RCMP Organizational Core Competencies
IntroductionWhat is a Competency?A competency, in the RCMP, is defined as: “An observable and measurable knowledge, skill, ability or personal characteristic defined interms of the behaviors required by employees to achieve the performance output / outcome needs of the organization of excellence.”The key concepts to highlight in this definition are that competencies are observable and measurable, that they are related to excellentperformance, and that they emphasize behaviour.Competencies themselves are not a new or radical construct – in fact, they have been used within the Force for quite some time, generallyunder the label of skills, abilities and knowledge. What is new is the increased application of competencies across HR, and at a much finerlevel of detail in describing work-related performance and behaviour. The competencies in the RCMP Competency Model have all beendefined in specific behavioural terms, and have an accompanying behaviourally-anchored rating scale.What is the Purpose of Competency Based Management?In the past decade, the use of competencies has become a common practice in many organizations. Competency profiling, gap analysis,competency-based assessment and selection based on competencies have been gaining international recognition.The most basic objective of Competency Based Management (CBM) is to provide the tools that will enable HR to be more proactive inplanning and responding to new, strategic job requirements and improve day-to-day service delivery to operations. CBM provides the roadmap to accomplish this objective by acting as a common language for all HR activities.The focus of CBM is on worker qualifications and the identification of knowledge, skills, abilities, and personal characteristics(competencies) necessary for job success. CBM includes two components: A business planning component that allows managers to assess their resources and needs, and to link employees’ competencies andtraining needs with organizational objectives; and A career management component that provides employees with information they need to progress in the organization and theircareers.Competency-based HR management is integral to the RCMP HR vision. It builds the foundation for a more flexible workforce based on thediverse job requirements across the Force. It supports the development of a career / employment strategy by recognizing the competenciesrequired to support the Strategic Framework and related outputs and results.June / juin 2005Page 4
The RCMP Competency Dictionary and the Competency ModelOriginally, there were eight core competencies in the RCMP, but no functional competencies were in use. As the Competency BasedManagement initiative progressed, it evolved that the eight core competencies should be more specifically defined, which would allow for agreater depth of understanding and more precise use in all processes. In addition, operational managers clearly indicated the need forFunctional Competencies and Accomplishments.This resulted in the approval by the SEC HR Subcommittee of the following model on 23 September 2002. Like the eight corecompetencies, the model is based on the core values of the RCMP. The Competency Dictionary is the organization’s official list ofcompetencies and was developed by reviewing competency dictionaries in other law enforcement, government, and private sector agencies,as well as by mapping and compiling all existing competencies (and values) in use in the RCMP - e.g. Core Competencies, existing JobCompetency Profiles, Field Coaching Program, etc.Most importantly, the dictionary is also being refined through input obtained from developing competency profiles for functions within theRCMP. On an ongoing maintenance basis, competencies may be added, combined or modified, as required. At the same time, subject matterexperts will keep behavioural examples current. Therefore, the dictionary is a living document that will continue to evolve with the RCMP.The structure and groupings into which the competencies have been organized is referred to as the RCMP Competency Model.RCMP Competency ModelJob RequirementsFunctional CompetenciesOrganizationalCompetencyGroupsRCMP CoreValuesJune / juin 2005Commitment toLearning andDevelopmentIntegrityHonestyThinking SkillsProfessionalismPage 5ClientCenteredServiceCompassionPeople SkillsRespectAccountability
The RCMP Competency Model reflects the competencies that support the Mission, Vision and Values of the RCMP and that are critical toexcellent performance. The strong emphasis placed on managing diversity is reflected by its inclusion across a broad range of theOrganizational and Functional competencies. The Competency Model supports the RCMP’s commitment to build a competent, impartial,inclusive and representative workforce.The RCMP Competency Model has two different types of competencies: Organizational and Functional. In addition, the model also reflectsthose essential Job Requirements that are not “competencies”, but are qualifications needed to perform a particular function.Organizational CompetenciesThe Organizational Competencies reflecting personal characteristics are arranged into four groups: Commitment to Learning andDevelopment, Thinking Skills, Client Centered Service and People Skills. These groups reflect the essential