Curriculum Vitae of Rosco Livanos...

CURRICULUM VITAE
OF
ROSCO LIVANOS

Curriculum Vitae of Rosco Peter Livanos
Personal Details:
ID No: 8304125287084
Nationality: South African
DOB: 12 April 1983
Address: 72c Tramore Rd, Plumstead 7800
Marital Status: Married
Dependants: 2
Driver’s License: Code 8
Language: English, Afrikaans (speak,read,write) good
Cell: 079 623 7798
Email: rosco.livanos@gmail.com
Secondary Qualifications: Norman Henshilwood, Cape Town
Matriculated: 2001 please see attached certificate
Subjects Passed: English, Afrikaans, Geography, Accounting, Science, Mathematics
Tertiary Education: Imperial Underwood Campus/Rosebank College
Registered Programme: Diploma in Business Technology
Subjects: Business Management, Marketing, Business Communications, End User
Computing 1, Hardware and Networking 1, Information Systems, Economics, Hardware
and Networking 2, Accounting, Programming, End User Computing 2
Attended: 2002-2003
Completed: 2003
Course results: please see attached transcript
Work History
Southern Wind Shipyards (Pty) Ltd
Time period: November 2003 – August 2006
Position: Buyer
Contact Person: Nico van Wierening (Overseas buyer and freight imports)
Contact Number: (021) 637 8043
Work Description: assist to purchasing manager in overseeing entire purchasing function
from local and overseas suppliers. Duties include:
 Ordering goods; negotiating price and payment terms with local and international
suppliers.
 Forecasting of incoming air/sea shipments
 Financial budgeting, credit control and management reports

 Capturing and filing of orders, payments and GRNs in AccPac
 Creation and presentation of required information for managers, banks, auditors
etc. Maintain bond store and stock sheets for bonded equipment.
 Handling all customs queries and inspections.
 Capturing all stock into the bill of material excel format.
 Oversee customs registry
Gunboat (Pty) Ltd September 2006 – January 2010 (Retrenched)
Contact Person: Daniel Manchest
Contact Number: 021 5352525
Purchasing
Ordering goods; negotiating price and payment terms
International Stock
 Creating and updating customs register including all import documentation
required. (supply customs with F178 on boats departure)
 Maintain bond store and stock sheets for bonded equipment.
Imports & Shipments (Full Shipping Function)
 Tracking incoming shipments, supplying clearing agent with relevant clearing
doc’s (leasing with shipping line, clearing agent and multiple curriers for eta’s to
notify the relevant people)
 Arrange transporter to collect containers at the port and returns.
 When deliveries are made, arrange and co-ordinate off loading of truck and
unpacking of containers. (recording of all incoming shipments on stock sheet)
 Managing all international stock.
Admin / Accounts
 Update attendance register. (weekly)
 Labour costing hours and calculating hour split per boat. (weekly)
 Loading payments and sending pop’s to suppliers.
IT Desktop Support
 Support all admin staff on email, printing & other software related queries
 Maintence on time & attendance software ( Time Log)
 Replace defective Hardware & Components
 Network knowledge, support & installation

Howard Mica – February 2010 – January 2011
Purchasing
 Creating orders to suppliers and maintaining monthly budget, following up with
suppliers on delivery and handle all returns.
 Full creditors and debtors function.
Receiving
 Receive and check all deliveries.
 Buy in all invoices on the CKS system
Good Hope International Beverages January 2011 – February 2012
Contact Person: Michael Kovensky (CEO)
Position: Procurement Manager
To oversee entire purchasing function from local and overseas suppliers.
 Ordering goods; negotiating price and payment terms.
 Forecasting of incoming air/sea shipments.
 Financial budgeting, credit control and management reports.
 Capturing and filing of orders, payments and GRNs in AccPac.
 Supplier development and contract negotiations. (Local and International
Suppliers)
 Maintain and develop internal and external stakeholder relationships.
 Vendor Evaluations, liaise with vendors on week points and identify a plan for
improvements.
 Negotiate frame agreements with suppliers for price reservation for 6 - 12 months
and additional discounts including the approval process
Stock Management
 Receiving of all dry ingredients, flavours, concentrates, packaging materials and
cleaning materials.
 Maintaining minimum stock levels and oversee all stacking in the stores.
 Ensuring cleanliness of stores at all times as per ISO standards.
 Managed monthly stock takes to ensure accurate stock figures for the production
of the month ahead.

