FTEP Evaluation and Grading Flashcards
How many Critical Task Areas have been established.
The FTEP evaluation system is comprised of 34 Critical Task Areas.
How many groups are the Critical Task Areas split into.
The Critical Task Areas are split into 6 groups.
Name each level of the rating scale used during FTEP.
1 = NRT (Not Responding to Training) 2 = Not Acceptable 3 = Needs Improvement 4 = Competent 5 = Commendable
What is the purpose of Standardized Evaluation Guidlines (SEG’s)?
SEG’s are used to provide raters with behavioral anchors which assist them in determining levels of performance.
What form is used during evaluation of New Officers throughout the program?
The Daily Observation Report (DOR)
Name the six groupings of the Critical Task Areas.
- Critical Performance Tasks
- Frequent Performance Tasks
- Community Policing and Problem Solving
- Knowledge
- Relationships
- Appearance
Discuss Critical Performance Tasks
Those assigned to categories 1-1. They are viewed as the most critical areas of performance in order for a New Officer to successfully complete field training. Failure to perform in a competen manner inall of these areas is the most frequent reason for New Officers to be Non-confirmed.
Discuss Frequent Performance Tasks
These are tasks that will often be acquired with time and exposure to the job. If a New Officers deficient in one of these areas it will not normally be sufficient for a non-confirmation, however, a deficiency in several of these task areas will be viewed as a serious problem with the potential for non-confirmation.
Discuss the Community Policing and Problem Solving Task Areas
This area evaluates the New Officer on the ability to apply the community policing/problem solving approach. These tasks may also be acquired with time and exposure.
Discuss the Knowledge Task Areas
These areas include tasks which reflect the New Officers ability to apply what has been learned. Knowledge can be demonstrated or applied in field situations, scenarios, verbal testing, and role playing.
Discuss Relationships as it relates to evaluation.
This area includes tasks which are very important to the successful completion of the program. When ratings in these areas fall below an acceptable level, barriers to effective learning often develop.
Discuss Appearance as it relates to evaluation.
This area consideres the professional appearance of the New Officer and includes the tasks necessary to present an acceptable appearance.
When MUST DOR’s be completed and reviewed?
DOR’s must be completed and discussed byt the end of each shift. If this is not possible, the DOR will be held for discussion and reveiw until the end of the next shift.
When will DOR’s NOT be presented or reviewed by the FTO/New Officer?
Under NO circumstances will a DOR be reviewed/presented at the beginning of the shift.
What does a 1 rating indicate?
A numerical rating of “1” indicates that the New Officer has already been instructed in a task enough times that improvement or accomplishment is expected and that the New Officer has failed to improve or is not responding to training.
When is a Training Enchantment Report completed?
As a general rule, if an FTO spends more than 15 minutes or more to correct a performance deficiency, a training enhancement report could be completed.
What does a 0 rating mean.
A zero rating in a performance category means that the category was not observed. This should only be used when necessary.
What type of performance evaluation must be completed by the FTO in regards to summarizing the New Officer’s daily performance?
An FTO must document the New Officer’s Most and Least Satisfactory performance during each shift.
What is required to appear at the end of every DOR?
The FTO and New Officer’s signature must appear at the end of every Daily Observation Report. The New Officer’s signature is not necessarily an indication that the new officer agrees with the content of the DOR.
In Phase I which numerical rating does not require the FTO to complete a narrative describing the specifics of the rating?
A numerical Rating of “3” (Needs Improvement) does not require the FTO to complete a narrative portion due to this being an expected level of performance.
Which ratings require narratives and how does this requirement change?
Early on in Phase I some tasks do not require a narrative for 1’s or 2’s until after the cycle in which they are presented/focused. In Phase II all 1’s, 2’s, and 5’s require a narrative with the only exception being for “Orientation.”
What are the “C’s” related to DOR Narrative Writing?
Narratives should be: Clear Concise Complete Correct
What must be addressed within a Training Enhancement Report?
THREE WHATS
What’s the Problem?
What’s the Plan?
What were the results?
What must the call log completed by the New Officer contain and how is the sheet handled?
The logs completed by the New Officer must have the DOR# on the top along with the totals of all types of calls that were handled. The handwritten logs are kept by the New Officer until the end of FTEP.
What report/form is completed by the New Officer at the end of each phase and how is it handled?
