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Report on the Cadet Training Program

Foreword from the Lead of the Training and Education Taskforce

June 20, 2022

Since its establishment in 1873, the Royal Canadian Mounted Police (RCMP) has been a Canadian institution and an iconic, world-renowned symbol of public service, safety, and security. As Canada’s national police service, the RCMP works at the municipal, provincial, territorial levels to serve 150 communities and more than 600 Indigenous communities across the country. The RCMP is also the federal police service of Canada targeting the most serious criminal threats to Canadians, such as national security, cybercrime, transnational and serious organized crime, as well as internationally.

The RCMP is a complex and multi-faceted organization facing change and modernization. Within this institution, the Cadet Training Program (CTP) offered by the RCMP Academy at Depot plays a critical role in the formation of the culture and identity of the RCMP. The Management Advisory Board thus established a Taskforce dedicated to examining the educational programming at Depot, understanding this site as crucial to shaping the future of policing within the organization.

The Management Advisory Board’s Training and Education Taskforce (the Taskforce) recognizes and appreciates the importance of the RCMP within Canada and internationally. As such, it sought to support the RCMP’s commitment to evolve and modernize through conducting the following analysis of the CTP and developing comprehensive and evidence-based recommendations in relation to key transformations. This research is timely and relevant given the overall focus of the Commissioner’s mandate letter on policing reform, addressing racism, harassment, and creating a culture of accountability, diversity, and inclusion. The findings and the recommendations of the Taskforce will advance the Force’s efforts towards its continuous evolution and, its strategy for modernizing the organization through Vision 150 and Beyond.

“As you know, the Prime Minister has given me a mandate to act in several important areas, and many of these touch upon the work of the RCMP. Most notably, he has asked me to prioritize policing reform. My central objectives are ensuring the RCMP meets the needs of Canadians, addressing systemic racism, eliminating harassment & discrimination and creating a culture of accountability, diversity and inclusion.”
Minister Mendicino’s mandate letter to Commissioner Lucki (May 27, 2022)

Before closing, the Taskforce would like to acknowledge the collaboration and support of the RCMP throughout the course of its research. In particular, the Taskforce would like to thank the Commanding Officer and staff of Depot; the Chief Human Resources Officer; the Chief Learning Officer; Legal Services; and the cadets themselves for consistently providing the Taskforce with timely data, information, and expertise.

Prof Angela Campbell
Lead of the Training and Education Taskforce, Management Advisory Board

 

On this page

Executive Summary

From August 2021 – June 2022, the Management Advisory Board’s Training and Education Taskforce (the Taskforce) focused on gathering information about the Royal Canadian Mounted Police’s (RCMP) Cadet Training Program (CTP) to identify areas from a management and administrative perspective, that would support a solid foundation for a future-facing, inclusive, and healthy organization. The CTP is an intensive 26-week basic training course that is offered in both official languages at the RCMP Academy, Depot. It is foundational to the RCMP and is critical in preparing Regular Members (RMs) for their careers.

The Taskforce’s findings fit within four broad themes, summarized here. A more fulsome explanation of the findings and corresponding recommendations begins on page 8.

Theme 1: Training Program Support and Evaluation (TPSE)

Theme 2: CTP Curriculum

Theme 3: Facilitators

Theme 4: Strategic Recommendations

Composition of the Training and Education Taskforce

The Taskforce is comprised of the following five members of the Management Advisory Board:

Prof. Angela Campbell (Taskforce Lead)

Mr. Douglas E. Moen (Chairperson of the Board and Taskforce Member)

Dr. Elaine Bernard (Taskforce Member)

Ms. Audrey Campbell (Taskforce Member)

Dr. Ghayda Hassan (Taskforce Member)

Overview

The RCMP Academy, Depot, located in Regina, Saskatchewan, provides training to future RCMP members, as well as national and international law enforcement and regulatory agencies. It is a global model of excellence in police service training. The CTP constitutes an intensive 26-week training at Depot that prepares members for a future as RMs of the RCMP and peace officers within Canada.