Stealth Yachts – February 2012 – May 2012 (Company Closed)
Contact Person: Ralph Dill (MD)
Position: Procurement Manager
Purchasing
 Foreign and local purchasing.
 Negotiate pricing with local and international suppliers.
 Oversee the full procurement function local and international purchases
 Negotiate shipping terms and lead times.
 Prepare all documentation for foreign payment.
and additional discounts including the approval process
International Stock
 Creating and updating customs register including all import documentation
required. (supply customs with F178 on boats departure)
 Maintain bond store and stock sheets for bonded equipment.
Imports & Shipments (Full Shipping Function)
 Tracking incoming shipments, supplying clearing agent with relevant clearing
doc’s (leasing with shipping line, clearing agent and multiple curriers for eta’s to
notify the relevant people)
 Managing all international stock.
Nautic Africa – July 2012 – Current.
Contact Person: Gary Cope (FD)
Contact Number: 0834127555
Position: Group Procurement Manager
 Oversee the full procurement function local and international purchases which
includes a team of 5 Technical Buyer and 1 Assistant Buyer.
 Strategic Sourcing.
 Ordering goods; negotiating price and payment terms.

 Setup Supplier Contracts and SLA’s for cost improvements and process
improvements.
 Objective is to get right product to the right place, at the right time, at the right
price, and at the right quality.
 Forecasting of incoming air/sea shipments and customs clearing.
and additional discounts including the approval process.
 Development of key supplier relationships.
 Establish new suppliers and evaluations Created and implementation of new
supplier evaluations.
 Good understanding of procurement policies procedures.
 Implemented and manage the procurement SOP, continuously improving
procurement processes.
 Maintain a high performance level within the procurement team and personnel
development.
 Process implementation, monitoring and development. (Ensure ISO Standards are
maintained)
 Software knowledge SYSPRO and SAGE.
 Developed the procurement processes within SYSPRO during the implementation
phase.
I have attached an iThemba Supply Chain Manager evaluation report completed
Feb 2016 for development and improvement.
Overview of Experience/Abilities
Bookkeeping: Extensive knowledge of creditors capturing and related functions
Foreign Exchange: Experience in forex and working with foreign entities.
Importing: Experience in customs requirements and legislation and maintaining of
customs registry.
CIPS Member, In the process of completing CIPS qualification.
Software knowledge: AccPac, SYSPRO, MS Windows, MS Excel, MS Word, Pastel and
a range of self-acquired knowledge of popular software.

iThemba:iThemba:iThemba:iThemba:
Training&Development
andCounsellingServices
PERTINENT INFORMATION
This report is confidential and may only be perused by
individuals of authority who are directly involved in this
appointment/promotion. The individual assessed may not
receive a copy.
Feedback is available to the individual and may only be
provided, written or verbal, by myself.
This evaluation should be considered as part of the total
process and in relation to the relevant job competencies.
The critical competencies, as provided by the client, serve as
the basis for the choice of assessment tools.
The author of this report does not accept responsibility or
liability for the unauthorized use or divulgement of its
contents.
NAME: Rosco Livanos
POSITION: Supply Chain Manager
COMPANY: Nautic Africa
CONTACT: Melisizwe Mabuya
PERSON
DATE: 19 February 2016
P.O Box 66493,
WOODHILL, 0076
TEL: 012 998 0809
FAX: 012 998 0807
E-Mail:
Ithemba@iburst.co.za
Web:
www.ithembatdc.co.za
Confidential Evaluation Report

