to pass later civil
service examinations for promotions.52 Occupational mobility and
military history were not found to be indicative of performance.
However, a prior history Of disciplinary incidents was found to
be a strong predictor Of future misconduct. Men who had been
arrested for non-violent crimes performed no differently from
other Officers. An Officer's recruit training score was found

to be the strongest predictor of his later performance. Men who
scored high on written examinations in the police academy were
subsequently much better performers than average. They advanced
more rapidly through special assignments and civil service promo-
tions. The Officer's rating while on probation was found to be
the second strongest predictor of later performance. The men who
obtained college degrees, either before or after appointment to
the force, exhibited good job performance.53 Through multiple
regression analysis, the strongest predictor was the recruit
training score of the Officer, followed by his probationary
evaluation, and so on down to I.Q. The data showed that the

strongest predictors Of later performance are derivable from

 

521bid., pP. 14-19.
53Ibid., p. 20.

34

quantitative measures reflecting the subject's primary behavior
and experiments as Observed over a period of time.54

Poland (1976) in a study completed on the Michigan State
Police compared social background factors with field performance
and made several Observations.55 His research indicated that
several variables did appear relevant to the selection process.
They were: (1) educational achievement beyond high school
increases competence on the job; (2) Older candidates were more
successful on the job than their younger counterparts; (3) the
employment history of the candidates is a strong predictor Of
future police performance if three background variables (last
occupation, prior jobs, employment disciplinary record) are com-
bined. In addition, the prior driving record Of the candidate
was found to be an important predictor Of success as a police
Officer. Those candidates with a large number of traffic tickets
and automobile accidents prior to appointment were the least
"successful" on the job. Poland also surmised that the perform-
ance of prospective police candidates during probation is also
somewhat predictive of police performance.

A fairly consistent finding in the limited literature is

that traditional aptitude measures predict performance in police

 

54Ib1d., p. 21.

55James M. Poland, "An Exploratory Analysis of the Rela-
tionship Between Social Background Factors and Performance Criteria
in the Michigan State Police" (unpublished Ph.D. dissertation,
Michigan State University, 1976), pp. 137-139.

35

academies.56

In most cases, this finding is not surprising
because traditional measures such as aptitude tests are designed
to measure academic success in traditional academic programs such
as those represented in most public schools in the United States.
Since most training in police academies replicate this type of
educational approach, the aptitude tests generally predict the
academic or scholastic performance Of the trainee in the academy.
What is important to note, however, is that many of the academic
skills required in the academy are, at least to some extent,
unrelated to the skills required of the patrol officer on the

job.57

A number of researchers have found that aptitude measures
do not necessarily predict job performance to any great degree.
Mormon et a1. designed tests to predict success in interpersonal
relations and found that they also predict on-the-job success.58
These findings suggest that a two-part battery, one part with

traditional measures to predict academy success and another part

 

56A. Abbatiello, "A Study of Police Candidate Selection,"
a paper presented at the 77th annual convention of the American
Psychological Association, Washington, D.C. 1969; Dubois and
Watson, loc. cit.; R. 8. Mills et al., "Situational Tests in
Police Recruit Selection," Journal Of Criminal Law,yCriminology,
and Police Science, Vol. 57 (1966), pp. 99-104; and Robert R.
Morman et al., TiPFedicting State Traffic Officer Cadet Academic
Performance from Theoretical TAV Selection System Scores,"
Police, Vol. 10, NO. 3 (March 1966), pp. 54-58.

 

 

57Shavelson, op. cit., pp. 59-60.
58Morman et al., Op. cit., pp. 54-58.

36

to predict on-the-job success, may be an appropriate approach in

predicting successful police Officers.

Summary and Conclusions

A number of conclusions can be drawn from the various
studies which have been reviewed. The first is that most pre-
diction studies have been based upon historical data compiled
prior to entry into the police service. Second, it does not
appear clear what constitutes a "good" performance and ultimately
a "good" police Officer to everyone concerned. Third, very little
longitudinal long-term research has been accomplished to measure
future field performance.

With respect to the general problem Of prediction in the
social sciences most statistical theory and practice have centered
about the case in which both the dependent and one or more inde-
pendent variables are described by continuous measurements on
their respective (linear) scales. However, there are many instances
in life in which dichotomous evaluations of persons can be con-
ceived under the general headings of "success" or "failure" and

59 In fact, final

in which no finer discrimination is required.
decisions leading to administrative actions must Often be dichoto-
mous. In the formation of a dichotomy in the dependent variable,

however, the question frequently arises as to the nature Of its

 

59J. P. Guilford and William 8. Michael, The Prediction
Of Categories From Measurements: With Applications to Personnel
Selection and Clinical Prognosis (Ann Arbor: Edwards Brothers,
.Inc., 1949), p. 1.

 

 

37

distribution. As mentioned, the dependent variable may be con-
sidered either a genuine or artificial dichotomy, depending upon
the interpretation given. A few examples of what might be con-
sidered an artificially dichotomized continuous variable would

be a civil-service employee being promoted or not promoted. In
this example, different degrees of the dependent variable exist,
but a dichotomy has been created. The prediction of an individual
falling into one of two categories from measures on an independent
variable would call for an assumption Of continuity in the depen-
dent variable.60

There are certain situations in which it is difficult to
decide whether a dichotomy is actually a qualitative one or an
artificial separation Of a variable which is essentially contin-
uous. For example, whether a person is an alcoholic or not an
alcoholic; a person is successful or not successful, a drunkard
or not a drunkard, is a situation which must be examined and
allowed for in the analysis of research findings.

The problems involved in gathering information about sub-
jects in a social-psychological experiment are analogous to the
problems of measurement in any field Of psychology. The personnel
psychologist's solution to the prediction problem requires that
we have a measure of criterion performance, y (e.g., average
freshman grade or a rating of job performance), and at least one

measure of a personal characteristic, x (e.g., aptitude or

 

6oIbid.

38

interest), that is correlated with y. The regression Of y on x
provides the basis for prediction of criterion performance.61
There are Obvious instances where a test which has predictive
power for some individuals has little or no predictive power or
value for others. For example, a mathematics test might be used
effectively as a predictor of grades in advanced mathematics
courses for people who have studied elementary mathematics, but
it would probably have very little or no predictive value for
people who had not studied mathematics at all. There are also
more subtle examples of differential predictability. Some of
these differences can be controlled for in a police-type situa-
tion if all sample subjects have received some type Of training.
Obviously, some moderator variables would still exist.

In summary, it appears that various aspects Of the success
and future performance Of a police Officer may be predicted with
some degree of success by certain biographical, psychological,

and aptitudinal variables if they are measured both objectively

and subjectively.

 

6IFrederiksen, et al., Op. cit., p. 2.

CHAPTER III

DESIGN OF THE STUDY

Introduction

 

Occupational psychologists, administrators and managers of
all persuasions have long been aware of the problems inherent in
predicting future job performance. As has been found, the police
profession is certainly not spared the complexities of this problem.
While many business managers can measure specific work output
(i.e., number of items manufactured or piecework, etc.), of the
employee to quantify performance, the sole commodity of the police
is service, and service, although qualitatively and quantitatively
measurable, is indeed a difficult and complex subject to measure.

In this longitudinal study, a comparison was made of cate-
gories of performance measured during basic recruit training with
categories of performance measured on-the-job after assignment to
the field operation. The categories from both sources are similar
in nature and it is hypothesized that a close correlation will

exist between them.

Source of Data
The population utilized in this study consisted of the
309 male graduates of the Michigan Department of State Police 83rd
through 89th Recruit Schools. The period of time included was from

39

40

September 25, 1972, the beginning of the 83rd Recruit School, until
July 17, 1975, the last day of the 89th Recruit School. The number
of schools sampled totaled seven.

A stratified random sample (without replacement) of 33 1/3%
was made from each school (N =103)(see Table 3.1). The total number
of graduates from each school was first determined by researching
recruit school records filed with the Training Division of the
Department of State Police. These names were then compared with
current personnel records filed in the Personnel Division and the

sample was then compiled.

TABLE 3.1.--Source of Population and Sample.

 

 

Number of Number
Recruit School Male Graduates Selected
83rd 09-25/12-22-72 54 18 (17)
84th 01-15/04-18-73 42 14 (13)
85th 05-21/08-24-73 48 16
86th 11-05-73/02-08-74 42 14
87th 02-25/05-31-74 39 13
88th 09-09/12-13-74 45 15
89th 03-23/07-17-75 ._§9 _13
TOTAL 7 309 103 (101)

 

Final Sample Size: N = 101

41

Two subjects, one from the 83th Recruit School and one from
the 84th Recruit School were eliminated from the sample due to an
inability to gather data on their field performance. (Both had been
transferred to a specialist position where ADI data was not required.)
Therefore, the final sample consisted of 101 subjects (N = 101).

All female Officers were excluded from the study because
they had not been trained in all aspects in an identical manner as
their male counterparts. Specifically, during Defensive Tactics
Training (holds and releases and boxing), they did not engage in
individual combat with their male counterparts for final evaluation
purposes. They also were not evaluated in the same manner in regard
to physical conditioning and general physical prowess.

The sample selected included representatives from all eight
field districts in the department and two Headquarter's divisions.
Forty-two of the sixty-four posts were represented. (Table 3.2
shows the source of the sample by district and post.) At the time
of the data gathering (April 1979), the Department of State Police
had a total authorized enlisted strength of 2376 and an actual
strength of 2301.

Measurement Instruments

 

Final Recruit Evaluation

 

During the final three weeks of each recruit school trained
by the Michigan Department of State Police, each staff officer
assigned to the Basic and Probationary Training Section (which has

the responsibility for training all recruits) completes a Final

TABLE 3.2.--Source of Sample by District and Post.

