Innovative and Open-Minded
Police CVF Level 1 Interview Answers
'We are innovative and open-minded' is one of the six competencies in the College of Policing's competency and values framework, and one of the five areas the OAC interview assesses. At level 1, which is the level used for recruitment, it is about learning from others, suggesting improvements, reflecting and adapting, not inventing something new. This page sets out the College's behaviours, how to choose and structure your own example, and the mistakes that weaken it. Facts checked against College of Policing sources on 1 October 2026.
Independent information, not advice · Sources checked 1 October 2026 · England and Wales unless stated
At CVF level 1 this competency means learning from new ideas and other people's experiences, suggesting improvements, reflecting and acting on what you learn, and adapting to change while helping others do the same. The OAC interview and briefing exercise assess it. Use a real, modest example where you tried a better way, then adjusted it, and spend most of the answer on your actions.
What the College of Policing says this competency means
"We are innovative and open-minded" is one of six competencies in the 2024 competency and values framework (CVF). The College describes it as having an inquisitive and outward-looking nature. In plain English, the description covers:
- Looking outward: searching for new information and alternative sources of good practice, including standards in other organisations and sectors.
- Reflecting: thinking about how you go about your role and being as flexible as needed to get the best outcome.
- Openness: being open to new and different ways of working.
- Adapting: treating change as part of the role and keeping an open mind so you can spot opportunities.
- For leaders: creating environments where innovation can thrive. That part is not expected at recruitment.
The College explains why it matters: new and emerging threats mean the right response is not always obvious, so people in policing need to question assumptions and keep improving, including taking preventative action to reduce pressure later. It adds that being open-minded and reflective helps people tailor their approach to specific contexts and to the public they serve.
The College's candidate guides say initial police recruitment assesses competencies at level 1 (practitioner). Level 1 innovation is modest and practical: learning, suggesting, reflecting and adapting. You do not need to have led a change programme.
Try one out loud. Answer a practice question free and get a scored result in about a minute. No account. Answer a question free
The five level 1 behaviours, in plain English
These are the College's level 1 example behaviours, paraphrased. They are examples, not a checklist, and you do not need evidence of every one. The middle and right-hand columns are our illustrations, not College text.
| Level 1 behaviour (paraphrased) | What it can look like in a real example | What it is not |
|---|---|---|
| Learn from new ideas and experiences, including others' diverse experiences | You picked up a better way of doing something from a colleague, customer or someone from a different background. | Reading about a trend without changing anything. |
| Share suggestions and speak up to improve working methods | You proposed a specific improvement to the person who could approve it, and explained why. | Complaining about how things are done. |
| Reflect on experience and act on the learning | After something went badly or well, you worked out why and did something differently next time. | Saying 'I learned a lot' with no example of what changed. |
| Show you are open to new ideas and ways of working | You tried a new system or approach properly, even though you had doubts. | Accepting change only because you had to, then reverting. |
| Adapt flexibly to change and encourage others to do the same | You adjusted quickly to a change and helped a reluctant colleague get to grips with it. | Forcing your idea on others. |
Three of the five behaviours (learning from others, reflecting and acting on learning, adapting to change) are about how you respond to ideas, not about having them. That is good news for candidates who do not see themselves as "ideas people": being genuinely open to a better way, and making it work, is the competency.
Level 1 or level 2? Keep it at the right scale
Devon and Cornwall Police's interview guide lists answering at the wrong CVF level as a common mistake. For this competency, answers often drift upwards because "innovation" sounds big.
| Level 1 (practitioner) | Level 2 (supervisor/middle manager) | |
|---|---|---|
| Scope | Your own work: learning, suggesting, reflecting, adapting | Changing plans for impact and helping others review their approach |
| Outside ideas | Learning from others' ideas and experiences | Actively looking for good practice outside policing and applying it in your role |
| Looking ahead | Adapting to change as it arises | Anticipating future challenges from trends inside and outside policing |
| Level 3 (for contrast) | Not expected | Level 3 is leading and evaluating complex initiatives and embedding innovation across the organisation |
The College's guidance says levels are not tied to specific ranks and are applied flexibly. If you have led change, you can still use the experience; make sure the answer shows your own learning, suggestions and adapting.