Due to its central role in the formative period of a RM’s career, the CTP is instrumental in shaping the culture and identity of the RCMP. At the very foundation of the Force and its members, cadet training can be understood as the single most important site of influence that molds the RCMP’s future.

As such, the Taskforce’s analysis identifies potential areas of promise for modernization from a management and administrative perspective to form a solid foundation for a future-ready, inclusive, and healthy organization. For the Taskforce, the review of the CTP and the related findings and recommendations set out here are crucial for a positive, sustained shift in the culture of the RCMP.

Objective and Scope

The Taskforce’s objective was focused on research and analysis of the RCMP training and education programming with a view to making sustainable, measureable, and achievable recommendations aligned with the RCMP’s modernization agenda as articulated through Vision 150.

With a view to ensuring a feasible scope of mandate, the Taskforce focused its work on the CTP, but understands that training and education within the Force extends well beyond training for cadets.

Focusing on the CTP within the context of modernization allowed the Taskforce to zero in on factors such as diversity, reconciliation, transparency, and accountability within the program. Here, the Taskforce underscores that alignment with Vision 150 would require that Depot provide an inclusive, modern, and progressive learning environment that builds cadets’ capacities, knowledge, and skills required to work effectively with diverse communities across the country to ensure their safety and security.

Methodology and Approach

Since its formation in August 2021, the Taskforce met virtually and in-person 15 times to review and discuss the CTP. Over the course of its meetings, the Taskforce collected quantitative and qualitative data through close collaboration with the RCMP Chief Human Resources Officer (CHRO), Commanding Officer (CO) of Depot, Chief Learning Officer (CLO), and Legal Services.

The Taskforce gathered a variety of background documents on the CTP, including an organizational structure of Depot, a list of facilities, training curriculum for the facilitators, assessments in training and quality management, and the CTP 2021/22 Multi-Year Plan. It also extensively examined the CTP curricula, namely course lists, lesson plans, videos, and presentations, as well as case studies and scenarios. It further assessed relevant reports and evaluations, including significant litigation and reviews of the RCMP policy and procedures regarding street checks, cadet training, the field coaching program, and a sample set of cadet surveys invited to evaluate their experience at Depot, which were administered to five troops per year over the past five years.

The Taskforce visited Depot (April 11-13, 2022), during which members toured the facilities and attended a variety of classes, such as the applied police sciences, drill, tactical exercises, and simulations for firearms and driving. Members held a number of interviews with stakeholders at Depot, including: over 25 facilitators with experience ranging between five to 20 years; more than 30 cadets who were halfway through their 26-week training program; seven commissioned officers with experience in Depot; the staff responsible for the development of the curriculum; and the staff who oversee in-service training and certification and evaluation for officers.

In line with a commitment to Gender-Based Analysis Plus (GBA Plus), the Taskforce gathered quantitative data to develop evidence-based recommendations for enhanced equity. The Taskforce reviewed the curriculum’s approach to cultural safety and its reflection of diversity, Depot’s Equity Diversity and Inclusion Strategy and related human resources planning, guidance on structural considerations in facilities for minority populations, as well as other relevant documents.

Key Findings and Recommendations

Depot is a world-renowned training institution for police officers. Representatives of law enforcement agencies from all over the world have visited and implemented many of Depot’s training approaches and content. The Taskforce acknowledges the challenging work carried out at, and the overall success of, this iconic training centre. The Taskforce also recognizes the unique strengths of the CTP that place it at the top of its class, globally, for preparing police offers for frontline careers in public safety.

The Taskforce further acknowledges and appreciates the willingness of Depot’s management, facilitators, and cadets to share their perspectives and expertise. Their insights played a significant role in the development of the Taskforce’s findings and recommendations.