 

DISTRICT 1: LANSING

Lansing Post
Brighton Post
Ionia Post
Ithaca Post

Total

DISTRICT 2: NORTHVILLE

Northville Post

Romeo Post

St. Clair Post

New Baltimore Post

Flat Rock Post

Ypsilanti Post

Pontiac Post

Erie Post

Detroit FW Post
Total

DISTRICT 3: BAY CITY

Bay City Post
Bad Axe Post
Sandusky Post
West Branch Post
Bridgeport Post
Lapeer Post

Total

DISTRICT 4: JACKSON

Jackson Post
Clinton Post
Jonesville Post
Battle Creek Post
Total

3
1
2
.3
n

\JN-DCh—‘ww-d-h

u—l

.b
._a

Lamddw

._J
N

LOIN—‘bN

DISTRICT 5: PAW PAW

Paw Paw Post

White Pigeon Post

Niles Post

Benton Harbor Post
Total

DISTRICT 6: ROCKFORD

Rockford Post
Mt. Pleasant Post
Grand Haven Post
Newaygo Post
Hart Post

Total

Vlag—a—u

ml-e-aa—u.‘

DISTRICT 7: TRAVERSE CITY

Traverse City Post
Cheboygan Post
Houghton Lake Post
Cadillac Post
Manistee Post
Petosky Post

Total

DISTRICT 8: NEGAUNEE
Negaunee Post
St. Ignace Post
Munising Post
Total
HEADQUARTERS DIVISIONS

East Lansing
Total

OIN—Ju—Jw—lu—l

U'IIN-‘N

MIN

 

Posts Represented: 42
Total Individuals: lOl

43

Recruit Evaluation (FRE) consisting of fifteen categories on each
graduating recruit from information which has been compiled since
the beginning of the school.

Each category includes a Likert-type five-step semantic
scale rating from weak (lowest rating), to needs improvement, to
acceptable, to strong, to outstanding (highest rating). During the
period Of time from which the sample was drawn, the staff consisted
of three permanently assigned officers and from four to seven officers
assigned on a temporary basis from the field operation. The number
of officers varied with the size of the recruit school. A safe
assumption can be made that a minimum of seven FREs were completed
on each recruit at the end of all of the schools in the sample.
These FREs were then reviewed by the Commanding Officer of the Basic
and Probationary Training Section and two of the permanently assigned
staff officers. The statements describing each category were
analyzed and discussed in depth and weighted for their descriptive
value. Finally, a composite FRE was developed for each recruit
based on a summary of these descriptors. Statements describing both
strengths and weaknesses were made on these final FREs to formulate
an accurate profile for each recruit evaluated. Each category was
then given a rating based on a summary of these statements.

The categories, and suggestions for comments, were as
follows:

1. Academic Ability: indicate specific problem areas if

the trainee is having academic difficulty, i.e., be
specific in comments, explaining just where the problems

lie in terms of subject areas, concepts, memory, reading
and comprehension, etc.

 

44

Personality Traits: indicate those who may be over or
under aggressive, any possible loner traits, lack of
confidence, reluctance to speak out or assert himself,
signs of temper or self discipline problems, etc.

Personal Bearing and Appearance: indicate any need for
posture improvement, lack of cleanliness and neatness,
military bearing and understanding of military command
structure, possible hygiene problems, any requirements
for dental care, etc.

 

Attitude and Interest: indicate the presence or lack
of interest and cite specific examples supporting your
rating. Indicate the attitude of the trainee when
counseled and particularly when advised of some
deficiency. Comment on overall attitude as reflected
by the recruit toward the program, the instructors, the
department and the job in general.

 

Initiative and Dependability: cite specific examples,
i.e., during the recruit's role as a group leader,
class commander, or any other time when efforts to
motivate others is observed; completing tasks with
little or no direction or on his own, etc.

 

Leadershingotential: indicate specific examples of
leadership ability being shown or when an Opportunity
was present and the recruit did not take it. Cite
examples such as other recruits going to this recruit
for advice, ability to organize a group and direct
them, etc. Does he lead by example?

 

Composure and Control: cite specific examples where
composure and control was evident or not evident in a
given situation, i.e., boxing, water safety, inspections,
interviews, classroom situations, etc.

Relationship and Cooperation with Others: pay particu-
lar attention to the trainee's interpersonal relation-
ships with his peers, while off duty in the evenings,
while engaged in work group assignments, sense Of humor
with others, etc.

Typing, Printing, and Spelling Ability: indicate where
the specific weak points are as well as strong points in
each category and then make an overall rating. Indicate
the number of words per minute the trainee can type,
whether printing is legible, spelling proficiency, etc.

45

10. Report Composition and Language Usage: comment on the
trainee's ability to put a given situation on paper in
a clear, concise, and presentable manner. Comment on
ability or lack of in this area with a specific recom-
mendation for improvement.

 

11. Physical Ability, Stamina, Condition: indicate those
who need additional practice in Defensive Tactics; any
need for additional physical conditioning; weight
problems, and those with special prowess in this area.

 

12. Driving Ability: list specific weaknesses and strengths,
in addition to recommendations for improvements.

 

13. Marksmanship Ability: indicate top and poor shooters,
those with problems in confidence, recommendations for
further training, etc.

 

14. Water Safety Ability: indicate any expert or poor
swimmers, note whoghad a possible undue fear of the
water or extreme lack of confidence; add recommendations
for remedial classes naimprove ability and confidence.

 

15. Prior Police Experience: list the agency with whom the
trainee had experience, how long, type of experience,
specific skills learned with that agency, etc.

 

16. [Aggz this category was added for the purpose of
statistical analysis. It is the age of the trainee at
the time that the FRE was completed.

The Final Recruit Evaluation (FRE) was compared with the
Achievement and Development Inventory, which was developed by the
Michigan Department of State Police as a technique for evaluating

Troopers.

The Achievement and Development
Inventory

Performance evaluation is one of the most controversial
62

 

issues in personnel management. For many years authorities in the

 

62O. W. Wilson and Roy Clinton McLaren, Police Administration
(New York: McGraw Hill Book Company, 1977), p. 272.

 

46

personnel field, in public as well as private management, have tried
to devise foolproof systems for the evaluation Of individual per-
formance. For thousands of years, man has rated his fellow man
through Observations of his actions. Jourgensen traces the evalua-
tion process back as far as 220 A.D. He quotes an old Chinese
philosopher, Chen Yu: "The imperial rater seldom rates men according
to their merits, but always according to his likes and dislikes."63
Unfortunately, this same philosophy permeates many of the personnel
evaluation concepts in use today. In contemporary society, the legal
and ethical demands for improved efficiency in law enforcement
service are constantly growing and becoming more stringent. There-
fore, it is imperative that law enforcement practitioners develop
valid, fair, impartial and consistent systems of performance evalua-
tion.64
The Michigan Department of State Police initiated a project
in 1974 to research, develop and implement a valid system of per-

formance evaluation for troopers. The following reflects the

rationale that led up to this project.

Historical background. Personality tests have generally

 

been found wanting when applied to the selection and ultimate

successful prediction of job performance Of police officers. We

 

63Clifford E. Jourgensen, "Employee Performance Appraisal
Re-examined," Part 1: Personnel Association Report, NO. 613,
pp. 1-10.

64Ritchie T. Davis, "Development of a Valid Performance
Appraisal System," The Police Chief, Vol. 44, No. 1 (January 1977),
pp. 38-40.

 

 

47

have needed to look directly and clearly at the role for which we
are selecting men and women and then work back from our analysis of
this role to ascertain the most important characteristics to seek
out in police recruits. However, we must keep in mind that job
analysis is a combination Of art and science; some of its components

65 It appears that

are objective and some others are subjective.
personality tests have not significantly tapped the particular sub-
jective aspects of emotional maturity or ego strength which are most
pertinent to the role Of police officers. We need to be more
specific. For example, an examination of the role of a police
officer indicates that one of the central problems he faces is the
management of conflict, both intrapersonal and interpersonal.66
Conflict can arise from the officer's contact with fellow officers,
persons he arrests, and out of relationships with the community.

The decisions he often makes are not trivial and sometimes involve
human life. Unfortunately, it is very difficult to predict or
measure the ability of an individual to deal with conflict except

in a real-life or role-playing situation. In our study, however,
specific skills such as these are not considered the sole determinant
of successful job performance. There are also interest, everyday or

people skills, and the like, which must be included in predicting

performance. Some of these competencies may be rather traditional

 

65Salvendy, op. cit., p. 41.

66Smith and Stotland, "A New Look at Police Officer
Selection," Snibbe and Snibbe, The Urban Policeman, op. cit.,
pp. 15-16.

 

48

cognitive skills involving reading, writing and calculating skills.
Others should involve what traditionally have been called personality
variables, although they might better be considered competencies.
These would include communication skills, composure and control, and
dependability.

Reporting on research conducted in the Chicago Police Depart-
ment, Furcon et a1. (1966) suggested that the scope of selection
procedures for new police officers should be broadened to include
measurements Of personality, motivation, and aptitude, in addition

to measures Of intelligence.67

It is significant that one of the
areas that Furcon found to be most predictive Of success was that of
dealing with interpersonal skills and social aptitude.

In an important paper challenging the traditional approach
to the prediction of job success, McClelland and Rhodes (1969) pro-

68 The

posed an alternative approach in a set of recommendations.
first recommendation was that the best testing is criterion sampling.
This recommendation rests upon the finding that the best predictors
of job success are measures of an applicant's performance on samples
of the job itself. In specific terms, this means that "if you want
to test who will be a good policeman, go find out what a good
policeman is and what he does."

The Michigan Department of State Police followed this sug-

gestion and in 1974 began to analyze the job of a Trooper. The

 

67
68

Furcon et al., "Psychological Predictors," op. cit., p. 64.

McClelland and Rhodes, loc. cit.

49

ultimate Objective was to identify individual limitations and strong
points Of an Officer and to provide for a meaningful method Of

69 To meet the guidelines put forth for

guidance and development.
test construction by the Equal Employment Opportunity Commission
(EEOC), a valid performance evaluation system must be based on sig-
nificant elements Of the job to be performed.

To meet this requirement, all enlisted personnel of the State
Police were asked to write an essay describing the best Trooper they
had ever known. The purpose of this essay was to produce a list of
behavioral descriptive statements referring to commonly occurring
behaviors in the Trooper's job. Of the 1200 essays analyzed, 752
distinct phrases were extracted from the essays. These statements
were then classified into four categories: Interpersonal Relations,
Job Knowledge and Judgment, Job Involvement, and Standard Proficiency.
Seventy-two Troopers were involved in the classification process. If
at least 50 of the 72 Troopers did not agree as to which category a
statement belonged, it was eliminated from the statement pool. This
was done to assure that the statements were meaningful and un-
ambiguous. After categorization, 180 statements remained in the
statement pool.

Each Of the 180 statements described a behavioral incident
which might be typical of any State Trooper; thus the job analysis

requirement was met. The Achievement and Development Inventory (ADI)

 

69State of Michigan, Department of State Police Personnel
Division, "Achievement and Development Inventory - Counseling and
Coaching Techniques," East Lansing, Michigan, January 1978.

