Police Initial Recruitment Test (PIRT/SEARCH) 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 Police Initial Recruitment Test (PIRT/SEARCH), not a summary of it.

1. 1

   Understanding the Situational Judgement Test

   3 topics

   • Format and Question Types
     • Most and least effective response items
     • Rating and ranking response scales
     • Video-based scenario presentation
   • How Responses Are Scored Against the CVF
   • Reading Scenarios Accurately and Fully
2. 2

   Workplace Scenario Themes

   5 topics

   • Handling Conflict with Colleagues
   • Responding to Members of the Public
   • Dealing with Vulnerable Individuals
   • Managing Competing Priorities and Workload
   • Witnessing Inappropriate Behaviour
3. 3

   Effective Decision Making

   3 topics

   • The National Decision Model (NDM)
     • Gathering information and intelligence
     • Assessing threat, risk and developing a working strategy
     • Considering powers and policy
     • Identifying options and taking action with review
   • Balancing Risk, Proportionality and Necessity
   • Prioritising Welfare and Safety
4. 4

   Ethics and Professional Standards

   4 topics

   • The Code of Ethics
     • Standards of professional behaviour
     • Honesty, integrity and challenging wrongdoing
   • Recognising and Reporting Misconduct
   • Confidentiality and Appropriate Use of Information
   • Equality, Diversity and Avoiding Discrimination

Situational Judgement and Decision Making flashcards for Police Initial Recruitment Test (PIRT/SEARCH)

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

1. In the SEARCH/PIRT recruitment process, what does the Situational Judgement Test (SJT) assess?

   It assesses how a candidate would respond to realistic, work-related scenarios a police officer might face, measuring judgement and behaviour against the College of Policing Competency and Values Framework (CVF) rather than testing factual police knowledge.

2. What format do questions in the police Situational Judgement Test typically take?

   Each item presents a written scenario followed by several possible responses. Candidates usually either rate the effectiveness/appropriateness of each response on a scale, or rank/select the most and least effective actions.

3. Name the two main response formats used in police SJTs.

   (1) Rating format - judge how effective or appropriate each individual response is; (2) Ranking/most-least format - choose the single most appropriate and least appropriate response from the options.

4. Against which framework are responses in the police SJT scored?

   The College of Policing Competency and Values Framework (CVF), which defines the behaviours and values expected of everyone working in policing.

5. List the four core values in the College of Policing Competency and Values Framework (CVF).

   Integrity, Impartiality, Public Service, and Transparency.

6. What are the three behavioural clusters of the CVF that group its competencies?

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

7. List the six competencies of the Competency and Values Framework (CVF).

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

8. Why is there no single 'trick' answer key for the police SJT?

   Responses are scored by how well they align with CVF values and behaviours as agreed by subject-matter experts; the best answer is the one a competent, ethical officer would choose, not a hidden formula.

9. When reading an SJT scenario, why must you read it accurately and fully before answering?

   Key details - who is involved, the level of risk, your role, time pressures and what has already happened - change the most appropriate response; missing or assuming details leads to choosing actions that are unrealistic or unsafe.

10. In an SJT scenario, what does it mean to answer 'in role'?

    You should respond as a serving police officer or recruit would, applying policing values and your given remit - not as a private individual or a senior manager whose authority you do not have.

11. What is a common reading error candidates make in SJT scenarios?

    Adding information not given (assumptions), ignoring stated constraints, or responding to what they think should be happening rather than the facts presented in the scenario.

12. What is generally the best first step when a scenario describes conflict with a colleague?

    Address it directly, calmly and professionally with the colleague first - seeking to understand their view and resolve it at the lowest appropriate level - rather than ignoring it or immediately escalating over their head.

13. When is escalating a conflict with a colleague to a supervisor the appropriate response?

    When the behaviour is serious (e.g. unlawful, discriminatory or unsafe), when direct resolution has failed, or when reporting is required by policy - not as the automatic first move for minor disagreements.

14. In conflict-with-colleagues SJT items, which response options are usually scored poorly?

    Aggressive/confrontational responses, gossiping or complaining to others, ignoring the issue entirely, or undermining the colleague - none demonstrate the collaborative, emotionally aware behaviours the CVF expects.

15. When responding to a member of the public who is angry or upset, what behaviour does the CVF reward?

    Staying calm, listening actively, showing empathy, treating them with respect and dignity, explaining what you can do, and de-escalating - demonstrating the 'emotionally aware' and 'public service' values.

16. In SJT scenarios involving the public, why is dismissive or defensive behaviour scored low?

    It breaches the public-service value, damages public confidence and trust, and fails to show the emotional awareness and impartiality expected of officers, even when the member of the public is being difficult.

17. What defines a 'vulnerable individual' in a policing context?

    A person who, due to age, disability, mental or physical health, situation or circumstances, is unable to protect themselves from harm, exploitation or abuse, or is at greater risk of harm.

18. What should an officer prioritise when a scenario involves a vulnerable individual?

    Their immediate safety and welfare - assessing risk, taking action to safeguard them, communicating appropriately to their needs, and involving the right support or partner agencies.

19. In SJTs involving vulnerable people, why is it wrong to simply take their statement and move on?

    Because failing to recognise and act on vulnerability risks leaving the person in danger; safeguarding and welfare must come before procedural convenience or speed.

20. When facing competing priorities and a heavy workload, what does effective SJT judgement look like?

    Prioritise tasks by risk, threat, harm and urgency (those affecting safety first), manage time realistically, and communicate with supervisors/colleagues if you cannot complete everything - rather than ignoring tasks or hiding the problem.

21. In a workload-pressure scenario, why is 'just do the easiest tasks first' usually a poor response?

    Because prioritisation should be driven by risk and harm to people, not by what is convenient; leaving high-risk matters undone to clear easy ones can endanger the public and breaches 'take ownership'.

22. What is the recommended response when you witness a colleague behaving inappropriately?

    Do not ignore or collude with it. Where safe and proportionate, challenge it at the time, and report it through the appropriate channels; serious misconduct must always be reported under your duty to do so.

23. Why is staying silent about a colleague's misconduct scored as a poor SJT response?

    Officers have a positive duty to report misconduct; silence or covering for colleagues undermines integrity, transparency and public trust, and can itself be a breach of standards.

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