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What are the different tests and exams administered during the selection process?

Applicants must first take the RCMP Police Aptitude Battery (RPAT). Those who pass the test and are selected will then take the Physical Abilities Requirement Evaluation (PARE) followed by the interviews (Regular Member Selection Interview, Pre-employment Polygraph) and finally the medical/health assessment.

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RCMP Police Aptitude Test (RPAT) - Preparatory Guide

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This Preparatory Guide for the RCMP Police Aptitude Test (RPAT) was developed by the RCMP's HR Research & Intelligence Directorate. HR Research & Intelligence, part of the Human Resources Sector, was responsible for the development of the current version of the RCMP Police Aptitude Test (RPAT). This preparatory guide is designed to familiarize you with what to expect when writing the RPAT. This guide will provide recommendations and suggestions concerning how you can best prepare yourself for the RPAT. It also includes several practice questions similar in format to those that appear on the RPAT. The answers to the practice questions, and a detailed set of rationales for the answers are also provided.

Some general test taking strategies

1. Listen to the instructions carefully. It is important that you clearly understand what you are expected to do. If you are unclear, ask questions before you start the exam. Not following the instructions provided will probably result in a lower obtained score. As well, not following the instructions provided could disqualify you from the RCMP selection process.

2. Read the questions carefully. Make sure you understand what the question is asking before answering.

3. Try to arrive at an answer before looking over the choices. However, read all of the offered choices before selecting your final answer.

4. If you are unsure of an answer, eliminate the options you know are wrong. Even if you can only eliminate one option, you will at least limit your guess to fewer options and, therefore, increase your chance of guessing correctly.

5. Do not get hung up on any one question. If you are having difficulties with one particular question, make your best guess at the answer and move on. You can always come back later and spend more time with the question. If you waste time on a question to which you do not know the answer, you might not reach some questions to which you do know the answer and, therefore, will not get these points.

6. Never leave a question unanswered. Guess at any questions to which you do not know the answer. There is no penalty for a wrong answer.

7. Bring a watch to the test. While the test administrator will occasionally announce the time remaining, it is better to have a time piece available so that you can better judge your time. Time management is a valuable test taking skill.

8. Do not panic. Exams can be very stressful events. If you feel yourself getting too anxious during the test, take a couple of minutes to collect yourself. When you are ready, proceed with the test. It may be a good idea to move on from a question that is making you especially anxious and come back to it later.

RCMP Police Aptitude Test (RPAT)

The RPAT is a multiple-choice test that forms one component of the process used by the RCMP to select cadets for training. The test is designed to evaluate your potential aptitude for police work. The test measures seven skills that are essential in completing the duties of a police officer. These skills are Composition (Spelling, Grammar, and Vocabulary), Comprehension, Memory, Judgement, Observation, Logic, and Computation.

The RPAT is divided into three books, with 114 multiple-choice questions in total.

Book 1 includes information that you will need to memorize. There are no questions to answer in this book. You will be given 5 minutes to memorize the information contained in Book 1.
Book 2 will evaluate your English composition skills and your English comprehension skills. It will include 44 questions and you will have 30 minutes to answer them.
Book 3 will evaluate your memory of the information in Book 1, as well as your judgement, observation, logic, and computation skills. There will also be some additional Comprehension questions. In total, there are 70 questions in Book 3 and you will have 2 hours to answer them.

Each multiple-choice question will have four possible options. One and only one of these options is the correct or best answer.

Some general steps that can be taken to improve your RPAT score:

1. There are several practice police officer examination guides available, both in print and on the Web. While many are American, the personal qualities being evaluated may be very similar. The format for some of the scales presented in these guides may be very similar to those on the RPAT.

2. There are several guides (both in print and on the Web) available for other standardized tests such as the American Scholastic Aptitude Test (SAT), the Graduate Record Exam (GRE), the Law School Admission Test (LSAT), etc. While what is being measured on these exams might differ to some extent, there remains much overlap between their contents and the RPAT. Note that the levels required to pass some of these tests are not the same as the RPAT, especially for exams such as the GRE and LSAT. Treat them as only practice to get you familiar with the type of question you can expect to see on the RPAT, and not as an indicator of how well you will do on the RPAT.

The RCMP Police Aptitude Test’s components

1) Composition
This section will examine your ability to articulate, in a written format, complex thoughts in a clear and concise manner understandable to others. Specifically, this section will examine your knowledge of grammar, spelling, and vocabulary. Some of the sources used to create this section include:

ITP Nelson Canadian Dictionary of the English Language: An Encyclopedic Reference (1997);
Webster’s Ninth New Collegiate Dictionary (1984);
Shaw’s (1993) Errors in English and Ways to Correct them; and
Strunk Jr. & White’s (1979) The Elements of Style.

Using these references may be helpful in improving your performance. In all, there will be 39 English Composition questions on the RPAT: 10 spelling, 10 grammar, and 19 vocabulary questions.

Here are some activities that can help improve your English composition performance.

Composition practice questions

1. Both women have made previous complaints, none of which were followed through because of insufficient evidence or strong fear of retaliation by the suspect. The suspect is attempting to intimidate the women and is known for irrationale behaviour.

Which word in the sentences above is misspelled?
a) insufficient
b) retaliation
c) intimidate
d) irrationale

2. On the night of the accident, coeficient of friction testing was conducted using police transport on a cycloidal skid mark.

Which word in the sentence above is misspelled?
a) accident
b) coeficient
c) friction
d) cycloidal

3. Which word completes the next sentence?
Once she became a public figure, she had to give __________ her anonymity.
a) about
b) back
c) in
d) up

4. Which words complete the next sentence?
My partner and _____ went to the home and _____ knocking on the door.
a) I, began
b) me, began
c) me, begun
d) I, begun

5. Which of the following is the best definition of the word amendment?
a) cancellation by making invalid or outdated
b) identification by comparison and elimination
c) improvement by revision or correction
d) protection by establishing rules and laws

6. Which of the following words can be defined as: “The process of deriving general principles from particular instances”?
a) concoction
b) deduction
c) induction
d) reduction

2) Comprehension

This section is designed to evaluate your ability to read and accurately interpret written material. You will be presented with a series of short passages. For each of these passages, two or three questions will be asked to determine if you have correctly interpreted the content of the particular passage.

In all, there will be four short passages presented to you (two in Book 2 and two in Book 3). Accompanying these passages will be a total of eleven questions (five in Book 2 and six in Book 3).

Here are some activities that can help improve your English comprehension performance:

Comprehension practice questions
(This passage was taken from: © Zhang, X., (1996). Analyse de la criminalité en Chine. Revue Internationale de Criminologie et de Police Technique, Vol. 3, pp. 321-329)

Questions 7 to 9 refer to the following passage:

Throughout its long history, China has seen the rise and fall of a large number of secret organizations. Originally, most of them had no criminal intent. They were simply brotherhoods based on shared political purposes and mutual assistance. However, some of them fell under the control of dishonest people. They then drifted into crime and ended up posing a threat to the social order. This was the case for two of the largest secret organizations of Chinese modern history, the Tsing and Hong organizations.

