Description
This Project Report was submited for partial fulfillment of my Fellowship in HRM & OD from CAMI / AHRB - MEC.
Project Report On
Certified Assessment & Certified Analyst
This document was created on 10th May 2012 as part of the Project Work, contains assignments, and it is prepared and submitted for the purpose of partial fulfilment of Fellowship for ASIAN HR BOARD (AHRB) / CAMI - USA
“Certified Assessment & Certified Analyst ”
During the month of March 2012.
This template is a draft document that has been as a working template for Websynergies Private Limited – INDIA for their Development Team.
Submitted by Puli. Srinivas Rao Reference No:
Preface & Acknowledgement
Its great pleasure to have worked on project work on Running an Assessment Centre as part of my AHRB fellowship program – Certified Assessment Centre Analyst (CACA).
This Project work has been carefully carried out taking the Course ware, Workshops conducted by experts, on the job Work experience of the aspirant & books referred which were recommended in the course ware – CACA.
I would like to express my sincere thanks to the entire team of AHRB, CAMI & MEC for conducting such value based program & designed a well structured, informative course ware to all the participants.
I whole heartedly express my gratitude to Mr. K.Sridhar for sharing his rich experience & guided us well through each topic of the course CACA along with live Examples, which really helped in conceptualizing the program contents.
Srinivas Rao Puli. CACA – AHRB.
Table of Contents Topics
Data flow diagrams DFD
Process in detail
Process flow of Project work through Pictorial representation Identification of knowledge, skills, Abilities, Attributes of effective leader. Job elements for GM – HRD.
Selecting 4 candidates Applying Technical / Non Technical Jobs
Competencies required in task performances
Data flow diagram. Knowledge & Skills Traits using Quan Comm Motives.
Tools & Techniques in accessing Competencies
Data flow diagram. Observable dimensions in assessment exercise. Identified exercises, Techniques to Access Competencies. Validity / Reliability matrix
Developing the Assessment matrix
Data flow diagram Assessment matrix basics The Competency units & its Sub elements. The Assessment matrix Consolidated.
Evaluating the Resource
Data flow diagram Observing & Recording Performance. Performance Classification & Summarization. The Assessment matrix consolidated.
Summarization of Project work on Certified Assessment Centre Analyst.
Data flow diagram
Identification of 4 Resources Applying for Technical /Non Technical Jobs
Competencies Required for Performing the Task / Job
Tools Selected to Assess Competencies
Evaluating the Resources
Developing the Assessment Matrix
Identification of 4 Resources Applying for Technical / Non Technical Jobs
Pictorial Representation of the Process through Flow chart:
Resource Identified for Technical Knowledge & Skills required Non Technical Jobs
Primary Responsibilities
Identification of Qualification Experiences Knowledge Skills Abilities Attributes Additional Responsibilities
Job Elements Table for a Manager
Threshold Knowledge / Skill
Differentiating Knowledge / Skills
Step 1 (B) Identified candidates applying for Technical / Non Technical Jobs. The following are the four candidates who have been finally shortlisted & filtered down from a group of 20 relevant resumes reviewed for the Team Leader position. Mr. Raj Kiran Mr. Sekhar Mr. Vijay Ms. Shyamala.
1. Identification of the knowledge, skills, abilities and attributes of an effective Team Leader Profile of Team Leader (IT-Software Development) JOB TITLE: Functional Group: Position Type: Department: Location: Position Summary: TEAM LEADER Technology (Software Development) Full Time Development Hyderabad , AP
The Software Development Team Leader is responsible for the leadership of a group of Software Developers within a specific area of expertise. Leadership activities within the Team include, but are not limited to: training, on-call planning, allocation of resources and activities, assignment of code ownership and general technical leadership. The Software Development Team Leader will guide the resource and general technical aspects of a variety of development projects through the entire development cycle. MAIN TASKS AND KEY AREAS ? PRIMARY RESPONSIBILITIES
The candidate's main task will be client need analysis, working as a senior developer and taking responsibility for leading the team, delivering results, coaching and mentoring, focusing the team on the tasks at hand and the requirements, communicate team status, tasks accomplishment and other deliverables by setting goals, managing the team & monitoring progress. Therefore, broadly the key areas are: ? IDENTIFICATION AND ANALYSIS OF CLIENT NEEDS TEAM MANAGEMENT GOAL SETTING MONITORING PROGRESS ADDITIONAL RESPONSIBILITIES
Provide on-the-job training to new employees. As a Team Leader, the candidate is responsible for the team´s compliance with the defined process, the quality and time of the team´s deliverables. ? KNOWLEDGE AND SKILL REQUIREMENTS
The candidate is expected to have good knowledge on software engineering processes, methodologies and tools and solid software development skills. Should have previous exposure to multiple technologies and have actively participated in projects as an analyst and developer.
Knowledge of software testing methodologies and previous experience as test engineer will be preferential factors. The candidate will have to execute tasks in most of the stated roles above, depending on project’s needs. ? QUALIFICATION & EXPERIENCE
The candidate is expected to have: BE / B.tech /M.Sc. in Informatics, Electrical and Computer Engineering, Telecommunications, or similar; · Minimum experience of 4 years as a Software Engineer or similar positions and preferentially having worked in Software Design, Analysis and Testing; · Good experience in sequential and object oriented programming languages such as C, C++, Java, and Dot Net. · Strong Knowledge of SQL, database programming and typical RDBMS management; · Strong knowledge of the Linux OS from User, Programmer and Administrator perspectives; · Proactive, goal-oriented and focused on results and a good team player. Demonstrated success in team management and in client management.
2. JOB ELEMENT TABLE for GM – HR
Job Elements
IDENTIFICATION AND ANALYSIS OF CLIENT NEEDS
Threshold Knowledge Skills Awareness of Ability to identify, plan for organizational processes and seek information to to seek client needs. understand exact client requirements/needs for the Knowledge of processes project and ability to use resource deployment, them appropriately. acquiring IT resources (software & hardware) as per client requirements.
Differentiating Knowledge Skills Knowledge to analyse Ability to build and understand the processes/systems client needs and map for identification of client needs, it with organizational discusses the client capabilities and needs with the team, awareness to assist probes client to find in decision–making out underlying requirements. process. Knowledge needed for creating optimum client need analysis & creating work planning accordingly Ability to create optimum client needs, planning and basing team structures in order to execute the needs analysed.
TEAM MANAGEMENT
Knowledge to Manage & Coordinate with group of members in the team.
Ability to plan, schedule and track effort of team members for a small project
Knowledge to proactively interact & shares one’s own cognition & Encourages members to knowledge. team share
Ability to create processes for knowledge (internal) acquisition, dissemination for a medium to large projects. Ability to manage and minimizes conflicts in team. Ability to set goals
GOAL SETTING
Knowledge/Understanding
Ability
to
make
his/her
Knowledge of
of team goals. Knowledge of associated aspects in goal setting viz., project costs, project management metrics and budgeting processes
plans to reach goals. Ability to participate in goal setting to some extent, as an equal partner
keeping other parameters/guidelines in goal setting. Knowledge of cost controlling measures adopted by others projects/ engagements so as to make the goal realistic & workable.
for the team, that stretch & challenge the team members and which reflects organizational goals & priorities Ability to create and track matrices and ability to manage possible budget slippages while executing actions based on goals. Ability to monitor individual performance against agreed performance expectations. Ability to keep the team focused on the delivery of outcomes. Ability to monitor the team’s progress & adjusts plans to ensure tasks are successfully completed Ability to follow through on personal commitments and undertakings. Ability to manage customer expectations & scope of work.
MONITORING PROGRESS
Knowledgeable on focused delivery schedules, task delegation and on renegotiation. Knowledge/Awareness of prioritizing tasks that aligns with the business unit’s objectives.
Ability to take personal responsibility for achieving results, just like an owner of the business. Ability to effectively communicate and maintain visibility of the project with all customers (internal/external)
Knowledge of followup procedures /practices to achieve agreed outcomes. Awareness of action plan implementation and process methodologies. Knowledge of customer business and complete awareness of project scope
Knowledge of key stakeholders in the customer organisation as well as internally. Overall knowledge of project scope
Step-2: The Competencies Required in Performing the Tasks:
Step 2 (A): The Flow Chart
Competencies required in performing the tasks
Motives
Knowledge & skills
Traits using QuanCompetence
Step 2 (B) Knowledge/Skills: KNOWLEDGE: Is the understanding acquired through learning. This refers to a body of information relevant to job performance. It is what people have to know to be able to perform a job, such as knowledge of policies and procedures for a recruitment process. SKILLS: Are the capabilities acquired through practice. It can be a financial skill such as budgeting, or a verbal skill such as making a presentation. The listed are the key competencies where the functional knowledge and the skills of the candidate at a TEAM LEADER level needs to be gauged during an assessment process: I. a. b. IDENTIFICATION AND ANALYSIS OF CLIENT NEEDS: As a team leader s/he requires acquiring and servicing individuals through performing client needs analysis and developing and implementing. Recommendations to help retail clients achieve their overall objectives using a limited and generic product suite. K&S ? ? Aware of organizational processes to seek client needs/requirements and use them when required. Analyses and understands the client needs and maps the same with organizational capabilities and helps in decision– making process. Builds processes/systems for identification of client needs, discusses the client needs with the team, probes client to find out underlying requirements.
IDENTIFICATION & ANALYSIS OF CLIENT NEEDS
?
Example: Through appropriately identified & matched exercises the aspect of ‘Client and Customer Quality Focus’ can be identified which has the following elements under the functional K&S: Aspect – Client & Customer Focus under the KEY AREA-I - IDENTIFCATION AND ANALYSIS OF CLIENT NEEDS Applicants understanding & ability to know the client’s requirement Applicant practical on the job experience in dealing a situation in which s/he dealt with a customer and how a different approach would have taken etc. Applicants’ knowledge & skills about good customer service involvement aspects.
II. a. b.
TEAM MANAGEMENT The techniques, processes and tools for organizing and coordinating a group of individuals working towards a common goal—i.e. a team. Method to identify the different types of personalities within teams.
TEAM MANAGEMENT
K&S
? ?
Is open to share ones knowledge; Shares ones knowledge when approached. Proactive; Makes effort to store knowledge gained.
? ?
Encourages team members. Creates processes for knowledge (internal) acquisition, dissemination.
Example: Through appropriately identified & matched exercises the following elements can be identified/assessed under this functional K&S: KEY AREA-II – TEAM MANAGEMENT Applicant’s skills to confront and clarify without being confrontational. The active preparation to make a full contribution to the project. Applicant values, working relationships, understanding on how important working relationships are for the company and preparedness to work at making the relationship function well. Applicant’s awareness of the recognition of a shared purpose, awareness/knowledge to understand the importance of collaboration, and skills to be able to pool his/her resources.
III. a. b.
GOAL SETTING Goal Setting involves establishing specific, measurable and time-targeted objectives. Goal setting features as a major component of personal development literature. Goals perceived as realistic are more effective in changing behaviour. K&S ? ? Understanding of team goals & team plans to reach goals. Set goals for the team, which reflects organizational goals & priorities and also goals that stretch, challenge the team members. Participates in goal setting as an equal partner.
GOAL SETTING
?
Example: Through appropriately identified & matched exercises the following elements can be identified/assessed under this functional K&S: KEY AREA-III – GOAL SETTING About the applicants knowledge & ability in structuring his/her goals; about planning, how s/he would establish the defined goals. Applicant’s ability & focus on long term goals as major strategic goals. Applicant’s skills for achieving goals in an organized way. To assess if short term goals are used as milestones for the long term goals. Analysis: The assessment techniques/exercises such as interview or any other, would demonstrate the following in a TEAM LEADER: ? clear goal setting methods ? integrated long and short term goal setting ? structured approach to achieving goals ? use of measures of progress in goal setting
IV. a. b.
MONITORING PROGRESS Monitoring Progress involves focused on delivery schedules & task prioritization. Monitoring Progress features as a major component of personal responsibility for business results. It’s about being focused throughout & committed. K&S ? ? ? ? ? ? ? Knowledgeable on focused delivery schedules, task delegation and on renegotiation. Awareness of prioritizing tasks that aligns with the business unit’s objectives. Ability to take personal responsibility for achieving results, just like an owner of the business. Skills to consistently follow through to achieve agreed outcomes. Skills to follow through on personal commitments and undertakings. Knowledge/Awareness of action plan implementation and process methodologies. Ability & skills to monitor individual performance against agreed performance expectations and is reliable and keeps the team focused on the delivery of outcomes. Ability to monitor the team’s progress & have the requisite skills to adjust plans to ensure tasks are successfully completed.
MONITORING PROGRESS
?
Step 2 (C) Traits Using QuanCompetence framework (QuanComm):
BEHAVIOURAL TRAITS: Behavioural competencies are the character traits and behaviour qualities of an individual. They will have a great impact on how successful the individual will be at his/her job. Therefore, determining behavioural competencies of potential candidates increases the chance of hiring the right employee.. Behavioural competencies allow assessor(s) to learn about an applicant’s Knowledge, Ability and Skills. They can be a predictor of future work performance. Here, the defined behavioural competencies are the
ones I have listed to look for in the right candidate among the five being assessed for the position titled TEAM LEADER.
Most Relevant Behavioural Competencies of a TEAM LEADER:
I. II. III. IV.
Attitude Orientation – Work Ethics People Skills – Communication Abilities Managerial Aptitude – Planning & Organising, Analytical Skills and Team Orientation – Technical Expertise, Team Leadership & Conflict Resolution/Management
Note: Since for the position Team Leader, I have considered the most important Trait as Team Orientation therefore from the QuanComm I have taken 3 sub-elements under ‘Team Orientation’ & one each from other heads as above.
The listed below are the definitions of the selected behavioural competencies that are being assessed for in the candidates:
Work Ethics:
Work ethics are standards or values that generally are based around conscientiousness. Mostly, work ethics are thought to benefit a person morally, thereby improving their character. These ethics can include preserving social skills, being reliable, and being resourceful wherever needed in a work setting. Accountability, honesty, and integrity typically are three of the main components that lead to ethical business practices. When a business does not uphold these components, there often are negative impacts on workers or customers. These negative impacts can be philosophically considered to be forms of accountability for wrongdoing.