50

was then constructed. It was based on a dual-system approach to
employee performance and appraisal. It consisted of two parts, a
forced choice performance appraisal section and a structured inter-
view guide to be used as the basis for employee performance counsel-
ing. There were three primary steps in the construction Of the
forced choice scale used in Part I: (1) Development of a Discrimina-
tion Index; (2) Development of the Job Importance Index; and

(3) Construction of a Forced Choice Scale. Numerous steps were

taken to articulate the A01 within the department to assure under-
standing of the scale and its development in order to facilitate its

acceptance by all personnel.

ADI administration. The first administration of the scale

was in August 1974. The A01 Part I had twenty tetrads.70

The post
commander and four post sergeants were asked to complete the scale,
independently, on each trooper under their respective commands.
Part II was completed by the post commander after consulting the
post sergeants.

The second administration of the scale was in January 1976.
The A01 Part I had twenty-five tetrads. The post commander and
three post sergeants were asked to complete the scale, independently,

on each trooper under their respective commands. Part II was com-

pleted as indicated above.

 

70Tetrad: a block of four positively worded, descriptive
statements, e.g., does not act upon impulse; is very familiar with
the work area; practices good first aid; and has pride in himself
and the department.

51

The third administration of the scale was in January 1977.
The ADI Part I had twenty tetrads. The post commander and three post
sergeants were asked to complete the scale, independently, on each
trooper under their respective commands. The results of Part I were
communicated to the post commander and the individual troopers on a
computer printout which expedited the process considerably. Part II
was completed as indicated earlier and had become somewhat standard-

ized.

Validation research. The Equal Employment Opportunity Com-
mission requires that any instrument used to select people for jobs
must be proven to be reliable and valid. Furthermore, the scale
should not be subject to the usual problems of rater bias, halo,
and central tendency. Thus, the following ADI research was con-
ducted by the state police to examine three questions: (1) Does the
scale generate a normal distribution Of scores? (2) Is the scale
valid? and (3) Is the scale reliable?

With the initial administration of the ADI, it was necessary
to establish a sound criterion for trooper job performance to con-
duct the necessary validity study. The criterion used was peer
evaluations since the literature tended to indicate that peer
evaluations, if carefully done, were valid indicators of performance.
A forced-distribution approach to peer evaluations was used. Peer
evaluation forms were prepared for each post using the following

format:

52

l. Performs in the tOp 10% of Troopers at the Post.

2. Performs in the upper 20% of Troopers at the Post.

3. Performs in the middle 40% of Troopers at the Post.

4. Performs in the lower 20% of Troopers at the Post.

5. Performs in the bottom 10% Of Troopers at the Post.
The obtained peer ratings were averaged to improve reliability.
Each trooper in the analysis sample was rated by the post commander
and at least four post sergeants, and, in addition, each trooper had
at least two peer evaluations. The data were coded onto IBM punch
cards and analyzed on the CDC 6500 computer at Michigan State
University.

A score on Part I was Obtained by averaging across the five
raters. Since twenty tetrads were used in the August 1974
administration Of the ADI, a maximum score of 40 was possible, with
a minimum possible score of O. The actual range of scores was 6
to 34.8. The mean of the distribution was 20.4 with a standard
deviation of 5.5 Thus, 97% of the troopers scored between 9.4 and
31.4. Most trooper scores centered around the mean score of 20.4,
nearly as many scored above the mean as below. This indicates that
in evaluating performance, bias and halo effect were largely
eliminated, which was one of the goals of the research. The raw
scores were then transformed into percentile scores. For the peer
ratings in this sample, the reliability coefficient was .78. The
A01 reliability was also determined. Averaged over all the posts
in the state, the reliability coefficient for the A01 ratings was

.88. The highest reliability was .95 and the lowest was .69.

53

This meant that every post had a great deal of agreement among the
supervisors completing the rating.

To determine the validity of the A01, A01 scores were cor-
related with the peer ratings. The correlation of trooper ADI
ratings and peer ratings was .71.

The ADI Part I was administered a second time in January
1976. Two significant changes were made from the previous administra-
tion of the A01. The number of tetrads was increased from twenty to
twenty-five and the number of describers (post commander and post
sergeants) was reduced from five to four dropping one post sergeant.
The distribution of A01 scores for the second administration was
very similar to the distribution at the first administration. This
lent very strong support to the belief that the scale produces
scores which are not subject to rater bias, since at both administra-
tions, a normal shaped distribution of scores was Obtained from
Part I of the ADI.

The reliability of the describers at the second administra-
tion was .85 averaged over 64 posts. This compared quite favorably
with the reliability of .88 obtained at the first administration.
The first administration scores and the second administration scores
were then correlated to determine the consistency of scores across
time. The correlation was .78, indicating a high degree of con-
sistency across time. In summary, the reliability, validity and
bias of the scores were investigated at both administrations and the
empirical evidence strongly supported the notion that the A01 was

valid, reliable, and free from rater bias.

54

Design

Research Design

 

The previous discussion gave an overview of the Final
Recruit Evaluation (FRE) and the Achievement and Development
Inventory (ADI) instruments (see Appendices B and C for examples of
these instruments). Although an attempt was made to support a
stated hypothesis in this study, it is more of an exploratory look
at the relationship between certain behavioral characteristics and
performance factors Observed during both the training period in

recruit school and on the actual job.

General research questions. The central questions Of this

study are:

1. Can the performance of Michigan State Police Troopers
be predicted on the basis of recruit school
performance?

2. What characteristics measured during recruit school
show the greatest positive relationship with per-
formance factors measured on the job?

3. What variables measured during recruit training show
the highest relationship to variables measured on
the job?

Level of significance. The .05 level of significance will

be the criterion for the acceptance of a relationship between vari-

ables.

Indepgndent variables. The independent variables are the
sixteen categories listed on the Final Recruit Evaluation (FRE).

The semantic Likert-type scale will be operationalized by assigning

55

a numerical value of 5 to outstanding, 4 to strong, 3 to acceptable,
2 to needs improvement, and 1 to weak for categories 2 through 14.
Category 1, Academic Ability, will list the individual's actual

grade point average in percent. Category 15, Prior Police Experience,
will list experience in years to the nearest half year. Category 16,
Age, will list the individual's age in years at the time of gradua-

tion from recruit school.

Dependent variable. The dependent variables will be the

 

four categories measured on the Achievement and DevelOpment Inventory.

They are:

Category 1 = Interpersonal Relations:
The person high in this category relates well
to others (public and fellow employees),
maintains composure, tolerates stressful
situations and communicates clearly to others
in a confident manner.

Category 2 = Job Knowledge and Judgment:

The person high in this category possess an
outstanding knowledge of work related material,
knows the job well, has a good sense of
judgment, is constantly upgrading job knowl-
edge, is meticulous, and gathers all avail-
able data before making a decision.

Category 3 = Job Involvement:

The person who is high in this category works
hard at the job, is especially loyal, very
involved, welcomes responsibility, has the
ability to influence others, admirable, and
can be counted on when necessary.

56

Category 4 = Standard Activities Proficiency:
The person high in this category maintains
equipment, report writing is excellent, con-
forms to rules and regulations, and handles

routine work especially well and without
complaint.

These four categories are the result of condensing seven subcate-
gories on Part II of the ADI consisting of job knowledge, judgment,
post operations, interpersonal relations and attitude, care and use
of equipment, personal appearance, and work quality and quantity.
The scores for the four categories range from 70 to 99 and the

actual scores were the values utilized for statistical analysis.

Missing values. During the course of gathering data, it
was discovered that the Final Recruit Evaluation had been improved
in 1973 when six additional categories were added to the format.
These categories were attitude and interest, initiative and depend-
ability, leadership potential, composure and control, relationships
and cooperation with others, and report composition and language
usage. The FRE was renumbered using the original categories as well
as the new categories in the new format of the form. Statistical
programming recognizes the missing data which includes the 83rd,
84th, and 85th Recruit Schools and affects 50 subjects in the

sample of 101.

Data Analysis

 

The relationship between variables was determined by simple

correlations. The computer program used in this study is the

57

Statistical Package for the Social Sciences (SPSS). The importance
and reliability of the relationship between variables was determined
by internal consistency of associations and formal statistical tests.

The statistical analysis used was the Pearson Product-Moment
Correlation Coefficient subprogram of the Bivariate Correlation
Analysis program. A factor analysis using principle components and
R factoring in a 20 x 20 correlation matrix finding the mean and
standard deviation was utilized. A Kaiser cut was the criterion for
the number of factors to extract. A varimax orthogonal rotation was
also employed in the analysis.

A number of social science methodologists argue that the
Pearson correlation coefficients (and other statistics originally
designed for interval-level variables) may be used even if the data
satisfy only the assumptions Of ordinal level measurement. Labovitz
(1970) goes further by arguing that, except for extreme situations,
interval statistics can be applied to any ordinal-level variable.
He argues, "Although some small error may accompany the treatment
of ordinal variables as interval, this is offset by the use of more
powerful, more sensitive, better developed, and more clearly inter-
pretable statistics with known sampling error." Some statistical
purists disagree with some of these suggestions but more and more
data analysts are following them, especially when the research is

exploratory or heuristic in nature.71

 

71Norman H. Hie, et al., SPSS, Statistical Package for the
Social Sciences (New York: McGraw Hill Book Co., 1975), pp. 6, 276,
citing Sanford Labovitz, "The Assignment of Numbers to Rank 0rder~
Categories," American Sociological Review, Vol. 35 (1970), pp. 515-

 

58

Factor analysis is used to simplify the process of inter-
preting correlations between variables. Data reduction capability
is the most distinctive characteristic of factor analysis and in
effect, factors are merely clusters or groups of variables which
have common attributes. Given an array of correlation coefficients
for a set of variables, factor-analytic techniques enable one to
see whether some underlying pattern of relationships exist such
that the data may be rearranged or reduced to a smaller set of
factors or components that may be taken as source variables account-
ing for the observed interrelations in the data.72

Multiple regression analysis was the next procedure used in
the data analysis. Multiple regression is a general statistical
technique through which one can analyze the relationship between a
dependent or criterion variable and a set of independent or predictor
variables while taking into account the interrelationships among the
independent variables. The basic goal of multiple regression is to
produce a linear combination of independent variables which will
correlate as highly as possible with the dependent variable. This
linear combination can then be used to predict values of the
dependent variable, and the importance of each of the independent

variables in that prediction can be assessed.73 Multiple regression

 

524,, and Labovitz, "Statistical Usage in Sociology: Sacred Cows
and Ritual," Sociological Methods and Research, Vol. l (1972), pp.
13-38.

72

 

Ibid., pp. 468-514.

73Ib1d.. Pp. 320-367.