iThemba: Training & Development Confidential
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Table of Contents
COGNITIVE ASSESSMENT .....................................................................................................................2
GENERAL REASONING
Verbal Reasoning (V/R)
Numerical Reasoning (N/R)
Abstract Reasoning (A/R)
Spatial Reasoning (2D/3D Reasoning)
Mechanical Reasoning (M/R)
BRAIN PROFILE ANALYSIS ....................................................................................................................5
PERSONALITY PROFILE ..........................................................................................................................7
Primary Factors
Major Factors
Areas of Potential Concern (Behavioural)
Personality Report
Interpersonal Communication Model
Temperament Style
SUPERVISORY COMPETENCE (In-Tray Exercise) ............................................................................17
a) Action Oriented Competencies
i) Initiative
ii) Decisiveness
b) Thinking Competencies
i) Analysis & Problem Solving
ii) Judgement
c) Supervisory Competencies
i) Planning/Organising and Prioritising
ii) Follow-up/Administrative Control
iii) Delegation
d) Interpersonal Competencies
i) Interpersonal Sensitivity
ii) Written Communication
iii) Customer Care
SUMMARY ............................................................................................................................................28
LEVELS OF STRATEGIC COMPLEXITY.................................................................................................30
CONCLUSION ......................................................................................................................................31
HOW TO BEST MANAGE THE CANDIDATE........................................................................................33
DEVELOPMENT SUGGESTIONS...........................................................................................................36
ADDITIONAL INFORMATION..............................................................................................................39
a)Explanation of the 16 personality factors
b)Diagram indicating the relationships between the 16 factors

iThemba: Training & Development
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1.0 COGNITIVE ASSESSMENT
a) GENERAL REASONING
i) VERBAL REASONING (VR)
This assessment measures the person’s ability to use words in a logical way. It
therefore assesses basic vocabulary, verbal fluency and the ability to reason using
words. While this is a measure of reasoning ability rather than educational
achievement, it is generally recognized that VR scores are sensitive to educational
factors.
Score obtained: 5/9 (Average)
0 1 2 3 4 5 6 7 8 9
Interpretation:
His performance on the Verbal Reasoning test places him within the middle band
when compared to the reference group. His score is typical of the comparison group
suggesting that his verbal reasoning ability is as strong as most other people. While he
will be able to understand instructions and explanations without too much difficulty it
may take him a little time to fully appreciate the logic underlying complex arguments.
As able as most to use words in a logical, rational way he should be able to explain
concepts he is familiar with, with a fair degree of clarity.
ii) NUMERICAL REASONING
This assessment measures the ability to use numbers in a logical, efficient way. This test
only requires a basic level of education in order to successfully complete and is
therefore measuring numerical ability rather than educational achievement.
Score obtained: 7/9 (Above Average)
0 1 2 3 4 5 6 7 8 9
Interpretation:
His performance on the Numerical Reasoning Test places him above “average” when
compared to the reference group. This demonstrates a good grasp of numerical
concepts and a reasonable ability to work with numbers. This suggests that he should
be able to cope with the demands of most jobs, which require working with numbers,
and has a sufficient grasp of such issues to benefit from further relevant training
iii) ABSTRACT REASONING (Development Potential)
This assessment measures the ability to understand abstract logical problems and use
new information outside the range of previous experience. Assessing the ability to
quickly understand and assimilate new information it is likely to predict how