core groups of competencies thatevery member of the RCMP must have to deliver on the mission, vision and values, and support the Strategic Framework. Thesecompetencies underlie successful on-the-job performance across the RCMP. Typically these are less “trainable”, and reflect an individual’spersonal qualities or attributes.Functional CompetenciesThese are typically the “knowledge, skills and abilities” areas that are required by employees within a particular function. Often, thesecompetencies are more trainable than the Organizational Competencies. They describe what the employee needs to know or be able to applyin order to perform effectively in that function. For example, all Forensic Identification Specialists must have a knowledge of ForensicTechniques including photographing a crime scene, video recording an activity or crime, measuring a scene, developing fingerprints, etc.Job RequirementsOver and above the two categories of competencies, there are often technical or professional capabilities or other essential or mandatoryqualifications required by many positions, such as successful completion of a course of study, formal developmental activity, ordemonstration of a skill (e.g., PARE, First Aid, CPR, degree, diploma, certificate, accreditation, etc.). If the work evolves, the competencieswill be adjusted to reflect the changes in qualifications.June / juin 2005Page 6
How Are the Competencies Organized?For all competencies listed in the dictionary, a brief definition is provided. Next, a progression is shown; the purpose of this is to indicatethe full range of expression of the competency, from the lowest level to the highest. Then, a proficiency scale is presented, which indicatesthe number of proficiency levels for the competency (this varies from four to six), and briefly defines each level.For each proficiency level, several behavioural indicators (often referred to as BIs), or descriptor bullets, are provided, to furthercharacterize the competency. Although BIs from lower proficiency levels are not repeated at higher levels, they nonetheless apply - i.e., ifsomeone has demonstrated proficiency at level three, they are deemed to also possess proficiency at levels one and two, but not necessarilyat level four - the scale is progressive from the lowest level to the highest.It is very important to remember that the BIs for each level on the scale are illustrative rather than definitive. That is, they are just potentialexamples, and other examples of behaviour are possible. An employee does not need to be able to demonstrate all of the BIs to be consideredto be working at that level.The Competency Dictionary identifies qualities that are applicable to all employees, whether they are Regular Members, Civilian Membersor Public Servants.As mentioned previously, the Organizational Competencies are relevant to all functions, roles and responsibilities, while the FunctionalCompetencies provide the opportunity of identifying competency areas that are unique to the needs of a specific function or job.The dictionary is also intended for all hierarchical levels (or ranks) in the RCMP, from entry-level to executives. The competency profilingprocess will typically be applied to five different levels of work in the RCMP: Individual Contributor – carries out activities that require technical expertise or specialized knowledge – typically with no formalsupervisory responsibilities.Supervisor – coordinates the daily activities of a team, providing guidance to employees, and also spends some of his/her timeworking as an Individual Contributor.Manager – plans, directs and monitors the activities of a unit or function.Senior Manager – executes the organizational strategy, coordinating across units within his/her function.Senior Executive – sets the strategic framework for the RCMP and mobilizes resources across the organization to achieve strategicpriorities.The Individual Contributor could be an investigator working on a case, a support staff doing data entry, or a manager who is directlyinvolved in carrying out a task or project. Almost all positions involve being an Individual Contributor to a certain extent. These levels arenot necessarily related to rank. A Superintendent may be an Individual Contributor, and a Corporal may be a Supervisor or Manager.June / juin 2005Page 7
Competency Profile DevelopmentWhen a competency profile is created for a function or job within a function, at least one competency must be selected from each of the fourOrganizational Competency groups. This ensures that the profile describes the work behaviour in the most complete manner possible,focusing on a breadth of competencies, including: learning, thinking, client service and people skills.The profile will typically focus on the most critical Organizational Competencies – those which are key to success and which differentiatetop performers. In addition, Functional Competencies should be selected (or developed) to help describe the most important knowledge orcontent areas to be applied. The profile will identify those that are critical to success and differentiate excellent performance.The job experts who are developing the profile will quantify the level of proficiency required for each selected competency in two ways:firstly, by defining the minimum level of competence – “the