Through its research and analysis, the Taskforce drew a range of observations and findings that, if implemented, will allow for a stronger alignment of the CTP with the RCMP’s current-day mission and mandate. Findings are grouped according to four principal themes, and each is accompanied by recommendations that the Taskforce views as achievable, measurable, sustainable, and connected to addressing a particular area where a need for reform was identified.

Theme 1: Training Program Support and Evaluation

The Training Program Support and Evaluation (TPSE) unit at Depot is known as the “Design Team” and charged with curricular design. Its mandate is impressive and broad; specifically focussing on managing, updating, and developing the multifaceted curricula for:

Finding 1.1: Reviewing the composition of and expertise within the TPSE unit will be essential to the modernization of the CTP

To ensure the proactive modernization of the RCMP, it is vital to ensure diversity within the TPSE unit, which is foundational to the CTP, and thus, integral to moulding the overall RCMP culture.

The Taskforce carefully reviewed the TPSE organizational structure and undertook interviews with current and past Commanding Officers, Training Officers (TOs), and TPSE staff. Through this analysis, it identified room for growth in the diversity of the TPSE unit. Notably, the Taskforce identified the need for a multitude of identities, perspectives, and areas of expertise. Such diversity currently does not exist within the team. Similarly, it is important to develop a process to rotate team members to ensure fresh outlooks or perspectives are brought to bear on the design and management of the Depot curriculum. This calls for the recruitment of qualified designers and adult learning specialists to modernize the material and instructional design in a sustainable manner. Finally, the Taskforce observed that the TPSE was quite insular in its approach and efforts, which is less than optimal from the perspective of accountability and transparency. In other words, more work will be needed to ensure that the work of the TPSE is subject to engagement, feedback, and reporting from outside the team itself.

Additionally, interviews with facilitators and cadets revealed innovative ideas for evolving the curriculum. The cadets are one gateway to understanding the factors that attract applicants to the RCMP and promote learning and retention, while the facilitators provide a direct perspective on how the cadets interact with the CTP curriculum and potential learning obstacles. Thus, developing a formal and regular mechanism for communication of such ideas between the stakeholders of the CTP and TPSE will ensure diversity of thought and perspectives in the continuous development of all introductory training programs.

Recommendations:

1.1 a Review and revise the makeup of the TPSE unit with a view to enhancing its diversity in connection with: individual perspectives, lived experiences and identities, and areas of expertise. This review must be conducted by an external body with expertise in the design of law enforcement training programs. The CO of Depot should be charged with setting the Terms of Reference for this review and acting on its recommendations, with regular and final reporting to the CLO and the CHRO.

1.1 b Establish a planned, regular rotation of the TPSE members to allow for fresh and innovative material and design on an ongoing basis.

1.1 c Develop a formal and regular mechanism to allow the intake of ideas from external experts, facilitators, and cadets to TPSE and reporting on feedback received and acted upon.

Theme 2: CTP Curriculum

The Taskforce is impressed by the plurality of thoughtful measures put in place at Depot to modernize the facilities, protocols, and practices with a view to accommodating and celebrating social diversity. Some notable examples include the addition of a Spirit Room to honour Indigenous presence, the development of specialized headgear to ensure the safety, during tactical training, of men who wear beards for religious reasons, and the provision of a wide array of food options to accommodate faith-based dietary needs.

The Taskforce also observed that the CTP curriculum, initially developed in 1994, has not seen a similar comprehensive and holistic reform to reflect the current policing environment or modernization efforts aimed at building a culture of diversity and inclusion. Instead, the curriculum has seen partial and fragmentary adjustments through multiple version updates; currently the program delivers Version 9 of the CTP curriculum.

Finding 2.1: The CTP curriculum will benefit from increased and enhanced inclusion of key cultural, equity, and diversity elements

The RCMP serves diverse communities throughout Canada on a daily basis. Officers must be prepared to navigate any situation in a culturally-informed and sensitive manner that prioritizes community and public safety. As such, the CTP must provide the training necessary to equip RMs to deliver effective policing services to all Canadians, including communities that have traditionally been underserved by law enforcement and/or “over-policed” as a result of implicit bias and ill- advised social policies. Here we note in particular BIPOC and 2SLGBTQ+ communities.