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responsive to training the person will be. This is the purest form of mental ability and is
least affected by previous education and achievement.
Score Obtained: 5/9 (Average)
0 1 2 3 4 5 6 7 8 9
Interpretation:
Sometimes, specific scores make larger contributions or detractions to Managerial
positions. In regard to Problem Solving Ability here are areas to consider:
This candidate demonstrates an “average” capacity to solve problems, learn rapidly,
and manage abstract concepts well. This score is based on a short measure of verbal
and abstract reasoning. You will want to verify this ability with other sources of
information (i.e. school grades, honour societies, graduate record scores, etc.), but it
is likely that he is able to perform reasonably well in learning situations. His score on
the Abstract Reasoning Test therefore shows that he has performed at an average
level when compared to the reference group. This indicates an average level of
natural or fluid ability. This should enable him to grasp new and complex concepts
outside of his previous experience with a degree of ease. With a greater capacity to
learn than many he should respond well to training and put instruction to good use.
This ability is particularly important for people within the managerial positions who are
in charge of complex issues and need to learn quickly and to reason effectively. High
scores on the Problem Solving dimension are generally required to perform at higher
levels of work complexities.
His critical thinking skills are therefore average (fairly strong), and in most
circumstances, he is open to alternatives and possibilities. In fact, he has a keen eye
for observing details or aspects of a situation that appear to be out of place or which
may not fit in with the rest of the plan. As a result, he has a reasonable drive for
change and will demonstrate some tolerance with others if they do not move as
quickly to understand a concept or to act on a situation. This drive can be seen as an
average sense of urgency.
iv) SPATIAL REASONING (2-D/3-D)
The Spatial Visualization 2-D/3-D test is to measure the three-dimensional spatial
perceptual ability of the person. Spatial visualization or the ability to perform complex
mental manipulation of objects has been established as a predictor of success in
several technological related disciplines, i.e. engineering, mechanical, architecture,
and visual arts, etc. The Spatial Visualization 2-D/3-D test is a good indicator of the
person’s problem analysis ability. Information processing is an active process that
involves the use of strategies (Forrest, 2001). And the research shows that different
people would use different strategies while solving spatial tasks. Gages (1994) studied
the relationships among spatial ability, strategy usages and learning styles of students.
The result shows that participants with higher level spatial ability favoured holistic
strategies, and they combined and shifted strategies more frequently than those
students with lower level spatial ability. As problems became more difficult, a majority
of the students would use a combination of strategies.

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Score Obtained: 5/9 (Average)
0 1 2 3 4 5 6 7 8 9
Interpretation:
The candidate’s score on the Spatial Visualization 2-D/3-D test indicates that he has
performed at an “average” level when compared to the normative group. Such a
level of Spatial Visualization 2-D/3-D reasoning ability suggests a sound application of
problem solving strategies. As a consequence, he is likely to have little difficulties in
applying a combination of strategies relevant to the complexity of the problem
faced.
V) MECHANICAL REASONING
The Mechanical Reasoning Test measures a broad ability to understand mechanical
principles. Items have been selected to represent physical principles from a wide
range of areas, including optics, electrics, fluids and mechanics.
Score obtained: 5/9 (Average)
0 1 2 3 4 5 6 7 8 9
Interpretation:
The candidate’s score on the Mechanical Reasoning Test shows that he has
performed at an “average” level when compared to the normative group. This
indicates a relatively good understanding of mechanical principles and concepts
which is fairly typical of the average member of this population. This should enable
him to grasp new concepts as quickly as most and put them to good practical
application.

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2.0 BRAIN PROFILE ANALYSIS (Thinking Preferences – not Ability)
We all naturally tend to process information, solve problems and relate to others in a
particular way, and such inclinations roughly corresponds to our four different quadrants
of the brain. This is the first step to know how to engage a prospect, build trust and sell.
The Whole brain model examines our natural thinking preferences rather than our abilities
or personalities. It deciphers the lenses through which we see the world. By knowing our
own filters, we are able to determine how to best communicate with people who have
the same filters, and more importantly, who have differing filters. Once we understand
that good communication isn’t just about communication techniques, but also about
people with whom we communicating, the door opens to better personal and client
relationships, team work, creativity, problem solving and other aspects of personal and
interpersonal development.
The Whole Brain model is therefore an effective tool for understanding the differences
between our preferences and that of our customers and colleagues. This tool therefore
helps us to understand our own filters and to be able to determine our client’s filters. This
will help build stronger and deeper relationships. And stronger client relationships mean
growth.
b) BRAIN PROFILE ANALYSIS (Thinking Preferences)
L1: UPPER LEFT: A R1: UPPER RIGHT: D
Facts Future
L2: LOWER LEFT: B R2: LOWER RIGHT: C
Form Feelings
Strong
Average
Strong
Average