proficiency required to do the work on a day-to-day basis”, and secondly, bysetting the desired level – “the maximum level of proficiency which adds value to the work (what the best do)”.These proficiency levels will allow the competency profile to be used for staffing purposes; we can assess where a candidate is currently interms of each of the identified key competencies, evaluate where any potential gaps might be and select the most qualified candidate.This also ties in well with choosing training activities to develop an employee’s competencies. An employee can potentially assess theproficiency level at which he/she has demonstrated each competency and target training for those competencies that are not yet at therequired level. In fact, the goal is that competency profiles will eventually be useful across the whole range of HR applications at the RCMP.June / juin 2005Page 8
The Organizational CompetenciesCommitment to Learning and Development GroupCompetencies related to the desire to develop self and others, and to be open to better ways to meet organizational needs.Developing SelfDeveloping OthersFlexibilityChange LeadershipJune / juin 2005Page 9
Developing Self: recognizes personal strengths and learning needs and engages in self-development opportunities to achieve full potential incurrent and future roles.Progression: from accepting learning opportunities to proactively investing and maximizing one’s own learning potentialCLevel 1Level 2Level 3Level 4Level 5Reflecting on, andlearning from, pastperformanceParticipating in learningactivities to enhanceperformance in current roleActively pursuing focuseddevelopmentAnticipating futurelearning needs forcurrent jobMaximizing ownlearning potential byanticipating futurelearning beyondcurrent job or needsONCEPT EXAMP LE S Reflects, analyses andlearns from own andothers’ pastperformance, bothsuccesses and mistakes.Seeks assistance oradvice for specific taskswhen needed.Openly acceptsperformance feedbackfrom supervisors andothers.Follows the learningplan that has beendeveloped for him/her. Demonstrates motivation tolearn by looking for timelyopportunities to refine existingskills.Regularly self-assesses andseeks feedback from others toidentify areas for improvementin current role.Enthusiastically attendscourses or takes part in otherdevelopmental activities wheninvited to do so.Integrates learning into on-thejob performance. Creates plans fordevelopment, andexecutes them to theextent that he/she is able.Sets realistic learninggoals, and identifiestargeted means forpursuing own learning.Actively pursues learning opportunities inkeeping with learninggoals and plan. Anticipates futureneeds of theorganization, clientsand partners andidentifiesopportunities to learnfor current and futureneeds in one’s job. Goes beyond thecontext of one’scurrent needs andchallenges tooptimize personallearning.Uses knowledge,data, intelligence toimprove personallearning andperformance inanticipation of longterm needs.Proactively searchesfor new learning toenhance futureknowledge andskills.CORE: Does the person honestly self-assess his/her performance, and strive to continuously learn and develop critical work-related competencies?June / juin 2005Page 10
Developing Others: guides and supports developmental opportunities for others to achieve their full potential in their current and futureroles and contribute to organizational success.Progression: from sharing task-related advice and encouragement, to facilitating strategic employee developmentCONCEPLevel 1Level 2Level 3Level 4Level 5Sharing taskrelated advice andexpertise withothersCreating learningopportunities for othersrelative to technical skillacquisitionCoaching others andproviding advicerelative to competencyacquisitionCreating a supportive learningenvironment that facilitates employeegrowth and developmentAligning organizationalsystems to supportemployee growth anddevelopmentT EXAMP LES Willinglyshares owntask-relatedexpertise withothers.Providesdirection oradvice on howto do the work.Models theprinciples andpractices ofcontinuouslearning. Identifies or suggestsactivities that couldhelp develop newtechnical skills forothers.Gives practical supportand assistance to makelearning easier (e.g.provides information,tools, expert advice,etc.).Expresses positiveexpectations for futureperformance. Coaches others by providing feedbackrelative to learningnew competencies.Gives individualized suggestions forimprovement ofcurrent competencies. Models thebehaviours requiredfor developingcompetencies. Creates an environment wheremistakes are used as learningopportunities, feedback is freelyoffered, and expertise is shared amongemployees.Provides opportunities for employeedevelopment in light of current andfuture organizational needs.Encourages others to assess theirstrengths and weaknesses, careergoals, and strategies for achievingthem.Ensures that resources and time areavailable for employee development.CORE: Does the person genuinely care about and work to develop the long-term characteristics (not just skills) of others?June / juin 2005Page 11 Implements structures,succession planningmechanisms, andprocesses that promoteemployeedevelopment in linewith the RCMP’sgoals.Structures workprocesses to facilitateemployeedevelopment (e.g.,cross-functionaltraining, participativemanagement, etc.).
