Successful Training for Police Performance Evaluation Systems

• NCJ Number: 93112
• Journal: Journal of Police Science and Administration Volume: 12 Issue: 1 Dated: (March 1984) Pages: 41-46
• Author(s): W C Lawther
• Date Published: 1984
• Length: 6 pages
• Publication Format: Article
• Language: English
• Country: United States of America
• Note: *This document is currently unavailable from NCJRS.

Annotation

After presenting a model for training supervisors to implement performance evaluation systems, this article provides guidelines for instructing supervisors in the process of creating performance standards. It then discusses the documentation of evaluation ratings and other aspects of performance evaluation training.

Abstract

An effective performance evaluation system is dependent largely on the validity and applicability of the training provided raters. The literature that reviews performance evaluation system training does not adequately treat the identification and subsequent interpretation of performance standards during the rating process. The training of police supervisors who are raters must deal primarily with the identification of clear performance standards for each criterion that is part of the performance evaluation system. Further, successful training in performance evaluation systems for police must be sensitive to the organizational climate in which the evaluation occurs. In any organization, the key to identifying valid criterion measure and accompanying performance standards is to determine the goals and objectives of the behavior that must be assessed. In the training session, goals and objectives as well as accompanying measures must be grouped in ways that are meaningful and that reflect the priorities of police work. The first part of the training should focus on how to create performance standards. The key part of the training must include interaction among the supervisors. Through exercises and other guidance, the participants should formulate sets of performance standards on their own. Case studies of actual behavior can be used for rating practice. Instruction should also cover methods for eliminating subjective rater errors and the conduct of the performance appraisal interviews. A sample case study is provided, and eight references are listed.