Many criminal organizations such as the Tsing and Hong and many others controlled brothels, opium dens, casinos and drug trafficking operations. They forced business owners to give them a percentage of their profit. They also committed more serious crimes such as abduction, the trade of women and children, and even assassinations. To achieve impunity from the law, they corrupted government and colonial officials. It was not uncommon for leaders of these organizations to occupy legitimate positions in companies or even in government agencies. They used these jobs as a front for their illegal activities. Each organization had its own system of laws and punishments. The internal law of the Hong organization had five possible punishments: capital punishment, corporal punishment, caning, degradation and banishment. A strict hierarchy existed and obedience to superiors was mandatory. New members, called apprentices, were placed under a master and were at his service. In the golden age of the Tsing and Hong organizations, a powerful leader could recruit thousands of apprentices.

7. According to the previous passage, which one of the following statements is true?
a) Chinese secret organizations have always threatened the social order.
b) Financial assistance is encouraged in Chinese criminal organizations.
c) Few criminal organizations are known in China; only two are known today.
d) Some secret Chinese organizations have not turned to crime.

8. According to the previous passage, which one of the following statements is true?
a) Criminal organizations bribed government employees and senior officials to avoid facing consequences of their misdeeds.
b) All leaders of these organizations had legitimate positions in businesses or in the government.
c) The trade of women and children was the main activity of Chinese criminal organizations.
d) Prostitution is one of the rare illegal businesses in which Chinese criminal organizations did not participate.

9. Which one of the following statements is supported by the previous passage?
a) In the Hong organization, only apprentices had to obey their superiors.
b) In the Hong organization, a person’s rank could not be lowered as a form of punishment.
c) In the Hong organization, the penalty for disobedience was corporal punishment.
d) In the Hong organization, the leader recruited many new members.

3) Memory

This section will test your ability to memorize pictorial and textual materials over a period of time. You will be presented with four mug shots of individuals, along with their names, descriptions, and the crimes for which they are wanted. In addition, you will be provided with descriptions of six vehicles. These descriptions will include the make and colour of the vehicle, the licence plate of the vehicle, and, occasionally, a crime in which the vehicle was involved. Your task is to memorize all of this information. All of this information will be presented in Book 1 of the RPAT.

About thirty minutes into the test (at the beginning of Book 3), you will be asked nine questions that will assess how well you memorized the information.

The following is a sample of the type of information you will be asked to memorize:


Name:	David McClury
Sex:	Male
Age:	27
Eye colour	Green
Hair colour	Brown
Identifying features	Tattoo of skull on upper left bicep
Crime wanted for:	Murder

Here are some activities that can help improve your memory:

4) Judgement

This section will test your ability to use appropriate resources and strategies to achieve objectives. You demonstrate good judgement by reaching sound decisions and taking the appropriate courses of action. The term judgement is used synonymously with the concept of common sense.

There will be 15 Judgement questions on the test. Unlike the other questions on the test, which are each worth 1 point, the Judgement questions are each worth 2 points. Keep this in mind when you are deciding how much time to assign to the Judgement questions.

In responding to the questions, think about the possible consequences of taking/not taking each of the actions listed. Choose the option that you believe has the most positive set of consequences, or perhaps the least negative set of consequences. Here are some activities that can help improve your judgement performance:

1. Take note of any policing situations that you may read about in the newspaper. Notice the actions taken, the rationale for these actions, and the public responses to the actions.

2. The skill of good judgement or common sense is a difficult one to improve. The key is to expand your horizons so that you may understand the consequences of a set of plausible actions. Once you have improved your ability to predict possible consequences, improvement in common sense will follow.

Judgement practice questions

10. You are a police officer in a small town. You are on patrol at 2:00 a.m. when you see a car leaving town and moving very fast. You turn on the lights and sirens of your police car and attempt to pull the car over. The car does not pull over and a brief high speed chase results. After a short distance, the driver loses control of the car and it skids into the ditch. Four men jump out of the car and run into the forest. Of the following, which is the best initial course of action to take?

a) Call for backup and immediately chase the suspects into the forest.
b) Call for backup and request police dog(s). Upon their arrival, begin the chase of the suspects into the forest.
c) Determine the registered owner of the car. The following day, go to the registered car owner's home and question him about the incident.
d) Draw your gun and order the men to stop. If they do not comply, fire a warning shot into the air.

11. You are a police officer in a large municipality. Your coworker and friend, Constable Grey, is in constant financial trouble as the result of loans that she obtained before joining the RCMP. Constable Grey is married and has recently taken on a second job to pay her bills. You have noticed that since she has had this second job, the quality of her work has gone down considerably. Of the following, which is the best initial step to take?

a) Suggest to Constable Grey that she speak to a financial consultant.
b) Lend Constable Grey some money.
c) Speak to Constable Grey's spouse to identify possible solutions to her financial difficulties.
d) Speak to Constable Grey and tell her about your concerns.

12. At a meeting, your supervisor tells all the members on shift about a new RCMP policy. The policy states that police officers are to wear their hats at all times while on duty in the downtown area. The rationale for the policy is that the wearing of hats projects a professional policing image and allows the public to easily identify the person as a police officer. Later that evening, you and your partner receive a call that a young female was just sexually assaulted by two males who are both well-known to you. The two males are to be arrested. You believe that the two male suspects are at a fountain in the downtown area that is only approachable on foot. There is a music festival being held in the area that is attracting large crowds of people. You and your partner feel that, under these circumstances, it would be inappropriate to wear your hats; the suspects would likely see you approaching and may flee. Of the following, which is the best course of action to take?

a) Call your supervisor, explain the situation, and request permission not to wear your hats. Follow the decision given.
b) Proceed to the area without wearing your hats. Explain to your supervisor afterwards the reason for your action.
c) Wear your hat while in the area, consistent with the RCMP policy.
d) Do not attempt to arrest the suspects at this time as their identity is known. Wait for another time to arrest them.

5) Observation

This section will test your ability to attend to details in visual material. For each question, you will examine a set of five sketches of faces. For each set, the first drawing will be identified as a sketch of an alleged criminal. The other drawings will be labelled “a”, “b”, “c”, and “d”.

For each set of drawings, one of the drawings labelled “a”, “b”, ”c”, or “d” will have near identical facial features as that identified as the alleged criminal. Your task is to identify this drawing. In making your decision, you are to assume that no plastic surgery has occurred.

To complete the task accurately, focus on features that are unlikely to be altered without plastic surgery. For example, examine the shape of the eyes, the size and appearance of the nose, the shape of the face, etc. Do not be distracted by features that can easily be altered, such as hair style and colour, facial hair, and clothing.

Use a process of elimination when completing the task. Eliminate any pictures where you notice a difference in a feature that should not change. Once three pictures have been eliminated, the remaining picture should be the correct answer.

Here are some activities that can help improve your observation performance:

1. “Spot the difference” puzzles often found in newspapers.
2. “Find Waldo” puzzles.
3. Word finds.