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A brief summary of the different thinking processes relevant to each
quadrant
General Preferences for L1
(Factual) (Strong)
General Preferences for R1
(Future) (Average)
Accuracy
Preciseness
Exactness
Focused approach
Factual Reasoning
Analytical thinking
Objectivity
Realism
Critical
Correct
Search for alternatives
Prefers big picture
Idea intuition
Strategy instead of operational processes
Combining of ideas
Integration
Risk
Becomes bored quickly
Diversity
Planning
Must be practical
Putting into action
Organising
Promptness
Discipline
Dedication
Step-by-step approach
Operational
Tidiness
Feeling oriented
Empathy
Social Liaison
People environment
Interaction
Touch
Passion
People communication
Listening focus
General Preferences for L2
(Form) (Strong)
General Preferences for R2
(Feelings) (Average)
Conclusion
His Brain Profile (L1) indicates that he has a “strong” preference for processes such as
accuracy, preciseness, detail, exactness, factual reasoning, analytical thinking, and
concrete information. This means that he will feel quite comfortable working in an
environment where such processes are required. However, this does not mean he has
developed the required skills to a similar degree.
His (L2) score also indicates a “strong” preference for processes such as planning,
organizing, step-by-step approach, being practical, dedication, procedures, routine,
etc. As this is one of his dominant styles of interaction he will feel very comfortable
working in an environment where these processes are required.
His score on (R1) indicates an “average” preference for strategic thinking activities,
diversity thinking, the combining and integration of ideas into a single conclusion, etc.
He will therefore feel somewhat comfortable taking moderate risks or experimenting
with new ideas and concepts.
His score on (R2) also indicates an “average” preference working and interacting with
people. He will therefore feel somewhat comfortable interacting and communicating
with people ongoingly.

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3.0 PERSONALITY PROFILE
Introduction
Use of the report
Please note: decision-making using 16PF-derived information should only be
undertaken by a fully qualified trained 16PF user (psychologist/psychomotrist), who
will interpret an individual's results using their professional judgment. The statements
contained in any computer-generated report should be viewed as hypotheses to be
validated against other sources of data such as interviews, biographical data, and
other assessment results. All information in the report is confidential and should be
treated responsibly. It is important to consider that:
• The results are based on the respondent's description of their own personality
and behaviour, which may not necessarily reflect the way other people see
them. The accuracy of the results is therefore dependent on the respondent's
openness in answering the questionnaire and upon their level of self-
awareness.
• The results are compared against those of a large group of people who have
completed the questionnaire.
• The report describes the respondent's likely style, but has not measured skills or
knowledge, and therefore it does not present firm conclusions about their
ability.
• There are no absolute rights or wrongs in personality – each style has its
advantages and disadvantages, although some temperaments may suit
some activities, jobs or interests better than others.
• Results of psychometric questionnaires like this one enable a good prediction
of how people will behave in a variety of situations.
The results of the questionnaire are generally valid for 12–18 months after completion,
or less if individuals undergo major changes in their work or life circumstances.
Interpreting mid-range scores
A person's behaviour is the product of the interaction of their personality
characteristics with specific situational opportunities and constraints. This interaction
effect is likely to be particularly true of 16PF sten scores in the mid-range on the
profile; that is, scores laying at or between stens 4 and 7, and especially those at stens
5 and 6. Therefore, interpretation of these scores can be one of the more challenging
aspects when providing feedback. References to situational factors are used in the
narrative of this report to remind the professional that interpretations of scores in the
mid-range are especially likely to benefit from additional information gathered during
the course of the feedback session.