Flexibility: considers, adopts and changes behaviours in light of new ideas or work methods, and works effectively within a variety of situationsand with various individuals or groups of diverse backgrounds and experiences. Demonstrates a positive attitude and open-mindedness when faced withchange.Progression: from accepting the need for flexibility to adjusting strategic plans to meet evolving situationsCONCLevel 1Level 2Level 3Level 4Level 5Accepting the need forflexibilityAdapting one’s usualapproach to a specificsituationReadily adapting to newideas, peoples, and worksituationsAdapting tactics andflourishing in a changingenvironmentAdapting strategies andorganizational directionsEPT EXAMP LES Acknowledges thatpeople are entitled totheir opinions, andaccepts that theirviewpoints are different.Is open-minded andgives consideration tonew ideas and workprocesses.Acknowledges the valueof looking at issues fromdifferent / diverseperspectives.Displays a positiveattitude when workingunder conditions that areunclear or fluctuating. Alters normalprocedures to fit aspecific situation toget a job done and/ormeet organizationalgoals. E.g., takes onco-workers’ taskswhen needed in anemergency.Tries out differentsolutions broughtforth by others or totake an unorthodoxapproach.Readily recoversfrom setbacks inplanned activities orgoals, and fromsurprises. Changes ideas orcourses of actionbased on newinformation orcontrary evidence, toachieve results.Flexibly appliesguidelines orprocedures to get thejob done and/or tomeet organizationalobjectives, whileensuring that soundpractices are followed.Works effectively in arapidly changingand/or diverseenvironment. CORE: Does the person change gears or drop the expected task when circumstances demand it?June / juin 2005Page 12 Adapts longer term plans,goals or projects when initialassumptions become nolonger valid.Supports and effectivelyadapts to major, fundamental and relevant changes thatchallenge established waysof operating.Maintains effectiveness and productivity in unstructuredor ambiguous situations.Takes the lead inimplementing and / oradopting novel approachesconsistent with goals anddirections of theorganization.Adjusts strategicdirections to address adiverse range ofsituations, people andgroups.Makes organizationalchanges to meet theneeds of newsituations.Effectively shiftspriorities andassociated strategies torespond quickly toemergingopportunities andrisks.