Though these activities are not exactly the same as on the test, they do allow you to practice using your observation skill.

Observation practice questions

13.

Suspected criminal

Potential matches

a)	b)

c)	d)

14.

Suspected criminal

Potential matches

a)	b)

c)	d)

6) Logic

This section will examine your ability to identify and to analyze problems and situations using deductive processes (ability to apply general rules to a problem and arrive at a logical answer) and inductive processes (ability to combine information in order to form general rules). This will be investigated using a wide variety of questions. You will be asked to complete tasks such as ordering pieces of information in a logical sequence, following directions on a map, determining the pattern that exists in a set of data, and solving problems.

There will be 20 logic questions in total on the RPAT.

To solve many of the presented puzzles, it is important that you organize your thoughts. Solve one piece of the puzzle at a time: it is unlikely that a solution can be obtained by trying to examine all of the data at once. It is also important to organize the order in which each piece of the puzzle should be solved. The solutions to some aspects of the puzzles cannot be obtained without the solution to some other piece of the puzzle. In some instances, creating a diagram of the information on a piece of scrap paper may help in organizing your thoughts.

Here are some activities that can help improve your logic performance:

1. There are logic puzzle magazines that provide puzzles similar to those found on the RPAT.
2. There are many computer games (e.g., adventure games, puzzle games) that make use of logic skills to solve them.
3. Read mystery novels such as Arthur Conan Doyle’s Sherlock Holmes series. Try to solve the crime before the hero does.

Logic practice questions

15. You are preparing a report concerning a car accident. The following five pieces of information are to be included in the report:

1. Constable MacInnis explained that the car was heading east bound on 84th Avenue in the first lane and had struck a young girl who was running across 84th Avenue.
2. The statement was not obtained at this time, as the driver of the car was too emotionally upset.
3. Constable Smith attended the scene of a car accident and was briefed by Constable MacInnis of what had occurred.
4. The driver was then turned over to Constable Smith for a statement.
5. Constable MacInnis then stated that he had detained the driver of the car and that he had read him his rights.

In which of the following orders should the information in the report be presented?
a) 1, 5, 2, 4, 3
b) 3, 5, 1, 4, 2
c) 1, 2, 4, 3, 5
d) 3, 1, 5, 4, 2

Questions 16 and 17 refer to the following information:

You are investigating a serious accident involving five cars. The car at the front of the accident is labelled 1 and the car at the back of the accident is labelled 5. The remaining cars are labelled according to their location in the chain of cars. The information related to the accident is sketchy and somewhat disorganized. You know the following:

I. The drivers involved in the accident are Paul, Kim, Jennifer, Kevin, and Sarah.
II. Kevin was in one of the cars ahead of Kim
III. Sarah and Jennifer were in car 1 and 5, although not necessarily in that order.

16. Which one of the following statements must be false?

a) Kim is in a car ahead of Sarah
b) Kim is in car 2
c) Paul is in car 2
d) Kim is in a car behind Paul

17. If Kevin is in car 3, which one of the following statements must be true?
a) Paul is in a car behind Kim
b) Kim is in a car ahead of Sarah
c) Sarah is in car 1
d) Paul is in a car ahead of Kevin

7) Computation

This section will evaluate your ability with basic computations. The section will examine if you know when to and how to add, subtract, multiply and divide. It will also evaluate some very basic algebra skills. The knowledge of mathematics required to do well in this section is no higher than a grade nine level. You will not be allowed to use a calculator.

There will be 10 Computation questions on the RPAT.

Here are some activities that can help improve your computation performance:

1. Reread a high school math textbook, which often can be obtained through a local library (no higher than the grade 9 level is required). Similarly, there are educational computer programs that focus on these math skills.

2. Practice solving a variety of math problems on a daily basis (e.g., when paying for a product, calculate in your head how much change you should expect before the cashier gives it, or try to calculate the amount of tax that needs to be paid for a product prior to arriving to the cashier).

Computation practice questions

Questions 18 to 19 refer to the following information:

The RCMP has developed strategic partnerships with various financial institutions, both nationally and internationally, in an effort to reduce the counterfeiting of currency and credit cards. The following table reflects the amount of success they have had over a five year period. For questions 18 and 19, assume that the two currencies are at par (i.e., CDN $1 = US $1).

Counterfeiting Seizure Statistics

Year	Canadian Currency	American Currency
1996	$5,121	$72,500
1997	$3,211	$850,000
1998	$2,127	$63,427
1999	$7,500	$22,500
2000	$6,835	$54,073

18. What percentage of the total funds seized in 1999 was Canadian?
a) 3%
b) 4%
c) 25%
d) 33%

19. What percentage of all the seized American funds were seized in 1997?
a) 29%
b) 78%
c) 80%
d) 99%

Questions 20 and 21 refer to the following scenario:

After a drug investigation, police officers seized the following items from three arrested persons:

Arrested person	Amount of cocaine	Number of $100 bills	Number of $50 bills	Number of $20 bills
Smith	2.6kg	111	45	34
Hasek	0.5kg	35	21	26
Ramji	1.8kg	20	135	5

Assume 1 gm of cocaine is worth $90.

20. How much cash did the officers take from suspect Hasek?
a) $4,070
b) $5,070
c) $13,940
d) $49,070

21. What was the value of all the items taken from all the arrested persons?
a) $378,750
b) $459,905
c) $468,950
d) $514,440

RPAT Feedback

The feedback you receive following the RPAT administration will include your RPAT score and the RPAT component scores.

Frequently Asked Questions (FAQs)

Question: Where is my RPAT raw score? Why is my score reported on a scale from 0 to 5?

Answer:
Consider the following scenario. A person writes a selection exam called the Celsius. The person obtains a raw score of 20. A second person writes a second exam measuring the same concepts, but this one is called the Fahrenheit. The second individual obtains a raw score of 68. When comparing these two individuals’ raw scores, it would appear that the second individual did much better than the first. This conclusion would in fact be wrong. The scales used for the two scores are different, and so the scores are not comparable. You must convert the scores to a common scale before any two scores can be compared.

If this transformation was done in our example, it would be concluded that the two individuals actually performed equally well: to convert the Fahrenheit to the scale used in the Celsius, subtract 32 and multiply by 5/9. In that there are several different forms of the RPAT, this scenario exemplifies why the RCMP has chosen to report RPAT scores in a standardized format.

Every exam has a unique scale. This unique scale is defined by the questions on the exam. Change a question on the exam, and you have changed the scale. Characteristics of the exams such as the difficulty of the questions, the number of options available in each question, and the number of questions all play a role in defining an exam’s scale.

If you want to compare scores from various versions of the exam, you must place every one of the exams to be compared on a common scale. In the case of the RPAT, there are several versions (forms) of the test such that a common scale was required. We must be able to make identical conclusions regardless of what form you have written, and this can only be accomplished with a common scale. The scale chosen is one modeled after the grade point average used by many universities, except that our scale ranges from 0.00 to 5.00 rather than 0.00 to 4.00. The pass mark for the RPAT is set at 3.20. This scale can be applied to every version of the RPAT. In that the raw scores on their own are not interpretable, they will no longer be included in any subsequent feedback regarding RPAT performances. By the way, if you divide your obtained RPAT score by 5, you will get a rough estimate of the percentage obtained of the total possible points available (e.g., you need roughly 64% -- 3.2 divided by 5 -- to pass the RPAT).

