College of Policing National Sift / Online Assessment Process The Competency and Values Framework (CVF) Syllabus

Give a positive behavioural example of Integrity for the assessment.

Challenging a colleague's inappropriate comment or unethical action, reporting a mistake you made honestly rather than concealing it, and refusing to bend rules for personal or others' advantage.

Define the CVF value of Impartiality.

Treating everyone fairly and without bias or favouritism, making decisions based on evidence and the situation rather than personal feelings or prejudice, and ensuring policing is delivered equitably to all communities.

Give a positive behavioural example of Impartiality for the assessment.

Making a decision based purely on facts and evidence, recognising and setting aside personal bias, and treating two people in conflict even-handedly without taking sides based on appearance, background or assumption.

Define the CVF value of Public service.

Putting the needs of the public and communities first, working to serve and protect, and being committed to delivering a high-quality service that improves people's lives and maintains public confidence.

Give a positive behavioural example of Public service for the assessment.

Going the extra step to help a vulnerable member of the public, prioritising the community's needs over personal convenience, and focusing on the impact your actions have on those you serve.

Define the CVF value of Transparency.

Being open about decisions and actions, explaining the reasons behind them, communicating honestly, and being willing to be held accountable so the public and colleagues can understand and trust police conduct.

Give a positive behavioural example of Transparency for the assessment.

Clearly explaining to a member of the public why a decision was made, openly sharing relevant information with colleagues, and being accountable by acknowledging and explaining your own actions.

Describe the competency 'We are emotionally aware'.

Understanding and managing your own emotions and recognising the emotions and needs of others. It includes empathy, treating people with respect and compassion, adapting your approach to different people, and being self-aware in your interactions.

Give a positive indicator of 'We are emotionally aware'.

Showing empathy by recognising someone is distressed and adjusting your tone and approach, staying calm under provocation, treating people with dignity, and reflecting on the impact of your behaviour on others.

Describe the competency 'We take ownership'.

Taking personal responsibility for your decisions, actions and their consequences, being accountable, using good judgement, learning from mistakes, and following through on commitments without needing to be chased.

Give a positive indicator of 'We take ownership'.

Proactively dealing with a problem rather than passing it on, accepting responsibility when something goes wrong, making and standing by reasoned decisions, and seeing tasks through to completion.

Describe the competency 'We are collaborative'.

Working co-operatively with colleagues, partners and communities to achieve shared goals, building productive relationships, sharing information appropriately, and valuing the contribution and diversity of others.

Give a positive indicator of 'We are collaborative'.

Actively involving and listening to others, sharing relevant information with partner agencies, building trust across teams, and seeking input from people with different perspectives to reach a better outcome.

Describe the competency 'We deliver, support and inspire'.

Understanding how your work contributes to wider policing goals, motivating and supporting others, role-modelling good behaviour, and delivering a high-quality service that meets the needs of the public and the organisation.

Give a positive indicator of 'We deliver, support and inspire'.

Supporting and encouraging a struggling colleague, leading by example, keeping focused on delivering results that serve the public, and understanding how your role links to the force's wider objectives.

Describe the competency 'We analyse critically'.

Gathering and evaluating information from a range of sources, weighing evidence objectively, identifying patterns and risks, and using sound reasoning and judgement to reach effective, defensible decisions.

Give a positive indicator of 'We analyse critically'.

Seeking out and checking relevant facts before deciding, distinguishing reliable from unreliable information, considering risks and consequences, and basing conclusions on evidence rather than assumption.

Describe the competency 'We are innovative and open-minded'.

Being receptive to new ideas and different ways of working, questioning the status quo constructively, adapting to change, and seeking continuous improvement while remaining flexible and creative in problem-solving.

Give a positive indicator of 'We are innovative and open-minded'.

Suggesting a better way to handle a recurring problem, being willing to try new approaches, adapting quickly when circumstances change, and welcoming feedback and different viewpoints.

How can you tell which competencies an exercise is targeting?

Read the scenario and instructions for cues: people-focused conflict signals emotional awareness/collaboration; data and decision tasks signal critical analysis; problem-solving and change signal innovation; and accountability tasks signal ownership. The brief and question wording usually point to the intended behaviours.

Why is recognising the targeted competency important during the assessment?

Because marks are awarded only for evidence against that exercise's specific behavioural indicators. Demonstrating the right competency for that task maximises scoring, whereas strong but off-target behaviour earns little credit.

What is the recommended strategy for demonstrating values under time pressure?

Stay calm, prioritise, and consciously anchor decisions to the relevant value (e.g. integrity, impartiality). Make a clear, defensible choice quickly rather than freezing, and briefly note your reasoning so the value is visibly demonstrated even when time is short.

Why does time pressure threaten value-based behaviour, and how do you guard against it?

Under pressure people may cut corners, react on bias, or skip explaining decisions. Guard against it by pre-planning a structured approach, keeping the public-service purpose in mind, and deliberately checking that each decision still reflects the CVF values.

What does 'evidence-led behaviour over rehearsed scripts' mean for the assessment?

Assessors reward genuine, situation-specific responses backed by reasoning and examples, not generic memorised answers. You should respond to the actual details of the scenario and show real behavioural evidence rather than reciting a pre-prepared template.

Why do rehearsed scripts score poorly in CVF assessment?

Because they often ignore the specific scenario, fail to provide tailored behavioural evidence, and can sound inauthentic. Scoring is based on demonstrated behaviour against indicators, so a generic script rarely matches the precise evidence the exercise requires.

What is a 'negative indicator' and why must it be avoided?

A negative indicator is a specific behaviour showing the absence or opposite of a competency or value (e.g. dismissing others' views, acting on bias, concealing mistakes). They directly lower your score, so they must be avoided as they can outweigh positive evidence.

Give examples of negative indicators to avoid in the assessment.

Being defensive or blaming others (poor ownership), ignoring or talking over people (poor emotional awareness/collaboration), making assumptions without evidence (poor critical analysis), resisting any change (closed-minded), and hiding or excusing wrongdoing (poor integrity/transparency).

Compare positive and negative indicators in CVF marking.

Positive indicators are observable behaviours that show a competency or value is present and earn marks; negative indicators show its absence or opposite and reduce marks. Assessors weigh both, so demonstrating positives while avoiding negatives is essential to a strong score.

How do the CVF competencies differ from the CVF values in purpose?

Competencies describe how people should behave and perform their role (the skills and behaviours), while values describe the ethical standards and motivations that should underpin all behaviour. Competencies are the 'how to act'; values are the 'what we stand for'.

In one sentence, summarise the best general approach to a CVF-based online assessment exercise.

Identify the competencies and values the exercise targets, respond to the actual scenario with evidence-led, value-anchored decisions, demonstrate positive behavioural indicators clearly, and consciously avoid negative indicators even under time pressure.