59

is used to describe the entire structure of linkages between inde-
pendent and dependent variables and to assess the logical conse-
quences of a structural model that is posited a priori from some
causal theory. In effect, multiple regression analysis is used in
this study to determine which measures of performance in the academy

will help predict performance in the field as measured by the A01.

CHAPTER IV

ANALYSIS OF THE DATA

Introduction

 

In this chapter an analysis of the data, obtained as a result
of comparing recruit school final evaluations (FREs) with job per-
formance measured in the field (A015), is presented. The general
hypothesis is restated, the Operational hypothesis is analyzed,

and findings are discussed.

Primary Analysis of Data

 

The primary research question was whether one can predict
future job performance in the field based on recruit school per-
formance. If a recruit performs well in recruit school, it is
thought that he will perform well in the field. The hypothesis
(null h) that was tested was that there is no correlation between
recruit school performance and future job performance in the field.
Therefore, for the hypothesis to be rejected, a majority of the
categories when compared would need to be significant at the .05
level. For example, if the independent variable of attitude and
interest is significant when compared with the dependent variable
of standard score, the null hypothesis, that there is no relation-
ship between recruit school performance and future job performance

in the field, would be rejected.

60

61

The first operation carried out in the analysis was the
Person Product Moment Correlation. The means and standard deviations
of the variables utilized in the study are shown in Table 4.1. A
factor matrix was then developed from the Pearson Correlation after
varimax rotation with Kaiser normalization. The results of the
rotated factor matrix are presented in Table 4.2.

The factor analysis took the intervariable correlations and
then determined which variables tended to measure the same thing.
In effect, this reduced and simplified the number of variables. It
also showed how the variables tended to Cluster together to
determine what they were measuring.

An initial stepwise multiple regression analysis was
carried out using the four ADI categories and their weighted mean,
standard score, as the fifth category in addition to the sixteen
categories listed on the Final Recruit Evaluation (FRE). Referring
to Table 4.2, Factor 1 reflects a combination of variables that
includes attitude and interest, initiative and dependability,
leadership potential, composure and control, relationship and
cooperation with others, and report composition and language usage.
It appears that the label, attitude, adequately identifies this
factor.

I Factor 2 reflects the A01 scores and measures post academy
job performance, the dependent or predictive variable in this study.
Factor 3 reflects a combination of variables that include person-

ality traits, personal bearing and appearance, physical ability,

62

TABLE 4.l.--Means and Standard

Deviations of the Variables Used in

 

 

the Study.
Standard
Variable Mean Deviation Cases
Academic Ability 85.8798 3.5281 101
Personality Traits 3.8020 .8369 101
Personal Bearing and Appearance 3.9307 .8397 101
Attitude and Interests 2.1683 2.0399 51
Initiative and Dependability 1.9208 1.8476 51
Leadership Potential 1.8119 1.7647 51
Composure and Control 2.0099 1.9209 51
Relationship & Cooperation with Others 2.1089 2.0194 51
Typing, Printing and Spelling Ability 3.9307 .8747 101
Report Composition and Language Usage 1.8515 1.8132 51
Physical Ability, Stamina & Condition 3.9208 1.0167 101
Driving Ability 3.2871 .7917 101
Marksmanship Ability 3.5347 .9334 101
Water Safety Ability 3.5050 1.0642 101
Prior Police Experience .3415 -- 101
Age 24.1584 2.0772 101
Interpersonal Relations 82.8515 7.5397 101
Job Knowledge and Judgment 84.3267 8.2123 101
Job Involvement 83.0297 7.5808 101
Standard Activities Proficiency 83.4554 8.6851 101
Standard Score 84.1386 8.2317 101

 

(53

 

mwmmo.u powmo. moo—o. vmwoo. moooo. mummo.

mcoum ucmccmum

 

NS_No. _omo_. SQLNF. camoe. am_ew. mnemo.- sueaea_coza ma_ue>_pu< ceaucapm
Noe—o. mpooo.- m_o_o. compo. «Nacm. Nveoo. peasm>Fo>ce new
_mmeo. Noemo. cmmmo. “came. Sommm. _mm~o. Seasonsq use amumezocx Boa
Sqmmm.- amNNO.- ommm_.- «oemo. mmmmm. memo. Heaven—am Pacememacmch
comes. _o_mm. Lommm.- .momo. mmmoo. mmemo. mm<
amamo. comme. m-emo.- mmoNo.- sew-o. eemme. augmeemaxw potpoa Lo_La
meemo.- om¢_m.- Neeoo. emcew. «oomp.- ooeee.- soepcn< sputum Laue:
omm_e. _om¢o. o__mo.- amme_. ummmo. Ncmmo. suePWQ< a_;mca5mxtaz
Deana. momoe. conkm.- Seemw. o_m~_. momme.- so_,en< aceseeo
comma. amemm.- meo_o. ommmm. moo.~. mmmem.- coeu_ucou ecu meesaum .spepen< Paaemsga
.~3_o. ommem. momma. mom-0.- ommNo. m¢m_m. mama: amasmcmb new cowuemoaeou Steam:
LmNm_.- oem_m. _3Nmm. om~_o. emcee. .mqmm.- »S_F_n< mc_PPmam use mc_u=wta .mc_ase
_emmo.- mmmo.. 38000.- mom-0.- “ammo. ommea. meagpo ;p_: co_oacaaoou new a_;m=oeompam
Sem_o. memoo. mmmeo.- wwm_o. mpm_o.- oooem. Forecou new mtsmoasou
m_mqo. mammo. mam.o.- epmqo. meomo. _ao~m. Pacucauoa aegmtaeaau
memmo. mmowo. meweo.- m_ooo. ome_o. okoao. »S_F_nau=aaao new a>_ua_u_=~
mao_o. mmmmo. NQNPO. ommmo.- Nemmo. Naomo. “matapee use mu=u_pu<
cokm_. NNN_o.- _ommo.- emmmm. quoo. w_omo. aucatamaa< new acetaam pacemtma
oekmo.- mmmwo.- Fakes. Nmm_m. m_mmo. ammmo. mowate suspacomtaa
mwmoo. mm_oe. mmmmc. mpom_. Pomme. mocmo.- speeea< aesaoau<

m gauged q Logged m ecuoou N couumm _ Louumd opnmwco>

m couomu

 

Ea“

 

.Aeoe 1 2V co_oaN__meLoz Lam_ax gee; co_uaooa Lauc< xetoaz Loouaa uaoaoom xaeeca>--.w.¢ mbm<~

64

driving ability, and water safety ability. This factor is labeled
under the heading of image.

Factor 4 reflects the variable of academic ability. Factor
5 reflects two variables, age and prior police experience which is
labeled experience. Factor 6, the last factor, reflects the vari-
able of marksmanship ability.

After analyzing the results of the factor analysis, it was
concluded that the variable, standard score would be utilized in a
final stepwise multiple regression analysis using the remaining
factors determined in the initial factor analysis. This was accom-
plished because the factor analysis indicated that standard score
adequately took into account the remaining ADI categories and their
resultant scores.

The results Of this stepwise multiple regression analysis
between standard score and the various factors are reflected in
Tables 4.3 through 4.7. A summary of the analysis is reflected in
Table 8..

Factor 1 (Attitude) accounts for approximately 10% of the
variance in the dependent variable, standard score. In effect, the
combination of variables that identify Factor 1 reflect the strongest
predictive value of all of the factors identified.

Factor 3 (Image) accounts for approximately 10% Of the
variance in the dependent variable, standard score. This combination
of variables, that identify Factor 3, reflect the next strongest

predictive value of the factors identified.

65

TABLE 4.3.--Stepwise Multiple Regression Analysis Between Standard

Score and Factor 1 (Attitude).

 

 

R Square Signifi-
Factor 1 (Attitude) R Square Change cance
Relationship and Cooperation .05987 .05987 .072
with Others
Attitude and Interest .07265 .01277 .141
Composure and Control .08770 .01506 .193
Leadership Potential .09219 .00449 .294
Report Composition and .09537 .00318 .494
Language Usage
Initiative and Dependability .09652 .00115 .535

 

TABLE 4.4.--Stepwise Multiple Regression Analysis Between Standard
Score and Factor 3 (Image).

 

 

R Square Signifi-
Factor 3 (Image) R Square Change cance
Driving Ability .04735 .04735 .111
Personality Traits .05929 .00194 .204
Water Safety Ability .07202 .01273 .278
Physical Ability, Stamina, .08240 .0139 .356
and Condition
Personal Bearing and .10316 .02076 .358

Appearance

 

66

Factor 4 (Academic Ability) accounts for approximately 5%
of the variance in the dependent variables, standard score. This
variable, which identifies Factor 4, reflects the third strongest

predictive value of the factors identified.

TABLE 4.5.--Stepwise Multiple Regression Analysis Between Standard
Score and Factor 4 (Academic Ability).

 

R Square Signifi-
Factor 4 (Academic Ability) R Square Change cance

 

Academic Ability .04128 .04128 .137

 

Factor 5 (Experience) accounts for approximately 4% of the
variance in the dependent variable, standard score. This combination
of variables reflect the next strongest predictive value of the

factors identified.

TABLE 4.6.--Stepwise Multiple Regression Analysis Between Standard
Score and Factor 5 (Experience).

 

R Square Signifi-
Factor 5 (Experience) R Square Change cance

 

Age .01052 .01052 .456
Prior Police Experience .02776 .01724 .481

 

67

Factor 6 (Marksmanship Ability) accounts for less than 1%
Of the variance in the dependent variable, standard score. This
variable reflects negligible predictive value Of the factors identi-

fied.

TABLE 4.7.--Stepwise Multiple Regression Analysis Between Standard
Score and Factor 6 (Marksmanship Ability).

 

R Square Signifi-
Factor 6 (Marksmanship Ability) R Square Change cance

 

Marksmanship Ability .00357 .00357 .665

 

In summary, the five factors identified account for
approximately 27% of the variance in the dependent variable,

standard score (see Table 4.8).

TABLE 4.8.--Stepwise Multiple Regression Analysis Summary Between
Standard Score and Factors 1, 3, 4, 5 and 6.

 

 

Factors R Square
Factor 1 .09652
Factor 3 .10316
Factor 4 .04128
Factor 5 .02776
Factor 6 .00357

Total R Square .27229

 

68

Summary

In the stepwise multiple regression analysis Of the factor
analysis, no statistically significant findings were determined at
the .05 level between the individual's final recruit evaluation
(FRE) and his subsequent field performance as measured by the
Achievement and Development Inventory (ADI). Moreover, the FRE
accounted for only 27% of the variance in the future job performance

as measured by the ADI.

