College of Policing National Sift / Online Assessment Process Situational Judgement and Decision-Making Syllabus

Situational Judgement and Decision-Making syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Situational Judgement and Decision-Making in College of Policing National Sift / Online Assessment Process, not a summary of it.

1. 1

   The Situational Judgement Test (SJT)

   4 topics

   • Format of policing scenarios
     • Video and text-based dilemmas
     • Rating versus ranking response formats
   • Most and least effective response selection
   • Mapping options to CVF indicators
   • Common distractor patterns and traps
2. 2

   Ethical Reasoning and the Code of Ethics

   4 topics

   • The College of Policing Code of Ethics principles
     • Accountability, honesty and respect
     • Duty to challenge and report
   • Conflicts of interest and gifts/hospitality
   • Confidentiality and information handling
     • Appropriate use of police systems
   • Whistleblowing and integrity dilemmas
3. 3

   Problem-Solving Frameworks

   4 topics

   • Structured decision-making models
     • The National Decision Model (NDM)
     • Risk assessment and proportionality
   • Prioritising competing demands
     • THRIVE assessment of incidents
   • Balancing public safety, rights and resources
   • Justifying and documenting decisions
4. 4

   Bias, Fairness and Diversity in Judgement

   4 topics

   • Recognising unconscious bias
   • Discrimination, harassment and victimisation awareness
     • Protected characteristics under the Equality Act 2010
   • Inclusive policing and community trust
   • Responding to vulnerability

Situational Judgement and Decision-Making flashcards for College of Policing National Sift / Online Assessment Process

23 of 51 cards from the Situational Judgement and Decision-Making deck — real questions with worked answers.

1. In a College of Policing Situational Judgement Test (SJT), what is the typical structure of each scenario item?

   A short, realistic work-related policing scenario followed by several possible responses. Candidates either rate the effectiveness of each response or pick the most and least effective options. Scenarios are non-technical, requiring judgement rather than police knowledge.

2. What does an SJT actually measure, as opposed to a knowledge test?

   It measures behavioural judgement and decision-making — how you would respond to realistic workplace situations — by comparing your answers to a scoring key derived from subject-matter experts, rather than testing factual recall.

3. In a 'most and least effective' SJT format, how do you maximise your score?

   Correctly identify both the single most effective response and the single least effective response. Marks are typically awarded for each correct identification, and the two extremes are where consensus among experts is strongest.

4. What is the Competency and Values Framework (CVF) and why does it underpin the National Sift?

   The CVF is the College of Policing's framework defining the behaviours and values expected of everyone in policing. SJT responses are scored against CVF indicators, so the 'best' answer is the one that best demonstrates CVF-aligned behaviour.

5. Name the three clusters of competencies in the Competency and Values Framework (CVF).

   1) Resolute, compassionate and committed (the values cluster); 2) Inclusive, enabling and visionary leadership; 3) Intelligent, creative and informed policing.

6. What are the four core values at the centre of the CVF?

   Integrity, Impartiality, Public Service, and Transparency.

7. List the six CVF competencies that sit within the three clusters.

   Emotionally aware; Takes ownership; Collaborative; Deliver, support and inspire; Analyse critically; Innovative and open-minded.

8. When mapping an SJT option to CVF indicators, what makes a response 'effective'?

   It positively demonstrates one or more CVF behaviours (e.g. takes ownership, is emotionally aware, collaborates, acts with integrity) while avoiding behaviours that breach values such as impartiality or transparency.

9. What is a 'distractor' in an SJT item?

   A response option that is plausible on the surface but is less effective or wrong against the scoring key — designed to attract candidates who reason superficially or rely on instinct rather than CVF-aligned judgement.

10. Describe the common distractor trap of 'passing the buck'.

    An option where you immediately escalate to a supervisor or pass the problem to someone else without taking any personal ownership. It usually scores poorly because it fails the 'takes ownership' competency when you could reasonably act yourself first.

11. Describe the distractor trap of the 'over-aggressive' or confrontational response.

    An option that resolves the issue through force, threats, or hostility. It typically scores as least effective because it breaches 'emotionally aware' and 'compassionate' behaviours and damages public trust.

12. Describe the 'do nothing / avoidance' distractor trap.

    An option where you ignore the problem, hope it resolves itself, or delay without reason. It usually scores as least effective because it fails ownership and can compromise public safety or integrity.

13. What is the 'plausible but premature' distractor trap?

    A response that jumps to a conclusion or drastic action (e.g. arrest, formal report) before gathering facts. It is less effective than options that first clarify, assess, or gather information.

14. Why is an option that is 'technically allowed but ethically questionable' a trap in SJTs?

    SJTs reward behaviour aligned with the Code of Ethics and CVF values, not the bare minimum legal threshold. An option that is permissible but undermines integrity, fairness or trust will score lower than the ethically sound choice.

15. What is the College of Policing 'Code of Ethics' and to whom does it apply?

    It is the national set of policing principles and standards of professional behaviour that applies to everyone working in policing in England and Wales, whether or not they are a warranted officer.

16. List the nine policing principles in the College of Policing Code of Ethics.

    Accountability, Fairness, Honesty, Integrity, Leadership, Objectivity, Openness, Respect, and Selflessness.

17. Which principles in the Code of Ethics are derived from the 'Nolan Principles' / Principles of Public Life?

    Selflessness, Integrity, Objectivity, Accountability, Openness, Honesty, and Leadership — the seven Nolan Principles, supplemented by Fairness and Respect for policing.

18. Under the 2024 refreshed Code of Ethics, what three elements make up its structure?

    1) An ethical policing principle (the duty of an ethical policing culture); 2) the nine policing principles; and 3) ten standards of professional behaviour.

19. Define 'integrity' as a Code of Ethics principle in a policing context.

    Acting in a way that is consistent with policing values and ethical standards even when no one is watching — being trustworthy, doing the right thing, and not abusing your position or power.

20. What is a conflict of interest in policing?

    A situation where an officer's personal interests (financial, family, friendship, or other) could improperly influence, or appear to influence, the impartial performance of their duties.

21. What is the correct response when you identify a potential conflict of interest?

    Declare it promptly to a supervisor/line manager, record it through the appropriate register or process, and remove yourself from the decision or duty if your impartiality could be compromised.

22. What is the general rule on accepting gifts, gratuities and hospitality in policing?

    You should not accept any gift, gratuity or hospitality that could compromise, or appear to compromise, your impartiality or integrity. Any offer should be declined or, if appropriate, declared and recorded in line with force policy.

23. Why must even small or 'free' gifts (e.g. a free coffee) be treated cautiously?

    Because acceptance can create a sense of obligation or the appearance of favouritism, eroding public confidence in policing impartiality — perception of bias is treated as seriously as actual bias.

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