The Taskforce’s analysis – notably through a review of the CTP curriculum and related materials, as well as interviews with facilitators, cadets, and other stakeholders – revealed a need for increased and enhanced inclusion of key cultural issues and diversity considerations within the CTP curriculum. While the current content integrates some cultural and diversity elements, their mention is brief and “standalone” rather than woven throughout the curriculum. Notably, training about Indigenous histories and reconciliation, cultural diversity, and bias is limited and exists in discrete modules of the CTP course material. The Taskforce further observed that it was very difficult to ascertain where and how cadets learned about issues such as unconscious bias, social and racial profiling, carding, and street checks, all of which are known problematic practices within modern-day policing, giving rise to disproportionate arrests and charging of Indigenous and racialized – especially Black – Canadians.

The CTP would better prepare cadets by enhancing cultural and diversity training within the curriculum, including content related to hate crimes, cultural awareness/humility, culturally- appropriate responses, unconscious bias, racism, and Canadian commitments to reconciliation, notably through the Report of the Truth and Reconciliation Commission (TRC) of Canada (2015). These elements must be tied to the fundamental, day-to-day work of policing, and thus integrated throughout the curriculum (i.e., what material is taught) and pedagogical approaches (i.e., how that material is taught). Areas of cultural and diversity training can impact modern policing in all areas.

External subject matter expertise in teaching of cultural and diversity perspectives should be engaged to review the curriculum to ensure effective and community-led representation. The Taskforce notes, for example, in the development of the RCMP National Strategy for Indigenous Reconciliation, the organization appointed an Indigenous consultant firm to develop position papers with insight from First Nations, Inuit, and Metis groups to inform the RCMP in a culturally- sensitive and community-led manner. This same practice should be followed for a thorough review of the CTP.

Recommendation:

2.1 a Hire an external consultant group or firm to complete an independent end-to-end review of the CTP to ensure meaningful diversity components are woven throughout the curriculum and pedagogical approaches to delivery of the CTP.

Finding 2.2: The CTP curriculum requires a comprehensive review to ensure that it reflects today’s cadets and prepares them for modern-day policing in Canada

Since its release in 1994, the CTP curriculum has been updated through ad hoc, fragmentary steps. It has never been subject to a holistic, comprehensive reform. As a result, the extent to which the curriculum works as an integrated whole is unclear. The CTP also struck the Taskforce as not representing the needs of a modern cadet in some respects.

For example, the practice of “doubling”, which refers to marching at double the regular pace in between classrooms and breaks, was reported as leading to cadet injuries. The Taskforce recognizes the value of drill, but not doubling.

What’s more, interviews with facilitators and cadets revealed that the current curriculum does not allow for sufficient time management and cadets are required to keep training on the weekends to manage their workload. The end result is exhaustion for some, and the disadvantages of the added workload appear to outweigh any potential benefits.

Additionally, the CTP curriculum does not holistically represent the typical modern cadet. Acknowledging the economic impacts of the COVID-19 pandemic, in the fiscal year 2021-2022, the average age of cadets was 28.8 years old, while the average age of cadets in 2006-2007 was 22.1 years old. Thus, the average cadet today is an adult learner and mature student. Cadets bring to their training a base of knowledge and acquired life experiences. They may also have responsibilities and commitments outside of their learning, notably to families and dependents.

The Taskforce noted a missed opportunity at Depot to recognize and amplify the range of pre- existing perspectives, qualifications, and skills among cadets. For example, the CTP does not integrate the modern reality that most cadets will come to Depot with significant critical thinking skills, web-based and social media capacities, and more diverse backgrounds. These are important foundational skills and assets upon that Depot should leverage. The same is true with respect to cadets’ enhanced awareness of social justice and diversity issues and perspectives.