CHAPTER V

SUMMARY AND CONCLUSIONS

Summary
Purpose
Many attempts have been made to predict future job per-
74

formance in various professions. Few, however, have been
directed toward the police service in particular. This research
effort was undertaken with the purpose of determining if future

job performance of Michigan State Police Troopers could be pre-

dicted utilizing recruit school performance criteria as the

predictor variables.

new

A sample (N = 101) of Michigan State Polite Troopers was
taken from the graduates of seven recruit schools who completed
training between December Of 1972 and July of 1975. A Pearson
Product Moment Correlation was made followed by a factor analysis
which created a varimax rotated factor matrix after rotation with
Kaiser normalization. Using the resultant factors as variables, a
stepwise multiple regression analysis was completed to determine

which measures of performance in the academy would help predict

 

74L. J. Cronbach, Essentials of Psychological Testing
(New York: Harper & Row, 1970; D. C. McClelland, loc. cit.; and
R. L. Thorndike and E. Hagen, loc. cit.

69

 

70

future job performance in the field. The seventeen categories
listed on the Final Recruit Evaluation (FRE) were the independent
or predictor variables and the five cateogries listed on the Achieve-
ment and Development Inventory (ADI) were the criterion or dependent
variables.

A general research question was tested: could job per-
formance of Michigan State Police Troopers be predicted successfully

based on recruit school performance?

Results

Based on the data analysis, the findings indicated that
approximately 27% of the variance in future job performance could
be accounted for by recruit school performance. These results indi-
cate that one cannot accurately predict future job performance in a
field operation based on performance measured while in a recruit

training mode in the academy.

Conclusions
Limitations Of the Study
It would appear from the findings that performance of

Michigan State Police Trooper recruits while in training at the
academy has little relationship with future job performance in the
field. Several important limitations in this study, however, must
be considered. First, the initial problem encountered was that of
limited data for the first three recruit schools. It was found
that the Final Recruit Evaluation (FRE) used for those schools was

limited in scope and measured only nine performance categories as

71

compared with seventeen performance categories in the later revised
FRE utilized in the last four schools of the sample. The ultimate
result of this discovery was that the original sample of 101 sub-
jects for all seventeen categories on the FRE (independent variable)

was reduced to 51 subjects for the seventeen categories.

Discussion

 

It is important to note that Factor 1, which reflects the
categories of attitude and interest, initiative and dependability,
leadership potential, composure and control, relationship and coop-
eration with others, and report composition and language usage were _
found to have the highest predictive value on future job performance.
These categories, which were found statistically to be highly corre-
leated, were labeled attitude, because that descriptive term most
closely described each category individually and all categories
collectively. It is interesting to note that these are the cate-
gories that were added to the latest change of the final recruit
evaluation form for evaluation purposes. This FRE was utilized for
the last four schools in the sample. Thus, it is possible that if
all of the categories on the latest final recruit evaluation form
could have been utilized for the entire sample, a more significant
finding would have resulted. There are measurable types of perform-
ances which, when exhibited in various training situations, are
analogous to performance in the field situation. However, one must
first properly identify and measure them. It would appear that a

person's behavior styles are determined by innate characteristics

72

acting in combination with his life experiences. These predisposi-
tions can be measured and they generally reflect the success a

person has in dealing with everyday situations, whether routine or
crisis oriented. These predispositions are the measurable categories
reflected in Factor 1 and 3 which accounted for approximately 20%

of the predictive value of the independent variables.

Factor 3, labeled Image, which reflected the categories of
driving ability, personality traits, water safety ability, physical
ability, and personal bearing and appearance, had the second highest
predictive value for future job performance. Factor 4, Academic
Ability, and Factor 5, Age and Experience, had the third highest
predictive values for future job performance but were only half as
strong as Factors 1 and 3. Factor 6, Marksmanship Ability, had very
little predictive value for future job performance.

It is interesting to note that the predictor explaining the
greatest amount of variance (10%) was the attitude a recruit
reflected while in training, followed closely by his personal image
(10%). Academic ability explained 5% while experience explained
only 4% of the variance. Marksmanship explained the smallest amount
of variance, less than 10%.

In the Michigan State Police, historically, an assumption
has been made by troopers in the field concerning a recruit's status
upon graduation from the academy. In addition to other factors, he
has successfully demonstrated: perserverance by completing recruit

school; a willingness to work hard because of the well-known demands

73

of the training program; sufficient intellect to pass the examina-
tions required to complete recruit school; and, a sufficiently high
degree of proficiency to qualify with the departmental service
revolver. Although the field trooper does not negate the value Of
these qualities and skills, he feels there is no need on his part

to measure them in the field operation. In other words, the recruit
school experience was viewed as the first step of an initiation into
the organization. What remained after graduation from the academy
was to determine how he "fit in," what kind of attitude he displayed
around other troopers, and finally, could he carry out the duties of
a trooper?

The ADI was developed and validated based on input from
troopers who more than likely used these assumptions in developing
the statement pool used to describe a good trooper. Although some
statements were probably developed from past experiences in recruit
school, most were developed from experiences relating to the job.
Although some attributes are analogous to both recruit training and
real-life job situations, many are not. This would tend to explain
the partial correlations found in this research study.

Although the ADI categories have been validated, the FRE
categories have not been. FRE categories were originally developed
by Training Division staff members. Categories were later added
based upon recommendations from field personnel as well as staff
Officers. Although the categories generally reflected those sug-
gested in the then current literature, no validation studies were

completed on them. In order to make the ADI and FRE more compatible,

74

additional descriptors must be added to the FRE which reflect the
descriptors in the ADI. However, one must acknowledge the fact that
they will never be completely compatible due to the nature of the

training environment as contrasted with the real world.

Sample

The study may be criticized because the sample was taken
from only one organization, the Michigan State Police. However,
the data which were compiled on recruit performance were able to
be gathered because Of the uniqueness of their organization. The
State Police trains its recruits in a live-in academy for approxi-
mately fourteen weeks. The candidates report in on Sunday evening
and remain until week-end pass on Friday evening. Through the years,
the Michigan State Police have maintained their traditional military
style of training their recruit personnel. The recruits are
required to conform to strict regimentation and are also required to
meet stringent organizational standards. They are trained to be
self-sufficient and self-reliant in a variety of situations and are
evaluated accordingly. This live-in controlled atmosphere is ideal
for evaluating individual performance in subjective areas such as
those reflected in the Final Recruit Evaluation (FRE). This situa-
tion is what makes the Michigan State Police unique as a basis for
research of this type.

After graduation from the academy, these now-probationary
troopers are assigned to the field operation. They are again

evaluated during their probationary period and if they fail to

75

achieve and maintain minimum departmental standards on the job they
are released from employment. After their probationary period of

one year from entering the academy is completed, they come under the
control of the Achievement and Development Inventory (ADI). The ADI

was the basis of the dependent variable in the research design.

Recommendations

 

As a direct result of this research effort, the Final Recruit
Evaluation (FRE) used by the Training Division of the Michigan State
Police is being redesigned to reflect criteria similar to that found
in the Achievement and Development Inventory (ADI). It is felt that
there is validity in the hypothesis that future job performance of
police officers can be accurately predicted based upon performance
in recruit training provided the criteria is sufficiently diversified
and the evaluations are completed in an objective manner.

In addition to redesigning the FRE to more adequately reflect
specific categories such as those reflected in the A01, standardized
evaluation guidelines are also being designed to accurately describe
the various levels of measurement for each category. This will
hopefully enhance the overall evaluation and ensure a standardized
format for all future recruit evaluations. This newly developed
evaluation form will provide future researchers with invaluable
information and data to pursue further research in this vital area.

The results of this preliminary research can be used to
generate further hypotheses for predicting future job performance

based on recruit school performance variables. In summary, this

76

study was a modest attempt to determine if there is validity in
attempting to predict job performance of troopers in the Michigan

State Police based upon evaluations completed during recruit school.

BIBLIOGRAPHY

77

BIBLIOGRAPHY

Books

Blum, R. H., ed. Police Selection. Springfield, 111.: Charles C.
Thomas, Publisher, 1964.

 

Cronbach, L. J. Essentials of Psychological Testing. New York:
Harper and Row, 1970.

Frederiksen, Ollie Jensen and Beaton, Albert E. Prediction of
Oyganizational Behavior. New York: Pergamon Press, Inc.,
1972.

 

 

Ghiselli, E. E. The Validity of Occupational Aptitude Tests. New
York: John Wiley and Sons, 1966.

Guilford, J. P. and Michael, William B. The Prediction of Categories

 

from Measurements: With Applications to Personnel Selection
and Clinical Prognosis. Ann Arbor, Mich.: Edwards Brothers,
Inc., 1949.

McGregor, Douglas. The Human Side of Enterprise. New York:
McGraw Hill Book Company, Inc., 1960.

Nie, Norman H., et a1. SPSS - Statistical Package for the Social
Sciences. New York: McGraw Hill Book Company, Inc., 1975.

Reiser, Martin. Practical Psychology for Police Officers.
Springfield, 111.: Charles C. Thomas, Publisher, 1973.

Rubenstein, Jonathan. City Police. New York: Ballantine Books,
1973.

 

Salvendy, Gavriel and Seymour, W. Douglas. Prediction and Develop-
ment of Industrial Work Performance. New York: John
Wiley and Sons, 1973.

 

Smith, David H. and Stotland, Ezra. "A New Look at Police Officer
Selection.“ The Urban Policeman in Transition - A
Psychological and Sociological Review. Edited by John R.
Snibbe and Homa M. Snibbe. Springfield, 111.: Charles C.
Thomas, Publisher, 1975.

78

79

Snibbe, Homa M., et a1. "Predicting Job Performance of Law
Enforcement Officers: A Ten and Twenty-Year Study."
The Urban Policeman in Transition. Edited by John R. Snibbe
and Homa M. Snibbe. Springfield, Ill.: Charles C. Thomas,
Publisher, 1975.

Soper, D. E. Appraising Vocational Fitness by Means of Psycho-
logical Tests. New York: Harper and Row, 1949.

 

Thorndike, R. L. and Hagen, E. Measurement and Evaluation in
Psychology and Education. New York: John Wiley and Sons,
1969.

 

Wilson, 0. W. and McLaren, Roy Clinton. Police Administration.
New York: McGraw Hill Book Company, Inc., 1977.

Government Documents

 

Baehr, Melany; Furcon, John E.; and Froemel, Ernest C. "Psychologi-
cal Assessment of Patrolman Qualifications in Relation to
Field Performance." Washington, D.C.: U.S. Government
Printing Office, 1969.