Change Leadership: initiates, implements, and supports new or modified approaches, practices, and processes in the organization.Progression: from explaining to leading changeCONCELevel 1Level 2Level 3Level 4Fosteringunderstanding ofchangeFostering acceptance of andcommitment to change in othersManaging the change processLeading changePT EXAMP LES Effectivelymanages ownpersonal resistanceor reaction tochange.Shares ownunderstanding ofchange with others.Explains therationale forchange. Involves others in planning forand implementing change, andin so doing gains buy-in forchange.Helps others deal with theirresistance to change and bemore open to new ideas andperspectives.Communicates to colleagues,staff and/or clients why changeis needed, the benefits ofchange, what is at stake, andhow the change will impactemployees and clients. Translates organizational changestrategies into specific andpractical goals, processes, andtime frames.Develops and implements plans totransition from the current tofuture situation.Develops contingency plans formajor resistance and/orunforeseen issues inimplementing change.Reallocates resources to reflectorganizational priorities and tocapitalize on the diversity of theworkforce.CORE: Is this person truly a change agent? Can this person lead change initiatives?June / juin 2005Page 13 Champions change by communicatinga clear, compelling vision of what thechange will accomplish.Ensures ongoing communicationstrategies are in place to facilitateunderstanding and commitment tochange.Generates momentum and genuineenthusiasm for change.Spearheads the development andimplementation of change strategies,developing or adjusting organizationalsystems to facilitate the change andemployee or client transition.
The Organizational CompetenciesThinking Skills GroupCompetencies related to the ability to acquire, develop, and work with information and ideas.Innovative ThinkingPlanning and OrganizingProblem SolvingStrategic ThinkingDecisivenessJune / juin 2005Page 14
Innovative Thinking: identifies, creates and implements new or alternative viable solutions to problems, situations, or workprocesses.Progression: from recognizing the need for novel solutions, to developing advanced responses to complex challengesCONCEPLevel 1Level 2Level 3Level 4Level 5Recognizing when newapproaches and newways of working arerequiredGenerating new approachesand innovative ideas byadjusting current practicesLooking externally to identifysolutions new to the RCMPCreating newsolutions for whichthere are noprecedentsBuilding advancedmodels andframeworksT EXAMP LES Recognizes whenstandard orconventionalapproaches will notwork. Makes minormodifications tocurrent process orapproach.Seeks assistance from supervisor or others inidentifyingalternatives. Comes up with alternativesto address problems, someof which may require finetuning from others to workwell.When looking at issues orproblems, generates new and innovative solutions byadjusting existing practices.Evaluates and creates newapproaches, for example, by canvassing others for ideas,exploring diverseperspectives, and networkingwithin the organizations etc.Brings in new and innovativesolutions from outside thecurrent environment thateffectively address problems,and which become models forothers to follow.Substantially improves workprocesses through earlyadoption of innovative ornon-traditional approaches ortechnology.Identifies new approaches forthe RCMP, for example, byreviewing relevant literature,meeting with representativesfrom other organizations etc. Integrates relevantconcepts or modelsinto a completevision or solutionfor which there isno previousexperience or “roadmap”.Develops viablenew solutions toongoing challenges.Creates anenvironment opento diverseperspectives.CORE: Does this person “think outside the box” to come up with creative or new ways of meeting operational challenges?June / juin 2005Page 15 Generatesmultipleadvanced andeffectivealternatives toaddresscomplex issues.Createsinnovative,advanced, newmodels andframeworks inresponse to newchallenges.
Planning and Organizing: plans, implements, evaluates and adjusts goals, objectives and courses of action to meetorganizational needs.Progression: from identifying priorities and planning own work to overseeing strategic organizational planningCONCLevel 1Level 2Level 3Level 4Establishing priorities andplanning own workDeveloping and implementingplans for group or project teamPreparing and managingcomplex project plans andtaking corrective actionOverseeing strategicorganizational planningEPT EXA MPLE S Sets personal objectivesand goals and manages useof own time.Works towardsaccomplishing own daily,weekly and annualobjectives.Learns from mistakes, andadjusts goals and courses ofaction to meet changingneeds.Sets priorities for his/herwork in order to stay on topof the workload and tacklethe most important issuesfirst. Develops and implementsrealistic and achievable workplans for group or project team –including tasks, priorities, resources and schedules.Establishes priorities, identifiescritical tasks, and pushes projectsforward in a timely fashion. Establishes controls to detectproblems early and notify thoseinvolved if deadlines areaffected.Prepares and manages multiresource plans which affectthe direction of the work unit.Analyzes complex, evolvingcircumstances and takescorrective action to avoidresource constraints and meetdeadlines.Prepares to implement plansby ensuring that mandate isclear and manageable withpresent resources. CORE: Is this person able to look ahead and plan and organize activities to meet identified priorities?June / juin 2005 Page 16Oversees development andmanages overall strategy, plans,resources, and systems to createand implement programs andpolicy.Works with plans that mayaffect the strategic direction ofthe organization.Analyzes emergingopportunities and threats, andprojects the major implicationsfor the organization.Reallocates resources to reflectstrategic priorities.