Thus, building on the previous recommendation, the end-to-end review by an external consultant group or firm should revisit understandings of the “prototype” or “average” cadet, and make recommendations to ensure the CTP reflects contemporary realities and the future of policing in this regard.

Recommendation:

2.2 a In addition to cultural, inclusion, and diversity components, the end-to-end review of the CTP curriculum by an external consultant or firm should also focus on review of content to remove outdated, redundant or counterproductive practices (e.g. doubling) and to ensure that the content reflects contemporary realities of both cadet troops and of modern-day policing in Canada.

Finding 2.3: The current practices around the evaluation of the CTP curriculum should be restructured to enhance objectivity and transparency

As a design and evaluation team, the TPSE is currently responsible for the development and evaluation of the CTP curriculum. This dual role (development and evaluations) is inopportune. It is both resource-intensive and presents a conflict of interest. The lack of visibility into the results of evaluations presents a challenge from the perspective of transparency and accountability.

The RCMP would be well-served by outsourcing the assessment of the CTP to an impartial entity. As a federal department and the national law enforcement agency of Canada committed to building trust with and holding itself accountable to Canadians, the externalization and independence of the CTP’s evaluation strikes the Taskforce as a matter of utmost significance.

The Taskforce was made aware that Depot undertook an evaluation of the CTP in January 2021 through the Level III Kirkpatrick Model to assess the results of training and learning programs, including the effectiveness of the CTP and its alignment with operational needs and GBA Plus considerations. The evaluation is expected to be released in late June 2022.

Recommendations:

2.3 a An independent committee composed of members with diverse perspectives and experiences should be charged with reviewing the results of the 2021 Level III Kirkpatrick Evaluation to ensure impartial and unbiased outcomes. That committee should be charged with reporting to the CO of Depot and CLO on its conclusions and next steps, if any.

2.3 b Responsibility for regular evaluation of CTP development should be permanently externalized to ensure a sustained commitment to quality, impartiality and accountability.

Theme 3: Facilitators

At Depot, the course instructors or teachers are RMs referred to as “facilitators”. Facilitators play an integral role in the CTP and the development of cadets. They support the cadets’ learning and facilitate the sharing of necessary information for each of the courses delivered over a 26-week period. A team of three RM facilitators per Troop are responsible for leading, teaching, assessing and mentoring the cadets by leveraging course material developed by the TPSE.

Facilitators are trained through the Instructor Facilitation Techniques Course (IFTC), also managed by the TPSE and delivered at Depot over a 10-day period. IFTC provides facilitator candidates with the foundational knowledge and skills of a facilitator, preparing them to deliver the CTP.

Finding 3.1: Efforts to enhance cultural and gender diversity among facilitators can be further strengthened, including women, Indigenous persons, and racialized persons

A range of documents on diversity and related efforts demonstrate Depot’s current endeavours to enhance diversity in the composition of the team of facilitators (e.g., initiatives related to the Equity, Diversity and Inclusion Strategy). That said, efforts can be strengthened to amplify facilitator diversity. For example, an examination of hiring posters revealed that it included the standard/boilerplate employment equity statements that are included within most Government of Canada job postings. This will not be sufficient in the contemporary workforce recruitment context to signal a deep commitment to EDI and attract candidate pools that better reflect and represent Canadian society. Best practices in the realm of employment equity call for greater proactivity and strategic planning to recruit top talent from groups underrepresented in different workforce sectors.

Increasing and addressing diversity is an integral measure to modernize the CTP. It is a building block for innovation, creativity and change in thought, ideas, and perspectives. Diversity within facilitators allows cadets from various backgrounds to see themselves reflected within their mentors, trainers, and the RCMP. Thus, productive and measurable actions are further required by Depot to enhance the holistic integration of diversity in the CTP, including in the composition of the team of facilitators.

