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

24 sample cards from the Situational Judgement and Decision-Making deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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.

16. Define 'unconscious bias'.

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

17. 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.

18. 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.

19. 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.

20. 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.

21. 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).

22. 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.

23. 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.

24. 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.

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