Communication Abilities:
These skills are especially important for team leader. Effective communication abilities are also very important in a business environment. Communicating effectively may require oral or verbal communication skills. Written communication skills may involve writing letters, creating reports, etc. Oral communication abilities involve effectively communicating with customers, clients and peers.
Planning & Organizing:
As an essential element of team & project management, planning involves the development of action items and scheduling that will keep the project moving forward on a consistent basis. When executed properly, planning will also include target dates for the completion of each action item, making it possible to move forward with other pending items in an orderly manner. An actual plan is referred to as an escalation list in some business settings.
Analytical Skills:
Analytical skill structures clearly the discussion while being in the role of the moderator; presents and explains the topic to be discussed and works on. It is relevant for a team leader role as it focuses the discussion on the essentials of the topic to be discussed in the team and the decision to be made; delegating the solution of minor problems to a smaller group or a member of the team.
Technical Expertise:
This is an important trait, it checks if the applicant applies and improves the extensive or in-depth specialized knowledge, skills, and judgment to accomplish a result or to accomplish one's job effectively.
Team Leadership & Decisiveness:
Team Leadership is the willingness to make decisions; is goal oriented in discussions; organizes meetings and project reviews on time. It’s about ability to control and supervise the progress of the project and the quality of the results; sets observable standards of quality. Able to keep the client informed about requirements and important mile stones in a timely manner.
Conflict Resolution:
Again a very relevant trait for a Team Leader position, it is about the willingness to articulate not only ideas readily agreed upon but also takes a stance for uncommon points of view; keeps conflicts of interest within the team; providing a framework for conflict resolution within the team only as long as there is a realistic chance for success. Otherwise s/he delegates solution of conflicts to managers at higher levels, but not without making realistic suggestions concerning possible alternatives of further action. It also helps assess whether s/he does not deny problems and includes all persons involved and necessary to solve the conflict. Step 2 (D) Motives: The motives that need to be looked in / assessed for the position - Team Leader can be broadly listed as: ? ? ? Willingness to lead and give direction Learning new skills to achieve goals Sensitive to others' needs and feelings
The assessment of motives can be done by different inventory & projective tests, the most important one being the Thematic Apperception Test (TAT). This test is specifically designed to check the press & motives of an applicant/individual. The THEMATIC APPERCEPTION TEST or TAT is a projective psychological test. A projective measure intended to evaluate a person's patterns of thought, attitudes, observational capacity, and emotional responses to ambiguous test materials. There are other assessment methods too, such as RSI & PSI. RICHMOND SURVEY INDICATOR (RSI) is a Career Driver Test. The Career Anchors Self-Assessment allows us to identify the career anchor(s) of the applicant. The key element of this assessment/test & post analysis helps to increase the insight into the individual’s career situation; it enables to have a good understanding about an applicant and his/her respective career and life motives. Thirdly, the PERSONAL STYLE INDICATOR (PSI) is a powerful communication and learning tool. It helps to discover the applicant’s personality and how it "fits" in the world around him/her. It also assists in determining his/her behaviours around tasks so that an assessment can be made about his/her effectiveness in a given areas/situation of work/life.
Step-3: Tools Selected to Assess Competencies
(Exercises identified to be used for assessing the five candidates/applicants)
Step 3 (A): Flow Chart
Tools Selected to Assess Competence
Observable Dimensions in Assessment Exercise
Identified Techniques/Tools to Measure Competencies
Validity & Reliability of the Exercises being used
Step 3 (B) Observable Dimensions in Assessment Exercises: Before proceeding with the specific exercises against the competencies to be assessed, a table has been developed as below to present the matrix of dimensions to be evaluated (as in rows) and assessment exercises in which they shall be mainly observable (as in columns): Exercises Dimensions: Analytical Skills Team Leadership and Decisiveness Communication Skills and Sensitivity Conflict Resolution & Management Skills Functional Expertise Work Ethics & Motivating Abilities Planning & Organizing ? ? ?
IDENTIFICATION & ANALYSIS OF CLIENT NEEDS
? ?
TEAM MANAGEMENT
GOAL SETTING
MONITORING PROGRESS
? ? ?
?
?
?
?
?
?
?
?
?
Step 3 (C) Techniques/Tools Identified to Assess/Measure Competencies: The following are the exercises identified to measure the different competencies for the position Team Leader:
Techniques
In-tray Ability Test/Psychometric Test
Competencies (with Reliability)
Planning and Organizing, Customer Focus Planning and Organizing, Analytical & Decision Making, Problem Solving, Analytical Strategic Orientation, Team Building, Innovation/Creativity, Work Ethics Functional Expertise, Problem Solving, Innovation/Creativity Analytical Strategic Orientation, Empowerment (Delegation), Customer Focus, Work Ethics Assertive Communication, Interpersonal Relation, Team building Conflict Handling Assertive Communication, Interpersonal Relation, Conflict Handling
Productive Thinking Behavioral Event Interviewing (BEI) Group Discussion (GD) Presentation Skills with Q&A
Strategic Case Study Role Play Group Exercise
Analytical & Decision Making, Empowerment (Delegation), Customer Focus, Problem Solving Functional Expertise, Planning & Organizing, Managing Conflict, Resource Management Team Leadership, Interpersonal Skill
Step 3 (D) Validity & Reliability of the Exercises being used to assess the Competencies: As the next step, the reliability & validity of the identified techniques to measure different competencies has been presented through the following Validity / Reliability Matrix: Valid / Reliable
TECHNIQUES
COMPETENCIES
Behavioural Event Interview - BEI
Strategic Orientation, Customer Focus, Empowerment, Innovation, Work Ethics Assertive Communication/ listening, Interpersonal Relation, Team building aspects like involving others, gathering Valid / consensus, Conflict Handling/problem identification , Reliable defensiveness, solution searching Abilities like strategic thinking, problem solving and analytical thinking, customer focus Planning and organizing, customer focus, delegation General Presentation with Q&A for assertive communication skills , interpersonal and conflict handling, Psychometric testing to check logical thinking, analytical thinking, planning/strategic ability, team building, work ethics, innovation Creative brainstorming exercises and problem solving, creativity, functional expertise Abilities like Planning & Organizing, Managing Conflict, Resource Management, Technical Expertise Abilities like Team Leadership, Interpersonal Skill
Group Discussion
Strategy Case study
In-tray exercise Presentation with Q&A session
Ability testing
Tests for productive thinking
Role Play
Group Exercise
Step-4: Developing the Assessment Matrix
Step 4 (A): Flow Chart
Developing the Assessment Matrix
The Assessment Matrix Basics
Competency Units & its SubElements
Assessment Matrix Consolidated
Step 4 (B) The Assessment Matrix Basics:
The "Assessment Matrix" tool is considered the most appropriate and feasible assessment strategy for each of the goals or objectives of the program and it is focused on estimating learning. Basic Aspects Taken Into Account while making the Matrix: 1. 2. 3. The objectives have been listed on the vertical side of the matrix. Next, the feasible assessment methods were listed on the horizontal side of the matrix. Each objective has been then carefully considered and the most appropriate assessment method chosen accordingly.
In the previous sections, the assessment techniques & tools for measuring the competencies for the position Team Leader were listed broadly. Now, in this section the task had been to select and use the right (precise) assessment techniques against each competency that would be measured and thus forming a matrix. Step 4 (C) Competency Units & Its Sub-Elements: Initially a Set of Competencies (Units of Competency) & its elements has been identified & presented as shown in figure below: Assessment Matrix 1. Unit of Competency IDENTIFICATION & ANALYSIS OF CLIENT/Customer NEEDS (Interaction with Customers; Advice on Products and Services) Analytical Skills Decisiveness and Team Leadership Communication Skills and Sensitivity Functional/Technical Expertise
Methods of Assessment Behavioral Event Interview Group Discussion Strategic Case Study In-tray Exercise Presentation with Q&A Ability/Pshy. Testing Tests for Productive Thinking Role Play Group Exercise
Element 1 ? ?
Element 2
Element 3
Element 4
Element 5
Element 6
? ? ? ? ?
? ?
?
?
Sl. No. 1 2 3 4 5 6
Elements of Competency Service delivery to customers Respond to customers complaints Receive and Process Project Orders Identify customers’ special requirements Develop product knowledge Recommend specialized products
Assessment Method Behavioural Event Interview; Strategy Case Study Role Play; Group Exercise Role plays Role plays Tests for Productive Thinking; Role Play Tests for Productive Thinking; Role Play; Presentation with Q&A.
2.
Units of Competency
TEAM MANAGEMENT Communication Skills & Sensitivity Decisiveness and Team Leadership Work Ethics and Motivating Abilities Conflict Resolution & Management Skills
Methods of Assessment Behavioral Event Interview Group Discussion Strategic Case Study In-tray Exercise Presentation with Q&A Ability/Psychometric Testing Tests for Productive Thinking Role Play Group Exercise Sl. No. 1 2 3 4 5 6
Element 1
Element 2 ?
Element 3
Element 4
Element 5
Element 6 ?
? ? ? ? ? ? ? Assessment Methods Role play – compare body language Oral/written questions (BEI/Presentation with Q&A) Group Exercise Dress for an Interview; Presentation Strategic Case Study Tests; Productive Thinking;
Elements of Competency Establish contact with customers; Team Member Encouragement to share knowledge. Process Information Work in a team Maintain personal presentation Follow routine instructions Read and interpret functional documents
3.
Units of Competency
GOAL SETTING Organizational Sensitivity Analytical Skills Judgement, Planning & Organizing
Methods of Assessment Behavioral Event Interview Group Discussion Strategic Case Study In-tray Exercise Presentation with Q&A Ability/Psychometric Testing Tests for Productive Thinking Role Play Group Exercise Sl. No. 1 2 Element of Competency Planning to reach goals. Participation
Element 1 ?
Element 2 ?
? ? ? ? ?
Assessment Method In-tray Exercise; Ability Tests; Role Play; BEI Role Play, Group Exercise BEI
4.
Units of Competency
MONITORING PROGRESS Decisiveness and Team Leadership; Conflict Resolution Skills; Communication & Organizational Sensitivity Functional Expertise
Method of Assessment Behavioral Event Interview Group Discussion Strategic Case Study In-tray Exercise Presentation with Q&A Ability/Psychometric Testing Tests for Productive Thinking Role Play Group Exercise Sl. No. 1 2 Element of Competency
Element
1
Element ?
2
? ? ? ? ?
Assessment Method Productive Thinking; Role Play; Presentation Functional Ability/Skill Test; Simulation Exercise; Role Play; BEI
Action plan implementation and follow process methodologies and basic procedures Observe consistency to achieve outcomes
Step 4 (D) Assessment Matrix Consolidated: Exercises/ Competencies Functional/Tech. Expertise Planning & Organizing Problem Solving/Innovation Interpersonal Skills/Listening Communication Skills & Sensitivity Managing Conflict Customer Focus Strategic Orientation Team Leadership & Decisiveness Analytical & Decision Skills Work Ethics and Motivating Abilities Empowerment Strategy Case Study In-tray Exercise Presn. with Q&A Pshyc./Ability Testing Productive Thinking Test Role Play ? ? ? ? ? ? ? ? ? ? Gp. Exe.
BEI
GD
? ? ? ? ? ? ? ?
? ? ?
? ?
?
?
?
Step-5: EVALUATING THE CANDIDATES
Step 5 (A): Data flow diagram.
Ability Test
Schedule/Time Matrix
Psychometric Test Evaluating the Candidates
Each Test Sample & Its Assessment Criteria
Strategic Case Study
BEI
Observation & Recording Performance
Presentation with Q&A
Performance Classification
Test of Productive Thinking Performance Summarizatio n Assessment Score Sheet (first to fifth candidate) In-Tray Exercises
Step 5 (B): Observing & Recording Performance I. The Schedule of the Assessment Centre: To begin with, the Assessment Centre schedule has been developed to present how the program shall progress. The designed centre has been structured to typically last between one to two days to make it more organized. The Assessment Centre schedule includes the following (for the Candidates in particular)
? ? ? ? ?