Recommendations:

3.1 a Develop a facilitator recruitment strategy for the employment equity groups to increase diversity and ensure further representation of Indigenous and racialized persons.

3.1 b Produce an accompanying implementation plan for the recruitment strategy with clear timelines and reporting and accountability measures.

Finding 3.2: Current staffing practices for CTP facilitators should be reviewed, as these may have unintended consequences, adversely impacting operational reintegration of RMs

Based on the analysis of the CTP facilitator composition and facilitator interviews, it is evident that Depot strives to ensure that facilitator tenures do not exceed a five-year term before RMs return to fieldwork in divisions and detachments. However, some RMs have remained CTP facilitators for more than 10 years. This can present a problem for the operational capacities of these RMs following their tenure at Depot.

The reintegration of RMs from facilitator positions to fieldwork is highly dependent on recent experience. Interviews with Commanding Officers from various RCMP divisions and senior management revealed that even a tenure limited to 5 years can outdate a RM’s relevant field experience, skillsets, and knowledge of the criminal threatscape. Moreover, over an extended time at Depot, RMs may become more comfortable with administrative work than operational work and may be hesitant to return to the field for a variety of reasons (e.g., potential fear of risk to personal safety, return to shift work, and change in personal/social circumstances such as the housing market and marital or family status). These factors can hinder the successful reintegration of RMs from facilitator positions at Depot to front-line policing at divisions and detachments.

Additionally, teachings based on outdated field experience may be disconnected from the operational milieu and the evolving and dynamic realities on ground in detachments. As such, the outdated field experience of RMs who have long held facilitator positions may negatively influence the CTP and cadet learning. A stable rotation of facilitators with recent field experience may also increase opportunities to enhance diversity of experience, perspectives, and identities.

Recommendation:

3.2 a Develop a rigorous process for limited tenure through a rotation of RM facilitators to ensure recent front-line policing experience and enhanced diversity.

Finding 3.3: The RM-based facilitator model merits review so as to integrate non- RCMP facilitators with diverse backgrounds, identities, expertise, and experiences relevant to cadet training needs and goals

The CTP is premised on the view that RMs alone can serve as reliable and effective facilitators. From time-to-time, civilian members, public servants, and/or external Subject Matter Experts (SMEs) are welcomed into the program as “guests”, but this did not seem to be a common practice. The Taskforce heard that external SMEs were invited only occasionally, at most two times in the Applied Police Sciences (APS) component of the CTP.

The RM-based facilitator structure curbs the potential of the CTP. While RMs have a varied and highly developed skillset that is clearly fundamental to Depot’s training program, specialized SMEs can complement RM expertise and experience as facilitators. The end result of such collaboration stands to enhance cadet learning experiences. A clear site for such cross-disciplinary instruction is the APS course. Co-facilitation by RMs as well as professionals (notably legal practitioners) could enrich cadets’ learning of criminal law, evidence, and procedure. Similarly, external SMEs with backgrounds in domains such as cultural diversity, social work, health care, and victim services could supplement cadet training beyond the current model. The same is true of Indigenous elders and community leaders who can speak to Indigenous experiences with policing over time and what community-partnered policing, committed to the spirit and goals of national Reconciliation, can and should look like for the RCMP.

The Taskforce notes that cadets with whom it met at Depot demonstrated strong interest in and openness to learning from facilitators who are not RMs, even though they understandably insisted on the need for RM presence to impart key components of the CTP.

The frequent and consistent inclusion of external SMEs through a hybrid facilitator model (e.g., two RMs plus one SME) would, for the Taskforce, stand to benefit CTP and cadet outcomes. The Taskforce notes that the APS modules would lend themselves especially well to this model and was observed as already in existence in the Physical Abilities Requirement Evaluation (PARE). For other domains focused on the tactical components of the CTP (e.g. Police Defense Tactics), it may be more appropriate to maintain the centering of RM facilitators.

