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

The Situational Judgement and Decision-Making syllabus for College of Policing National Sift / Online Assessment Process in full: 4 chapters, 16 topics and 9 sub-topics, every one listed below, plus 51 Situational Judgement and Decision-Making flashcards with answers.

4Chapters
16Topics
9Sub-topics
51Flashcards

Situational Judgement and Decision-Making syllabus: all 4 chapters

Expand any chapter to see its topics and sub-topics.

  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. 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. 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. 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

College of Policing National Sift / Online Assessment Process Situational Judgement and Decision-Making flashcards — 51 questions with 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.

Show the other 31 Situational Judgement and Decision-Making flashcards
  1. 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.

  2. 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.

  3. 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.

  4. What is the duty regarding confidentiality of police information?

    Officers must access, use and disclose police information only for legitimate policing purposes and only when authorised. Information must be protected from unauthorised access or disclosure.

  5. Give an example of an integrity breach involving information handling that frequently appears in SJTs.

    Looking up a person on police systems out of personal curiosity, for a friend, or for any non-policing purpose. This is unauthorised access and a serious misconduct/data protection breach, even if nothing is shared.

  6. What legislation primarily governs how police handle personal data, and what is the key obligation?

    The Data Protection Act 2018 / UK GDPR. The key obligation is to process personal data lawfully, fairly and only for a specified, legitimate policing purpose, keeping it secure and proportionate.

  7. What is 'whistleblowing' in a policing integrity context?

    Reporting wrongdoing, misconduct, corruption, or unethical behaviour by colleagues through the proper channels, in the public interest, even when it is uncomfortable or involves senior or close colleagues.

  8. Under the Code of Ethics, what is your duty if you witness a colleague behaving unethically or unlawfully?

    You have a positive duty to challenge and/or report it. Loyalty to a colleague does not justify staying silent — the public interest and integrity take precedence over protecting a colleague.

  9. In an SJT integrity dilemma, why is 'speaking to the colleague privately first then reporting if it continues' often a strong answer?

    It balances giving the colleague a fair chance to correct behaviour (respect, emotional awareness) with the duty to ensure wrongdoing is addressed (ownership, integrity), rather than ignoring it or jumping straight to a formal report without context.

  10. What is a structured decision-making model and why is it valued in policing?

    A logical, repeatable framework for making and justifying decisions. It is valued because it makes decisions transparent, accountable, defensible, and consistent, especially under pressure or scrutiny.

  11. What does the acronym in the National Decision Model (NDM) centre on, and what sits at its core?

    The NDM is a five-stage cyclical model with the Code of Ethics (policing values) at its centre, ensuring every stage is guided by ethical principles.

  12. List the five stages of the National Decision Model (NDM).

    1) Gather information and intelligence; 2) Assess threat and risk and develop a working strategy; 3) Consider powers and policy; 4) Identify options and contingencies; 5) Take action and review what happened.

  13. Why is the NDM described as 'cyclical' rather than linear?

    Because decision-making is continuous — after taking action and reviewing, new information feeds back into the model, so you move around the stages repeatedly as a situation evolves.

  14. What does 'THRIVE' stand for as a structured assessment tool?

    Threat, Harm, Risk, Investigation, Vulnerability, Engagement — used to assess and prioritise incidents and the appropriate response.

  15. How does THRIVE help when prioritising competing demands?

    It provides a consistent way to weigh the seriousness, risk and vulnerability of each call/incident so resources are directed to the highest-risk, highest-harm situations first.

  16. When two demands compete, what factors generally determine priority in policing?

    The level of threat to life, immediate risk of harm, vulnerability of those involved, seriousness of the offence, and time-criticality — with risk to life and protecting the vulnerable taking precedence.

  17. State the core tension in 'balancing public safety, rights and resources'.

    Police must protect the public and uphold the law while respecting individuals' human rights and operating within finite resources — no single factor automatically wins; the response must be proportionate, necessary and justified.

  18. Which Act requires police decisions to be compatible with human rights, and which principle governs interference with rights?