Similarly, there was a need to make scores of the RCMP Recruit Selection Test (RRST) comparable to those obtained on the RPAT. Again, this was accomplished by transforming the RRST score to the same scale used to report the RPAT score (0.00 to 5.00, with a pass mark of 3.20). We must ensure that decisions made on the RPAT are consistent with decisions made with the RRST. With standardized scoring, the reported scores on the two selection tests are interchangeable, and similar interpretations can be made.

Question: What do my RPAT component scores mean?

Answer:
When you think about it, all components are miniature tests within the overall test. This means that each of these mini-tests has its own scale. Just as the raw score for the overall test are not interpretable on their own, the raw scores for each mini-test are not interpretable on their own. To make them interchangeable with various forms of the RPAT, each mini-test has to be put on a common scale. In addition, to be able make a conclusion such as, “I’m strong in memory but weak in logic”, the mini-tests within each form must be on the same scale. For the RPAT components, the scale chosen is one that has an average score of 2.50. This means if you obtained a component score of less than 2.50, you have demonstrated below average performance for that particular component. If your score is above 2.50, you have demonstrated an above average performance for that particular component. The higher your score, the better you did. With this scaling in place, you can compare component scores obtained by different people even if they wrote different versions of the RPAT. In addition, you can compare your scores over administrations, even if you wrote different versions of the RPAT.

It must be pointed out that the scale chosen for the components (i.e., the mini-tests) is not the same as the scale chosen for the total RPAT score (i.e., the overall test). This was done intentionally to emphasize the different purposes of the two sets of scores (i.e., for decision making for the total RPAT score, and for feedback to candidates for the component scores). You cannot average out the component scores and arrive at the total scores. You would need to take into account several factors such as how difficult each component is, how many questions each component had, and how many points were the component question’s worth. The important item to keep in mind is that increases in any component score directly lead to an increase in the total score; similarly, decreases in a component score will lead to a decrease in the total score. Therefore, if you intend on improving your performance, all you need to do is improve upon the identified weaknesses (i.e., any component score that is less than 2.50) and maintain your identified strengths. This improvement will reflect itself in the total score.

Question: When can I rewrite the RPAT?

Answer:
You must wait at least a year between writings of the RPAT. The reason for this is that writing the RPAT test two times too close to each other leads to potentially invalid results. An adequate amount of time (i.e., 1 year) must go by to ensure valid results. You will be signing a security form indicating that you have not written the RPAT (nor the Telecom Operator Aptitude Test (TOAT)) in the last year. Writing the RPAT early and signing this security form is viewed as indicative of an integrity problem, and will be pursued as such.

Closing Comments

The research literature on personnel selection identifies tests such as the RPAT as a very good predictor of all types of job performance, including police work. This is why it is considered an important component in the RCMP recruiting process.

We hope this guide has helped you prepare for the RPAT administration. The guide’s intended purpose is to have all of the applicants aware of what is awaiting them in this part of the recruitment process to become an RCMP police officer. Knowing what to expect should decrease your anxiety. Remember to arrive at the test session well rested.

Good luck!

References

ITP Nelson Canadian Dictionary of the English language: An encyclopedic reference (1997). Scarborough, Canada: ITP Nelson.

Shaw, H. (1993). Errors in English and Ways to Correct Them (4th ed). New York: Harper Paperbacks.

Strunk Jr., W., & White, E.B. (1979). The Elements of Style (3rd ed). New York: Macmillan Publishing.

Webster’s Ninth New Collegiate Dictionary (1984). Markham, ON: Thomas Allen & Son.
-----------------
Note. The Dictionaries, Shaw (1993) and Strunk & White (1979) references are the exact material used at the time of developing the RPAT.

Answers to practice questions

1) English composition

1. The correct answer is “d”.
The correct spelling for option d is “irrational” (i.e., without the “e” at the end).

2. The correct answer is “b”.
The correct spelling for option b is “coefficient” (i.e., two “f”s).

3. The correct answer is “d”.
Webster’s Ninth New Collegiate Dictionary (1984) defines give up as “to cease to do some action: ABANDON”. This definition works well at completing a meaningful sentence. The other options do not.

4. The correct answer is “a”.
The first blank is for one of the subjects of the verbs “to go” and “to begin”. “I” and not “me”, which is used as an object of a verb, is the appropriate pronoun to use as the subject of the verbs. Next, the sentence is written in the past (went is the past tense of “to go”). Began is the past tense of “to begin”.

5. The correct option is “c”.
ITP Nelson Canadian Dictionary of the English Language: An Encyclopedic Reference (1997) defines amendment as “the act of changing for the better; improvement.” Webster’s Ninth New Collegiate Dictionary (1984) defines amendment as, “the act of changing or modifying for the better.” Option “c” is the best match of these definitions.

6. The correct option is “c”.
The bolded text in the question is one of the definitions of induction provided by ITP Nelson Canadian Dictionary of the English Language: An Encyclopedic Reference (1997). Webster’s Ninth New Collegiate Dictionary (1984) defines induction as, “inference of a generalized conclusion from particular instances,” paralleling the definition provided in ITP Nelson Canadian Dictionary of the English Language: An Encyclopedic Reference (1997).

2) English comprehension

7. The correct answer is “d”.
Option “a” is wrong because the passage includes the statement stating, “Originally, most of them (secret organizations) had no criminal intent.” The concept of financial assistance as stated in option “b” is never mentioned in the passage. Therefore, it is not supported by the passage. Option “c” mentions that ONLY two criminal organizations are known. The passage actually implies that there are more than the two (“This was the case for two of the largest secret organizations of Chinese modern history”). Option “d” is the only option supported by the passage (“some of them [not all] fell under the control of dishonest people”).

8. The correct answer is “a”.
Option “b” is wrong because is states that all leaders had legitimate positions in businesses or in the government. The passage states that it was not uncommon for this to be, but not that it always happened. Option “c” is wrong because the passage makes no claim that the trade of women and children is the main activity of the secret organizations, only that it is one of the illegal activities performed. Option “d” is wrong because it is specifically mentioned in the passage that the organizations controlled brothels. Option “a” is the only option supported by the passage (“To achieve impunity from the law, they corrupted government and colonial officials”).

9. The correct answer is “d”.
Option “a” is wrong because the passage includes the statement, “A strict hierarchy existed and obedience to superiors was mandatory.” This statement is not limited to being an apprentice. Option “b” is wrong because the passage identifies degradation (i.e., a reduction in rank) as a form of punishment. Option “c” is wrong because the passage never specifies any penalty that is associated with a particular crime. Option “d” is the only option supported by the text (“a powerful leader could recruit thousands of apprentices”. Apprentices was earlier in the passage defined as new members).