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3.1 Primary Factors
Low Score Raw 1 2 3 4 5 6 7 8 9 10 High Score
A
Distant Aloof:
Reserved, Distant, Detached,
Impersonal
6
Empathic: Outgoing
Affable, Participating,
Warm-hearted
A
B
Low Intellectance
Lacking confidence in own
intellectual abilities
7
High Intellectance
Confident in own intellectual
abilities
B
C
Affected by Feelings
Emotional, Changeable, Labile,
Moody
7
Emotionally Stable
Mature, Calm, Phlegmatic C
E
Accommodating
Passive, Mild, Humble,
Deferential
8
Dominant
Assertive, Competitive,
Aggressive, Forceful
E
F
Sober Serious
Restrained, Taciturn, Cautious 8
Enthusiastic
Lively, Cheerful, Happy-go-
Lucky, Carefree
F
G
Expedient
Spontaneous, Disregarding of
rules & obligations
6
Conscientious
Persevering, Dutiful, Detail
conscious
G
H
Retiring, Shy
Timid, Self-conscious, hesitant
in social settings
5
Socially-bold
Venturesome, Talkative,
Socially confident
H
I
Hard-headed
Utilitarian, Unsentimental,
Lacks aesthetic sensitivity
3
Tender-Minded
Sensitive, Aesthetically
aware, Sentimental
I
L
Trusting
Accepting, Unsuspecting,
Credulous, Tolerant
4
Suspicious
Sceptical, Cynical, Doubting,
Critical
L
M
Concrete
Solution-focused, Realistic,
Practical, Down-to-earth
2
Abstract
Imaginative, Absent-minded,
Impractical
M
N
Direct
Genuine Artless, Open,
Forthright, Straightforward
6
Restrained Shrewd
Diplomatic Socially astute,
Socially aware, Discreet
N
O
Confident Placid
Secure, Self-assured,
Unworried, Guilt-free
4
Self-doubting
Worrying, Insecure,
Apprehensive
O
Q1
Conventional
Traditional, Conservative,
Comforting
5
Radical
Experimenting, Open to
change, Unconventional
Q1
Q2
Group-oriented
Sociable, Group dependent, a
‘joiner’
5
Self-Sufficient
Solitary, Self-reliant,
Individualistic
Q2
Q3
Informal
Undisciplined, Uncontrolled,
Lax, Follows own urges
7
Self-disciplined
Compulsive, Fastidious,
Exacting willpower
Q3
Q4
Composed
Relaxed, Placid, Patient 5
Tense-Driven
Impatient, Low frustration
tolerance, Irritable
Q4
Low Score 1 2 3 4 5 6 7 8 9 10 High Score

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3.2 Major Factors
Sten 1 2 3 4 5 6 7 8 9 10
(Depicting the target range defined by scores of successful leaders/managers)
(Depicting the candidate’s scores)
Global Factors Definitions Contributing primary factors
Interpersonal Skills (Relating to others)
Indicates the extent to which an individual’s time and energy
are focused on interpersonal relationships, as opposed to
seeking more time alone and working independently on tasks
A: Warmth
F: Liveliness
H: Social Boldness
N: Social Awareness (-)
Q2:Self-reliance (-)
Workplace Coping Skills (Management of Pressure)
Indicates different styles of coping with pressure, disappointments,
challenges, setbacks and other stressful circumstances
C: Emotional Stability (-)
L: Vigilance
O: Apprehension
Q4:Tension
Tough-Mindedness (Thinking Style)
Indicates the tendency to have an intuitive, creative thinking
style, or a more objective, realistic way of thinking (practical)
A: Warmth (-)
I: Sensitivity (-)
M: Abstractedness (-)
Q1:Openness to change (-)
Independence & Collaboration
Indicates the extent to which an individual has a forceful,
assertive and independent influence on their environment, or a
more cooperative, collaborative style of functioning.
E: Dominance
H: Social Boldness
L: Vigilance
Q1:Openness to change
Relating to Others
Management of
Pressure
Tough-
Mindedness
Influence &
Collaboration
Discretion
Structure &
Flexibility
6.5
4.1
9.0
6.2
6.0
6.6
Introverted
Low Anxiety
Receptive
Accommodating
Negative
Unrestrained
Extraversion
High Anxiety
Tough
Minded
Independent
Self-
Controlled
Positive