Details of the event location to assist candidates on how to get there An outline timetable with approximate timings An indication of the types of assessment that will be used Some sample test items where psychometric or aptitude tests are included Details of any specific prior preparation required (eg a presentation)
Presented below is a timetable devised for a one day Assessment Centre: Timing 08:45 am Activities/Exercises Candidates Arrival
(Note: Candidates arrive at venue for the Assessment Centre which is at our IT Development Centre at Gurgaon Office; they get settled and prepare for a day of fun and anticipation!) 9:00 am Welcome & Introductory Briefing
We show candidates our company video, which tells them what we are all about, and what we do. The video incorporates our international touch and gives candidates the opportunity to learn about our company's values, expectations and career paths. 9:30 am Icebreaker Activity
We start with an ice breaker session where some of our management team introduces our company. We talk about our own careers to date and describe the agenda for the day. Our candidates then introduce themselves to each other in small groups. 10:00 am Interactive Company Presentation
The recruitment team gives an interactive company presentation. We describe the history and the future goals for our company; we tell candidates about what kinds of opportunities are available; describe a day in the life of the IT Company employee and discuss salary and promotion opportunities. There's then another opportunity for questions and answers. 10:45 am Tea/Coffee Break
We then break for refreshments and a chance to mix informally. 11:00 am Ability Test
All candidates will be asked to sit for a basic cognitive ability test (critical thinking). The
resources (assessors) will be around to help the candidates for any clarification etc. 11: 15 am Psychometric Test
All candidates will be then required to take up a personality inventory test. The assessors will be around. 11:30 am First Case Study
Candidates are split into small groups and are given a typical work related problem to solve together. The task requires teamwork and cooperation. Once the groups are finished, all problems are reviewed with the entire group. We then provide time for discussion and for the group to present their solution to the Management Team. 12:00 noon Second Case Study
Candidates break up into their small groups; 15 minutes of discussion time is followed by 10 minutes to role play with IT Company staff present. The candidates then participate in a five minute feedback session with the Management Team. 12:30 pm Final Case Study
The groups go back to work and discuss their ideas and topic for 15 minutes. A final role play with our Management Team is followed by a five minute feedback session. There are three case study exercises, all run as group exercises requiring teamwork and cooperation. The first case study mentions a group presentation and the other two involve role playing with company staff. 01:00 pm Lunch Break
A well deserved networking lunch for all. Candidates will get to interact with the company senior managers and assessors. Though it will be informal social activities but there will be a definite emphasis on networking 02:00 pm Productive Thinking Test
An item is given to each candidate to test their thinking ability and to generate ideas. 03:00 pm BEI
Candidates then have a 30 minute interview; Interviews are one to one with individual assessors that are taken simultaneously and are skills & competency based. 3:00 pm In-tray Exercise
In-tray exercises are given to each of the candidates and two assessors per candidate observe & record the performance. 4:00 pm Tea/Coffee Break
4:15 pm
Presentation with Q&A
The candidates are given 5 minutes each to make a presentation on a given topic; each candidate will be assessed by individual assessors simultaneously. There will be extra 5 minutes for the Q&A session related to the presentation made by the candidate. 4:30 pm Debriefing
Debriefing session and brief presentation of the organisation's training and development programme. 5:00 pm Finish and Depart
The end of a long day for candidates, but not for selectors! Now it's up to our Management Team to decide which candidates they would like to invite to the IT Company’s branch for a final interview with a branch manager. Successful candidates are notified within two to three days to set up these final interviews, and those individuals not selected are provided with feedback, usually within 7 to 10 days. Unsuccessful candidates are also given feedback after the event.
Comments: 1. Materials: There will be 6 chairs & 6 tables being used for candidates to take up test; besides the usual office stationery will be made available. The OHP and slides will be additional material used for presentation. 2. Rooms: The Company conference room will be used for Introduction/company meeting, later the candidates will give test in Room1 & Room 2 marked for exercises. The interviews will happen at Room 3 earmarked for the day. 3. Assessors: There will be total 5 assessors; the arrangement will be made such that each assessor will get to meet every candidate in one or the other exercise. 4. Assessee: As indicated in the beginning of this project, there will be a total of 5 assesses finally taking up the exercises in the assessment centre. Note: There will be very little time when the candidates are not engaged in one exercise or another. It can be very tiring, and assessors are often testing how the candidates cope under pressure. But the range of exercises also gives candidate a number of opportunities to demonstrate their skills and personal qualities. II. Sample of Each Test & Its Assessment/Rating Criteria I.
st
ABILITY TESTS & EVALUATION:
Sample 1 Set of Questions: In each of these kinds of questions, we have to find the correct match from the alternatives. There could be one or more matches found: Question 1
Key is to lock as ink is to: a) Pencil b) Computer c) Book d) Pen Sample 2
nd
Set of Questions:
This test finds out how well we can think and reason with words and if we have the ability to find the right word at the right time.
1.
Light is the opposite of ? Black ? Dark ? Grey ? White
rd
Sample 3
Set of Questions:
In these set of questions, the individual is required to well comprehend the given statement(s) in order to answer the questions following against each set of sentences, so as to get the right answers from the given alternatives. Deepak goes either hunting or fishing every day. If it is snowing & windy then Deepak goes hunting. If it is sunny and not windy then Deepak goes fishing. Sometimes it can be snowing and sunny. Which of the following statements must be true: 1. 2. 3. 4. 5. If If If If If
th
it it it it it
is is is is is
not sunny and it is snowing then Deepak goes hunting. windy and Deepak does not go hunting then it is not snowing. windy and not sunny then Deepak goes hunting. windy and sunny then Deepak goes hunting. snowing and sunny then Deepak goes hunting.
Sample 4 Set of Questions: This is another form of Verbal critical reasoning tests used to find out how well one can assess verbal logic. They are usually in the form of a passage, or passages of prose, followed by a number of statements. The task is to decide if the statements are "True", "False" or if one "Cannot tell" from the information provided. The participants are to assume that everything that is said in the passages is true. Leading scientists defend animal testing At a recent conference sponsored by a number of leading pharmaceutical companies scientists defended the role of animal testing. The continued use of rabbits, guinea pigs, rats and mice in the development of medicines was strongly endorsed. Many delegates complained that the public did not understand that there were some products which could only be tested on live systems. Also, that medical technique such as kidney transplants would not exist were it not for pioneering animal testing. The conference confirmed that 3000 animals had been used in tests in the previous year. New alternative to animal testing discovered
At present there are over 10 000 ingredients available to the cosmetics industry. These can be used in the development of new products, free from the controversy surrounding animal testing. Where testing on live subjects is required this can be achieved by using groups of human volunteers, or methods which mimic the response of a particular protein Vistek which simulates the reaction of the eye. In the future, as has been the case with nuclear weapons, there is also the possibility that all testing will be modelled by computers. Now, the participants are to decide if each of the statements which follow is: True: False: Cannot tell: It follows logically from the information provided It is obviously incorrect given the information provided It is impossible to tell (or cannot determine) given the information provided.
Statement 1 Animal testing is in decline True False Cannot tell ABILITY TEST - ASSESSMENT/EVALUATION CRITERIA: The project work covers a mix of questions ranging from defining words and providing synonyms, through to identifying the underlying meanings of common words and phrases and answering comprehension questions from a passage of prose. Some tests questionnaires included are issues of verbal critical reasoning which is the ability to understand and interpret information. Therefore, the questionnaire has been broadly divided into 4 different sets; and it provides with the correct answers at the end of each set of questions. In an actual test, the questionnaire would always be TIMED. Usually its one-two minutes for each questions. The performance in a timed ability test is reported in a number of ways: 1. 2. 3. As a RAW SCORE (say 4 out of 6). As a PERCENTILE RANK against a reference group who have already established a benchmark for the test (might be in the 72nd percentile) As a RANKED SCORE against other applicants sitting at the same time.
At times it is perceived that 4 out of six might be a good raw score, but against a reference group of high intelligence, we might discover that it is only average. We might have to gain 5 or 6 out of 6 in order to be classified as an exceptional performer. As a percentile rank it might be only at the 72nd percentile in that highly intelligent reference group. This will not be significant if we are ranked first among the group of people who performed the test at the same time as we did and are applying for the same position. However, if the employer feels that it is a job requiring exceptional intelligence, they might decide to try and attract more applicants on the basis that no applicant achieving that percentile is likely to perform as well as the job requires. On that basis, being ranked first in the group who apply might still not be good enough to get us that job! On the other hand, if everyone who applies achieves a raw score of 6 out of 6, then it is probable that the test is too easy for the applicant group.
II.
PSHYCOMETRIC ( Personality Inventory) TESTS & EVALUATION:
The Personal Style Indicator (PSI) is a powerful communication and learning tool. It helps to discover our personality and how it "fits" in the world around us. It also assists in determining our behaviours around tasks so that we can be more effective in all areas of our life.
Test Methodology:
Prior to start of the test, they were informed about the purpose of this test. Secondly, they were asked to read the instructions very carefully. And, it was re-confirmed with each one if the instructions were clear with no ambiguity. The candidates were then given a PSI questionnaire Evaluation: The filled-in PSI questionnaire was then analysed to find out the kind of personality style that emerges both these personality styles one by one: The test score arrived for this individual is as under: Introversion Intuition Thinking Perceiving – 13; 23; 21; 18; Extroversion Sensing Feeling Judging – 27 17 19 22
From the above PSI Test Score, the emerging personality style of this person is:
ENTJ (Extrovert, Intuitive, Thinker & Judger)
(Trail Blazer) The filled-in PSI questionnaire is annexed along with (marked as Annexure B); we shall now analyse this personality style:
Detailed Analysis of the Personality Type:
Given below is the analysis of the PSI test carried out for this individual; an understanding of the personality type. If one word can be used to capture this ENTJ person's style, it would be commandant. The basic driving force and need of this individuals seems is to lead, and hopefully from an early age must have taken over groups. As an ENTJ personality that has emerged, this person has a strong urge to give structure wherever the person is - to harness people to distant goals. The empirical, objective, and extraverted thinking may be highly developed. This individual’s introverted thinking (analysis and conservation) may be less well developed than the extraverted thinking processes.
Although as an ENTJ personality, the individual may be tolerant of established procedures, but can abandon any procedure when it can be shown to be indifferent to the goal it seemingly serves. Inefficiency is especially rejected by this person, and repetition of error usually causes impatience.
III.
STRATEGIC CASE STUDY (Split in three sections) & ITS EVALUATION CRITERIA:
The assessor assigns the candidates with a specific topic around which they have to prepare a written report (a comprehensive written case analysis), where the expectation is that each candidate will: (1) identify all the pertinent issues that management needs to address, (2) perform whatever analysis and evaluation is appropriate, and (3) propose an action plan and set of recommendations addressing the issues they have identified. Therefore, the key observation through the exercise is the candidate’s ability/skills to identify, evaluate, and recommend.
Evaluation Criteria shall be based on the following 3 main aspects: 1. Identification Candidates ability to provide a sharply focused diagnosis of strategic issues and key problems and if they demonstrate a good grasp of the company's present situation. The next element is to assess if they can identify the firm's strategy (using the concepts and tools as diagnostic aids) and if they can pinpoint whatever strategy implementation issues may exist. 2. Analysis and Evaluation In writing analysis and evaluation by candidates, the following aspects are taken note of by the assessors: a. Are they able to offer analysis and evidence to back up their conclusions. Do they rely on unsupported opinions, over-generalizations, and platitudes as a substitute for tight, logical argument backed up with facts and figures. b. Does their analysis involve some important quantitative calculations, usage of tables and charts to present the calculations clearly and efficiently. The report if cites some of the key numbers, if it highlights the conclusions to be drawn from the exhibits etc. c. The candidate is expected to demonstrate that they have command of the strategic concepts and analytical tools to which they have been exposed and whether they use them in their report. d. It is also looked if their interpretation of the evidence is reasonable and objective or do they just go ahead preparing a one-sided argument that omits all aspects not favourable to their own conclusions. Assessors also take into account any exaggeration or over dramatization being done by any candidate. The ideal candidate will be the one who endeavour to inject balance into his/her analysis and avoid emotional rhetoric.
3.
Recommendations The final section of the written case analysis done by the candidate should consist of a set of definite recommendations and a plan of action. The set of recommendations should address all of the problems/issues identified and analyzed. If the recommendations come as a surprise or do not follow logically from the analysis, the effect will weaken greatly the suggestions made by the candidate. Obviously, the assessors look for candidate’s recommendations for actions that should offer a reasonable prospect of success.
It goes without saying that the assessors give rating on reports that are well organized and well written as great ideas amount to little unless others can be convinced of their merit this takes tight logic, the presentation of convincing evidence and persuasively written arguments. IV. TEST OF PRODUCTIVE THINKING & ITS EVALUATION CRITERIA:
This test analyses how the candidates can think better by using thinking processes to help find innovative solutions through unexpected connections. It’s about Brainstorming for Fluency, Flexibility, Originality and Elaboration. Fluency The ability to think of MANY ideas. Test example: Your snow shovel just broke! What are some other things you could use to clear the snow? FLEXIBILITY Thinking of VARIED ideas. Test example: What are the many ways animals survive in winter? Can you put these ways into groups? ORIGINALITY Thinking of UNUSUAL ideas. Test example: Many of our neighbourhood playgrounds are not used in the extreme summer. Design a perfect outdoor summer playground. ELABORATION ADDING TO your ideas to make them better. Test example: Srinivas wants to put his house on sale. He wrote this ad: For Sale: House near Dammaiguda & Sai Baba temple lane. Prime location, lots of greenery. Separate entrances front and back. Large property. Lots of rooms for expansion. Call Srinivas for appointment. He was so disappointed when no one responded. Help him improve his ad by adding descriptive words and phrases.
V.
BEHAVIOURAL EVENT INTERVIEW (BEI) & ITS EVALUATION CRITERIA:
A behavioural interview is a structured interview that is used to collect information about past behaviour. Because past performance is a predictor of future behaviour, a behavioural interview attempts to uncover a candidate’s past performance by asking open-ended questions. Each question helps the assessor/interviewer learn about the candidates past performance in a key skill area that is critical to success in the position for which s/he is being assessed. Interview Format: In a behavioural interview, the assessor/interviewer will ask questions in an organized manner that will give the interviewer the most information about a candidate’s past experience:
What What What What
was the Situation in which a candidate was involved? was the Task the candidate needed to accomplish? Action(s) did the candidate take? Results did s/he achieve?
Sample Behavioural Interview Questions Here’s a list of some sample behavioural interview questions*: Tell me about a time when you were on a team, and one of the members wasn’t doing his or her share. Tell me about a time when you felt a need to update your skills or knowledge in order to keep up with the changes in technology. How did you approach that? Describe a time when a customer got angry with you. How did you react? How did you resolve the situation? Please give me an example of a time when you took the initiative to improve a specific work process. Give me an example of a time when you surpassed a customer’s expectations. Tell me about a time when a customer requested special treatment that was out of the scope of normal procedures. What was the situation and how did you handle it? Describe a time when you had to use logic and good judgement to solve a problem. Tell me about a time when you had to cope with a stressful situation. Give me an example of a time when you had to make a split second decision. Give me an example of a time when you used your fact-finding skills to solve a problem. Describe a time when you put your needs aside to help a co-worker understand a task. How did you assist them? What was the result?
VI.
IN-TRAY EXERCISE & ITS EVALUATION CRITERIA:
Candidates work individually on this exercise. Each will be presented with a dossier of papers - memos, notes, telephone messages, reports - similar to that which a manager in the organisation might find in his or her in-tray in the morning. Candidate will need to read through each and decide on the action that needs to be taken on each one, and the priority to be allocated to it. By the end of the exercise, each item should have moved from the in-tray to the out-tray! Competencies assessed: planning, organising, time management, written communication.