Cohen, Bernard and Chaiken, Jan M. "Police Background Character-
istics and Performance: Summary." New York: Rand
Institute. A report prepared for the National Institute of
Law Enforcement and Criminal Justice, 1972.

Furcon, John E., et al. "A Longitudinal Study of Psychological
Test Predictors and Assessments of Patrolman Field
Performance." Washington, D.C.: National Institute of
Law Enforcement and Criminal Justice - LEAA, 1971.

Maryland University. "Intrinsic Motivation and Its Determinants as
Factors Enhancing the Prediction of Job Performance from
Ability." Washington, D.C.: Office of Naval Research,
U.S. Department of Commerce, May 1976.

President's Commission on Law Enforcement and the Administration of
Justice. Task Force Report: The Police. Washington, D.C.:
U.S. Government Printing Office, 1967a.

. The Challenge of Crime in a Free Society. Washington,
D.C.: U.S. Government Printing Office, 1967b.

California Highway Patrol. "Women Traffic Officer Project: Final
Report." Sacremento, Calif., 1976.

80

State of Michigan, Department of State Police Personnel Division.
"Achievement and Development Inventory - Counseling and
Coaching Techniques." East Lansing, Michigan, January 1978.

Periodicals

Balch, David E. "Performance Rating Systems - Suggestions for the
Police." Journal of Police Science and Administration,
Vol. 2, NO. 1 (September 1974).

Byrd, Donald A. "Impact of Physical Fitness on Police Performance.“
The Police Chief, Vol. 63, NO. 12 (December 1976).

Cascio, Wayne F. "Formal Education and Police Officer Performance."
Journal of Police Science and Administration, Vol. 5, No. 1
(March 1977).

Cross, Arthur C. and Hammond, K. R. "Social Differences Between
'Successful' and 'Unsuccessful' State Highway Patrolmen."
Public Personnel Review, Vol. 12 (1951).

DiLieto, Biagio; DeFilippo, James M.; and Flynn, John T. "Scientific
Attitude Scaling to Measure Job Performance." The Police
Chief, Vol. 63, NO. 4 (April 1976).

 

DuBois, Philip H. and Watson, Robert I. "The Selection of Patrol-

men.") Journal of Appiied Psychology, Vol. 34, No. 2
1950 .

Duignan, John F. "Education's Role in the Quest for Professional-
ism." The Police Chief, Vol. 65, No. 8 (August 1978).

Eisenberg, Terry and Reinke, R. W. "The Use Of Written Examinations
in Selecting Police Officers: Coping With the Dilemma."
The Police Chief, Vol. 60, NO. (1973).

Finckenauer, James 0. "Higher Education and Police Discretion."
Journal Of Police Science and Administration, Vol. 3,
No. 4 (December 1975).

Finnigan, James C. "A Study of Relationships Between College
Education and Police Performance in Baltimore, Maryland."
The Police Chief, Vol. 63, No. 8 (August 1976).

Frost, Thomas M. "Selection Methods for Police Recruits." Journal
of Criminal Law, Criminology and Police Science, Vol. 46,
No. l (1955).

81

George, James A., ed. "Police Height Study Released." Crime
Control Digest, Vol. 9, NO. 48 (December 1, 1975).

Jacobs, Rick and Solomen, Trudy. "Strategies for Enhancing the
Prediction of Job Performance from Job Satisfaction."
Journal of Applied Psychology, Vol. 62, No. 4 (August 1977).

Kent, Deborah A. and Eisenberg, Terry. "The Selection and Promotion
of Police Officers." The Police Chief, Vol. 30, NO. 2
(February 1972).

 

Kobrow, Ernest W. "Measuring Officer Efficiency." The Police
Chief, Vol. 63, No. 4 (April 1976).

 

Labovitz, Sanford. "The Assignment of Numbers to Rank Order
Categories." The American Sociological Review, Vol. 35
1970 .

. "Statistical Usage in Sociology: Sacred Cows and Ritual."
Sociological Methods and Research, Vol. l (1972).

Landy, Frank J. "The Validity of the Interview in Police Officer
Selection." Journal of Applied Psychology, Vol. 61, NO. 2
(April 1976).

Levy, Ruth J. "Predicting Police Failures." Journal of Criminal
Law, Criminology, and Police Science, Vol. 58, No. 2
(1967).

 

Marsh, Stewart H. "Validating the Selection of Deputy Sheriffs."
Public Personnel Review, Vol. 23, No. 1 (January 1962).

Matarazzo, Joseph 0., et al. "Characteristics of Successful
Policemen and Firemen Applicants." Journal of Applied
Psycholology, Vol. 48, No. 2 (1964).

 

McAllister, John A. "A Study Of the Prediction and Measurement of
Police Performance." Police (March-April 1970).

McLelland, D. C. "Testing for Competence Rather than for
Intelligence." American Psychologist, Vol. 28 (1973).

McLelland, J. N. and Rhodes, F. "Prediction of Job Success for
Hospital Orderlies and Aides from MMPI Scores and Personal
History Data." Journal of Applied Psyghology, Vol. 53,
NO. 1 (January 1969).

Miller, Jon and Fry, Lincoln J. "Some Evidence on the Impact Of
Higher Education for Law Enforcement Personnel." ‘Ihe
Police Chief, Vol 65, No. 8 (August 1978).

82

Mills, R. 8.; McDevitt, R. J.; and Tonkin, S. "Situational Tests in
Police Recruit Selection." Journal of Criminal Law,
Criminology, and Police Science, Vol. 57 (1966).

 

Morman, Robert R., et a1. "Predicting State Traffic Officer Cadet
Academic Performance from Theoretical TAV Selection System
Scores." Police, Vol. 10, NO. 3 (1966).

Nowicki, Stephen Jr. "A Study of the Personality Characteristics of
Successful Policement." Police, Vol. 10, No. 3 (January-
February 1966).

O'Leary, L. R. "Fair Employment, Sound Psychological Practice, and
Reality: A Dilemma and a Partial Solution." American
Psychologist, Vol. 28 (1973).

Psychological)Monographs: General and Applied, Vol. 67, NO. 12
1953 .

 

Sanderson, B. E. "Police Officers: The Relationship of College
Education to Job Performance." The Police Chief, Vol. 44,
No. 8 (August 1977).

Shavelson, Richard J.; Beckum, Leonard C.; and Brown, Brian. "A
Criterion Approach to Selecting Patrolmen." The Police
Chief, Vol. 41, No. 9 (September 1974).

 

Shev, Edward 0. "Psychiatric Techniques in the Selection and
Training of a Police Officer," The Police Chief, Vol.
35, No. 4 (April 1968).

 

Spencer, G. and Nichols, R. "A Study of Chicago Police Recruits:
Validation of Selection Procedures." The Police Chief,
Vol. 38 (1971).

 

Weirman, Charles L. "Variances of Ability Measurement Scores
Obtained by College and Non-College Educated Troopers."
The Police Chief, Vol. 45, No. 8 (August 1978).

 

Other Sources

 

Guilford, J. P. and Martin, H. G. Guilford-Martin Temperament
Profile Charts. Sheridan Supply Company, Chicago, 1934.

 

 

Hathaway, J. C. and McKinley, J. C. The Minnesota Multiphasic
Personality Inventory. PsychologicaliCorporatibn,
Minneapolis, 1943.

 

83

Kuder, G. G. Kuder Preference Record, Vocational Form C. Science
Research ASSOCiates, Chicago, 1951.

 

Unpublished Works

 

Abbatiello, A. "A Study of Police Candidate Selection." Paper
presented at the 77th annual convention of the American
Psychological Association, Washington, D.C., 1969.

Christian, Kenneth E. "A Comparison of the Behavior Styles of
College Educated and Non-College Educated Police Officers."
Unpublished Ph.D. dissertation, Michigan State University,
1976.

Kayne, Jon B. "The Impact of a College Education on the Law Enforce-
ment Officer." A paper prepared for John Vermilye, Director
of the Department of Public Safety, Lakewood, Colorado.

Polland, James M. "An Exploratory Analysis of the Relationship
Between Social Background Factors and Performance Criteria
in the Michigan State Police." Unpublished Ph.D. disserta-
tion, Michigan State University, 1976.

Weirman, Charles L. "A Causal-Comparative Study of Differences in
Ability Measurement Scores Registered by State Police
Officers Having Varying Amounts of College Education."
Unpublished Ph.D. dissertation, Michigan State University,
1977.

. "A Review and Report on the Literature Concerning the
Validity of Biographical Data Inventories as Effective
Personnel Selection Devices." Unpublished Research
Project, Michigan State University, East Lansing, 1974.

APPENDICES

84

APPENDIX A

THE MICHIGAN STATE POLICE

85

 

APPENDIX A

THE MICHIGAN STATE POLICE

The Michigan State Police (MSP) had their origin during
World War I. The departure of the National Guard for foreign
service left the state without any reserve force to protect internal
security. Therefore, in 1917 the Legislature, in enacting legisla-
tion creating the War Preparedness Board, gave the Governor authority
and funds to organize State Troops for home defense.

The record of these troops was outstanding and in 1919 the
Legislature, in response to widespread demand, reorganized them as
the Michigan State Police. Today the department is regarded as one
of the finest of its kind in the nation and has steadily grown in
the esteem and confidence of the public.

The director of the State Police, under whom the department
is administered, is Colonel Gerald L. Hough, himself a trooper who
rose from the ranks to the top position in the organization.

Unlike some State Police Organizations whose authority is
confined to highway patrol and offenses committed on the highways,
general police powers are conferred on the Michigan State Police.
This enables them to render a much greater and more comprehensive
service to the public. In addition to highway patrol, a large
percentage of the time Of the Michigan State Police Trooper is spent

86

87

investigating and disposing of criminal complaints ranging from the

most minor offenses to the major crimes of bank robbery and murder.
At present the department comprises 64 posts, eight district

headquarters and the headquarters at East Lansing. Nearly all

occupy state—owned buildings which were erected solely for this

use, including a seven-story academy and training facility that was

placed into Operation in 1974. Present authorized enlisted strength,

including detectives and others on specialized assignment is 2350.

APPENDIX 8

FINAL RECRUIT EVALUATION

88

TO-2 (Rev. 11-73)
Michipn Oepomnent of State Police
TRAINING DIVISION

FINAL RECRUIT EVALUATION

 

NOTE: This evaluation reflects the consensus ratings of the Training Division Staff instructors. These instructors are knowledgeable
concerning the recruits' relative standing in the various areas of Recruit School instruction. Wherever possible each individual
recruit's performance is compared with the average level of performance of the entire Recruit School in a given topic area.