3) Judgement

10. The correct answer is “b”.
Option “b” is the most effective action because you have called for back up in a high risk situation. In addition, you have taken steps, once sufficient resources are obtained, to apprehend the individuals. Option “a” is wrong because you have placed yourself at considerable risk by pursuing four males at night in a forest. Option “c” is wrong because the vehicle may be stolen and you have made no attempt to apprehend the suspects at the time when options existed for you to do so. Option “d” is wrong because it is very dangerous to fire a shot into a dark forest.

11. The correct answer is “d”.
Option “d” is the most effective initial option because Constable Grey is your friend and you have knowledge of the situation. Options “a” is wrong because, although you have provided good advice, there is no indication that Constable Grey has not already contacted a financial advisor. Option “b” is wrong because by lending money to Constable Grey you are not solving her financial problem. Option “c” is wrong because you have meddled too far into a private situation.

12. The correct answer is “b”.
Option “b” is correct because you have analyzed the risk of not wearing the hat and exercised common sense that, in this case, following RCMP policy will compromise your ability to arrest the suspects in a safe manner. Option “a” is wrong because immediate action is required to apprehend the suspects and should not be delayed due to a minor policy issue. Option “c” is wrong because you have not exercised any decision-making or judgement and have simply followed policy that is not appropriate in this situation; the suspects may flee and, consequently, re-offend. Option “d” is wrong because you are taking a risk of losing the suspects and evidence because of a minor policy issue.

4) Observation

13. The correct answer is “b”.
In option “a”, notice that the nose is different. In option “c”, notice that the eyes are different. In option “d”, notice that the ears and the shape of the face are different. Each of these differences are unlikely to occur without plastic surgery. On the other hand, the only difference between option “b” and the suspected criminal is that the picture includes a mustache. This would be a very simple disguise. Option “b” is therefore the most likely match to the suspected criminal.

14. The correct answer is “b”.
In option “a”, notice that the shape of the face is different. In option “c”, notice that the shape of the mouth is different. In option “d”, notice that the nose is different. Each of these differences are unlikely to occur without plastic surgery. On the other hand, the only difference between option “b” and the suspected criminal is that the picture includes eyeglasses. This would be a very simple disguise. Option “b” is therefore the most likely match to the suspected criminal.

5) Logic

15. The correct answer is “d”.
There are several ways in which to correctly arrive at this answer. Here is one way:
The four options indicate that there are two possible first statements: statement 1 (options “a” and“c”) and statement 3 (options “b” and “d”). In statement 1, Constable MacInnis is explaining the situation to someone, yet it is unclear as to who. In statement 3, Constable Smith is just arriving at the scene and begins the briefing with Constable MacInnis. Therefore, Constable Smith is likely the person being spoken to in statement 1, such that statement 3 should occur before statement 1. This narrows the possible correct option to options “b” and “d”. In option “b”, statement 5 is the next piece of information to use. However, the statement seems to imply some other statement had been made (“Constable MacInnis then stated...”). Statement 1, the second piece of information to use in option “d”, is very likely this statement and logically should precede statement 5. Therefore, option “d” is the correct option.

16. The correct answer is “b”.
There are several ways in which to correctly arrive at this answer. Here is one way:
This is a problem for which it is extremely helpful to draw a diagram to organize yourself. From the information in the problem text and in clue I, the following diagram can be used:

	Paul	Kim	Jennifer	Kevin	Sarah
Car 1
Car 2
Car 3
Car 4
Car 5

Place the information found in the clues into the table. Clue III is the most useful, so we will start with that one. From this clue, we can state that Sarah and Jennifer are not in cars 2, 3, or 4. Similarly, we can state that Paul, Kim and Kevin are not in cars 1 or 5. This information can be placed in the table.

	Paul	Kim	Jennifer	Kevin	Sarah
Car 1	NO	NO		NO
Car 2			NO		NO
Car 3			NO		NO
Car 4			NO		NO
Car 5	NO	NO		NO

Next, Clue II states that Kevin was ahead of Kim. From the information currently in our table, the farthest back Kim can be is in car 4. Therefore, to ensure that he remains ahead of Kim, the farthest back Kevin can be is in car 3. Similarly, from the information currently in our table, the farthest in front Kevin can be is in car 2. Therefore, to ensure that she remains behind Kevin, the farthest front Kim can be is in car 3. This information can be placed in the table.

	Paul	Kim	Jennifer	Kevin	Sarah
Car 1	NO	NO		NO
Car 2		NO	NO		NO
Car 3			NO		NO
Car 4			NO	NO	NO
Car 5	NO	NO		NO

Now we are ready to answer question 1. Option “a” is wrong, because there is a possibility that Sarah could be in car 5 such that the option could be true. Option “c” is wrong because there is the possibility that Paul is in car 2. Option “d” is wrong because there is the possibility that Paul is in car 2 and Kim is in car 3. Option “b” is the correct option, because we have concluded from the information provided that Kim cannot be in car 2.

17. The correct answer is “d”.
Let us continue with using the tables generated in the last question. We have a new piece of information: Kevin is in car 3. With Kevin in car 3, this means that Kim must be in car 4 (Clue II). In that Jennifer and Sarah are either in cars 1 or 5 (clue III), this means that Paul must be in car 2. This information can be placed in the table.

	Paul	Kim	Jennifer	Kevin	Sarah
Car 1	NO	NO		NO
Car 2	YES	NO	NO	NO	NO
Car 3	NO	NO	NO	YES	NO
Car 4	NO	YES	NO	NO	NO
Car 5	NO	NO		NO

Option “a” is wrong because we have concluded that Paul is in car 2, ahead of Kim in car 4. Option “b” is wrong because there remains the possibility that Sarah is in car 1, ahead of Kim in car 4. Option “c” is wrong because there remains the possibility that Sarah is in car 5. Option “d” is correct because we have concluded that Paul is in car 2, ahead of Kevin in car 3

6) Computation

18. The correct answer is “c”.
The question is focussing on the 1999 data, such that you can ignore all the other years’ data. To compute a percentage, you need to know the total value that was seized in 1999. Therefore, you must add the Canadian and American values: $7,500 + $22,500 is equal to $30,000. To determine what the Canadian percentage is, you must divide the Canadian amount by the total: $7,500 divided by $30,000 is equal to .25. To put it into a percentage format, you must multiply this value by 100: .25 x 100 is equal to 25%.

19. The correct answer is “c”.
The question is focusing on the American funds, such that you can ignore all the Canadian funds. To compute a percentage, you need to know what the total value of American funds that was seized. Therefore, you must add up all the American funds seized over the years: $72,500 + $850,000 + $63,427 + $22,500 + $54,073 is equal to $1,062,500. To determine what the 1997 percentage is, you must divide the 1997 amount by the total: $850,000 divided by $1,062,500 is equal to .80. To put it into a percentage format, you must multiply this value by 100: .80 x 100 is equal to 80%.