It is a business simulation, usually part of an assessment centre, where the candidate play a member of staff who has to deal with the tasks of a busy day. S/he will be given a selection of letters, emails and reports in either paper or electronic format, which somebody doing the job might find in their in-tray or email inbox first thing in the morning. There is a tight time constraint. Contents The in-tray could contain any of the following together with information about the structure of the organisation and candidates role within it. ? ? ? ? ? Memos Letters Letter of Complaint Telephone Messages Emails
? ? ? ? ? Aims
Personnel Information Organisation Charts Policy documents Reports and A Calendar
? ? ?
Simulation of the work of a Manager Demonstrate the qualities that a candidate did not show in the interview Test his/her skills e.g. organizing, structuring, planning (problem analysis), ranking, delegating, finding an adequate approach (problem solving and creativity) etc
Overview
? ? ? ?
Introduction on the background of an imaginary company Briefing notes on candidate’s role and people involved Reading material Instructions and tasks
What is in a candidate’s in-tray Plenty of reading materials (e.g. 20 - 30 items) e.g. ? ? ? ? ? telephone messages memos policy documents letters of complaints personnel information
Candidate’s tasks Examples:
? ? ? ? ? ? ? ?
study memos individually group memos according to nature assign priority identify issues make decision based on information given plan actions answer questions draft letter/memos
Abilities assessors look for ? ? ? ? analyze situations foresee potential problems generate practical solutions plan implementation procedures
? ? ? ? ? ? ? ? ?
identify issues and prioritize sensibly conscious of resources constraints consider implications on business negotiate to maximize advantages for the company tactful in handling interpersonal relationship manage time and people well communicate clearly in writing (Chinese and English) handle paperwork efficiently able to work under pressure
Example of in-tray instructions
1. Time Limit: 15 minutes 2. Your stationery consists of: company memo paper. HB pencil 3: Please use a separate sheet of paper for your response to each item and write: a) the item number (i.e.. the reference number) b) your response to each item. Your response might be a memo or letter. A decision to delegate the item or leave it until later. If you delegate an item you must give clear instructions to the person to whom you are delegating on how you wish him or her to handle it. We want to find out how you would tackle the items so that we can get a complete view of you strengths. This is not a test of the amount you can delegate. 4. Although the exercise deals with fictitious people and events, candidate is expected to refer, where appropriate, to actual people and events in this organization. Strategy, lines of action for "arriving late for work" item
? ? ?
Make an appointment with Sai Babu During the conversation, try to find out what Sai Babu has done to get Ramesh to arrive on time. Find out if Sai Babu has any idea why Ramesh is always late. If necessary, give Sai Babu some suggestions on how to deal with the various reasons why someone arrives late for work
Examples:
? ? ? ?
If laziness or negligence is the reason why Ramesh is late for work, put forward a warming notice. And if it happens again, he will be dismissed If the reason for Sai Babu late arrival is related to his personal life, offer Ramesh a part-time contract If Sai Babu feels that starting work early will result him having nothing to do at the end of the day, explain that you cannot make an exception of him Try and look at ways in which Ramesh could be given new challenges in his work. Can any agreements be made on the course of his future career? Consideration
I think that Sai Babu should solve this problem himself. Her memo suggests that she is rather stuck. That is why I will try to support Sai Babu in the ways I describe above. Sai Babu should, however, do most of this himself. Evaluation Checklist
Planning and Organising
? ? ? ? ?
define and plan short term objectives analyse situations foresee potential problems generate practical solutions manage own time well Analytical Reasoning
? ? ? ?
quickly comprehend complex information process information logically analysis the problem critically make sound decision on own initiative Interpersonal Sensitivity
? ?
VII.
evaluate behaviours and motivations of others understand other people’s views and interest PRESENTATION WITH Q&A & ITS EVALUATION CRITERIA:
Under this section, the Assessors will observe all of the candidates to make sure that the assessment is fair so ideally the candidate is expected to keep presentations fairly short. A topic is given or possibly a choice of topics in advance and will also be told the duration of the presentation, often around ten minutes with five minutes at the end for questions. The candidate can also receive a list of the presentation equipment that is available, usually an OHP. The assessors are expecting candidates to demonstrate the following skills: Quality of Research – Credibility & Up-to-date information on the topic/subject. Organization - Having gathered all of the facts do the candidate make puts them into some kind of order, the ability to discard some of the less important information to keep up with time etc. Persuasiveness – Structuring of the delivery to ensure that candidate’s ideas are well organized, logical and convincing. Presentation Skills - Ability to speak naturally, at a steady pace and with clarity so that s/he can be heard. Keep eye contact with the assessors etc. Handling Questions - At the end of your presentation the assessors will ask a few questions. If candidate don’t understand the question, is s/he afraid to ask for clarification and if s/he don’t know the answer, then is s/he honest. If the assessor disagrees with one of the points of the candidate, then is s/he defending it with reasoning & in the process is the candidate polite and constructive. Use of Time The assessors will also be checking that one stay within the allocated time frame. There is no excuse for overrunning time slot or for running out of material when it has been told how long a candidate’s presentation should take. Step 5 (C): Classification & Summarization
Step 5 (C) I. Performance Classification: Each candidate will be evaluated on the basis of the results from above exercises on the following competencies & performance classification: (Note: From the project study point of view, three levels have been described (unlike the usual 5 to 7 levels)) Competencies Functional Expertise Initial (Level 1) Has basic knowledge of his area. Need supervision, direction and guidance to perform satisfactory. Developing (level 2) Has adequate knowledge to perform the job. Independently apply knowledge and skill to complete the task. Stay upto-date on new information related to his domain. Identifies barrier to goal attainment and adjust plan to avoid them. Monitor progress of plan and complete tasks on time. Prioritize work activities of self and others, Needs normal direction Proficient (level 3) Has advance expertise in job related knowledge. Generate new ideas to complete the task. Considered as expert in organization wide subject matter. Understand objective of the organization and able to allocate the resources effectively. Consistently complete the tasks before schedule. Effectively reprioritize tasks as per requirement to ensure timely completion. Extremely skilled in identifying problem, highly creative in developing problem solving strategies, attempt to solve the root cause of the problem, can develop alternative solution in case of adverse situation. Demonstrate flexible approach in dealing with people. Effectively handle tense situations. Anticipate and prepare for responses. Use and encourage others to use wide variety of communication tools. Clearly convey information in timely manner, Listen carefully and use information to improve the current processes. Effectively resolve issues after collecting information from all relevant sources. Highly effective in generating win-win outcomes. Facilitates in generating options to resolve conflict.
Planning & Organizing
Problem Solving & Innovation
Often does not use all resources to get the work done. Does not manage time well. Fails to plan and allocate time and resources appropriately. Finds difficulty in prioritizing actions. Needs great deal of direction Take long time to perceive a situation, possesses insufficient knowledge to develop/apply problem solving strategies, often fails to resolve the problem. Use standard approach in dealing with people. Often make comments without realizing. Frequently choose inappropriate communication method. Is not receptive to the ideas of others. Provide inaccurate and incomplete information to staff. Does not listen effectively. Handle conflict inappropriately. Keep inflexible attitude/approach to resolve conflict. Does not remain objective towards the conflicts, take sides. Not able to generate solutions to resolve the conflict.
Efficient in perceiving the situation, can analyze the problem and apply relevant problem solving strategies, can resolve problems.
Interpersonal Skills/Listening
Demonstrate flexible approach in dealing with people. Sensitive to other’s feeling and point of view. Use appropriate communication method. Is receptive to the ideas of others. Encourage staff to create new ideas. Provide accurate and complete information to staff. Listen effectively. Handle conflict appropriately. Maintain flexible attitude/approach to resolve the conflict. Remains objective towards the conflict, listen all sides. Offer options to resolve the conflict.
Communication Skills& Sensitivity
Managing Conflict
Customer Focus
Uses ‘quick fix’ approach in dealing with customer requirement. Cannot satisfy demanding customers.
Understand the customer problem before taking the action. Takes follow-up action to ensure customer satisfaction. Remains calm while dealing with disgusting customer.
Strategic Orientation & Resource Management
Use unstructured approach to determine the resource needed. Often run short of allocated resources. Often provide too much/ too little instruction/ direction. Often sets unrealistic goals.
Team Leadership & Decisiveness
Analytical & Decision Skills
Understands the reports and past trends but does not know how to use it effectively
Use structured approach to determine the resources needed. Allocated resources in line with targets. Maintains appropriate level of resources to meet the need. Delegate authority to all subordinate to carry out responsibilities. Ensure team members are optimally deployed. Provide targets clearly. Ensure resources are provided to achieve the goals. Understands and knows effective measures to be taken but sometimes takes help of supervisor to plan the manpower needs
Actively seeks first hand information from the customer and uses own knowledge and skill to exceed the customer requirement. Persistent in dealing with dissatisfying customer. Creates systematic solution to customer problem. Use structured approach to determine the resources needed. Ensure efficient deployment of resources needed. Monitor resources needed on an on-going basis. Take positive view towards all members. Treat each team member as valued member. Use multiple leadership style to direct the work of team. Inspire team to exceed the expectation. Independently understands & makes effective decisions about manpower planning.
Step (C) II. Performance Summarization: Thereafter for each test collate the 5 candidates rating then arrive to final result consolidation – by simply saying so & so is proficient, at level 1 2 resp. Under each test record ratings of all 5 candidates: Assessment Centre Score Sheet – 1 Name: Raj Kiran Score: 40% Exercises/ Competencies Functional/Tech. Expertise Planning & Organizing Problem Solving/Innovation Interpersonal Skills/Listening +(-) + ++ (-,-) +(-) +(-) ++ Strategy Case Study In-tray Exercise Presn. with Q&A
Overall: Initial Level (Level 1)
BEI
GD
Pshyc./Ability Testing
Productive Thinking Test
Role Play +(-)
Gp. Exe.
+(-)
(-, -)
(-)
Communication Skills & Sensitivity Managing Conflict
+
+(-)
+ (-) + (-) (-) +
+(-)
(-)
Customer Focus Strategic Orientation Team Leadership & Decisiveness Analytical & Decision Skills Empowerment
(-)
(-)
+(-)
++ + +
+
Assessment Centre Score Sheet - 2 Name: Sekhar Score: 88% Exercises/ Competencies Functional/Tech. Expertise Planning & Organizing Problem Solving/Innovation Interpersonal Skills/Listening ++ ++ Strategy Case Study In-tray Exercise
Overall: Proficient (Level 3)
BEI
GD
Presn. with Q&A
Pshyc./Ability Testing
Productive Thinking Test
Role Play +(-)
Gp. Exe.
++
++
+ + (-) +
++
++
+(-)
Communication Skills & Sensitivity Managing Conflict Customer Focus Strategic Orientation + ++ (-)
++
+
++ + ++ (-)
+(-)
++
Team Leadership & Decisiveness Analytical & Decision Skills Empowerment +
+
+
++
++ +
++
Assessment Centre Score Sheet - 3 Name: Vijay Score: 48% Exercises/ Competencies Functional/Tech. Expertise Planning & Organizing Problem Solving/Innovation Interpersonal Skills/Listening ++(-) + ++ (-) Communication Skills & Sensitivity Managing Conflict + +(-) +(-,-) Strategy Case Study In-tray Exercise Presn. with Q&A
Overall: Initial Level (Level 1)
BEI
GD
Pshyc./Ability Testing
Productive Thinking Test
Role Play +(-) ++ (-)
Gp. Exe.
++
(-, -)
+(-)
+(-)
+ (-)
+(-) + + (-)
(-)
Customer Focus Strategic Orientation Team Leadership & Decisiveness Analytical & Decision Skills Empowerment
+ (-)
(-)
(-)
+(-)
++ + +
++
Assessment Centre Score Sheets - 5
Name: Shyamala Score: 94% Exercises/ Competencies Functional/Tech. Expertise Planning & Organizing Problem Solving/Innovation Interpersonal Skills/Listening ++ ++ ++ Strategy Case Study In-tray Exercise
Overall: Proficient (Level 3)
BEI
GD
Presn. with Q&A
Pshyc./Ability Testing
Productive Thinking Test
Role Play ++
Gp. Exe.
++
++
++ ++
++
++ (-)
Communication Skills & Sensitivity Managing Conflict Customer Focus Strategic Orientation Team Leadership & Decisiveness Analytical & Decision Skills Empowerment ++ ++ ++
++
++
++ ++ ++ (-)
++(-)
++
++
++
++
++ ++
++
PROJECT SUMMARIZATION:
Assessment centres have always had a place in recruitment. It enables to choose the most appropriate candidate by assessing from all aspects. As could be seen from the project study, the candidates who st nd emerged as the Proficient ones are the following, who have been rated 1 & 2 best suitable for the Team Leader role: Ms. Shyamala Mr. Sekhar By evaluating and judging the candidates across an entire day (as in this project assignment), the IT Company was able to get a more complete view of candidates across a number of different exercises/ scenarios. Towards the end of this assignment of running an assessment centre, it was noted that the recruiting managers (assessors) had a very good idea of how their chosen candidate will perform on the job and will be able to identify areas of post recruitment training and development that will be needed. They were confident that not only will the successful candidate have a good chance of succeeding after they have been appointed, but that the process have provided absolute and objective measures that will convince unsuccessful candidates that they have been fairly treated. While doing this project, it was also realised that the length, rigour and intensity of assessment centres can be adjusted to suit the needs and culture of the company and the seniority of the post under recruitment; but as a minimum the items in the table used above shall remain included. Therefore, it can be concluded that Assessment Centre not only helps select best possible candidate for the job (besides being useful in lateral promotions, level up-gradation etc.); but increasingly it is also been able to demonstrate that the process used for selection is fair, transparent and unbiased. Thus, Assessment Centres are typically a more thorough, effective and successful method of establishing a candidate's suitability for a given role.