FTO Critiques are to be completed by New Officers and should be forwarded directly to Field Training and not reviewed by FTO’s or Supervisors.
What are FTO’s expected to refer to when completing DOR’s and evaluating New Officer performance?
FTO’s are expected to refer to the Standardized Evaluation Guidelines (SEG’s) when completing DOR’s.
Describe the Competent Level in: 1. Driving Skill: Normal Conditions
Obeys appropriate traffic laws, maintains control of the vehicle, operates vehicle while remaining alert to surrounding activity, drives defensively.
Describe the Competent Level in: 2. Driving Skill: Moderate and High Stress Conditions
Maintains Control of Vehicle and properly evaluates driving situations.
Describe the Competent Level in: 3. Field Performance: Non-stress Conditions
Properly assesses routine situations, determines appropriate course of action and resolves situation.
Describe the Competent Level in: 4. Field Performance: Stress Conditions
Maintains calm and self-control in most situations, determines and take proper course of action, does not allow situation to deteriorate.
Describe the Competent Level in: 5. Interview/Interrogation Skills
Generally uses proper questioning techniques, elicits most of the information which is available and records the same, establishes proper rapport with most victims and witnesses, controls the interrogation of most suspects and generally conducts a proper Miranda admonition.
Describe the Competent Level in: 6. Self-initiated Field Activity
Recognizes and identifies police-related activity, has a broad orientation to the job including low priority activity, develops cases from observed activity such as traffic and pedestrian stops, displays, inquisitiveness, “Jumps calls” when appropriate, utilizes MDT to run plates during routine patrol.
Describe the Competent Level in: 7. Officer Safety: General
Follows accepted safety procedures as instructed in the academy. Examples of issues: Fail’s to control suspect’s movements, Does not anticipate potentially dangerous situations, Fails to cover other officers.
Describe the Competent Level in: 8. Officer Safety: Suspects, Suspicious Persons, and Prisoners
Follows accepted safety procedures with suspects, suspicious persons, and prisoners.
Describe the Competent Level in: 9. Control of Conflict: Voice Command
Speaks with authority and in a calm and clear voice. Voice projection and volume is appropriate, selects the proper words to use and has the knowledge of when and how to use them.
Describe the Competent Level in: 10. Control of Conflict: Physical Skill
Obtains and maintains control of people and situations through the proper use of defensive tactics and other techniques.
Describe the Competent Level in: 11. Problem Solving/Decision Making
Is able to reason through a problem and come to an acceptable conclusion in routine situations. Makes reasonable decisions based on information available. Accurately diagnoses the problem and takes appropriate action from a range of acceptable responses. Makes decisions without any need for assistance.
Describe the Competent Level in: 12. Listens, Comprehends and Articulates
Copies own radio transmissions and is generally aware of radio traffic.directed to adjoining beats. Transmissions are clear, concise and understandable. Follows proper procedures.
Describe the Competent Level in: 13. Managing Multiple Task
Demonstrates the ability to handle all of the major functions of a solo police officer. Is almost always able to perform multiple tasks and brings calls to an acceptable conclusion. Is not easily distracted or frustrated by information overload or circumstances which cause disruptions of thought process. Is able to properly respond to unusual occurrences which have not been previously experienced.
Describe the Competent Level in: 14. Investigative Skill
Conducts proper preliminary and follow-up investigations in all but the most difficult/unusual cases. Correctly determines the nature of offense committed. Collects, tags, logs, and books evidence properly. Connects evidence with suspect when apparent.
Describe the Competent Level in: 15. Orientation/Response Time to Calls
Is aware of location while on patrol. Uses Map and is able to relate current location with final destination. Knows hundredblocks of major streets. Arrives on calls within a reasonable amount of time.
Describe the Competent Level in: 16. Routine Forms: Accuracy/Completeness
Knows the commonly used forms and understand their use. Completes them with reasonable accuracy and thoroughness.
Describe the Competent Level in: 17. Report Writing: Organization and Details
Completes reports, organizing information in a logical manner. Reports contain the require information and details.
Describe the Competent Level in: 18. Grammar, Spelling and Neatness
Reports are legible and grammar is at an acceptable level. Spelling is acceptable and errors are rare. Error, if present, do not impair the understanding of the report.
Describe the Competent Level in: 19. Report Writing: Appropriate Time Used
Competes reports within a reasonable amount of time.