As an added benefit, a hybrid facilitator model would increase the number of RMs available for appointment at short-staffed detachments, as fewer would be needed within Depot. Moreover, SMEs may enhance the quality of key areas of education (e.g., law) and share knowledge and background that can complement a cadet’s training on the criminal justice system and related structures, provide opportunities of networking and improve partnerships between the RCMP and its frontline partners.

Finally, and highly relevant to the RCMP’s commitments to Gender-Based Analysis Plus (GBA Plus) and Equity, Diversity and Inclusion (EDI), the integration of SMEs who are not RMs within the facilitator pool at Depot stands to deepen diversity in representation.

Crucially, SMEs should be understood as facilitators working on par with RMs who serve in the same role. The Taskforce acknowledges that Depot has taken steps to welcome external actors within the CTP, for instance, through practices such as the Kairos Blanket Exercise. However, it is of the utmost importance that marginalized communities are given a platform to share their own lived experiences, including through the CTP, and that they be positioned as an integral part of the training team rather than as “special guests”. This will be a critical step in amplifying the cadets’ understanding of diverse lived experiences, Reconciliation with Indigenous communities, and the connection of each to law enforcement.

Recommendations:

3.3 a Create a hybrid facilitator model and recruit a pool of qualified external SMEs from a variety of non-policing professional backgrounds and lived identities and experiences.

3.3 b Integrate within the previously-mentioned reviews of the IFTC and the CTP curriculum (i.e., recommendations 2.1a and 2.2a) an analysis that identifies CTP components that can be effectively delivered by SMEs.

Theme 4: Strategic Recommendations

Based on the analysis of qualitative and quantitative data and review of documents and literature, the Taskforce drew some findings that fall beyond the scope of the aforementioned themes, which merit highlighting.

Finding 4.1: Further psychosocial support for the cadets may be useful to the CTP, given the complex role of the facilitators and staff

Currently, the CTP facilitators and staff, most notably the TPSE, have multifaceted and broad roles with complex areas of remit within the training program. Developing new protocols to distribute responsibilities and provide support would benefit all CTP stakeholders, including the cadets.

Facilitators have a multi-faceted role as mentors, teachers, and assessors. When new recruits arrive at Depot, each team of facilitators is actively involved in helping cadets adapt to expectations and the immersive and rapid learning environment at Depot. Given the unique needs of each Troop and its cadets, it may take facilitators extended time to guide cadets who struggle physically or mentally.

The Cadet Resource Liaison (CRL) position was created November 1, 2008 to assist cadets with any issues that surface during their training. The Taskforce was impressed with this resource and sees real potential for this to be the site for extracurricular cadet support, with a view to reducing demands on facilitators and providing a “one-stop-shop model” of support for cadets. The Taskforce is of the view that a second CRL position would be most helpful, as would the addition of a professional social worker who may be called upon to work with individuals, groups, and the Depot community to improve individual and collective health and wellness. This team of professionals could have both instrumental and symbolic benefit – providing concrete assistance to the Depot community and telegraphing the value that the RCMP puts on mental health, recognizing it as a priority for cadets and members.

Recommendation:

4.1 a Enhance support for the facilitators and cadets through the addition of one new CRL and one social worker position at Depot.

Finding 4.2: Depot and the CTP Program will benefit from embedding strong succession planning into the Senior Executive team

Strong succession planning can help ensure consistency and sustainability of modernization plans and their implementation, codify procedures and formal documentation, and effect change in organizational culture. Succession planning can also foster professional development and growth for future leadership transitions.

Successful succession planning takes time. The Taskforce arrived at the conclusion that the traditional three-year term of Depot’s senior positions (notably the CO and the TO) may present unintended adverse impacts on innovation and sustainability. The transfer of knowledge from one leader to the next is not always possible and matters that demand immediate attention may cause important priorities and long-term plans to be only partially completed where a term is unduly brief.