Thank You
doc_752654195.pdf
This Project Report was submited for partial fulfillment of my Fellowship in HRM & OD from CAMI / AHRB - MEC.
Project Report On
Certified Assessment & Certified Analyst
This document was created on 10th May 2012 as part of the Project Work, contains assignments, and it is prepared and submitted for the purpose of partial fulfilment of Fellowship for ASIAN HR BOARD (AHRB) / CAMI - USA
“Certified Assessment & Certified Analyst ”
During the month of March 2012.
This template is a draft document that has been as a working template for Websynergies Private Limited – INDIA for their Development Team.
Submitted by Puli. Srinivas Rao Reference No:
Preface & Acknowledgement
Its great pleasure to have worked on project work on Running an Assessment Centre as part of my AHRB fellowship program – Certified Assessment Centre Analyst (CACA).
This Project work has been carefully carried out taking the Course ware, Workshops conducted by experts, on the job Work experience of the aspirant & books referred which were recommended in the course ware – CACA.
I would like to express my sincere thanks to the entire team of AHRB, CAMI & MEC for conducting such value based program & designed a well structured, informative course ware to all the participants.
I whole heartedly express my gratitude to Mr. K.Sridhar for sharing his rich experience & guided us well through each topic of the course CACA along with live Examples, which really helped in conceptualizing the program contents.
Srinivas Rao Puli. CACA – AHRB.
Table of Contents Topics
Data flow diagrams DFD
Process in detail
Process flow of Project work through Pictorial representation Identification of knowledge, skills, Abilities, Attributes of effective leader. Job elements for GM – HRD.
Selecting 4 candidates Applying Technical / Non Technical Jobs
Competencies required in task performances
Data flow diagram. Knowledge & Skills Traits using Quan Comm Motives.
Tools & Techniques in accessing Competencies
Data flow diagram. Observable dimensions in assessment exercise. Identified exercises, Techniques to Access Competencies. Validity / Reliability matrix
Developing the Assessment matrix
Data flow diagram Assessment matrix basics The Competency units & its Sub elements. The Assessment matrix Consolidated.
Evaluating the Resource
Data flow diagram Observing & Recording Performance. Performance Classification & Summarization. The Assessment matrix consolidated.
Summarization of Project work on Certified Assessment Centre Analyst.
Data flow diagram
Identification of 4 Resources Applying for Technical /Non Technical Jobs
Competencies Required for Performing the Task / Job
Tools Selected to Assess Competencies
Evaluating the Resources
Developing the Assessment Matrix
Identification of 4 Resources Applying for Technical / Non Technical Jobs
Pictorial Representation of the Process through Flow chart:
Resource Identified for Technical Knowledge & Skills required Non Technical Jobs
Primary Responsibilities
Identification of Qualification Experiences Knowledge Skills Abilities Attributes Additional Responsibilities
Job Elements Table for a Manager
Threshold Knowledge / Skill
Differentiating Knowledge / Skills
Step 1 (B) Identified candidates applying for Technical / Non Technical Jobs. The following are the four candidates who have been finally shortlisted & filtered down from a group of 20 relevant resumes reviewed for the Team Leader position. Mr. Raj Kiran Mr. Sekhar Mr. Vijay Ms. Shyamala.
1. Identification of the knowledge, skills, abilities and attributes of an effective Team Leader Profile of Team Leader (IT-Software Development) JOB TITLE: Functional Group: Position Type: Department: Location: Position Summary: TEAM LEADER Technology (Software Development) Full Time Development Hyderabad , AP
The Software Development Team Leader is responsible for the leadership of a group of Software Developers within a specific area of expertise. Leadership activities within the Team include, but are not limited to: training, on-call planning, allocation of resources and activities, assignment of code ownership and general technical leadership. The Software Development Team Leader will guide the resource and general technical aspects of a variety of development projects through the entire development cycle. MAIN TASKS AND KEY AREAS ? PRIMARY RESPONSIBILITIES
The candidate's main task will be client need analysis, working as a senior developer and taking responsibility for leading the team, delivering results, coaching and mentoring, focusing the team on the tasks at hand and the requirements, communicate team status, tasks accomplishment and other deliverables by setting goals, managing the team & monitoring progress. Therefore, broadly the key areas are: ? IDENTIFICATION AND ANALYSIS OF CLIENT NEEDS TEAM MANAGEMENT GOAL SETTING MONITORING PROGRESS ADDITIONAL RESPONSIBILITIES
Provide on-the-job training to new employees. As a Team Leader, the candidate is responsible for the team´s compliance with the defined process, the quality and time of the team´s deliverables. ? KNOWLEDGE AND SKILL REQUIREMENTS
The candidate is expected to have good knowledge on software engineering processes, methodologies and tools and solid software development skills. Should have previous exposure to multiple technologies and have actively participated in projects as an analyst and developer.
Knowledge of software testing methodologies and previous experience as test engineer will be preferential factors. The candidate will have to execute tasks in most of the stated roles above, depending on project’s needs. ? QUALIFICATION & EXPERIENCE
The candidate is expected to have: BE / B.tech /M.Sc. in Informatics, Electrical and Computer Engineering, Telecommunications, or similar; · Minimum experience of 4 years as a Software Engineer or similar positions and preferentially having worked in Software Design, Analysis and Testing; · Good experience in sequential and object oriented programming languages such as C, C++, Java, and Dot Net. · Strong Knowledge of SQL, database programming and typical RDBMS management; · Strong knowledge of the Linux OS from User, Programmer and Administrator perspectives; · Proactive, goal-oriented and focused on results and a good team player. Demonstrated success in team management and in client management.
2. JOB ELEMENT TABLE for GM – HR
Job Elements
IDENTIFICATION AND ANALYSIS OF CLIENT NEEDS
Threshold Knowledge Skills Awareness of Ability to identify, plan for organizational processes and seek information to to seek client needs. understand exact client requirements/needs for the Knowledge of processes project and ability to use resource deployment, them appropriately. acquiring IT resources (software & hardware) as per client requirements.
Differentiating Knowledge Skills Knowledge to analyse Ability to build and understand the processes/systems client needs and map for identification of client needs, it with organizational discusses the client capabilities and needs with the team, awareness to assist probes client to find in decision–making out underlying requirements. process. Knowledge needed for creating optimum client need analysis & creating work planning accordingly Ability to create optimum client needs, planning and basing team structures in order to execute the needs analysed.
TEAM MANAGEMENT
Knowledge to Manage & Coordinate with group of members in the team.
Ability to plan, schedule and track effort of team members for a small project
Knowledge to proactively interact & shares one’s own cognition & Encourages members to knowledge. team share
Ability to create processes for knowledge (internal) acquisition, dissemination for a medium to large projects. Ability to manage and minimizes conflicts in team. Ability to set goals
GOAL SETTING
Knowledge/Understanding
Ability
to
make
his/her
Knowledge of
of team goals. Knowledge of associated aspects in goal setting viz., project costs, project management metrics and budgeting processes
plans to reach goals. Ability to participate in goal setting to some extent, as an equal partner
keeping other parameters/guidelines in goal setting. Knowledge of cost controlling measures adopted by others projects/ engagements so as to make the goal realistic & workable.
for the team, that stretch & challenge the team members and which reflects organizational goals & priorities Ability to create and track matrices and ability to manage possible budget slippages while executing actions based on goals. Ability to monitor individual performance against agreed performance expectations. Ability to keep the team focused on the delivery of outcomes. Ability to monitor the team’s progress & adjusts plans to ensure tasks are successfully completed Ability to follow through on personal commitments and undertakings. Ability to manage customer expectations & scope of work.
MONITORING PROGRESS
Knowledgeable on focused delivery schedules, task delegation and on renegotiation. Knowledge/Awareness of prioritizing tasks that aligns with the business unit’s objectives.
Ability to take personal responsibility for achieving results, just like an owner of the business. Ability to effectively communicate and maintain visibility of the project with all customers (internal/external)
Knowledge of followup procedures /practices to achieve agreed outcomes. Awareness of action plan implementation and process methodologies. Knowledge of customer business and complete awareness of project scope
Knowledge of key stakeholders in the customer organisation as well as internally. Overall knowledge of project scope
Step-2: The Competencies Required in Performing the Tasks:
Step 2 (A): The Flow Chart
Competencies required in performing the tasks
Motives
Knowledge & skills
Traits using QuanCompetence
Step 2 (B) Knowledge/Skills: KNOWLEDGE: Is the understanding acquired through learning. This refers to a body of information relevant to job performance. It is what people have to know to be able to perform a job, such as knowledge of policies and procedures for a recruitment process. SKILLS: Are the capabilities acquired through practice. It can be a financial skill such as budgeting, or a verbal skill such as making a presentation. The listed are the key competencies where the functional knowledge and the skills of the candidate at a TEAM LEADER level needs to be gauged during an assessment process: I. a. b. IDENTIFICATION AND ANALYSIS OF CLIENT NEEDS: As a team leader s/he requires acquiring and servicing individuals through performing client needs analysis and developing and implementing. Recommendations to help retail clients achieve their overall objectives using a limited and generic product suite. K&S ? ? Aware of organizational processes to seek client needs/requirements and use them when required. Analyses and understands the client needs and maps the same with organizational capabilities and helps in decision– making process. Builds processes/systems for identification of client needs, discusses the client needs with the team, probes client to find out underlying requirements.
IDENTIFICATION & ANALYSIS OF CLIENT NEEDS
?
Example: Through appropriately identified & matched exercises the aspect of ‘Client and Customer Quality Focus’ can be identified which has the following elements under the functional K&S: Aspect – Client & Customer Focus under the KEY AREA-I - IDENTIFCATION AND ANALYSIS OF CLIENT NEEDS Applicants understanding & ability to know the client’s requirement Applicant practical on the job experience in dealing a situation in which s/he dealt with a customer and how a different approach would have taken etc. Applicants’ knowledge & skills about good customer service involvement aspects.
II. a. b.
TEAM MANAGEMENT The techniques, processes and tools for organizing and coordinating a group of individuals working towards a common goal—i.e. a team. Method to identify the different types of personalities within teams.
TEAM MANAGEMENT
K&S
? ?
Is open to share ones knowledge; Shares ones knowledge when approached. Proactive; Makes effort to store knowledge gained.
? ?
Encourages team members. Creates processes for knowledge (internal) acquisition, dissemination.
Example: Through appropriately identified & matched exercises the following elements can be identified/assessed under this functional K&S: KEY AREA-II – TEAM MANAGEMENT Applicant’s skills to confront and clarify without being confrontational. The active preparation to make a full contribution to the project. Applicant values, working relationships, understanding on how important working relationships are for the company and preparedness to work at making the relationship function well. Applicant’s awareness of the recognition of a shared purpose, awareness/knowledge to understand the importance of collaboration, and skills to be able to pool his/her resources.
III. a. b.
GOAL SETTING Goal Setting involves establishing specific, measurable and time-targeted objectives. Goal setting features as a major component of personal development literature. Goals perceived as realistic are more effective in changing behaviour. K&S ? ? Understanding of team goals & team plans to reach goals. Set goals for the team, which reflects organizational goals & priorities and also goals that stretch, challenge the team members. Participates in goal setting as an equal partner.
GOAL SETTING
?
Example: Through appropriately identified & matched exercises the following elements can be identified/assessed under this functional K&S: KEY AREA-III – GOAL SETTING About the applicants knowledge & ability in structuring his/her goals; about planning, how s/he would establish the defined goals. Applicant’s ability & focus on long term goals as major strategic goals. Applicant’s skills for achieving goals in an organized way. To assess if short term goals are used as milestones for the long term goals. Analysis: The assessment techniques/exercises such as interview or any other, would demonstrate the following in a TEAM LEADER: ? clear goal setting methods ? integrated long and short term goal setting ? structured approach to achieving goals ? use of measures of progress in goal setting
IV. a. b.
MONITORING PROGRESS Monitoring Progress involves focused on delivery schedules & task prioritization. Monitoring Progress features as a major component of personal responsibility for business results. It’s about being focused throughout & committed. K&S ? ? ? ? ? ? ? Knowledgeable on focused delivery schedules, task delegation and on renegotiation. Awareness of prioritizing tasks that aligns with the business unit’s objectives. Ability to take personal responsibility for achieving results, just like an owner of the business. Skills to consistently follow through to achieve agreed outcomes. Skills to follow through on personal commitments and undertakings. Knowledge/Awareness of action plan implementation and process methodologies. Ability & skills to monitor individual performance against agreed performance expectations and is reliable and keeps the team focused on the delivery of outcomes. Ability to monitor the team’s progress & have the requisite skills to adjust plans to ensure tasks are successfully completed.
MONITORING PROGRESS
?
Step 2 (C) Traits Using QuanCompetence framework (QuanComm):
BEHAVIOURAL TRAITS: Behavioural competencies are the character traits and behaviour qualities of an individual. They will have a great impact on how successful the individual will be at his/her job. Therefore, determining behavioural competencies of potential candidates increases the chance of hiring the right employee.. Behavioural competencies allow assessor(s) to learn about an applicant’s Knowledge, Ability and Skills. They can be a predictor of future work performance. Here, the defined behavioural competencies are the
ones I have listed to look for in the right candidate among the five being assessed for the position titled TEAM LEADER.
Most Relevant Behavioural Competencies of a TEAM LEADER:
I. II. III. IV.
Attitude Orientation – Work Ethics People Skills – Communication Abilities Managerial Aptitude – Planning & Organising, Analytical Skills and Team Orientation – Technical Expertise, Team Leadership & Conflict Resolution/Management
Note: Since for the position Team Leader, I have considered the most important Trait as Team Orientation therefore from the QuanComm I have taken 3 sub-elements under ‘Team Orientation’ & one each from other heads as above.
The listed below are the definitions of the selected behavioural competencies that are being assessed for in the candidates:
Work Ethics:
Work ethics are standards or values that generally are based around conscientiousness. Mostly, work ethics are thought to benefit a person morally, thereby improving their character. These ethics can include preserving social skills, being reliable, and being resourceful wherever needed in a work setting. Accountability, honesty, and integrity typically are three of the main components that lead to ethical business practices. When a business does not uphold these components, there often are negative impacts on workers or customers. These negative impacts can be philosophically considered to be forms of accountability for wrongdoing.