20. The correct answer is “b”.
The question focuses on the cash, so you should ignore the data under “amount of cocaine.” In addition, the question focuses on suspect Hasek, such that you should ignore the data of the other two suspects. To determine the amount of cash, you need to multiply each denomination by the amount of bills. For the $100 bills, this would be $100 x 35 or $3,500. For the $50 bills, this would be $50 x 21 or $1,050. For the $20 bills, this would be 26 x $20 or $520. Next, you need to add up all of these computed values: $3,500 + $1,050 + $520 is equal to $5,070.

21. The correct answer is “c”.
This question asks information related to all of the items and all of the suspects. Therefore, every piece of data presented in the table is important. The first step is to compute how much cocaine was seized by adding up all of the presented weights: 2.6 kg + .5 kg + 1.8 kg is equal to 4.9 kg. The value of the cocaine is given in dollars per grams, such that you must convert the weight given in kilograms into grams. This is done by multiplying the weight by 1000: 4.9kg x 1000 is equal to 4,900 gm. Next, we have to multiply this weight by the value of 1 gm of cocaine: 4,900 x $90 is equal to $441,000. Next you need to compute how many bills of each dominations were seized. For $100, this is 111 + 35 + 20 or 166. For $50, this is 45 + 21 + 135 or 201. For $20, this is 34 + 26 + 5 or 65. Next, you must multiply each of these sums by the denomination it is associated with. For $100, this is $100 x 166 or $16,600. For $50, this is 201 x $50 or $10,050. For $20, this is 65 x $20 or $1,300. Finally, add up all these dollar values and sum it with the value of the cocaine seized: $16,600 + $10,050 + $1,300 + $441,000 is equal to $468,950

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Regular Member Selection Interview - Preparatory Guide

RMSI Preparatory Guide161KB
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The purpose of the Preparatory Guide for the Regular Member Selection Interview is to make you more aware of what will happen at this step of the recruitment process. It provides you with tips on how to prepare for the interview and is intended to help minimize any anxiety you might have. The ultimate goal of this guide is to help you perform at your best during the interview, as this will enable us to get the most accurate information about your potential to perform successfully as an RCMP constable.

Introduction

The Regular Member Selection Interview (RMSI) is the interview guide used by the RCMP to select applicants for RCMP cadet training. In the RCMP recruitment process, the selection interview usually takes place after the RCMP Police Aptitude Battery (RPAB) and the Physical Ability Requirement Evaluation (PARE). The selection interview is found by many to be the most challenging stage of the selection process. However, if you carefully plan for the interview, it can turn out to be a positive experience.

What are the RMSI questions like?

A careful analysis of the functions and duties of an RCMP constable was carried out to identify the qualities required to do this job well. The RMSI questions were developed based on this analysis. The goal of the interview is to determine if you possess the qualities that have been identified as necessary to perform successfully as an RCMP police officer. The RMSI contains two types of questions. The first set of questions is the behavioural component of the interview. These questions focus on gathering examples of how you have performed in different situations in the past. These questions are fairly general so that applicants from a wide variety of backgrounds can relate to, and describe, pertinent experiences. Here is an example of this type of question (not an actual question from the RMSI):

People often have to persevere to overcome obstacles. Please tell me about a time when you had to face such a situation.

In your answer, you can refer to experiences from a variety of contexts (school, work, volunteering, sports, etc.). The second set of questions in the interview focuses on gathering information about how you would act in hypothetical situations that are similar in quality to those you would likely experience as an RCMP constable. For these questions, you will be presented with a hypothetical situation and then asked to describe in detail what you would do in this circumstance. You will also be asked to explain the reasoning behind your intended behaviour(s), including the factors you took into consideration when deciding what actions you would (or would not) take.

These situational questions are included in the interview so that applicants from a wide variety of backgrounds have the chance to demonstrate how they would perform in a situation they may not have actually experienced in the past. Here is an example of this type of question:

You are a member of a soccer team. During an important game, the referee makes a bad call against your team, which leads to the other team scoring a game-winning goal. After the goal is scored, four of your teammates and your coach begin to argue with the referee and players of the other team. The argument is becoming very heated, but you believe that what your coach and teammates are saying is correct and that the referee’s call was very unfair. What would you do in this situation, and why?

The duration of the selection interview will vary from one applicant to another, but the average length is two to three hours, unless you answer “no” to one of the five “Essential Job Requirements” questions that are asked at the beginning of the interview. In that case, the interview, as well as the recruitment process, will automatically end.

If you answer “yes” to all of the Essential Job Requirements questions, the interviewer will continue with the interview questions. Keep in mind that you will be held to your answers given to the “Essential Job Requirements” questions (e.g., you really should be prepared to be posted anywhere in Canada if you answer “yes” to this question).

Essential Job Requirements Questions

• Do you currently possess an unrestricted valid driver’s licence?
• Are you willing to be posted anywhere in Canada?
• Are you willing to perform shift work, including weekends and holidays?
• Are you prepared to carry a firearm and to use it or any other necessary physical force in the performance of your duties?
• Are you willing to pledge allegiance to Canada?

What does the RMSI measure?

The RMSI assesses eight competencies (qualities) considered essential to perform successfully as an RCMP officer. The goal of the interview is to determine to what extent you possess these competencies. Each competency is defined below:

Developing Self: Recognizes personal strengths and learning needs and engages in self-development opportunities to achieve full potential in current and future roles. Honestly self-assesses performance and continually strives to learn and develop.

Flexibility: Considers, adopts and changes behaviours in light of new ideas or work methods, and works effectively within a variety of situations and with various individuals or groups of diverse backgrounds and experience. Demonstrates a positive attitude and open-mindedness when faced with change. Can change gears or drop tasks unexpectedly when circumstances demand it.

Problem Solving: Systematically analyzes and breaks down problems, risks, opportunities and issues into component parts. Identifies appropriate solutions and makes timely decisions and actions. Understands cause-and-effect chains and relationships.

Conscientiousness and Reliability: Fulfills commitments in a professional, thorough and consistent manner through self-discipline and a sense of duty. Shows strong attention to detail and a focus on quality. Independently produces consistent, high-quality results.

Meeting Client Needs: Shows a desire to identify, meet or exceed internal and external client needs and expectations. Has a genuine desire to help or serve others, or act on behalf of others being served.

Communication: Effectively receives and conveys ideas and information in a way that increases the understanding of the target audience. Can communicate effectively and interactively with others.

Teamwork: Achieves common goals by working cooperatively with others and developing a positive work climate. Acts to facilitate the operation of teams of which he or she is a member.

Self Control and Composure: Keeps emotions under control and restrains negative actions when provoked or faced with opposition or hostility from others, or when working under increasing levels of stress. Maintains stamina and concentration under continuing stress. Refrains from acting on strong emotions such as anger. Is able to stay effective when faced with heavy or long term stresses or challenges.

How to prepare for the RMSI

Before applying for a job, it is always wise to research the organization to which you are applying. This will help you to determine if the responsibilities, culture, and working conditions of that occupation will suit you. Reading relevant documentation and talking with RCMP officers about cadet training and the experiences they encounter during their work will help you to form a realistic idea of an RCMP police officer’s job. This will help you to more easily adapt to cadet training and likely increase your job satisfaction later on.