 

Recruit o“. of an". fincruit Enlistment Date Date of Evaluation
School No.

 

 

 

 

 

Ill ACADEMIC ABILITY:

 

 

[:1 Outstanding [:1 Strong Cl Acceptable Cl Needs Improvement CJ Weak
Individual Grade Pomt Average _ % Class Grade Point Average __ %

Weaknesses:

Strengths:

 

 

 

(2) PERSONALITY TRAITS:

[:1 Outstanding D Strong :1 Acceptable 1:] Needs Improvement [:1 Weak
Weaknesses:

 

 

Strengths:

 

 

 

(3I PERSONAL BEARING AND APPEARANCE:

Cl Outstanding Cl Strong [:1 Acceptable E1 Needs Improvement 1:] Weak
Weaknesses:

 

 

Strengths:

 

 

 

I4) ATTITUDE AND INTEREST:

C3 Outstanding [:1 Strong :1 Acceptable (3 Needs Improvement :1 Weak
Weaknesses:

 

 

Strengths:

 

 

 

(51 INITIATIVE AND DEPENDABILITY:

Cl Outstanding [3 Strong [:1 Acceptable [3 Needs Improvement D Weak
Weaknesses:

 

 

Strengths:

 

 

 

(61 LEADERSHIP POTENTIAL:

D Outstanding 13 Strong [3 Acceptable Cl Needs Improvement El Weak
Weaknesses:

 

 

Strengths:

 

 

 

I71 COMPOSURE AND CONTROL:

C3 Outstanding [:1 Strong Cl Acceptable [3 Needs Improvement 3 Weak
Weaknesses:

 

 

Strengths:

 

 

 

 

 

89

9O

 

(8) RELATIONSHIP AND COOPERATION WITH OTHERS:
7,} Outstanding L3 Strong (:1 Acceptable L I Needs Improvement
Weaknesses; I _ __ ._.. ._ -

 

Strengths A _ I. . I _ _ _ _ M ______.__-,,_____ _ _,_._ _ _-_. _____ _.______._. , _. ., _,_, ,-,. _

 

fr Weak

 

 

i
I
I
I
I

 

(91 TYPING, PRINTING AND SPELLING ABILITY:
7‘Ourstant1mg 17 Strong 1'1 Acceptable -_T. Needs Improvement
Weaknesses.

Slim-gills ._ _ _. . _- _~ _ .__._,__-t__2 ,4 ,_.,, _ -m_ .__ “.2

(10) REPORT COMPOSITION AND LANGUAGE USAGE:
: fOiilsIHmIing 1.“. Strong L. Acceptable (.1 Needs Improvement
VViuiI‘iii'sst‘S’

Slviillgth‘ _ - _ _ -_ —* __ _ __ s _ __ _ _ _.

1111 PHYSICAL ABILITY, STAMINA, CONDITION:
. «Outstanding {'1 Strong 1'“; Acceptable :L Needs Improvement
Wm k iii-55m~

5110119th. A __ -H _ _ _ __ ,_ _ -- _ __ __

I 'INI‘dk

.- Wf‘dk

‘ Weal-

 

4 _-___ ‘41—.»

 

A—V— A
—d
N
v

I
I

DRIVING ABILITY;
OUISIRIKIIIII) If} Strong E3 Acceptable Ll Needs Improvement
Weaknesses.

SI'i'lliIlI‘lS _,_- __»__ _ _ H,-_ _ _ ___‘ ___, ______- __ - -_ _ _________

Weak

 

I
|
I

113) MARKSMANSHIP ABILITY:
, Outstanding (3 Strong [:1 Acceptable 1:] Needs Improvement
Weaknesses: _,, - _._ _ L _,__ 2--..-.

 

 

Strengths: _, . _ _ _ _.__, _ ____,____._________,_,_r _ _____-__,_____,___,, ______ _ __ _-_g _ _ r. __ __

 

 

(14) WATER SAFETY ABILITY:
7 Outstanding C1 Strong :3 Acceptable C] Needs Improvement
Weaknesses _ _

 

 

Strengths: _ __ - I-..__.___ __ __.__- _. r. -2 ,_____ ,_, _ -_ __,__ _ _,-

 

 

 

 

(15) PRIOR POLICE EXPERIENCE:

Agency: .__-___ _-,-_____ _..._o--_t _..___L_d_ _ I- ______, we , __ r

 

Location? n... r-..” ___- ____ _--_ ________-_._,__ , ___ __ __ ___- _ Length of Seivrce. _ -

Equrpment Iamiliar with, i.e., L.E.I.N.. Radio, V.A.S.C.A.R., Radar, Breathalvzer, etc.: ____.

 

 

 

 

 

 

 

APPENDIX C

ACHIEVEMENT AND DEVELOPMENT INVENTORY

91

State of Mlchlgan
DEPARTMENT OF STATE POLICE

ACHIEVEMENT 8; DEVELOPMENT
INVENTORY

 

Personnel Dlvlslon

March 1977

92

APPENDIX C

ACHIEVEMENT AND DEVELOPMENT INVENTORY

Introduction

 

The Achievement and Development Inventory is a performance
evaluation and development system for trooper employees. Its purpose
is to provide a fair and objective appraisal of the troopers per-
formance and to indicate areas for improvement. This performance
report shall be completed for every non-probationary trooper.

The Achievement and Development Inventory consists of two
major parts. Part I is an achievement scale (forced-choice) and has
been successfully validated in accordance with professional guide-
lines. It provides a numerical ranking for each employee and identi-
fies strong and weak areas of performance. The information derived
from Part I will be furnished to post commanders for use in their
coaching sessions. The post commander and three post sergeants will
complete Part I of the Inventory for each non-probationary trooper.
The post commander will select the three sergeants, based on their
knowledge of the trooper's performance. Unlike the first ADI
administration, it is ggt_necessary to have the same sergeants serve
as describers for every trooper. It is especially important that

Part I be completed without consultation among those completing it.

93

94

Part II of the ADI provides post commanders with a tool for
guidance and development of his employees. Part II of the ADI must
be completed by the post commander after consultation with post
sergeants. In this case the sergeants are to be selected by the
post commander, based on the sergeant's knowledge and familiarity
with the tr00per being evaluated.

The post commander shall review the results of Part I and
the three sections of Part II with each trooper; providing the
trooper with information on areas of needed improvement and areas

in which performance is satisfactory or superior.

INSTRUCTIONS: PART I

 

A. Remember: The post commander and three post sergeants must
complete Part I for each non-probationary trooper assigned to
their post. This must be done on an independent basis and it
is important to consider the items in Part I from the stand-
point of describing rather than rating.

 

B. The Response Form calls for identification information and it
is very important that you print the information in the blocks
to facilitate data processing. Use the following sex designa-
tion code: M = Males, F = Females. Race should be designated
using the following code: 1 = White, 3 = Black, 5 = Spanish
American, 7 = American Indian, and 9 = Oriental.

C. Part I contains 20 sets of four descriptive phrases labeled
1, 2, 3, and 4.

D. For each set of phrases you are to decide which t!9_statements
best describe the trooper. He may be greatly like all of the
phrases, or only a little like them, but you are to select tug,
and only Egg, in each set.

 

E. When you have decided which tgg_phrases best describe the
trooper, simply place an X in the appropriate spaces on the
Response Form.

 

95

F. For example, in the following set of phrases two statements have
been chosen:

 

Example:
Part I
ACHIEVEMENT SCALE
1. Thinks before he/she acts.
2. Is loyal to his/her unit and supervisor.
3. Patrol techniques are excellent.
4. Finishes everything he/she starts.

RESPONSE FORM

 

l 2 3 4
l. [l [X] [l [X]

Here we have selected "15 loyal to his/her unit and supervisor,"
and "Finishes everything he/she starts," as most descriptive of
the trooper being evaluated. Therefore, the corresponding
spaces numbered "2" and "4" have been marked with an X. (If
you decide to erase, make certain that you do so clearly.)

G. Proceed to select and mark two responses for each of the 20
sets of phrases on the Response Form.

H. Part I must be completed and along with the booklets, returned
to the Personnel Division by April l4, l977.

 

I. Part I of the booklet is not to be marked, or duplicated in
any way.

INSTRUCTIONS: PART II

 

A. Part II is composed of three major sections.

B. After consulting with post sergeants, the post commander is to
prepare Part II, which will reflect a composite of the post
commander and sergeants' views.

96

To complete Section III requires considerable thought and
planning. Also note that Section III requires the identity of
the sergeants consulted, the troopers signature and post .
commanders signature.

The post commander has been provided with no carbon paper
required of Part II.

Upon completing Section III of Part II, it is to be forwarded
immediately to the Uniform Division Commander.

Part II is to be completed prior to your receipt of the Part I
results and in accordance with the instructions.

Note:

I“
O.

IN

97

Michigan Department of State Police

Personnel Division
ACHIEVEMENT AND DEVELOPMENT INVENTORY

(1) Select two phrases which best describe the trooper.
(2) Remember to treat each set of statements independently.

PART I
ACHIEVEMENT SCALE

 

Usually prompt in answering complaints.
Excellent interrogator of both suspects and witnesses.

Nhen conducting an investigation, the case is organized
carefully.

Knows how to operate instruments and equipment related to
his/her work.

Relays to fellow employees a feeling of genuine interest and
understanding.

Nature in a way that comes with time, living with and
understanding people.

Greets fellow officers with a smile and pleasant remarks.

Questions whatever he/she does not understand.

loo

lb

'0'!

Im

#OON

98

Has the ability to initiate projects and see that they are
carried out.

Even tempered.
Leaves personal problems at home.

Normally sets an example which others endeavor to follow.

Makes informative reports that can be easily followed up by
others if the need arises.

Careful and serious in report preparation.
Always listens to both sides before making a decision.

As concerned with crime prevention as criminal apprehension.

Accepts group decisions without necessarily agreeing.
An inspiration to other members of the department.
Very outgoing and truly likes people.

His/her aggressiveness prompts supervisors to recommend
duties with additional responsibility.

Does not become involved in compromising situations.

Knowledge of working area and use of informants is
exceptional.

Nhen issued equipment needs repair or replacement, it
receives immediate attention.

Does well in all aspects of law enforcement.

[\1

IO)

Iko

#OON

99

Is a doer--not a talker.

Careful with reports, prepares them in detail, so they are
of full value when used at a later time.

Treats members of other police organizations as fellow
police officers.