Communication Abilities:
These skills are especially important for team leader. Effective communication abilities are also very important in a business environment. Communicating effectively may require oral or verbal communication skills. Written communication skills may involve writing letters, creating reports, etc. Oral communication abilities involve effectively communicating with customers, clients and peers.
Planning & Organizing:
As an essential element of team & project management, planning involves the development of action items and scheduling that will keep the project moving forward on a consistent basis. When executed properly, planning will also include target dates for the completion of each action item, making it possible to move forward with other pending items in an orderly manner. An actual plan is referred to as an escalation list in some business settings.
Analytical Skills:
Analytical skill structures clearly the discussion while being in the role of the moderator; presents and explains the topic to be discussed and works on. It is relevant for a team leader role as it focuses the discussion on the essentials of the topic to be discussed in the team and the decision to be made; delegating the solution of minor problems to a smaller group or a member of the team.
Technical Expertise:
This is an important trait, it checks if the applicant applies and improves the extensive or in-depth specialized knowledge, skills, and judgment to accomplish a result or to accomplish one's job effectively.
Team Leadership & Decisiveness:
Team Leadership is the willingness to make decisions; is goal oriented in discussions; organizes meetings and project reviews on time. It’s about ability to control and supervise the progress of the project and the quality of the results; sets observable standards of quality. Able to keep the client informed about requirements and important mile stones in a timely manner.
Conflict Resolution:
Again a very relevant trait for a Team Leader position, it is about the willingness to articulate not only ideas readily agreed upon but also takes a stance for uncommon points of view; keeps conflicts of interest within the team; providing a framework for conflict resolution within the team only as long as there is a realistic chance for success. Otherwise s/he delegates solution of conflicts to managers at higher levels, but not without making realistic suggestions concerning possible alternatives of further action. It also helps assess whether s/he does not deny problems and includes all persons involved and necessary to solve the conflict. Step 2 (D) Motives: The motives that need to be looked in / assessed for the position - Team Leader can be broadly listed as: ? ? ? Willingness to lead and give direction Learning new skills to achieve goals Sensitive to others' needs and feelings
The assessment of motives can be done by different inventory & projective tests, the most important one being the Thematic Apperception Test (TAT). This test is specifically designed to check the press & motives of an applicant/individual. The THEMATIC APPERCEPTION TEST or TAT is a projective psychological test. A projective measure intended to evaluate a person's patterns of thought, attitudes, observational capacity, and emotional responses to ambiguous test materials. There are other assessment methods too, such as RSI & PSI. RICHMOND SURVEY INDICATOR (RSI) is a Career Driver Test. The Career Anchors Self-Assessment allows us to identify the career anchor(s) of the applicant. The key element of this assessment/test & post analysis helps to increase the insight into the individual’s career situation; it enables to have a good understanding about an applicant and his/her respective career and life motives. Thirdly, the PERSONAL STYLE INDICATOR (PSI) is a powerful communication and learning tool. It helps to discover the applicant’s personality and how it "fits" in the world around him/her. It also assists in determining his/her behaviours around tasks so that an assessment can be made about his/her effectiveness in a given areas/situation of work/life.
Step-3: Tools Selected to Assess Competencies
(Exercises identified to be used for assessing the five candidates/applicants)
Step 3 (A): Flow Chart
Tools Selected to Assess Competence
Observable Dimensions in Assessment Exercise
Identified Techniques/Tools to Measure Competencies
Validity & Reliability of the Exercises being used
Step 3 (B) Observable Dimensions in Assessment Exercises: Before proceeding with the specific exercises against the competencies to be assessed, a table has been developed as below to present the matrix of dimensions to be evaluated (as in rows) and assessment exercises in which they shall be mainly observable (as in columns): Exercises Dimensions: Analytical Skills Team Leadership and Decisiveness Communication Skills and Sensitivity Conflict Resolution & Management Skills Functional Expertise Work Ethics & Motivating Abilities Planning & Organizing ? ? ?
IDENTIFICATION & ANALYSIS OF CLIENT NEEDS
? ?
TEAM MANAGEMENT
GOAL SETTING
MONITORING PROGRESS
? ? ?
?
?
?
?
?
?
?
?
?
Step 3 (C) Techniques/Tools Identified to Assess/Measure Competencies: The following are the exercises identified to measure the different competencies for the position Team Leader:
Techniques
In-tray Ability Test/Psychometric Test
Competencies (with Reliability)
Planning and Organizing, Customer Focus Planning and Organizing, Analytical & Decision Making, Problem Solving, Analytical Strategic Orientation, Team Building, Innovation/Creativity, Work Ethics Functional Expertise, Problem Solving, Innovation/Creativity Analytical Strategic Orientation, Empowerment (Delegation), Customer Focus, Work Ethics Assertive Communication, Interpersonal Relation, Team building Conflict Handling Assertive Communication, Interpersonal Relation, Conflict Handling
Productive Thinking Behavioral Event Interviewing (BEI) Group Discussion (GD) Presentation Skills with Q&A
Strategic Case Study Role Play Group Exercise
Analytical & Decision Making, Empowerment (Delegation), Customer Focus, Problem Solving Functional Expertise, Planning & Organizing, Managing Conflict, Resource Management Team Leadership, Interpersonal Skill
Step 3 (D) Validity & Reliability of the Exercises being used to assess the Competencies: As the next step, the reliability & validity of the identified techniques to measure different competencies has been presented through the following Validity / Reliability Matrix: Valid / Reliable
TECHNIQUES
COMPETENCIES
Behavioural Event Interview - BEI
Strategic Orientation, Customer Focus, Empowerment, Innovation, Work Ethics Assertive Communication/ listening, Interpersonal Relation, Team building aspects like involving others, gathering Valid / consensus, Conflict Handling/problem identification , Reliable defensiveness, solution searching Abilities like strategic thinking, problem solving and analytical thinking, customer focus Planning and organizing, customer focus, delegation General Presentation with Q&A for assertive communication skills , interpersonal and conflict handling, Psychometric testing to check logical thinking, analytical thinking, planning/strategic ability, team building, work ethics, innovation Creative brainstorming exercises and problem solving, creativity, functional expertise Abilities like Planning & Organizing, Managing Conflict, Resource Management, Technical Expertise Abilities like Team Leadership, Interpersonal Skill
Group Discussion
Strategy Case study
In-tray exercise Presentation with Q&A session
Ability testing
Tests for productive thinking
Role Play
Group Exercise
Step-4: Developing the Assessment Matrix
Step 4 (A): Flow Chart
Developing the Assessment Matrix
The Assessment Matrix Basics
Competency Units & its SubElements
Assessment Matrix Consolidated
Step 4 (B) The Assessment Matrix Basics:
The "Assessment Matrix" tool is considered the most appropriate and feasible assessment strategy for each of the goals or objectives of the program and it is focused on estimating learning. Basic Aspects Taken Into Account while making the Matrix: 1. 2. 3. The objectives have been listed on the vertical side of the matrix. Next, the feasible assessment methods were listed on the horizontal side of the matrix. Each objective has been then carefully considered and the most appropriate assessment method chosen accordingly.
In the previous sections, the assessment techniques & tools for measuring the competencies for the position Team Leader were listed broadly. Now, in this section the task had been to select and use the right (precise) assessment techniques against each competency that would be measured and thus forming a matrix. Step 4 (C) Competency Units & Its Sub-Elements: Initially a Set of Competencies (Units of Competency) & its elements has been identified & presented as shown in figure below: Assessment Matrix 1. Unit of Competency IDENTIFICATION & ANALYSIS OF CLIENT/Customer NEEDS (Interaction with Customers; Advice on Products and Services) Analytical Skills Decisiveness and Team Leadership Communication Skills and Sensitivity Functional/Technical Expertise
Methods of Assessment Behavioral Event Interview Group Discussion Strategic Case Study In-tray Exercise Presentation with Q&A Ability/Pshy. Testing Tests for Productive Thinking Role Play Group Exercise
Element 1 ? ?
Element 2
Element 3
Element 4
Element 5
Element 6
? ? ? ? ?
? ?
?
?
Sl. No. 1 2 3 4 5 6
Elements of Competency Service delivery to customers Respond to customers complaints Receive and Process Project Orders Identify customers’ special requirements Develop product knowledge Recommend specialized products
Assessment Method Behavioural Event Interview; Strategy Case Study Role Play; Group Exercise Role plays Role plays Tests for Productive Thinking; Role Play Tests for Productive Thinking; Role Play; Presentation with Q&A.
2.
Units of Competency
TEAM MANAGEMENT Communication Skills & Sensitivity Decisiveness and Team Leadership Work Ethics and Motivating Abilities Conflict Resolution & Management Skills
Methods of Assessment Behavioral Event Interview Group Discussion Strategic Case Study In-tray Exercise Presentation with Q&A Ability/Psychometric Testing Tests for Productive Thinking Role Play Group Exercise Sl. No. 1 2 3 4 5 6
Element 1
Element 2 ?
Element 3
Element 4
Element 5
Element 6 ?
? ? ? ? ? ? ? Assessment Methods Role play – compare body language Oral/written questions (BEI/Presentation with Q&A) Group Exercise Dress for an Interview; Presentation Strategic Case Study Tests; Productive Thinking;
Elements of Competency Establish contact with customers; Team Member Encouragement to share knowledge. Process Information Work in a team Maintain personal presentation Follow routine instructions Read and interpret functional documents
3.
Units of Competency
GOAL SETTING Organizational Sensitivity Analytical Skills Judgement, Planning & Organizing
Methods of Assessment Behavioral Event Interview Group Discussion Strategic Case Study In-tray Exercise Presentation with Q&A Ability/Psychometric Testing Tests for Productive Thinking Role Play Group Exercise Sl. No. 1 2 Element of Competency Planning to reach goals. Participation
Element 1 ?
Element 2 ?
? ? ? ? ?
Assessment Method In-tray Exercise; Ability Tests; Role Play; BEI Role Play, Group Exercise BEI
4.
Units of Competency
MONITORING PROGRESS Decisiveness and Team Leadership; Conflict Resolution Skills; Communication & Organizational Sensitivity Functional Expertise
Method of Assessment Behavioral Event Interview Group Discussion Strategic Case Study In-tray Exercise Presentation with Q&A Ability/Psychometric Testing Tests for Productive Thinking Role Play Group Exercise Sl. No. 1 2 Element of Competency
Element
1
Element ?
2
? ? ? ? ?
Assessment Method Productive Thinking; Role Play; Presentation Functional Ability/Skill Test; Simulation Exercise; Role Play; BEI
Action plan implementation and follow process methodologies and basic procedures Observe consistency to achieve outcomes
Step 4 (D) Assessment Matrix Consolidated: Exercises/ Competencies Functional/Tech. Expertise Planning & Organizing Problem Solving/Innovation Interpersonal Skills/Listening Communication Skills & Sensitivity Managing Conflict Customer Focus Strategic Orientation Team Leadership & Decisiveness Analytical & Decision Skills Work Ethics and Motivating Abilities Empowerment Strategy Case Study In-tray Exercise Presn. with Q&A Pshyc./Ability Testing Productive Thinking Test Role Play ? ? ? ? ? ? ? ? ? ? Gp. Exe.
BEI
GD
? ? ? ? ? ? ? ?
? ? ?
? ?
?
?
?
Step-5: EVALUATING THE CANDIDATES
Step 5 (A): Data flow diagram.
Ability Test
Schedule/Time Matrix
Psychometric Test Evaluating the Candidates
Each Test Sample & Its Assessment Criteria
Strategic Case Study
BEI
Observation & Recording Performance
Presentation with Q&A
Performance Classification
Test of Productive Thinking Performance Summarizatio n Assessment Score Sheet (first to fifth candidate) In-Tray Exercises
Step 5 (B): Observing & Recording Performance I. The Schedule of the Assessment Centre: To begin with, the Assessment Centre schedule has been developed to present how the program shall progress. The designed centre has been structured to typically last between one to two days to make it more organized. The Assessment Centre schedule includes the following (for the Candidates in particular)
? ? ? ? ?