    The Human Rights Act 1998. Any interference with a qualified right must be lawful, necessary, and proportionate to a legitimate aim.

  19. Define 'proportionality' in a policing decision.

    Using the least intrusive means necessary to achieve a legitimate objective — the action taken must be balanced against the seriousness of the issue and the impact on the individual's rights.

  20. Why must police decisions be justified and documented?

    To ensure accountability and transparency, to demonstrate decisions were lawful, proportionate and rational, to allow review and learning, and to provide a defensible record if challenged in court or by complaint.

  21. What key elements should a documented decision (decision log) capture?

    The information available at the time, the options considered, the rationale for the choice made, the risks assessed, and who made the decision and when — judged on what was reasonable with the information then available.

  22. What standard is a documented police decision judged against if later scrutinised?

    The reasonableness of the decision based on the information available at the time it was made — not on hindsight or facts that only emerged later.

  23. Define 'unconscious bias'.

    Automatic, unintentional associations and stereotypes about groups of people that influence our judgements and decisions without our conscious awareness.

  24. Why is recognising unconscious bias important for fair policing?

    Because unrecognised bias can lead to unfair, discriminatory or disproportionate decisions (e.g. in stop and search), undermining impartiality, legitimacy and community trust.

  25. Name practical ways an officer can mitigate unconscious bias in decision-making.

    Slow down and reflect, base decisions on objective evidence and facts, use structured models (NDM/THRIVE), question your assumptions, seek diverse perspectives, and document the rationale to stay accountable.

  26. Define discrimination, harassment and victimisation as distinct concepts.

    Discrimination = treating someone less favourably because of a protected characteristic. Harassment = unwanted conduct related to a protected characteristic that violates dignity or creates a hostile environment. Victimisation = treating someone badly because they made or supported a complaint about discrimination.

  27. Which Act sets out the nine protected characteristics, and name them.

    The Equality Act 2010. The characteristics are: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.

  28. What is 'inclusive policing' and how does it build community trust?

    Policing that treats all communities fairly, with respect and without discrimination, engaging with diverse groups and reflecting their needs. It builds legitimacy and trust, which improves cooperation, intelligence and overall public safety (policing by consent).

  29. What is meant by 'vulnerability' in policing, and give examples of vulnerable people.

    Vulnerability is a state in which a person is unable to protect themselves or their interests and so is at greater risk of harm. Examples include children, older people, those with mental ill-health or disability, victims of domestic abuse, and people in crisis.

  30. What is the expected first priority when responding to a vulnerable person in an SJT scenario?

    Ensure their immediate safety and wellbeing, treat them with empathy and respect, assess risk and harm, and take protective/safeguarding action or refer to appropriate support — prioritising welfare over procedural convenience.

  31. In SJT responses involving vulnerability or distress, why does a 'compassionate, engagement-first' option usually outscore a 'strictly procedural' one?

    Because the CVF values emotional awareness, compassion and public service. Responses that address the person's wellbeing and build trust, while still following process, demonstrate stronger judgement than rigidly applying procedure without regard to the individual's needs.

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

What is in the College of Policing National Sift / Online Assessment Process Situational Judgement and Decision-Making syllabus?

College of Policing National Sift / Online Assessment Process Situational Judgement and Decision-Making is split into 4 chapters: The Situational Judgement Test (SJT), Ethical Reasoning and the Code of Ethics, Problem-Solving Frameworks and Bias, Fairness and Diversity in Judgement. Together they contain 16 topics and 9 sub-topics.

How many chapters are in College of Policing National Sift / Online Assessment Process Situational Judgement and Decision-Making?

4 chapters, containing 16 topics and 9 sub-topics. The largest chapter is The Situational Judgement Test (SJT), with 4 topics.

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

Yes — a 51-card Situational Judgement and Decision-Making deck, printed in full in the flashcards section of this page and available in the Examius app with spaced repetition. The free plan covers one exam of your choice, including its flashcards; Examius Pro, a one-time purchase, unlocks every other exam and deck.