Describe the Competent Level in: 20. Dictation/Use of Equipment
Dictates report after organizing information in a proper manner. Is familiar with the format of the commonly dictated reports. Knows and demonstrates the utilization of the correct dictation lines and is able to backup, correct, disconnect. Speaks clearly and distinctly.
Describe the Competent Level in: 21. Radio Appropriate use of codes/procedure.
Follows policy and accepted procedure. Has good working knowledge of most-often used sections of the code/language.
Describe the Competent Level in: 22. MDT: Understanding/Proper Use
Familiar with the MDT manual and is able to log on, send AM’s, query SCOPE, NCIC and do on-views. Is familiar with function, status and emergency keys. Knows disposition codes and can orient locations through cross street information.
Describe the Competent Level in: 23. Problem Identification
Is able to use physical evidence and information obtained from citizens, or from suspect interviews, to determine the true nature of a problem. Systematically uses SARA model to develop responses to recognize problems in assigned area. Recognizes potential problem solving projects and seeks support from various community resources.
Describe the Competent Level in: 24. Knowledge / Use of Resources
Utilizes resources within the department to identify problems. Is able to recognize problems best handled by the citizens themselves or by and outside resource.
Describe the Competent Level in: 25. Relationships with Citizens
Is comfortable making citizen contacts. Actively seeks public contact and gains public involvement with projects. Quickly establishes rapport, leaves people with feelings that the officer was interested. Excellent communicator.
Describe the Competent Level in: 26. Relationships with Ethnic Groups other than own.
Is at ease with members of other ethnic/racial groups. Recognizes the importance of developing public contacts and community involvement with groups. Is aware of the benefits of diversity in the community. Serves their needs objectively and with compassion.
Describe the Competent Level in: 27. Knowledge of Department Policies and Procedures
Thoroughly familiar and in compliance with LVMPD Critical Policies and Procedures.
Describe the Competent Level in: 28. Knowledge of Criminal Law (NRS, City and County Ordinaces)
Recognizes commonly encountered criminal offenses and applies appropriate section of the code. Demonstrates a knowledge of the difference between criminal and non-criminal activity.
Describe the Competent Level in: 29. Knowledge of Traffic Codes
Able to readily recognize traffic violations and apply the proper section of NRS and/or Codes.
Describe the Competent Level in: 30. Knowledge of Codes of Criminal Procedure
Follows required procedure in all cases. Demonstrates thorough knowledge and a proper application of the law relative to searching, seizing evidence, and affecting arrests.
Describe the Competent Level in: 31. Acceptance of Feedback
Does not argue with FTO or blame others for errors. Accepts criticism in a positive manner and makes an effort to apply it in order to improve performance and further learning.
Describe the Competent Level in: 32. Attitude toward police work.
Demonstrates an active interest in new career and in police responsibilities. Views policing as more than just a job and has plans for his/her future in the Department.
Describe the Competent Level in: 33. Attitude toward other department members.
Adheres to the chain of command and accepts his/her role in the organization. Establishes and maintains professional relationship with FTO and peers. Is accepted as a productive member of the squad.
Describe the Competent Level in: 34. General Appearance.
Uniform neat, clean. Uniform fits and is worn properly. Shoes Shined. Weapon, Leather, and equipment is clean and operative. Hair is within regulations.
What is the Error of Leniency?
The Error of Leniency occurs when the rater marks most of the reports in the highest categories resulting in an overrating of the employee.
What is the Error of Personal Bias?
The Error of Personal Bias occurs when the rater allows personal feelings about an employee to affect the employee’s ratings. Likes or dislikes tend to limit appraisal objectivity.
What is the Error of Central Tendency?
The Error of Central Tendency occurs when the rater places all employees somewhere near the center of the rating scale or when he routinely “bunches” the rating scores to the center. This occurs because the rater may not be aware of how the rating is to be used, or because justification is required in all extreme ratings.
What is the Error of Related Traits?
The Error of Related Traits occurs when the rater gives the same rating to traits that are considered related in some way. The value of rating each trait separately is lost, and the overall rating is less valid.
What is the Halo Effect?
The Halo Effect occurs when the rater lets one or two traits dominate the appraisal of the employee. The rater evaluates all remaining traits based on the dominant trait or traits. Halo effect may also occur when the rater is influenced in a particular category by one outstanding event which occurred in that category.
