Policing Recuritment and Application

...

policing, and a recommendation to have a long term view of recruiting more graduates. (Fitzgerald, 1989).

Despite the findings of the Fitzgerald Inquiry, in another analysis conducted by Jason Rydberg and William Terrill on how higher education effects police behaviour in the areas of arrest, search and use of force (Rydberg, Terrill, 2010). Their findings showed that a higher education had no influence over the probability of a police officer conducting an arrest or search during normal duties, however they identified that having higher education reduces the likelihood of force occurring in the operation of daily duties.

This was attributed to the skills gained from tertiary studies, providing them with analytical skills in written and verbal communication, but also developing a wider belief system and open mindedness towards the community they serve allowing them to effectively utilize police discretion in matters relating to force. Whilst higher education may provide these skills, there was not enough empirical evidence of quality to support the notion that a higher education for police force recruitment has a positive and desirable effect on police performance.

RECOMMENDATIONS

Issues with removing the psychological and personality assessment from the recruitment process has been shown to be detrimental to the future of the police department. Psychological testing of individuals is essential to the recruitment process as this assessment is designed to screen out applicants that may have neurotic or psychopathy tendencies as well as identify those applicants who possess emotional stability and conscientiousness. Police officers are expected to protect the general public and are trained to use force including the use of a deadly weapon. Psychological assessment will identify if a recruit who would have access to a deadly weapon would be more likely to protect the public or harm the public.

Overall psychological assessment is an essential part of the police recruitment process. Removing this element to increase applicant numbers will present to the police department future problems with officers who have no moral standings and open the department up to further inquiries into corruption and malpractice, as well as allowing those into the police force who have issues coping with stress resulting in down time from work and not being able to perform the job to the best of their ability. Psychological assessment should not be removed from the recruitment process, as the increase in applicant numbers is not worth exposing the police department to future risks.

Issues with removing tertiary education requirements from the recruiting process have been theorised but not yet empirically studied. For example, what has been identified from removing tertiary education would increase the number of applicants, this will reduce the overall quality of these recruits, and however this also has a positive side as well. By removing the tertiary education requirement, those that fall into the minority groups who do not have access to formal education or those who are mature age and changing careers, have access to the recruitment process that was not previously available to them.

To compensate for removing tertiary education as part of the recruitment process, there needs to be adequate on-the-job training as well as relevant internal academy training to instill similar skills and attitudes that a tertiary education has shown to provide. The on-the-job training and relevant internal academy training would need to be structured and monitored by the police department itself. This poses another negative to the police department of structuring an appropriate cadet program that replaces the need for tertiary education as well providing the funding necessary to implement this change.

Overall a tertiary education is not required to be a police officer. It is seen as a desirable achievement to possess in the recruitment process, but there has not been sufficient enough empirical research to definitively state if tertiary education is beneficial. If there exists equal and adequate on-the-job training as well as relevant internal academy education, tertiary education can be removed from the recruitment process, opening up the application base to more persons, and increase the number of applicants.

CONCLUSION

The aim of this analysis was to assess the impact of removing tertiary education and psychological assessment from the current police recruiting process. Based on the literature reviews mentioned in this analysis, it is concluded that whilst education is a desirable trait it is not necessary for the police recruitment process and can be removed. Psychological assessment is vital to the recruitment process and removing it will cause more harm to the future of the police department. The recommendations have been based on the relevant literature review and empirical studies, and are presented for the Commissioners review and final decision.

References

Arrigo, B. A., & Claussen, N. (2003). Police Corruption and Psychological Testing: A Strategy for Preemployment Screening. International Journal of Offender Therapy and Comparative Criminology, 47(3), 272-290. doi: 10.1177/0306624X03047003003

Detrick, P., & Chibnall, J. T. (2006). NEO PI-R Personality Characteristics of High-Performing Entry-Level Police Officers. Psychological Services, 3(4), 274-285. doi: 10.1037/1541-1559.3.4.274

Fitzgerald, G. (1989). Report Of A Commission Of Inquiry Pursuant To Orders In Council. Brisbane: Government Printer.

Ho, T. (2001). The Interrelationships of Psychological Testing, Psychologists; Recommendations, Police Departments’ Recruitment Decisions. Police Quarterly, 4(3). doi: 10.1177/109861101129197879

Prenzler, T., Martin, K., & Sarre, R. (2010). Tertiary Education in Security and Policing in Australia. Asian Journal of Criminology, 5, 1-10. doi: 10.1007/s11417-009-9074-7

Roberg, R., & Bonn, S. (2004). Higher education and policing: where are we now?

Rydberg, J., & Terrill, W. (2010). The Effect of Higher Education on Police Behavior. Police Quarterly, 13(1), 92-120. doi: 10.1177/1098611109357325