Never officious; does not look down on others.

Has respect for fellow officers and command personnel.
Thoughtful and considerate to his/her family.

Respects danger and does not unnecessarily jeopardize his
live or the lives of others.

Loyal to fellow workers.

Productive in all assigned work.

Continuously tries to improve his/her knowledge of new
police techniques and policies.

Respects the opinions of others.

Has the ability to communicate with everyone.

Excellent organizer and planner.
Views traffic enforcement on the highway as a serious matter.
Tries to instill pride in younger officers.

Does not use force except as a last resort.

#WN

100

Makes informative reports that can easily be followed up
by others if necessary.

When in doubt, consults appropriate source for correct
procedure.

Keeps the firearms which are assigned, clean and in proper
working order.

Listens to both sides before making a decision.

Makes good contacts with both the general public and public
officials.

Leaves a very good impression of the department with the
younger generation.

Does not accept or solicit gifts or services from the public.

Knows the criminal element in the post area.

Strives to maintain a steady and well rounded performance
in police work.

Resourceful and imaginative in his/her investigations.
Able to evaluate a situation easily.

Force is only used as a last resort.

Does a good job of counseling subordinates.
Usually gives the citizen the benefit of the doubt.
Continually striving to be the best.

Smiles, and listens to citizen's complaints.

DOOM

#00“)

101

Treats the public, other departments, courts, news media,
etc., with respect and gains their respect in return.

Approach to the public is personable and polite.
Very familiar with the work area.

Uses restraint, instead of force when possible.

Knows the departmental rules and regulations very well.
Reports are neat, thorough, accurate, and "on time."
Does not belittle other departments.

Does not permit anyone to enter a patrol car without
checking for possible weapons.

Commands the respect of both junior and senior officers.
Demonstrates initiative and perserverence.

Does not have an arrogant attitude because he/she is a
state police officer.

Treats all people with dignity.

Knows when to speak and when not to speak.
Makes decisions promptly, but thoughtfully.
Usually does not act upon impulse.

Writes quality traffic summons rather than quantity.

hum

102

Has a friendly disposition.
Never practices racial discrimination.
Thoughtful.

Can work with anyone at the post without arousing ill
feelings.

Aware of recent supreme court decisions.
Respects the opinions of others.

Takes advantage of resource materials throughout the depart-
ment.

Reports convey meaning without using excessive language.

103 ‘

WWOIMRM- manna»

ACHIEVEMENT 8: DEVELOPMENT INVENTORY
Respons- Form - Part I

‘_._ _—~‘_ .-. .__' - —“ —-

Ts'oiigféficw..y~.mw IT I H I I-LI I I I
LXT‘IJJIIIIIIIIIIIIIIIIIIIFWIIIIIIIIQ

Last

Eiiistment Date TI I I I I I Sex CI “MD PO“ Number I33

 

 

 

 

 

 

Describei's Name

 

Last First M.

CIVII Service Classification I:I:I

 

PART I
ACHIEVEMENT SCALE

.M..ifififi .ififid .défifi
.DDDD .DDDD .DDDD
.DDDD .DDDD .DDDD
magma .DDDD .DDDD
.DDDD .DDDD .DDDD
.DDDD .DDDD .DDDD
.DDDD .DDDD .DDUD
.DDDD .DDDD .DDDD
.DBDD

Describer's Signature Date

 

104

 

 

 

 

Michigan Deni-"mt of State Police - Personnel Division “000.” NW"
ADI — PART II Post
TROOPER DEVELOPMENT AND COUNSELING GUIDE
comes. Ci Post hi. CI oiitnct File CI Trooper's Coov 0'”

lcena'v copvl (white copyi lpiiilt copy) ”w— __ _

 

 

SECTION I - The following are general statements of performance. Please use the space provided to indicate your comments relative to
how well each statement applies to the trooper.

 

 

1. Dates a good job of caunseling fellow troopers T_2. Werk hatfis Ire excellent.

 

Iii—E; igloo—ole “niemESTt—m Ski; Poli—ceI:—- _ ll: Completes assignments vv'ithout detailed superv-sion.

- _- _§____.

I

. ___ _.____- _-_—____—.___.

5. Knowledge of the too is_e_it_c_e—lle_nt.-“

 

’21—; Kile-inteinshe- proper stateiofpgvsical IIIOQSSi—_ 8. _Sho-vvs good judgme—rl—t—irl—ie—xErcising—his duties and responsibilities.

 

'— ncipts assignments Willingiy. —~'— ~—” - — 10. Gets alon—g Nell—ninth others endTvorks well as a team member.

 

.4 .-. -__-. _.I_- __

11. Help; maintain hi—g—hmorale—amongleilio—v:t-roopers. A— _ l I» {15 eon—13cm vv—ith the—BUbIIC are well received.

 

I
j'

L—-—...«_—.—— .-- -_ . _ ..-_.__ ..., _
13. Reports are neat, clearly written, and to the point.

 

14. Ugly—adheres to the department‘s and post's rules and regulations.

 

SECTION ll — In the space provided indicate your comments relative to how well the trooper is performing in each specific area.

J08 KNOWLEDGE

 

 

 

1. KnowledgeaoIQaporopriate state mat-ederal laws. I 2. Knowledge of departmental rules, regulations, and policnes.

.__¢___- _ _ We---“ __. -, _, H.’ - I
3. Knowledge of criminal law and investigative techniques.

 

4. Knovvledge ol traffic—law and traffic all-Qinvestigjti—ve te—chnique; 5‘.» Egg—ledgeol 'n'onjctirnfiin—aI—trallic matters, i.e. all other service areas.

I
I
l

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I 6. Kannge ol_crimin_;|andjuvenileIadiucica—ti—on processes. 7. Knmie’dE'ai‘ii’Jii‘iiéBIEEn deEisions.
l
. ..._.‘_ . . _ »___‘.._ ___—._____ ___ _ . l.____— 7,, 77_. _ 7
8 Knowledge and operation of equipment and instruments related to the iob. T 9. Understands the total departmental mission.
F—.._.______ _.____ _.__. -.—________ _ J— ..—.__ .___._.._ __.. .___ _ _ . __ _ _
10. Other
.____._._-.-.__ __ _..___.__ ._... __ _.._- _._m
JUDGMENT
ir——._—.__A_.———_ ._ . . . > ._.—_.-. ._ _. _ -— __ L. _ — _ . ..—~_.___._ _
1. Makes rational deCisions T2. Interpretation of departmental regulations and procedures.
I
' 3 auction—and résBEnETa‘poterliiifily néiédous—‘si—t‘ii’itions. Hf Use at discFe—nErT.
5. Ability to «7.38% a correct—concl—usion. ' 6. Attemp—ts— to get via—the- facts lie—lore making a decmon.
7. Ability to make immediate, most correct decision? in any emergency 8. Exhiths maturity.
situation.
Q—athel ‘” —" _’ ‘ ‘_ ___,__

 

 

I POST OPER ATlONS

 

l {Tr-iowledge and use of the-filing and recordis—ystem. __ — 7 . _ -. 7 2: Handles the job of post desk officer».—

 

 

I
. ___.,, .. _ , __ “we- -.._ - I _____ ____
W Operates the various law enforcement communications systems. F. Writes inlormative reports.

___- e- _i ---- __-_ .__._

 

5. Capable of ope—ratingflt—he—pos Y—ln tile—$638506 a s—ugervisor.

 

‘F—E— after 1

 

 

 

SECTION II (Continued)

105

 

lNTERPERSONAL RELATIONS AND ATTITUDES

i-—— ~r--—_—- -_ _ — ,-
1. Relationship with fellow troopers.
P__——_—- 7, A.,, ___ 777 . , .
2. Involved in the local community.
'4‘. Instructs others in time of stress.
6. MaTntains lone to onel public contacts.

ITO-Ther—

CARE AND USE OF EQUIPMENT

-Tflznows how to use and? take care of firearms.
2. Knows hovsT—touse and take care at emergency ‘eEu—i‘pment.

4. Knows how to use and—ta—ke—ca; o—lphotographic equipment.

PERSONAL APPEARANCE

1: Grooming.
2. Unifor; gal and clean.

>————— . ,._ _-_ ._ .. ..
4. Maintains recommended standards of physical fitness.

 

WORK QUALITY AND QUANTITY
liDisplavs organized work habits. I

3. Quantity of work consistently exceeds reQuirements.
5. Follows through until iob is completed.
7. Handles—varicus assignments withOut dilliculty.

9. Othe—rw

 

 

T; 3. Haids the departmeth in big—h esteem:
l

 

5. Coonseling of probationary "066er

 

‘ 7,—Goes out of his way to help fellow Ollicers.

 

 

 

I 3. Knows how to use and take-Fare oi lingerptinredu—ipment.

 

5. Operates departmental—vehicles .Ka legal. sale and eltioent manner.

 

 

 

Eff. Leatrher‘shined.

 

_f ~. — ~---— —— —..._»._ _—
5. Image to the public.

 

 

 

DTsBlavs initiative. —

 

4. EaTries Out rTiEYne—iWoik withoutdeified—instructions.

 

6. Ensures that his/her wo—rli—is—accurate—and Tho—rough.

 

 

 

ADDITIONAL COMMENTS

 

 

 

 

 

 

 

 

106

 

Trooper's Name
Michigan Department of Stase Police - Personnel Division

 

 

 

 

ADI — PART ii P°“

TROOPER DEVELOPMENT AND COUNSELING GUIDE 0

copies. I: Uniiorrn Dwision CO. [3 District File D Post Filo CI Trooper’s Copy ate
lwhite copy) ixerox copy) lcananyigpyl (pin—l5 copy)

 

SECTION Ill - After reviewing the trooper's past performance and discussing it with him you should now use Section III to list some
specific performance objectives which the trooper should meet in the coming year. Space is provided below to list performance goals
and objectives. A six month review of these goals and objectives should be made to determine progress.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

i———_ _. ._ .e. . z . ., y -. - , . L- . ,.

 

 

 

 

Sergeants consulted.

 

Name Name Name

 

Post Commander's Signature and Date Signed.

 

 

S-gnaturc Date

 

Post Commander's Comments-

P“*- _. _ __ - __.._.. _ _ ._., _ -.

L—_.__-..__ - _,__..._

 

 

 

 

 

 

Trooper's Signature and Date Slgnl‘di I have reviewed and disCussed the THREE SECTIONS of Part II o‘ the Achievement and Development Inventory with
my Post Commander.

 

 

sanatu re Date

 

 

 

 

"IIIIIIIIIIIIIIIIIIIIIIIIES