Irish Prison Officer Recruit key terms

A fraction expressed out of one hundred. To find 15% of 200, multiply 200 by 0.15, giving 30. Percentages allow quick comparison of quantities of different sizes.

The difference between an old and a new value, shown as a percentage of the original figure. Divide the increase or decrease by the original amount, then multiply by 100.

A way of comparing two or more quantities by dividing them, written like 3:2. It shows how many parts of one thing exist for each part of another, not the actual amounts.

The share of a whole that a particular part represents, written as a fraction, decimal or percentage. If 8 of 40 staff are on night duty, the proportion is 8 in 40, or 20%.

Add all the values together and divide by how many values there are. The mean balances out high and low figures, but one very large or very small value can distort it.

How much of something happens per unit of something else, such as incidents per month or cells checked per hour. Rates let you compare workload across different periods or locations.

Changing a measurement from one unit to another, such as hours to minutes or metres to centimetres. Multiply or divide by the fixed conversion factor, taking care with the direction of the change.

Changing an amount in one currency into another using a stated exchange rate. Multiply the amount by the rate, and check whether you should divide instead if the question works the other way.

Replacing a number with a nearby, simpler one, such as writing 4,867 as 4,900. Follow the instruction given, because rounding too early in a calculation can change the final answer.

Reaching an approximate answer quickly by rounding figures and using mental arithmetic. It is useful for checking whether a calculated answer is plausible before committing to exact working.

The length of time between two clock times, found by subtracting, with care for 24-hour format and periods crossing midnight. Rosters, handovers and duty rotas often require this calculation.

Taking figures from a grid where rows and columns carry headings. Always check the units, the row and column labels, and any totals, since most errors come from reading the wrong cell.

A word with a meaning close to another word, such as 'detain' and 'hold'. Questions ask you to choose the option with the nearest meaning in the context of the sentence given.

A word with the opposite meaning to another, such as 'lenient' and 'strict'. Choose the option that is most clearly opposite in the context of the sentence provided.

A conclusion drawn from clues in a passage rather than stated outright. It must follow from the text itself; personal opinion or general knowledge alone is not enough to support it.

Something taken for granted as true so that an argument can work, even though it is not stated. If the assumption is false, the conclusion no longer follows from the evidence.

The central point the writer makes across a whole passage. It is broader than any single detail and is often signalled in the opening or closing sentence.

A fact can be checked and shown to be true or false; an opinion expresses a judgement, belief or feeling. Words such as 'should', 'best' or 'unfair' often mark opinions.

A question type where you judge each statement against the passage only. 'Cannot say' means the text does not give enough information, even if the statement seems likely in real life.

Working out what must follow from statements you are given, treating them as true regardless of your own knowledge or experience. Draw only conclusions that the premises force.

Reading a short text and answering questions on what it says, using only the information given. Reading the question stem first helps you know what to look for as you read.

A short restatement of a passage's key points in your own words, leaving out examples and repetition. A good summary keeps the original meaning without adding your own interpretation.

A set of realistic work scenarios where you choose the best, and sometimes the worst, response from several options. Answers are scored against behaviours expected in the role, not personal preference.

The legal and moral responsibility to protect the safety and wellbeing of people in your charge, including prisoners, colleagues and visitors. It shapes decisions about risk, health and dignity.

Making sure a response is no stronger or more restrictive than the situation requires. A minor disagreement calls for a very different response from an immediate threat of violence.

Passing a matter to someone with more authority or expertise when it lies beyond your role or the risk is rising. Report early rather than acting beyond your training.

The defined line of authority from the newest recruit through supervisors to the governor. Following it keeps decisions accountable and prevents conflicting instructions during an incident.

Keeping personal or sensitive information about prisoners, staff or incidents to those who need it for their duties. Sharing it outside proper channels can be a disciplinary matter.

Using calm communication, space and time to reduce tension before a situation becomes violent. It is preferred to physical intervention wherever a safe resolution is realistically possible.

The limits on personal involvement with prisoners or colleagues that protect fairness and safety. Favours, gifts, personal relationships and over-familiarity can undermine security and trust.

Deciding what to handle first when several tasks compete, based on risk, urgency and impact. Immediate danger to life always comes before paperwork or routine duties.

The obligation to tell a supervisor about incidents, misconduct, errors or safety concerns, even where you were partly involved. Concealing a problem usually makes the consequences worse.

The set of behaviours, skills and values the employer assesses for a role, often grouped under headings such as teamwork, integrity and communication. Answers should be built around these headings.

A structure for answers: Situation, Task, Action, Result. It keeps examples concise and shows clearly what you personally did and what changed as a result.

Concrete examples from your own past experience, with real actions and outcomes, used to demonstrate a competency. Vague claims about being good with people carry little weight with assessors.

The principles an organisation expects staff to show in daily work, such as respect, safety and accountability. Assessors look for evidence that your own behaviour matches them.

Thinking back over what you did, why you did it, and what you would change next time. It demonstrates self-awareness and a willingness to learn from successes as well as mistakes.

An accurate sense of your own strengths, limits, emotional triggers and effect on other people. Candidates show it by naming a real weakness and a specific step taken to address it.

A written task, often under time pressure, asking you to set out a decision, report or briefing in a clear order. Markers reward structure, relevance, plain language and accurate spelling.