Problem Solving: systematically analyzes and breaks down problems, opportunities and issues into component parts, identifiesappropriate solutions and takes timely actions and decisions.Progression: from identifying problems and breaking them down to evaluating and solving complex situationsCONCELevel 1Level 2Identifying problemsand breaking them intotheir basic componentsAnalyzing elements of aconcrete situation anddrawing appropriateinferences and possiblesolutions or issuesPT EXAMPLE Breaks downproblems into a list oftasks or activities.Applies approvedproblem-solvingmodel (CAPRA) toaddress a givenproblem or situation.S Identifies the keyrelationships amongelements of a situation or aproblem.Anticipates and acts uponpresent straightforwardopportunities or problems.Resolves problems andmakes decisions in atimely manner.Level 3Level 4Level 5Analyzing multiplerelationships involvingdifficult problems andsituationsDrawing accurate causeand effect inferences andsolutions to multi-facetedissues or situationsEvaluating, interpreting,integrating and solvingcomplex, abstract eventsor situations Creates opportunitiesand solutions thataddress more difficultor abstract situations.Creates and adaptssolutions to addressunusual data or novelsituations.Identifies severalpotential causes ofevents or multiplepart consequences.CORE: Does the person understand cause-and-effect chains and relationships?June / juin 2005Page 17 Foresees problems and opportunities notobvious to others andacts to address them ina timely fashion.Creates new solutionsthat address problems and anticipateobstacles – i.e.thinking ahead aboutnext steps in detail.Anticipates andprepares for long-termopportunities orproblems that are notobvious to others byanalyzing a vastamount of information.Developscomprehensivesolutions to extremelycomplex problems.
Strategic Thinking: identifies trends, patterns or connections between organizational issues, and identifies key or underlying factorsin complex situations. Identifies priorities and opportunities for the organization, and aligns daily work with long-range visions and directions of theRCMP.Progression: from using basic reasoning to developing new, long-range models, or strategic visions and directions for the RCMPCONCLevel 1Level 2Level 3Level 4Level 5Considering needs whensetting current prioritiesIdentifying misalignmentsand gaps, and targetingactions to currentorganizational strategiesAnticipating emergingorganizational needs andestablishing short to mediumterm prioritiesShaping long term directionand vision by creating newmodels of organizationalpossibilitiesShaping organizationalvision in context of globalenvironment EPTEXAM PLES Understands howchanges in theenvironment mayimpact RCMPoperations.Conducts anenvironmental scan(e.g., organizationalreadiness, externalfactors, trends, etc.)when determiningcurrent organizationalpriorities.Considers and choosesamong approaches(e.g., those used byother organizations,described in literature,suggested byemployees or clients,etc.) to best addresscurrent priorities. Links current programsto longer-termperspectives.Understands theorganization's strategicgoals and reviews ownand work unit’s actionsagainst these goals.Considers the ‘bigpicture’ by taking intoaccount the interests ofa diverse Canadianpublic whenimplementing newprograms.Actively researchescurrent developmentsand trends. Understands what futurefactors (e.g., technologicalbreakthroughs, governmentpolicy, demographics,lifestyle, etc.) could affectthe future direction of theRCMP.Integrates intelligence into ashort to medium term plan,and articulates and executesthe strategies.Identifies what the needswill be in the short termfuture and how theorganization’s priorities willhave to change to addresssuch emerging needs.Identifies and seizesopportunities to addressemerging cultural, social,political or organizationalpriorities. Through the identification ofpatterns in theorganization’s situations,infers what came before,what happened during,and/or what followed theobserved events anddetermines what needs tohappen next.Projects what long termneeds may emerge on thebasis of the current nationalenvironment, and anunderstanding of how needshave developed, changed,and subsided in the past.Provides input to the generallong term directions for theorganization.Ensures that initiativesacross the organization arealigned with theorganization’s mission.CORE: Does this person look at the “big picture” and examine long term and broad issues, which affect the organization?June / juin 2005Page 18 Identifies, analyses, andinterprets complex,emerging international orglobal issues andprovides direction onhow the RCMP willaddress such issues overthe long run.Fosters proactivethinking across theorganization and withpartner agencies andgovernments to addressanticipated issues.Recognizes opportunitiesand risks associated withdifferent long termorganizational and interorganizationalapproaches to emergingissues.