Details of the event location to assist candidates on how to get there An outline timetable with approximate timings An indication of the types of assessment that will be used Some sample test items where psychometric or aptitude tests are included Details of any specific prior preparation required (eg a presentation)
Presented below is a timetable devised for a one day Assessment Centre: Timing 08:45 am Activities/Exercises Candidates Arrival
(Note: Candidates arrive at venue for the Assessment Centre which is at our IT Development Centre at Gurgaon Office; they get settled and prepare for a day of fun and anticipation!) 9:00 am Welcome & Introductory Briefing
We show candidates our company video, which tells them what we are all about, and what we do. The video incorporates our international touch and gives candidates the opportunity to learn about our company's values, expectations and career paths. 9:30 am Icebreaker Activity
We start with an ice breaker session where some of our management team introduces our company. We talk about our own careers to date and describe the agenda for the day. Our candidates then introduce themselves to each other in small groups. 10:00 am Interactive Company Presentation
The recruitment team gives an interactive company presentation. We describe the history and the future goals for our company; we tell candidates about what kinds of opportunities are available; describe a day in the life of the IT Company employee and discuss salary and promotion opportunities. There's then another opportunity for questions and answers. 10:45 am Tea/Coffee Break
We then break for refreshments and a chance to mix informally. 11:00 am Ability Test
All candidates will be asked to sit for a basic cognitive ability test (critical thinking). The
resources (assessors) will be around to help the candidates for any clarification etc. 11: 15 am Psychometric Test
All candidates will be then required to take up a personality inventory test. The assessors will be around. 11:30 am First Case Study
Candidates are split into small groups and are given a typical work related problem to solve together. The task requires teamwork and cooperation. Once the groups are finished, all problems are reviewed with the entire group. We then provide time for discussion and for the group to present their solution to the Management Team. 12:00 noon Second Case Study
Candidates break up into their small groups; 15 minutes of discussion time is followed by 10 minutes to role play with IT Company staff present. The candidates then participate in a five minute feedback session with the Management Team. 12:30 pm Final Case Study
The groups go back to work and discuss their ideas and topic for 15 minutes. A final role play with our Management Team is followed by a five minute feedback session. There are three case study exercises, all run as group exercises requiring teamwork and cooperation. The first case study mentions a group presentation and the other two involve role playing with company staff. 01:00 pm Lunch Break
A well deserved networking lunch for all. Candidates will get to interact with the company senior managers and assessors. Though it will be informal social activities but there will be a definite emphasis on networking 02:00 pm Productive Thinking Test
An item is given to each candidate to test their thinking ability and to generate ideas. 03:00 pm BEI
Candidates then have a 30 minute interview; Interviews are one to one with individual assessors that are taken simultaneously and are skills & competency based. 3:00 pm In-tray Exercise
In-tray exercises are given to each of the candidates and two assessors per candidate observe & record the performance. 4:00 pm Tea/Coffee Break
4:15 pm
Presentation with Q&A
The candidates are given 5 minutes each to make a presentation on a given topic; each candidate will be assessed by individual assessors simultaneously. There will be extra 5 minutes for the Q&A session related to the presentation made by the candidate. 4:30 pm Debriefing
Debriefing session and brief presentation of the organisation's training and development programme. 5:00 pm Finish and Depart
The end of a long day for candidates, but not for selectors! Now it's up to our Management Team to decide which candidates they would like to invite to the IT Company’s branch for a final interview with a branch manager. Successful candidates are notified within two to three days to set up these final interviews, and those individuals not selected are provided with feedback, usually within 7 to 10 days. Unsuccessful candidates are also given feedback after the event.
Comments: 1. Materials: There will be 6 chairs & 6 tables being used for candidates to take up test; besides the usual office stationery will be made available. The OHP and slides will be additional material used for presentation. 2. Rooms: The Company conference room will be used for Introduction/company meeting, later the candidates will give test in Room1 & Room 2 marked for exercises. The interviews will happen at Room 3 earmarked for the day. 3. Assessors: There will be total 5 assessors; the arrangement will be made such that each assessor will get to meet every candidate in one or the other exercise. 4. Assessee: As indicated in the beginning of this project, there will be a total of 5 assesses finally taking up the exercises in the assessment centre. Note: There will be very little time when the candidates are not engaged in one exercise or another. It can be very tiring, and assessors are often testing how the candidates cope under pressure. But the range of exercises also gives candidate a number of opportunities to demonstrate their skills and personal qualities. II. Sample of Each Test & Its Assessment/Rating Criteria I.
st
ABILITY TESTS & EVALUATION:
Sample 1 Set of Questions: In each of these kinds of questions, we have to find the correct match from the alternatives. There could be one or more matches found: Question 1
Key is to lock as ink is to: a) Pencil b) Computer c) Book d) Pen Sample 2
nd
Set of Questions:
This test finds out how well we can think and reason with words and if we have the ability to find the right word at the right time.
1.
Light is the opposite of ? Black ? Dark ? Grey ? White
rd
Sample 3
Set of Questions:
In these set of questions, the individual is required to well comprehend the given statement(s) in order to answer the questions following against each set of sentences, so as to get the right answers from the given alternatives. Deepak goes either hunting or fishing every day. If it is snowing & windy then Deepak goes hunting. If it is sunny and not windy then Deepak goes fishing. Sometimes it can be snowing and sunny. Which of the following statements must be true: 1. 2. 3. 4. 5. If If If If If
th
it it it it it
is is is is is
not sunny and it is snowing then Deepak goes hunting. windy and Deepak does not go hunting then it is not snowing. windy and not sunny then Deepak goes hunting. windy and sunny then Deepak goes hunting. snowing and sunny then Deepak goes hunting.
Sample 4 Set of Questions: This is another form of Verbal critical reasoning tests used to find out how well one can assess verbal logic. They are usually in the form of a passage, or passages of prose, followed by a number of statements. The task is to decide if the statements are "True", "False" or if one "Cannot tell" from the information provided. The participants are to assume that everything that is said in the passages is true. Leading scientists defend animal testing At a recent conference sponsored by a number of leading pharmaceutical companies scientists defended the role of animal testing. The continued use of rabbits, guinea pigs, rats and mice in the development of medicines was strongly endorsed. Many delegates complained that the public did not understand that there were some products which could only be tested on live systems. Also, that medical technique such as kidney transplants would not exist were it not for pioneering animal testing. The conference confirmed that 3000 animals had been used in tests in the previous year. New alternative to animal testing discovered
At present there are over 10 000 ingredients available to the cosmetics industry. These can be used in the development of new products, free from the controversy surrounding animal testing. Where testing on live subjects is required this can be achieved by using groups of human volunteers, or methods which mimic the response of a particular protein Vistek which simulates the reaction of the eye. In the future, as has been the case with nuclear weapons, there is also the possibility that all testing will be modelled by computers. Now, the participants are to decide if each of the statements which follow is: True: False: Cannot tell: It follows logically from the information provided It is obviously incorrect given the information provided It is impossible to tell (or cannot determine) given the information provided.
Statement 1 Animal testing is in decline True False Cannot tell ABILITY TEST - ASSESSMENT/EVALUATION CRITERIA: The project work covers a mix of questions ranging from defining words and providing synonyms, through to identifying the underlying meanings of common words and phrases and answering comprehension questions from a passage of prose. Some tests questionnaires included are issues of verbal critical reasoning which is the ability to understand and interpret information. Therefore, the questionnaire has been broadly divided into 4 different sets; and it provides with the correct answers at the end of each set of questions. In an actual test, the questionnaire would always be TIMED. Usually its one-two minutes for each questions. The performance in a timed ability test is reported in a number of ways: 1. 2. 3. As a RAW SCORE (say 4 out of 6). As a PERCENTILE RANK against a reference group who have already established a benchmark for the test (might be in the 72nd percentile) As a RANKED SCORE against other applicants sitting at the same time.
At times it is perceived that 4 out of six might be a good raw score, but against a reference group of high intelligence, we might discover that it is only average. We might have to gain 5 or 6 out of 6 in order to be classified as an exceptional performer. As a percentile rank it might be only at the 72nd percentile in that highly intelligent reference group. This will not be significant if we are ranked first among the group of people who performed the test at the same time as we did and are applying for the same position. However, if the employer feels that it is a job requiring exceptional intelligence, they might decide to try and attract more applicants on the basis that no applicant achieving that percentile is likely to perform as well as the job requires. On that basis, being ranked first in the group who apply might still not be good enough to get us that job! On the other hand, if everyone who applies achieves a raw score of 6 out of 6, then it is probable that the test is too easy for the applicant group.
II.
PSHYCOMETRIC ( Personality Inventory) TESTS & EVALUATION:
The Personal Style Indicator (PSI) is a powerful communication and learning tool. It helps to discover our personality and how it "fits" in the world around us. It also assists in determining our behaviours around tasks so that we can be more effective in all areas of our life.
Test Methodology:
Prior to start of the test, they were informed about the purpose of this test. Secondly, they were asked to read the instructions very carefully. And, it was re-confirmed with each one if the instructions were clear with no ambiguity. The candidates were then given a PSI questionnaire Evaluation: The filled-in PSI questionnaire was then analysed to find out the kind of personality style that emerges both these personality styles one by one: The test score arrived for this individual is as under: Introversion Intuition Thinking Perceiving – 13; 23; 21; 18; Extroversion Sensing Feeling Judging – 27 17 19 22
From the above PSI Test Score, the emerging personality style of this person is:
ENTJ (Extrovert, Intuitive, Thinker & Judger)
(Trail Blazer) The filled-in PSI questionnaire is annexed along with (marked as Annexure B); we shall now analyse this personality style:
Detailed Analysis of the Personality Type:
Given below is the analysis of the PSI test carried out for this individual; an understanding of the personality type. If one word can be used to capture this ENTJ person's style, it would be commandant. The basic driving force and need of this individuals seems is to lead, and hopefully from an early age must have taken over groups. As an ENTJ personality that has emerged, this person has a strong urge to give structure wherever the person is - to harness people to distant goals. The empirical, objective, and extraverted thinking may be highly developed. This individual’s introverted thinking (analysis and conservation) may be less well developed than the extraverted thinking processes.
Although as an ENTJ personality, the individual may be tolerant of established procedures, but can abandon any procedure when it can be shown to be indifferent to the goal it seemingly serves. Inefficiency is especially rejected by this person, and repetition of error usually causes impatience.
III.
STRATEGIC CASE STUDY (Split in three sections) & ITS EVALUATION CRITERIA:
The assessor assigns the candidates with a specific topic around which they have to prepare a written report (a comprehensive written case analysis), where the expectation is that each candidate will: (1) identify all the pertinent issues that management needs to address, (2) perform whatever analysis and evaluation is appropriate, and (3) propose an action plan and set of recommendations addressing the issues they have identified. Therefore, the key observation through the exercise is the candidate’s ability/skills to identify, evaluate, and recommend.
Evaluation Criteria shall be based on the following 3 main aspects: 1. Identification Candidates ability to provide a sharply focused diagnosis of strategic issues and key problems and if they demonstrate a good grasp of the company's present situation. The next element is to assess if they can identify the firm's strategy (using the concepts and tools as diagnostic aids) and if they can pinpoint whatever strategy implementation issues may exist. 2. Analysis and Evaluation In writing analysis and evaluation by candidates, the following aspects are taken note of by the assessors: a. Are they able to offer analysis and evidence to back up their conclusions. Do they rely on unsupported opinions, over-generalizations, and platitudes as a substitute for tight, logical argument backed up with facts and figures. b. Does their analysis involve some important quantitative calculations, usage of tables and charts to present the calculations clearly and efficiently. The report if cites some of the key numbers, if it highlights the conclusions to be drawn from the exhibits etc. c. The candidate is expected to demonstrate that they have command of the strategic concepts and analytical tools to which they have been exposed and whether they use them in their report. d. It is also looked if their interpretation of the evidence is reasonable and objective or do they just go ahead preparing a one-sided argument that omits all aspects not favourable to their own conclusions. Assessors also take into account any exaggeration or over dramatization being done by any candidate. The ideal candidate will be the one who endeavour to inject balance into his/her analysis and avoid emotional rhetoric.
3.
Recommendations The final section of the written case analysis done by the candidate should consist of a set of definite recommendations and a plan of action. The set of recommendations should address all of the problems/issues identified and analyzed. If the recommendations come as a surprise or do not follow logically from the analysis, the effect will weaken greatly the suggestions made by the candidate. Obviously, the assessors look for candidate’s recommendations for actions that should offer a reasonable prospect of success.
It goes without saying that the assessors give rating on reports that are well organized and well written as great ideas amount to little unless others can be convinced of their merit this takes tight logic, the presentation of convincing evidence and persuasively written arguments. IV. TEST OF PRODUCTIVE THINKING & ITS EVALUATION CRITERIA:
This test analyses how the candidates can think better by using thinking processes to help find innovative solutions through unexpected connections. It’s about Brainstorming for Fluency, Flexibility, Originality and Elaboration. Fluency The ability to think of MANY ideas. Test example: Your snow shovel just broke! What are some other things you could use to clear the snow? FLEXIBILITY Thinking of VARIED ideas. Test example: What are the many ways animals survive in winter? Can you put these ways into groups? ORIGINALITY Thinking of UNUSUAL ideas. Test example: Many of our neighbourhood playgrounds are not used in the extreme summer. Design a perfect outdoor summer playground. ELABORATION ADDING TO your ideas to make them better. Test example: Srinivas wants to put his house on sale. He wrote this ad: For Sale: House near Dammaiguda & Sai Baba temple lane. Prime location, lots of greenery. Separate entrances front and back. Large property. Lots of rooms for expansion. Call Srinivas for appointment. He was so disappointed when no one responded. Help him improve his ad by adding descriptive words and phrases.
V.
BEHAVIOURAL EVENT INTERVIEW (BEI) & ITS EVALUATION CRITERIA:
A behavioural interview is a structured interview that is used to collect information about past behaviour. Because past performance is a predictor of future behaviour, a behavioural interview attempts to uncover a candidate’s past performance by asking open-ended questions. Each question helps the assessor/interviewer learn about the candidates past performance in a key skill area that is critical to success in the position for which s/he is being assessed. Interview Format: In a behavioural interview, the assessor/interviewer will ask questions in an organized manner that will give the interviewer the most information about a candidate’s past experience:
What What What What
was the Situation in which a candidate was involved? was the Task the candidate needed to accomplish? Action(s) did the candidate take? Results did s/he achieve?
Sample Behavioural Interview Questions Here’s a list of some sample behavioural interview questions*: Tell me about a time when you were on a team, and one of the members wasn’t doing his or her share. Tell me about a time when you felt a need to update your skills or knowledge in order to keep up with the changes in technology. How did you approach that? Describe a time when a customer got angry with you. How did you react? How did you resolve the situation? Please give me an example of a time when you took the initiative to improve a specific work process. Give me an example of a time when you surpassed a customer’s expectations. Tell me about a time when a customer requested special treatment that was out of the scope of normal procedures. What was the situation and how did you handle it? Describe a time when you had to use logic and good judgement to solve a problem. Tell me about a time when you had to cope with a stressful situation. Give me an example of a time when you had to make a split second decision. Give me an example of a time when you used your fact-finding skills to solve a problem. Describe a time when you put your needs aside to help a co-worker understand a task. How did you assist them? What was the result?
VI.
IN-TRAY EXERCISE & ITS EVALUATION CRITERIA:
Candidates work individually on this exercise. Each will be presented with a dossier of papers - memos, notes, telephone messages, reports - similar to that which a manager in the organisation might find in his or her in-tray in the morning. Candidate will need to read through each and decide on the action that needs to be taken on each one, and the priority to be allocated to it. By the end of the exercise, each item should have moved from the in-tray to the out-tray! Competencies assessed: planning, organising, time management, written communication.
