Specifications include, but are not limited to: 1. Develop a questionnaire instrument consisting of a raw task list to be administered to a random sample of New Hampshire law enforcement officers who have between one and five years of experience, thus targeting persons who are not still on probation, but who have not yet branched out into specialty assignments and who were trained under the current curriculum at the Academy. The instrument shall require the respondents to report the recency and frequency with which they perform each of these tasks, if at all. It shall enable the vendor to identify and present to the council in a final report the most frequent tasks performed by street-level police officers in New Hampshire. 2. Devise a random method of selecting respondents out of this pool so that it includes a statistically significant number of state troopers, deputy sheriffs and officers from smallsized towns, medium-sized towns and larger cities. Corrections and probation parole employees will not be included in the sampling as their job functions are completely different. The vendor’s final report shall enable the council to determine to what extent the duties of one of these types of officers varies from the other and whether adjustments should be made to the Police Academy curriculum to accommodate, that notwithstanding the fact that as previously mentioned, that once certified, an officer can move to any other department in the state and work. 3. Devise a method of selecting a statistically significant sample of first line supervisors representative of the final pool of officers who will be responding to the questionnaire, and develop a survey instrument to be administered to these officers that will require them to evaluate the tasks identified in the survey instrument administered to the officers, in terms of the importance or criticality of each of the tasks surveyed and when they should be learned, i.e. at the Police Academy, during Field Training, on the job, etc. 4. In developing the survey instrument, the vendor shall review the raw task list and compare it with questions that were asked in the 2001 job task analysis as well as prior instruments that the vendor has issued in similar job task analysis, then meet with the police standards and training staff to discuss these instruments and determine any additional information that the trainers feel should be collected in order to provide the best possible overview of the duties that New Hampshire police officers perform. Following this, camera ready final survey instruments for both officers and supervisors shall be developed and approved by the director of Police Standards & Training before being administered. The council will provide contact information and promote and support the program through communication to law enforcement agencies statewide to develop their assistance and cooperation with the project, assemble the committee of trainers to meet with the vendor and reproduce and distribute, as needed, any final report for the council members and others. The council reserves the right to require modifications or changes to the vendor’s written work document or plan as it deems necessary to ensure performance of all described services. 5. The vendor shall recommend to the Council the most preferable way of administering these instruments. To the extent necessary to obtain the best results of such surveys, face to face meetings in the context of orientation sessions may be needed. The council realizes that it may be impossible to get this many officers together at one time or even at several times and that some alternative means such as through Zoom or Teams may be required. 6. Due to the relatively small population of police officers in New Hampshire, the sample shall be as large as possible to be statistically significant. 7. Although the job task analysis will concentrate and focus on full-time police officers the council would like to have a small number of part-time officers from some of the smaller communities included in the survey and separated out in the data in order to determine how the work of a typical part-time officer differs from that of a full-time officer and what implications this has for the adequacy and continuation of the current part-time officer training program. 8. The council currently specifies a physical fitness test for entry into the Police Academy that is based on the Cooper Aerobics Institute standards. The events that are used for this test are timed push-ups, times sit-ups and a 1.5 mile run that is timed. Recruits are required to pass this exam while exiting the Academy. This same test is used to measure the fitness level of incumbent officers during their careers and who are required to pass this fitness test every three years during their career to maintain their certification. The job task analysis shall identify core tasks requiring physical activity or ability in specifications of health and fitness levels necessary for full and safe participation in the basic police Academy program and as incumbent police officers based upon such tasks required along with specifying any needed changes to the academy's medical examination form to measure health and fitness more effectively. 9. The job task analysis shall include a job safety analysis component. This component shall look at the individual tasks identified, the specific hazards associated with each task in a step by step fashion, and recommend control measures and implementation strategies for the hazards that will be included in the performance objectives for the law enforcement training curriculum, so that officers can be trained to carry out their duties in the most efficient, effective and safe manner and so that procedures for conducting operations that carry too high a risk to officer safety can be redesigned, and tasks and their associated procedures can be more easily investigated after an officer injury by referring to the Academy performance objectives. 10. The job task analysis shall be structured to enable the council to use it as a tool to identify the types of tasks that the officers typically perform that carry the highest civil liability risks and whether additional performance objective should be added to the police academy curriculum that would reduce these risks. 11. By the use of ADA responsive scales, the job task analysis shall be structured in such a manner that there is a component that looks at physical tasks that are required in the Academy and that in service officers perform, in light of the Americans with Disability Act, that will assist the council in identifying core tasks requiring physical agility or ability that constitute essential functions of the police officer’s job and required mental abilities as to the entry level officer reading comprehension requirements of the curriculum. 12. The vendor will expect to collect, review, error check, and code the questionnaires in preparation for data entry, then enter the data and conduct various statistical analysis of the data, to identify Academy-related tasks, essential tasks, and physical activities and presented to the council in a form understandable to laypersons and police trainers who do not have an extensive background in statistics. 13. The vendor will be expected to provide one or more camera-ready copies of a final report and present it to a committee of police trainers, PSTC employees and council members. 14. Upon acceptance of the report by the Police Standards & Training Council, the vendor shall write a set of learning goals and performance objectives for the basic police Academy, arranged in logical course groupings according to areas of similarity. These learning goals and performance objectives shall be suitable to form the basis for Police Standards and Training Council curriculum developers and trainers to write new lesson plans and tests for a completely revised Police Academy Curriculum. 15. As part of the task of preparing the new learning goals and performance objectives, the vendor shall provide an estimate of the impact of its length on the current Academy and be prepared to provide suggestions as to how, through the use of pre Academy entrance testing, computer assisted learning technology, a structured FTO program or other means, any increase in the length of the current Academy could be avoided or at least held to a minimum.