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Discretion (Organisational Citizen’s Behaviour- OCB)
Response to client; being helpful, creating Win/Win
relationships; strongly positive. Creating client
satisfaction.
A: Warmth
N: Socially Awareness)
H: Social Boldness
E: Accommodating
Q4:Composed
Self-control (Structure & Flexibility)
Indicates the tendency for self-discipline and self-control,
or adopting a more unrestrained, flexible approach
F: Liveliness (-)
G: Rule-Consciousness
M: Abstractedness (-)
Q3: Perfectionism
(-) Indicate a negative relationship between the Global and Primary Factor.
3.3 AREAS OF POTENTIAL CONCERN (Behavioural)
This section is designed to help spot certain behaviours that could impact productivity
and bring into question someone's ability to perform ANY job. This profile yielded one
area of potential concern that need to be evaluated and understood before making
a decision. More than one area of concern is quite unusual in successful employees,
so these should be considered carefully, especially in light of the demands and
responsibilities of this particular job. There should be supportive material from other
sources (e.g., background investigation, second interviews, and reference checks) to
validate a positive hiring decision.
1. Factor M: (Score = 2) (Solution-focused)
Concrete, Solution-focused, Realistic, Practical, Down-to-earth
Low scorers tend to be practical, down-to earth realists. They are more
concerned to ensure that things work, rather than explore how or why
they work. Firmly grounded in the here-and-now, they tend to be very
matter of fact in their outlook. Concrete thinkers, they are inclined to
reject abstract theoretical perspectives.
They may be disinclined to look beyond the obvious facts in a given
situation in search of deeper possibilities and meanings. As a result,
others may view them as being rather pedestrian or unimaginative in
their outlook. Focusing on observable facts and hard data, they may
on occasion be overly concrete or literal in their thinking style. Not in
the least prone to ﬂights of fantasy, and not inclined to day-dream,
they will be viewed as sensible pragmatists whose decisions emphasise
the practicable and achievable.
Low scorers say:
They prefer to work on practical, concrete problems. They rarely ﬁnd
themselves deeply engrossed in thought. They value realism over
insight.

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Career Theme Scales
Career-Themes are based on the work of Holland. These provide a match
between the candidate’s personality profile and those of the broad
occupational groups listed. The scores take no account of other important
factors such as interests, aptitudes, qualifications and work experience.
Scale Raw 1 2 3 4 5 6 7 8 9 10
Enterprising 7.8
Artistic 2.8
Investigative 6.2
Social 5.0
Conventional 6.8
Realistic 7.4
Consistency Indexes
Scale Raw 1 2 3 4 5 6 7 8 9 10
Extraversion 90%
Anxiety 96%
Cortertia (Tough
Mindedness)
85%
Independence 70%

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Performance Indexes
Scale Raw 1 2 3 4 5 6 7 8 9 10
Leadership
Potential
8.1
Creativity 3.6
Achievement
(academic)
5.8
3.4 PERSONALITY REPORT
Ego Development (Emotional Stability)
Rosco Livanos has a fairly low degree of anxiety and is emotionally very
stable.
He also has sufficient ego strength and as such is stable and adjustable.
Inwardly he feels reasonably self-assured, complacent and self-satisfied.
The result of this is that others will find him as someone easy to get on with,
adaptable and free of jealousy.
Interpersonal Relationships
In his relationship to other people he is somewhat extraverted and
probably prefers group activity rather than to work in isolation for an
extended period of time. He will also present himself to others as someone
who is happy-go-lucky, lively and buoyant.
In his interaction with others he portrays a well-balanced level of social
sophistication and sufficient insight into the behavior and motives of
others.
Locus of Control
Concerning his general locus of control, he is neither too dependent nor
too independent and can be expected to show initiative without clinging
to or being too dependent on others. In any situation where he has to
stand up for his rights or where he faces any competition it can be
expected that he will be considerably assertive and authoritative.
Value Orientation
In his general management of the world around him, he is particularly
oriented towards the obvious situation and gives very little credence to
feelings. He is also apt to give too little attention to the subtleties of a