It is a business simulation, usually part of an assessment centre, where the candidate play a member of staff who has to deal with the tasks of a busy day. S/he will be given a selection of letters, emails and reports in either paper or electronic format, which somebody doing the job might find in their in-tray or email inbox first thing in the morning. There is a tight time constraint. Contents The in-tray could contain any of the following together with information about the structure of the organisation and candidates role within it. ? ? ? ? ? Memos Letters Letter of Complaint Telephone Messages Emails
? ? ? ? ? Aims
Personnel Information Organisation Charts Policy documents Reports and A Calendar
? ? ?
Simulation of the work of a Manager Demonstrate the qualities that a candidate did not show in the interview Test his/her skills e.g. organizing, structuring, planning (problem analysis), ranking, delegating, finding an adequate approach (problem solving and creativity) etc
Overview
? ? ? ?
Introduction on the background of an imaginary company Briefing notes on candidate’s role and people involved Reading material Instructions and tasks
What is in a candidate’s in-tray Plenty of reading materials (e.g. 20 - 30 items) e.g. ? ? ? ? ? telephone messages memos policy documents letters of complaints personnel information
Candidate’s tasks Examples:
? ? ? ? ? ? ? ?
study memos individually group memos according to nature assign priority identify issues make decision based on information given plan actions answer questions draft letter/memos
Abilities assessors look for ? ? ? ? analyze situations foresee potential problems generate practical solutions plan implementation procedures
? ? ? ? ? ? ? ? ?
identify issues and prioritize sensibly conscious of resources constraints consider implications on business negotiate to maximize advantages for the company tactful in handling interpersonal relationship manage time and people well communicate clearly in writing (Chinese and English) handle paperwork efficiently able to work under pressure
Example of in-tray instructions
1. Time Limit: 15 minutes 2. Your stationery consists of: company memo paper. HB pencil 3: Please use a separate sheet of paper for your response to each item and write: a) the item number (i.e.. the reference number) b) your response to each item. Your response might be a memo or letter. A decision to delegate the item or leave it until later. If you delegate an item you must give clear instructions to the person to whom you are delegating on how you wish him or her to handle it. We want to find out how you would tackle the items so that we can get a complete view of you strengths. This is not a test of the amount you can delegate. 4. Although the exercise deals with fictitious people and events, candidate is expected to refer, where appropriate, to actual people and events in this organization. Strategy, lines of action for "arriving late for work" item
? ? ?
Make an appointment with Sai Babu During the conversation, try to find out what Sai Babu has done to get Ramesh to arrive on time. Find out if Sai Babu has any idea why Ramesh is always late. If necessary, give Sai Babu some suggestions on how to deal with the various reasons why someone arrives late for work
Examples:
? ? ? ?
If laziness or negligence is the reason why Ramesh is late for work, put forward a warming notice. And if it happens again, he will be dismissed If the reason for Sai Babu late arrival is related to his personal life, offer Ramesh a part-time contract If Sai Babu feels that starting work early will result him having nothing to do at the end of the day, explain that you cannot make an exception of him Try and look at ways in which Ramesh could be given new challenges in his work. Can any agreements be made on the course of his future career? Consideration
I think that Sai Babu should solve this problem himself. Her memo suggests that she is rather stuck. That is why I will try to support Sai Babu in the ways I describe above. Sai Babu should, however, do most of this himself. Evaluation Checklist
Planning and Organising
? ? ? ? ?
define and plan short term objectives analyse situations foresee potential problems generate practical solutions manage own time well Analytical Reasoning
? ? ? ?
quickly comprehend complex information process information logically analysis the problem critically make sound decision on own initiative Interpersonal Sensitivity
? ?
VII.
evaluate behaviours and motivations of others understand other people’s views and interest PRESENTATION WITH Q&A & ITS EVALUATION CRITERIA:
Under this section, the Assessors will observe all of the candidates to make sure that the assessment is fair so ideally the candidate is expected to keep presentations fairly short. A topic is given or possibly a choice of topics in advance and will also be told the duration of the presentation, often around ten minutes with five minutes at the end for questions. The candidate can also receive a list of the presentation equipment that is available, usually an OHP. The assessors are expecting candidates to demonstrate the following skills: Quality of Research – Credibility & Up-to-date information on the topic/subject. Organization - Having gathered all of the facts do the candidate make puts them into some kind of order, the ability to discard some of the less important information to keep up with time etc. Persuasiveness – Structuring of the delivery to ensure that candidate’s ideas are well organized, logical and convincing. Presentation Skills - Ability to speak naturally, at a steady pace and with clarity so that s/he can be heard. Keep eye contact with the assessors etc. Handling Questions - At the end of your presentation the assessors will ask a few questions. If candidate don’t understand the question, is s/he afraid to ask for clarification and if s/he don’t know the answer, then is s/he honest. If the assessor disagrees with one of the points of the candidate, then is s/he defending it with reasoning & in the process is the candidate polite and constructive. Use of Time The assessors will also be checking that one stay within the allocated time frame. There is no excuse for overrunning time slot or for running out of material when it has been told how long a candidate’s presentation should take. Step 5 (C): Classification & Summarization
Step 5 (C) I. Performance Classification: Each candidate will be evaluated on the basis of the results from above exercises on the following competencies & performance classification: (Note: From the project study point of view, three levels have been described (unlike the usual 5 to 7 levels)) Competencies Functional Expertise Initial (Level 1) Has basic knowledge of his area. Need supervision, direction and guidance to perform satisfactory. Developing (level 2) Has adequate knowledge to perform the job. Independently apply knowledge and skill to complete the task. Stay upto-date on new information related to his domain. Identifies barrier to goal attainment and adjust plan to avoid them. Monitor progress of plan and complete tasks on time. Prioritize work activities of self and others, Needs normal direction Proficient (level 3) Has advance expertise in job related knowledge. Generate new ideas to complete the task. Considered as expert in organization wide subject matter. Understand objective of the organization and able to allocate the resources effectively. Consistently complete the tasks before schedule. Effectively reprioritize tasks as per requirement to ensure timely completion. Extremely skilled in identifying problem, highly creative in developing problem solving strategies, attempt to solve the root cause of the problem, can develop alternative solution in case of adverse situation. Demonstrate flexible approach in dealing with people. Effectively handle tense situations. Anticipate and prepare for responses. Use and encourage others to use wide variety of communication tools. Clearly convey information in timely manner, Listen carefully and use information to improve the current processes. Effectively resolve issues after collecting information from all relevant sources. Highly effective in generating win-win outcomes. Facilitates in generating options to resolve conflict.
Planning & Organizing
Problem Solving & Innovation
Often does not use all resources to get the work done. Does not manage time well. Fails to plan and allocate time and resources appropriately. Finds difficulty in prioritizing actions. Needs great deal of direction Take long time to perceive a situation, possesses insufficient knowledge to develop/apply problem solving strategies, often fails to resolve the problem. Use standard approach in dealing with people. Often make comments without realizing. Frequently choose inappropriate communication method. Is not receptive to the ideas of others. Provide inaccurate and incomplete information to staff. Does not listen effectively. Handle conflict inappropriately. Keep inflexible attitude/approach to resolve conflict. Does not remain objective towards the conflicts, take sides. Not able to generate solutions to resolve the conflict.
Efficient in perceiving the situation, can analyze the problem and apply relevant problem solving strategies, can resolve problems.
Interpersonal Skills/Listening
Demonstrate flexible approach in dealing with people. Sensitive to other’s feeling and point of view. Use appropriate communication method. Is receptive to the ideas of others. Encourage staff to create new ideas. Provide accurate and complete information to staff. Listen effectively. Handle conflict appropriately. Maintain flexible attitude/approach to resolve the conflict. Remains objective towards the conflict, listen all sides. Offer options to resolve the conflict.
Communication Skills& Sensitivity
Managing Conflict
Customer Focus
Uses ‘quick fix’ approach in dealing with customer requirement. Cannot satisfy demanding customers.
Understand the customer problem before taking the action. Takes follow-up action to ensure customer satisfaction. Remains calm while dealing with disgusting customer.
Strategic Orientation & Resource Management
Use unstructured approach to determine the resource needed. Often run short of allocated resources. Often provide too much/ too little instruction/ direction. Often sets unrealistic goals.
Team Leadership & Decisiveness
Analytical & Decision Skills
Understands the reports and past trends but does not know how to use it effectively
Use structured approach to determine the resources needed. Allocated resources in line with targets. Maintains appropriate level of resources to meet the need. Delegate authority to all subordinate to carry out responsibilities. Ensure team members are optimally deployed. Provide targets clearly. Ensure resources are provided to achieve the goals. Understands and knows effective measures to be taken but sometimes takes help of supervisor to plan the manpower needs
Actively seeks first hand information from the customer and uses own knowledge and skill to exceed the customer requirement. Persistent in dealing with dissatisfying customer. Creates systematic solution to customer problem. Use structured approach to determine the resources needed. Ensure efficient deployment of resources needed. Monitor resources needed on an on-going basis. Take positive view towards all members. Treat each team member as valued member. Use multiple leadership style to direct the work of team. Inspire team to exceed the expectation. Independently understands & makes effective decisions about manpower planning.
Step (C) II. Performance Summarization: Thereafter for each test collate the 5 candidates rating then arrive to final result consolidation – by simply saying so & so is proficient, at level 1 2 resp. Under each test record ratings of all 5 candidates: Assessment Centre Score Sheet – 1 Name: Raj Kiran Score: 40% Exercises/ Competencies Functional/Tech. Expertise Planning & Organizing Problem Solving/Innovation Interpersonal Skills/Listening +(-) + ++ (-,-) +(-) +(-) ++ Strategy Case Study In-tray Exercise Presn. with Q&A
Overall: Initial Level (Level 1)
BEI
GD
Pshyc./Ability Testing
Productive Thinking Test
Role Play +(-)
Gp. Exe.
+(-)
(-, -)
(-)
Communication Skills & Sensitivity Managing Conflict
+
+(-)
+ (-) + (-) (-) +
+(-)
(-)
Customer Focus Strategic Orientation Team Leadership & Decisiveness Analytical & Decision Skills Empowerment
(-)
(-)
+(-)
++ + +
+
Assessment Centre Score Sheet - 2 Name: Sekhar Score: 88% Exercises/ Competencies Functional/Tech. Expertise Planning & Organizing Problem Solving/Innovation Interpersonal Skills/Listening ++ ++ Strategy Case Study In-tray Exercise
Overall: Proficient (Level 3)
BEI
GD
Presn. with Q&A
Pshyc./Ability Testing
Productive Thinking Test
Role Play +(-)
Gp. Exe.
++
++
+ + (-) +
++
++
+(-)
Communication Skills & Sensitivity Managing Conflict Customer Focus Strategic Orientation + ++ (-)
++
+
++ + ++ (-)
+(-)
++
Team Leadership & Decisiveness Analytical & Decision Skills Empowerment +
+
+
++
++ +
++
Assessment Centre Score Sheet - 3 Name: Vijay Score: 48% Exercises/ Competencies Functional/Tech. Expertise Planning & Organizing Problem Solving/Innovation Interpersonal Skills/Listening ++(-) + ++ (-) Communication Skills & Sensitivity Managing Conflict + +(-) +(-,-) Strategy Case Study In-tray Exercise Presn. with Q&A
Overall: Initial Level (Level 1)
BEI
GD
Pshyc./Ability Testing
Productive Thinking Test
Role Play +(-) ++ (-)
Gp. Exe.
++
(-, -)
+(-)
+(-)
+ (-)
+(-) + + (-)
(-)
Customer Focus Strategic Orientation Team Leadership & Decisiveness Analytical & Decision Skills Empowerment
+ (-)
(-)
(-)
+(-)
++ + +
++
Assessment Centre Score Sheets - 5
Name: Shyamala Score: 94% Exercises/ Competencies Functional/Tech. Expertise Planning & Organizing Problem Solving/Innovation Interpersonal Skills/Listening ++ ++ ++ Strategy Case Study In-tray Exercise
Overall: Proficient (Level 3)
BEI
GD
Presn. with Q&A
Pshyc./Ability Testing
Productive Thinking Test
Role Play ++
Gp. Exe.
++
++
++ ++
++
++ (-)
Communication Skills & Sensitivity Managing Conflict Customer Focus Strategic Orientation Team Leadership & Decisiveness Analytical & Decision Skills Empowerment ++ ++ ++
++
++
++ ++ ++ (-)
++(-)
++
++
++
++
++ ++
++
PROJECT SUMMARIZATION:
Assessment centres have always had a place in recruitment. It enables to choose the most appropriate candidate by assessing from all aspects. As could be seen from the project study, the candidates who st nd emerged as the Proficient ones are the following, who have been rated 1 & 2 best suitable for the Team Leader role: Ms. Shyamala Mr. Sekhar By evaluating and judging the candidates across an entire day (as in this project assignment), the IT Company was able to get a more complete view of candidates across a number of different exercises/ scenarios. Towards the end of this assignment of running an assessment centre, it was noted that the recruiting managers (assessors) had a very good idea of how their chosen candidate will perform on the job and will be able to identify areas of post recruitment training and development that will be needed. They were confident that not only will the successful candidate have a good chance of succeeding after they have been appointed, but that the process have provided absolute and objective measures that will convince unsuccessful candidates that they have been fairly treated. While doing this project, it was also realised that the length, rigour and intensity of assessment centres can be adjusted to suit the needs and culture of the company and the seniority of the post under recruitment; but as a minimum the items in the table used above shall remain included. Therefore, it can be concluded that Assessment Centre not only helps select best possible candidate for the job (besides being useful in lateral promotions, level up-gradation etc.); but increasingly it is also been able to demonstrate that the process used for selection is fair, transparent and unbiased. Thus, Assessment Centres are typically a more thorough, effective and successful method of establishing a candidate's suitability for a given role.
Thank You
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