The interview focuses on your own capabilities: How you have demonstrated them in the past, and how you would demonstrate them in hypothetical but realistic situations. The interview does not assess how much you know about legal or policing issues, or the RCMP itself. Therefore, there is no essential material to learn before the interview. Still, there are several steps you can take ahead of time to prepare yourself for the interview:

Preparing for the Behavioural Component:

Review the definitions of the eight competencies and make sure that you understand them.
Break up each competency definition into its different components and ask yourself, “When did I have to demonstrate this part of the definition?” For example: “When did I have to work as part of a team?”
Review your own experiences and clearly identify incidents or situations that relate to these competencies.
Try to use challenging AND recent situations as examples. If your best example for a question happened five years ago, use it, but keep in mind that the more recent the example the better. The interviewer wants to know if you are using your skills and abilities now.
You do not have to use work examples, particularly if the best example you can think of for a question did not take place at work. You can also use the same example to answer more than one question, if different aspects of that example can be used to answer different questions.

I DON’T HAVE ANY EXPERIENCE!

Many people make the mistake of neglecting very relevant life experiences, just because they did not take place in a full-time job setting. However, you may have acquired and demonstrated the required competencies through a wide variety of activities.

So when preparing for the interview, take time to reflect on your past and pick behavioural examples that most closely relate to each of the competencies. The following list provides some examples of activities you may have participated in that could provide some excellent answers to the interview questions:

• Competitive sports
• Volunteer work
• Hobbies
• Past jobs - full-time, part-time, summer term, internships and cooperative education placements
• Projects undertaken in school (term projects, extracurricular activities such as the student newspaper, student clubs/ associations, organization of events, etc.)

To make a fair assessment of your actions in the examples you describe, the interviewer needs to get a complete description of the circumstances, the actions you took, and the result of these actions. We call this structure the STAR principle (see next grey box). If you practice describing your past experiences according to this structure, your answers will flow more easily and you will be less likely to leave out important information.

Set out your answers using the STAR principle to provide the level of detail the interviewer is looking for:

S: What was the situation? Clearly and concisely set out the situation surrounding your example. Do not overdo it or the interviewer will prompt you to get to the point!

T: What was the task you were called upon to do? What was your specific challenge? Try to keep referring to yourself. The interviewer wants to hear about your role in this situation.

A: What action did you take? Again, talk about your contribution, what you actually did.

R: What was the result? What did you accomplish?

Preparing for the Situational Component:

The situational questions are based on the same competencies as the behavioural questions, so review the relevant behavioural examples that you have identified. Think about the effective and ineffective actions you took in those situations, and whether there were any problems, frustrations and conflicts. What did you learn? What would you do differently if you were in those situations again? What behaviours did you perform that could be applied to different situations (e.g., asking others who are knowledgeable for advice in a problem solving situation)?
For the situational questions, the interviewer needs to get a complete description of the actions that you would take (or not take), and the reasoning process that you used to make your decisions, including the factors you took into consideration. This is reflected in the ARC principle (see next grey box). If you approach situational questions with this structure in mind, you will be less likely to leave out important information that the interviewer needs to know.

For situational questions, use the ARC principle:

A: What actions would you take?

R: What is the reasoning behind your actions? How did you arrive at this decision?

C: When determining what your actions would be, what factors did you take into consideration?

In General:

It is a good idea to write down a summary of examples that highlight your skills, abilities and experiences. Review them periodically to refresh your memory (some people use index cards). When you write out your examples, try to structure them according to the STAR principle, and think about how they could apply to other situations. Please note that candidates are NOT allowed to consult their preparatory materials during the course of the interview.
Conduct a practice interview with a friend. You can prepare interview questions using the competency definitions (e.g., “Tell me about a time when you had to ...”). This will give you the opportunity to get some feedback on your answers regarding clarity and level of detail (i.e., too much, not enough).

During the Interview

Be enthusiastic and confident, but keep in mind that this is a formal meeting, where being composed, courteous and friendly is always the best policy. The way you handle the interview provides an indication of your interpersonal and communication skills, and the interviewer will take this into account in his/her evaluation.
Answer the questions directly. There is a fine line between appropriate detail and long-winded responses. Formulating your answers according to the STAR and ARC principles will help you with this.
The interview is not a race. Take your time to collect yourself, think, formulate your answer, then talk. You can use note paper to quickly jot down what you want to say or important parts of the question.
Be a good listener. Do not hesitate to occasionally ask questions if you do not understand what the interviewer is asking you. However, try to avoid having every question repeated to you. Listening is an important part of oral communication, which is assessed during the interview. For this reason, you should not use this as a stalling tactic either (i.e., to gain time to think about your answer).
Do not panic if you cannot answer a question. You can “pass” on a question and come back to it later, and will not be penalized for doing so. If you draw a blank, as all of us sometimes do, just say: “I can’t think of anything right now, can we come back to that question later?”
Being unable to answer a question does not mean that you will automatically fail the interview. The score that you receive for each competency and the overall pass or fail recommendation will be based on all of the information that you provide to all of the questions. Also, being unable to answer a question is unlikely to happen often, as the questions are designed to be general so that they can apply to everybody.
Occasionally, the interviewer might ask you for another example, even after you have fully answered a question. This does not necessarily mean that your previous answer was unsatisfactory. The interviewer may simply want more (or more recent) information about that particular competency.
Learn from the interviewer. If you are asked to provide more information about the situation for one question, try to give more detail about the context when you answer the next question. Or if the interviewer interrupted you while you were talking, try to be more concise in your next answer.
Do not make up answers! Interviewers have been trained to probe for additional detail and any misinformation is likely to be detected. The interviewers are police officers who are experienced in verifying the accuracy of what they are being told. The interviewer may ask you to provide the names and contact information of people who can verify the situations you describe. Any attempt to lie or deliberately omit relevant information will result in your removal from further consideration for employment within the RCMP.

What to Expect

The interviewer’s job is to gather the information required to make an informed decision about whether or not to recommend that you continue in the selection process. For that reason, the interviewer will be taking a lot of notes during the interview, and you will not get as much eye contact as you would in a normal conversation. This extensive note-taking is for your benefit and the interviewer’s benefit: the interviewer needs to capture your answers in as much detail as possible in order to give you a fair rating. The interviewer often may continue writing after you have finished speaking. You can use this time to “rest up” and organize your thoughts.

You can also make brief notes during the interview to organize your answers. However, at the end of the interview the interviewer will collect all of the notes that you have made in order to preserve the confidentiality of the RMSI questions.

From time to time, the interviewer will ask you questions to clarify something you have said or to have you provide a more complete answer. For example, he or she might request further details about your individual contribution to a team project you have described. Interviewers ask these additional questions to obtain the most complete and accurate picture of your past experiences.

Once the interview is over, the interviewer will rate your answers against a predetermined structured scoring key. This ensures that everyone is evaluated the same way and against the same standards.