Where this competency is assessed in police recruitment
Since 17 March 2026, regulation 10 of the Police Regulations 2003 requires constable candidates (other than transferees) to pass the national sift, the online assessment process and an in-person force interview to the College's standard. The College's guides, read on 1 October 2026, list this competency as follows:
| Stage or exercise | Assessed? | Notes |
|---|---|---|
| National sift: situational judgement test | Yes | You rate four given actions per scenario. |
| National sift: behavioural styles questionnaire | Yes | You rate statements about your typical behaviour; answer honestly. |
| OAC: competency-based interview | Yes | One of five areas: courage, public service, respect and empathy, we take ownership, we are innovative and open-minded. |
| OAC: written exercise | No | Assesses respect and empathy, we analyse critically, we support and inspire, we collaborate. |
| OAC: briefing exercise | Yes | One of four areas: public service, we are emotionally aware, we take ownership, we are innovative and open-minded. |
| In-force interview (stage four) | Force decides | Each force sets its own questions to the national standard. |
In the briefing exercise you deal with a developing scenario as a police constable, with new information added in parts two and three, and must use only the information given. The College does not say how this competency is credited there; adapting your response as new information arrives is our reading of how it could show. See the briefing exercise explained.
The OAC interview has five questions and the College lists five areas, but does not say each question targets one area.
What assessors are likely to look for
The College does not publish the interview mark scheme. Reading the level 1 behaviours alongside the candidate guide, an answer gives an assessor something to credit when it shows:
- A reason to change: what was not working or what was changing.
- Openness: where the new idea came from, including other people or other organisations.
- Speaking up: how you raised a suggestion, with whom and why.
- Trying it properly: what you actually did, within the rules.
- Bringing others along: how you helped someone else adapt.
- Reflection: what worked, what did not, and what you changed as a result.
This is our reading of the published material, not an official mark scheme. See how the police OAC is marked.
How to choose your own example
The College says examples can come from work and personal life. These prompts are for searching your memory, not stories to borrow.
- When did you suggest a better way of doing a routine task?
- When did you notice the same problem happening again and propose a fix?
- When did a colleague, customer or friend show you a better way, and you adopted it?
- When did you borrow an idea from a different job, sport or organisation?
- When did a new system, rule or way of working arrive that you were unsure about?
- When did you help someone else get used to a change?
- When did something go badly and you worked out why, then changed your approach?
- When did feedback make you rethink how you did something?
Check each possible example:
- Is it level 1 in scale? Your own work, a practical change.
- Was it done properly? Through the right person, within the rules.
- Is there reflection? Something you adjusted after trying it.
- Are you honest about where the idea came from? Crediting others is part of the competency.
Never invent, exaggerate or borrow an example. The illustration below shows structure only and must not be copied. Prepared scripts are banned in the OAC, and the College's automatic fail policy covers acting to gain an unfair advantage.
An illustrative STAR structure for an innovative and open-minded answer
The College suggests STAR (situation, task, action, result). This invented, ordinary example shows how the parts can fit at level 1.
Written by PolicePay to show structure. It is not a real answer, not from any assessment, and not a model to memorise. Use your own real example in your own words.
Situation
A candidate is a teaching assistant in a primary school. The school moves homework to an online platform. Several parents in her class are not using it, and she is sceptical about it herself.
What it does: a change, a problem, and an honest starting point.
Task
Help her class teacher get more families using the platform so children are not missing work, within school rules on contacting parents.
What it does: sets a clear goal within her role.
Action
- She uses the platform properly for a fortnight herself to understand it, rather than judging it from the outside.
- She asks a friend who works at another school how they introduced the same platform, and learns they ran short sessions at pick-up time.
