Summary
“This phenomenological study aims to provide a deeper understanding of respect in the Royal Canadian Mounted Police (RCMP). Twelve (12) employees were interviewed to determine their individual perceptions and experience of respect, and to explore if there were differences in their perceptions based on motivational patterns and purpose orientation. The Myers-Briggs Type Indicator (MBTI) and the Human Relations Incident (HRI) instruments were used to examine attitudes, motivational patterns, purpose orientation and perceptions of self and others. The majority of individuals in this study, as measured by the MBTI, had Sensing-Thinking-Judging (STJ) and Guardian (SJ) values and motivations, consistent with other studies of police personnel studies. Participants self-identified their role as guardians of the law, based on the HRI scores. This was divergent from that of the organization and public perception of the police as a helping profession. All participants expressed having experienced both respect and disrespect. Descriptions of respect included the ability to communicate, integrity, honesty, and self-awareness, in addition to treating others as you would like to be treated. Respect was also described as being earned through experience, service, knowledge and merit. In contrast, the organizational definition of respect does not include merit. This study investigated perceptions of respect within the RCMP, however the findings have broader implications for law enforcement, where there is a growing disconnect between the public, service providers and their organizations. At a policy level, hiring, training and managing of law enforcement human resources may have a direct influence on the attitudes, perceptions and interpersonal interactions of their employees. When there is an incongruity between core values and perceptions of respect, there exists a possible point of conflict and dissatisfaction between the service providers and the recipients of their services. The findings of this study can be applied in the development of an educational approach that acknowledges multiple definitions of respect and introduces a way of bridging the difference between organizational expectations, and the individual perception of respect.”—Page iv.