You must successfully pass the RMSI in order to proceed in the recruiting process. After passing the interview, you still have to successfully complete other steps, including a background investigation and a medical/dental exam. If necessary, you may also write a language test (second language) and/or take another PARE test. Contact your recruiting officer for more details on these steps of the process.

The purpose of the feedback session is to provide you with the interviewer’s decision about whether or not you have been recommended for further processing. The interviewer will also give you a brief explanation for the ratings that they have assigned. It is important to remember that when the interviewer meets with you to give you feedback, his or her final decision has already been made. The decision is not open to debate. If you do not pass the RMSI, the interviewer will explain to you the reasons why. Please note that if you fail the selection interview, you will have to wait one year from the date of your interview before you can be interviewed again.

The interviewer will ask that you not discuss the content of the interview with anyone else, and will also gather any notes you may have taken during the interview. It is in your best interest, of course, not to advantage other applicants by revealing the interview questions. The interview questions are protected information and cannot be communicated to any other person, including members of the RCMP. The interviewer will ask you to sign a security acknowledgment form to this effect. Evidence that you have discussed the interview questions with other individuals will disqualify you from the selection process and may result in civil action. This is necessary to ensure fairness for all applicants.

General Tips on How to Approach the Interview

It is normal to be nervous at a job interview. However, you need to minimize this nervousness to perform your best. The best way to do this is to prepare ahead of time. The following tips may help:

Make sure to get enough sleep and to eat well the night before the interview. If you are tired, you will have trouble recalling your best incidents, or all of the specific details the interviewer needs.
Stick to your normal routine in the days before the interview.
Try to relax and think about other things the night before.
Give yourself plenty of time to arrive at the interview site. If you are worried about arriving late, you will be nervous when you get there. Become familiar in advance with the route you will travel to the interview. It may be a good idea to make a trial run the day before, to get a general idea of how long it takes to get to there, where to park if you have a car, etc.
Your goal should only be to do your best. The less pressure you put on yourself, the less nervous you will be, and the better able you will be to demonstrate your skills and abilities.
Remember that the goal of the interview is not to trick or confuse you, but simply to see if you possess the qualities required of RCMP officers. Suggested Resources

Books

Job interviews for dummies, 2nd ed., (2000), by Joyce Lain Kennedy. For Dummies Press.

Interview power: Selling yourself face to face, (2004), by Tom Washington. Mount Vernon Press.

Internet Sites

www.jobweb.com/Resources/Library/Interviews/default.htm

www.wetfeet.com/Article Types/Interviewing.aspx

www.quintcareers.com/intvres.html

The Preparatory Guide for the Regular Member Selection Interview and the interview itself, the Regular Member Selection Interview, were developed by Research & Intelligence Directorate, Human Resources Sector, RCMP.

Please forward any suggestions or comments you wish to make to:

Research & Intelligence Directorate
Human Resources Sector, RCMP
295 Coventry Road, Room 5-E24
Ottawa, Ontario K1A 0R2

Pre-Employment Polygraph Questionaire 1.07MB
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The Pre-Employment Polygraph

Providing safe homes and safe communities for all Canadians is the goal of every member who serves with the Royal Canadian Mounted Police (RCMP). To build on our legacy and more than 130 years of tradition, we recruit men and women who embody our core values of accountability, respect, professionalism, compassion, honesty and integrity. The Pre-Employment Polygraph examination assists us in identifying applicants who meet our standards of honesty, loyalty and all-round suitability as a long-term valued employee.

About the Pre-Employment Polygraph

Most people become nervous or apprehensive when they are asked to submit to a polygraph examination. The RCMP is not looking for individuals who have never made a mistake. Few of us have a perfect record. We are looking for those who meet the requirements for employment with the RCMP. We are interested in verifying an individual’s honesty and integrity.

Be honest with the examiner, they are professionals and understand human behaviour. You will have the opportunity to discuss in detail the areas covered during the test and to explain any issues that cause you concern. For example, an arrest record is not necessarily a disqualifying factor. You will find the examiner helpful, friendly and fair.

Preparing for Your Polygraph Test

To best prepare for the polygraph examination:

Complete the Suitability, Reliability, and Security Interview Applicant Questionnaire booklet
Return completed booklet to your recruiting office.
Get a good night’s rest prior to the polygraph examination.
Eat a proper meal prior to the examination.
Take any medication that has been prescribed to you by your doctor.

Applicants who are ill will not be able to complete their polygraph examination. Therefore, should you become ill within 24 hours of your scheduled pre-employment test, contact your recruiting office to re-schedule your appointment for a later date.

Frequently Asked Questions and Answers about the Polygraph

What areas will the examination cover?

The RCMP is interested in your:

Past work and education
Financial status
Military/Police service record
Driving history
Drug and alcohol use
Honesty and integrity
Arrest record
Criminal activity/associations

Is a polygraph instrument the same as a lie detector?
The polygraph instrument is often called a lie detector. However, it would be more accurate to call it a ‘truth verifier.’

Why are more and more police organizations requiring job applicants to take a polygraph test?
To build policing organizations that provide the highest standards of personal integrity and honesty,
improve morale, avoid losses and protect the citizens of this country.

Are there different kinds of polygraph tests?
Ordinarily we talk about two kinds of tests: the pre-employment test and the Forensic or Criminal test. The specific purpose of the pre-employment examination is to verify you are the person you claim to be and to confirm your truthfulness on your employment application, personal disclosure form and interviews. The Forensic or Criminal test is for specific criminal activity. You are not considered to be a suspect in any crime. This is not the test you will be given.

Your honesty will assist in determining if you are the person the RCMP is seeking.

What kinds of questions will I be asked?
Before the actual test, the examiner will go over with you all of the questions s/he will ask you on the test. S/he will not ask you any questions s/he did not review with you beforehand. There are no surprise or trick questions.

If you made a mistake or a misstatement on your employment application, personal disclosure form or your interviews, be sure to explain this to the examiner during the pre-test interview.

If I’m nervous and apprehensive, even though I am telling the truth, will my nervousness make it seem to the examiner that I’m lying?
No. Most people are nervous to some extent when faced with a polygraph test, whether they choose to admit it or not. Being nervous is a natural reaction. The examiner recognizes this and is able to distinguish the difference between nervousness and attempted deception. Nervousness in no way affects the outcome of the test.

Can the polygraph instrument hurt or shock me in any way?
Absolutely not. In terms of measuring blood pressure, the sensation is in no way different than when a physician checks your blood pressure. There is no electrical shock.

How does the polygraph instrument work?
The polygraph is a delicately engineered, very sensitive recording device. It records certain physiological changes such as blood pressure, skin moisture, and heart rate that occur in the body of a person under stress. So when a person knowingly tells a lie or otherwise attempts deception, it appears in the polygraph chart tracings. The examiner will explain in detail how the instrument works before you take the test.

Does the polygraph examiner decide if I get the job?
No. All information gathered during the application process will be assessed by your recruiting office.

What about . . .?
If you have any other questions, please contact your local recruiting office.