- She suggests a ten-minute drop-in at pick-up to her class teacher, explaining where the idea came from and why it might help, and the teacher agrees.
- Only four parents come. She asks two of them why others did not, and hears that some parents read English with difficulty. She suggests a one-page printed guide with pictures, which the school office translates into two community languages.
- She sits with a colleague who is anxious about the platform and shows him the three features he needs.
What it does: the longest part. Shows openness despite doubt, learning from another organisation, speaking up, adjusting after feedback, and helping someone else adapt.
Result and learning
More families in her class start using the platform over the next half-term. She reflects that her first idea assumed the barrier was confidence when for some families it was language, and that asking the people affected earlier would have saved a step.
What it does: a modest result, honest about what did not work, with specific learning.
The illustration is deliberately small in scale. Level 1 innovation is usually practical and local. Your own example will be different and should be told in your own words.
Weaker and stronger answers compared
Descriptions of patterns, not scripts:
| Weaker pattern | Stronger pattern | Why it matters |
|---|---|---|
| 'I am very open-minded and love new ideas.' | One specific time you changed how you did something because of a new idea, and what happened. | Assessors credit behaviour you describe, not traits you claim. |
| A large project you led across an organisation. | A practical suggestion within your own role that you raised, tested and adjusted. | Leading complex initiatives is level 3; recruitment is level 1. |
| The idea was yours and it was brilliant. | Where the idea came from (a colleague, another organisation, a customer), and how you credited it. | Learning from others' ideas and experiences is a level 1 behaviour. |
| The change went perfectly. | What did not work at first, what you learned, and what you adjusted. | Reflecting and acting on learning is central to the description. |
| Workaround that ignored a rule or data protection. | An improvement made through the proper route, with permission where needed. | Innovation in policing still has to be lawful and proper. |
| You adapted, but nobody else did. | How you helped someone else adapt or encouraged them to try it. | Encouraging others to adapt is part of the level 1 behaviour. |
Timing a five-minute answer
The OAC interview gives 60 seconds of thinking time (not recorded) and up to five minutes (300 seconds) to record. The College does not suggest a split; this is ours. The briefing exercise uses 180 seconds per answer, and force interviews set their own timings.
| Part | What to cover | Notes |
|---|---|---|
| Thinking time (60 seconds, not recorded) | Pick the example; note the old way, the new idea, and what you adjusted. | Notes after receiving the question are allowed; pre-prepared notes are not. |
| Situation (about 30 seconds) | Your role and what was not working, or what was changing. | Brief. |
| Task (about 20 to 30 seconds) | What you needed to achieve, and why the existing approach fell short. | Sets up why a new idea was worth trying. |
| Action (about 2.5 to 3 minutes) | Where the idea came from, how you raised it, how you tried it, and how you brought others along. | The main part of the answer. |
| Result and learning (about 45 to 60 seconds) | What changed, what did not work, what you adjusted and what you learned. | Reflection is a named behaviour; leave it time. |
| Spare (about 15 to 30 seconds) | A buffer. | Recording stops at 300 seconds unless you have an agreed adjustment. |
Timings change with an agreed reasonable adjustment; see OAC technical requirements and reasonable adjustments.
Question styles that can invite this evidence
The College does not publish live questions, and you must not record or share assessment material. Each OAC question comes with on-screen prompts; cover them. The practice prompts below are written by PolicePay and are not real questions.
- Tell us about a time you suggested a better way of doing something.
- Describe a time you had to adapt to a change you did not initially agree with.
- Tell us about a time you learned something useful from someone with a very different background or experience.
- Describe a time you reflected on something that had not gone well and changed your approach.
- Future-focused (force interviews may use these): how would you approach a new way of working that colleagues were resisting?
The College's CVF guidance says most interview questions should focus on past behaviour, with hypothetical questions sometimes used. Derbyshire Constabulary's guide describes both in its force interview.