Recommendation:

4.2 a Under the leadership of the CLO, develop a concrete succession plan for senior officer level positions at Depot (notably the CO and the TO) to ensure sustained oversight of CTP revisions, including during periods of leadership transition. The plan should include the extension of terms of appointment for senior positions increased from the current term of three to a term of five years, and the design and implementation for professional development opportunities for current and future leaders.

Finding 4.3: RM Recruitment needs to be guided by an evidence-based strategy with a mandate, objectives, and clear metrics and timelines

RM Recruitment encompasses a continuum of activities from attracting potential applicants to loading troops to Depot. Its administration is undertaken nationally and in divisions. The Taskforce heard deep concern and preoccupation about both the quantity and quality of cadet recruits. The process for recruitment remains too administratively heavy and burdensome, lengthy and inaccessible for many prospective cadets, especially from remote and/or Indigenous communities. The Taskforce detected a profound worry among a multitude of key stakeholders, as the organization is at a precipice of a large number of retirements. If these RMs are not replaced by new cadets from diverse backgrounds and with capacity to serve, the RCMP will be even more challenged to meet its service delivery commitments under the provincial, territorial, and municipal police service agreements, and to maintain federal policing capacity.

The fact that many RMs already feel stretched, and that RM mental health is an issue with which the organization contends, also requires attention as this challenge risks being compounded by the current and foreseeable state of affairs. More than once, the Taskforce heard the recruitment situation described as a “crisis”, a descriptor that did not strike the Taskforce as exaggerated.

The Taskforce understands that resources can now be deployed toward advertising for recruitment in the coming months, which is a good start. These efforts must be targeted and strategic to make the most of the resources deployed.

Recommendations:

4.3 a Conduct a benchmark study to examine the steps that other police and public security organizations worldwide have taken to recruit top talent.

4.3 b Develop multi-pronged recruitment strategy that integrates general and equity-based targets (that is, for federally designated groups protected by employment equity legislation), specific measures to recruit Indigenous cadets, and outreach across the country to raise awareness about the vast skills and career opportunities that modern policing affords.

Conclusion and Next Steps

The Taskforce remains impressed with many aspects of the RCMP training institution and recognizes the amount of work, planning, and resources committed to Depot and the CTP.

The Taskforce recognizes and acknowledges that the CTP is a central component to accelerating RCMP reform and modernization, and thus the recommendations set out herein are intended to align with the expectations that the Minister of Public Safety has set for the RCMP: “RCMP Commissioner will be expected to accelerate reform within the RCMP.”Footnote 1 Notably, these recommendations support the work the RCMP must undertake to evolve its culture, address critical needs, and build a more modern, equitable, diverse, inclusive, and accountable organization.

The Taskforce requests that RCMP Senior Management provide a formal written Management Response and Action Plan to the recommendations, within a three-month period ending on September 20, 2022, to advise as to the RCMP’s response to each recommendation made. Specifically, the Taskforce asks whether the RCMP accepts, partially accepts, or does not accept each recommendation, as well as a rationale for its decision.

The Taskforce also requests quarterly follow-up to the Management Advisory Board (MAB) on the implementation of the accepted or partially accepted recommendations.

The Taskforce has shared the findings and recommendations with the MAB and they have formally approved the findings, recommendations and its submission. The MAB looks forward to the ongoing provision of advice as the RCMP moves forward with its crucial modernization agenda, which will benefit its members and the communities it serves, thus contributing to the deepening of public trust and confidence in the organization overall.

Appendix A

Acronyms

CHRO - Chief Human Resources Officer

CLO - Chief Learning Officer

CO - Commanding Officer

CRL - Cadet Resource Liaison

CTP - Cadet Training Program

GBA Plus - Gender-based Analysis Plus

IFTC - Instructional Facilitation Techniques Course

MAB - Management Advisory Board

RM - Regular Members

SME - Subject Matter Experts

TO - Training Officer

TPSE - Training Program Support and Evaluation

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