Decisiveness: makes timely, well-informed and effective decisions in the face of vague, ambiguous or conflicting situations, or when thereis an associated risk.Progression: from making basic decisions in simple situations to making complex decisions in ambiguous situationsCLevel 1Making relativelyuncomplicated, “safe”decisionsONCLevel 2Level 3Level 4Making decisions in asomewhat vague situationMaking decision
competencies and was developed by reviewing competency dictionaries in other law enforcement, government, and private sector agencies, as well as by mapping and compiling all existing competencies (and values) in use in the RCMP - e.g. Core Competencies, exist
teamwork competencies, strategic action competencies, global awareness competencies, self-management competencies and communication competencies. Strategic action competencies Strategic action competencies refer to the manager’s abilities to grasp the overall strategy of the company and ensure employees’ efforts are in line with the strategy.
focused competencies. Competency Area NP Core Competencies Neither Curriculum Content to Support Competencies required nor comprehensive, this list reflects only suggested content specific to the core competencies Scientific Foundation Competencies 1. Critically analyzes data and evidence for improving advanced nursing practice. 2.
focused competencies. Competency Area NP Core Competencies Neither Curriculum Content to Support Competencies required nor comprehensive, this list reflects only suggested content specific to the core competencies Scientific Foundation Competencies 1. Critically analyzes data and evidence for improving advanced nursing practice. 2.
Williams Lake Saturday has been confirmed to be Montague (Monty) Exton, 77, from Williams Lake. Cpl. Chris McGee of the Wil-liams Lake RCMP reported that at 9:55 p.m. Saturday, June 30, Wil-liams Lake RCMP were advised of an overdue float plane. The private planehad departed Williams Lake around 1:40 p.m. and was due to return to Williams
1949 saw further growth in RCMP Air Division with the purchase of a Norseman Mk. V (CF-MPL) which replaced the older Norseman. It also began the RCMP’s close connection with de Havilland when the first of twelve DHC-2 Beavers (CF-MPM) was acquired, significantly improving the payload capacity of its short take-off and landing aircraft.
The legacy of this difference is evident in many ways large and small, but is most obvious in the institution of The Royal Canadian Mounted Police (RCMP). The RCMP is the original and still long arm of the Crown. Americans would find its authority over Canadian life inconceivable. It is a national police for
Competencies may vary according to the specific job duties and requirements. The OECD Competency Framework displays fifteen Core Competencies grouped into three clusters. The blue cluster groups the delivery-related competencies The purple groups interpersonal competencies The green cluster relates to strategic competencies
The development of tourism in natural areas (adventure tourism, ecotourism, rural tourism, etc.) necessarily raises the question of the environmental protection of these areas. Current status of nature conservation & biodiversity Ecotourism as a way to make tourism based on the desire to discover nature and to respect, preserve and enhance the natural balance and cultural places and local .