Common mistakes
Mistake: thinking it needs a big invention
Level 1 is learning, suggesting, reflecting and adapting. Small and real beats big and vague.
Mistake: taking credit for others' ideas
Learning from others is part of the competency. Say where the idea came from.
Mistake: no reflection
An answer that stops at "it worked" misses the College's emphasis on reflecting and acting on learning.
Mistake: innovation that broke the rules
Shortcuts around safety, data protection or approval are not good evidence for a policing role.
Mistake: buzzwords
"Thinking outside the box" does not score. Devon and Cornwall's guide says buzzwords do not.
Mistake: a memorised script
Prepared notes and scripts are banned in the OAC. Practise from memory hooks.
How to practise your example
- Read the College's full page on this competency, including why it matters.
- List three real situations from the prompts; pick the one with the clearest learning or adjustment.
- Write four memory hooks, one per STAR part.
- Say it aloud to a five-minute timer; record yourself if you can.
- Check the scale (level 1) and that the reflection is specific.
The free STAR answer checker checks whether your draft has all four parts in proportion. It cannot judge whether the example shows this competency. The free mock interview gives example questions and a timer; its CVF value list covers the three values only, with no separate option for this competency, and its timer runs for three minutes, so use your own timer for a five-minute run. A scored result on your own answer (a score out of 10, a pass or refer verdict and your main gap) is free, up to 5 a day; the full critique and a model answer are a paid option described on the mock interview page.
For the whole OAC, see the police OAC preparation plan and the free OAC readiness check. Preparation cannot guarantee a result.
What to ask your force
- Does your in-person interview assess this competency, and at which CVF level?
- Is it based on the 2024 CVF or a force framework mapped to it?
- How long is each answer, and is there preparation time?
- How do I request a reasonable adjustment or accommodation?
The free police force finder links to each force, and the recruitment timeline planner shows how the stages fit together.
What we could not verify
- Whether one OAC interview question targets this competency alone. The College lists five areas and five questions but does not say they map one to one.
- How the competency is marked or weighted in the interview, briefing exercise or SJT, or what score passes. None of this is published.
- Which areas and level each force's in-person interview uses. Ask your force.
- The timing split on this page is our suggestion; the College gives only the total per answer.
PolicePay is independent of the College of Policing, the Home Office and every police force. This page paraphrases the College's CVF and candidate guides as read on 1 October 2026. The illustration is invented. The College's pages and your force's instructions take priority.
Frequently Asked Questions
What does 'we are innovative and open-minded' mean in the police CVF?
It is one of the six competencies in the College of Policing's competency and values framework. The College describes an inquisitive, outward-looking approach: looking for new information and good practice (including outside policing), reflecting on how you work, being flexible to get the best outcome, and staying open to new and different ways of working.
What are the level 1 behaviours for innovative and open-minded?
The College lists five: learning from new ideas and experiences, including other people's diverse experiences; sharing suggestions and speaking up to improve how things are done; reflecting on your experiences and acting on what you learn; showing you are open to new ideas and ways of working; and adapting flexibly to change while encouraging others to do the same.
Is innovative and open-minded assessed in the police OAC interview?
Yes. The College's candidate guide (updated 21 July 2026) lists 'we are innovative and open-minded' as one of five areas the interview assesses. It is also assessed in the OAC briefing exercise and both national sift exercises.
Do I need to have invented something to answer an innovation question?
No. At level 1 the College's behaviours are about learning from others, suggesting improvements, reflecting and adapting to change. A small, practical suggestion you made and tested, or a change you adapted to and helped others adopt, is level 1 evidence. Leading major change programmes is level 3.
What is a good innovative and open-minded example?
A real situation where you were open to a different way of doing something, learned from someone else's idea or experience, suggested or tried an improvement, reflected on how it went and adjusted. It can come from work, study, sport, volunteering or home life. Use your own example; the College does not publish model answers.
Can I use an example where I resisted change at first?
Yes, if it is honest and shows how your view changed. Being open to new ways of working and adapting to change are level 1 behaviours; describing how you moved from doubt to trying something, and what you learned, can show that clearly.
What CVF level is innovative and open-minded assessed at for recruitment?
Level 1 (practitioner). The College's candidate guides say initial recruitment assesses the competencies at level 1. Level 2 adds things like applying good practice from outside policing in your role, giving others space to review their approach and anticipating trends.
How long should an innovative and open-minded answer be?
In the OAC interview: 60 seconds of thinking time, then up to five minutes (300 seconds) to record. There is no required length. Our suggestion, not a College rule, is to spend at least half on what you tried, why, and how you adjusted it.
What is the difference between innovative and open-minded and analysing critically?
Analysing critically is about evidence, information and root causes. Innovative and open-minded is about new ideas, learning from others, reflecting and adapting. They overlap when you test an idea against evidence. In the OAC, innovation is assessed in the interview and briefing exercise; analysing critically in the written exercise.
Does the idea have to have worked?
No. The College's description puts weight on reflection and acting on learning. An idea that partly worked, which you then adjusted, can show the competency well, provided you explain what you learned and changed.
Can I talk about ideas from outside policing?
Yes. The College's description says the competency includes looking at relevant standards and good practice in other organisations and sectors. You do not need any policing knowledge for the OAC.
Is innovative and open-minded assessed in the situational judgement test?
Yes. The national sift guidance lists it among the six competencies the SJT assesses, at level 1. In the SJT you rate four given actions per scenario rather than describing your own example.
Sources and how we checked them
Every factual claim on this page was written from the sources below, read on 1 October 2026. Rules and figures change, so check the source for the date you are reading this. Where we could not confirm something from an official or independent source, the page says so rather than guessing. Spotted something out of date? See our corrections policy.
- College of Policing: CVF, we are innovative and open-minded (first published 8 May 2024) — the description, why it matters, and the level 1, 2 and 3 behaviours paraphrased on this page (accessed 1 October 2026)
- College of Policing: Competency and values framework for policing 2024 (PDF) — three cumulative levels; behaviours are examples, not a checklist (accessed 1 October 2026)
- College of Policing: Online assessment process candidate guide (updated 21 July 2026) — level 1 for initial recruitment; assessed in the interview and briefing exercise; timings; STAR; no prepared notes (accessed 1 October 2026)
- College of Policing: National sift candidate guidance (updated 1 June 2026) — listed among the SJT competencies; level 1 (accessed 1 October 2026)
- College of Policing: Competency and values framework guidance 2024 (PDF) — levels not tied to ranks; past-behaviour and hypothetical interview questions (accessed 1 October 2026)
- College of Policing: CVF, we analyse critically (first published 8 May 2024) — used to distinguish analysing critically from innovation (accessed 1 October 2026)
- Police Regulations 2003 (SI 2003/527), regulation 10, latest text — the four recruitment stages required since 17 March 2026 (accessed 1 October 2026)
- joiningthepolice.co.uk: What does the competency-based interview (CBI) involve? — lists we are innovative and open-minded among the CBI competencies; supplementary points with each question (accessed 1 October 2026)
- Derbyshire Constabulary: In-force interview preparation guide (2022, PDF) — past, future and exploratory questions; prepare examples for each competency and value (accessed 1 October 2026)
- Devon and Cornwall Police: Force interviews, CVF preparation guide (2024, PDF) — wrong CVF level and buzzword use listed as common mistakes (accessed 1 October 2026)
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Disclaimer
PolicePay.co.uk is an independent guide. It is not affiliated with the College of Policing, the Home Office or any police force, and it does not recruit, vet or assess applicants. Recruitment standards, assessment formats and vetting decisions are set by the College of Policing and each force and change from time to time: check the force you are applying to before relying on anything here. Details apply to England and Wales unless stated. Details are as checked on 1 October 2026.