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matter and as such acts before giving it enough consideration. His general
value orientation indicates that he is quite middle of the road without
being conservative or liberal as far as the general values of the society are
concerned.
Superego (Internal Control)
Concerning his conscientiousness, he has a moderately high level of
internal control to meet any set expectations and obligations.
Furthermore, he is exacting and decisive, knows what he wants and does
not easily give up.
Vocational Orientation
His general interest is reflected by the following:
He can be regarded as someone who is highly conventional, is only alert
to practical needs and external realities and thus avoids all unorthodox
ideas and artistic inclinations. This is supported by his emotional style as he
is independent-minded and unaffected by feelings and empathy.
His personality profile correlates with the following Holland Career Theme:
Realistic
Prefers:
• work requiring physical strength
Avoids:
• interpersonal and predominantly verbal types of work
Favorite activities:
• use of tools and machines
• use of materials and objects
• concrete rather than abstract tasks
• well-defined, orderly and systematic goals
Representative occupations:
• engineer, carpenter, architect, forester, machinist, printer,
agriculturist
Leadership Potential
His general leadership potential may be summarized as follows:
A. General Potential.
He portrays a high measure of leadership potential.
B. Decision Making.
As he is neither too dependent or independent he can be expected
to take the initiative to make decisions if there is not too much risk
involved and if the situation calls for it.
C. Skill in analyzing the motives of others.

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He has adequate natural interpersonal skills as well as sufficient
intellectual competence to understand others.
D. Capacity for close interpersonal association.
He has a definite preference to associate with others and as such will
not only have no difficulty to form close interpersonal relationships but
will show a distinct leaning in this direction.
However, it is important to note the following aspects of this person's
personality as it has some bearing here:
• he is considerably assertive and authoritative and others may find
him too arrogant
Intellectual Potential
His general intellectual potential is reflected by the following:
He has a moderate measure of (academic) achievement potential but
an under-developed level of creative ability.
Certain aspects of the (Leary) Interpersonal Communication Model may
be predicted by using the Dominant-Submissive and Warm-Cold
dimensions.
According to this model Rosco Livanos will display the following pattern of
interactions:
Appears as
• considerate and supportive
• cooperative
• decisive and self-confident
• a "forceful" personality
• alert
General Style of Interaction
• candid and open
• believes in a problem solving attitude in connection with human
interaction- supportive and sympathetic
• believes in interdependence, collaboration and an "offer- and-
give" Attitude
Positive Attributes
• confident and ascendant
• responsible
• open, warm and responsive
Negative Attributes
• over benevolent at times
• obstinate
• pushy
• too insistent
Relationship to subordinates
• believes in the autonomy and self-control of subordinates
• controls through interaction, encourages teamwork

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• pragmatic
• accessible and supportive
Rosco Livanos is subject to the following personality and/or interpersonal
problems not mentioned in the Cattell report:
No additional problems found.

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Interpersonal
Communication
Model
10
9
8
7
6
1 2 3 4 5 6 7 8 9 10
4
3
2
1
Temperament Style
10
9
8
7
6
1 2 3 4 5 6 7 8 9 10
4
3
2
1
Talkative, communicative lively & enterprising
COMPETITIVE
Pushy
Over Controls
Narcissistic
SELF-ASSURED
Assertive
Supportive
Guiding
Suspicious
Unconventional
Indecisive
WITHDRAWN
Cooperative
Friendly
Optimistic
EASY GOING
Dominant
Extroverted
Submissive
People Oriented
Task Oriented
PHLEGMATIC
Reasonable
High Principled
Controlled
Persistent
Calm
SANGUINE
Easy Going
Playful
Contented
Carefree
Sociable
Hopeful
Anxious
Worried
Unhappy
Suspicious
Serious
Thoughtful
MELANCHOLIC
Histrionic
Hot Headed
Exhibitionist
Egocentric
Touchy
CHOLERIC
Extroverted
IntrovertedIntroverted

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4.0 Supervisory Competence (In-Tray Exercise)
a) Action Oriented Competencies
i) Initiative
Definition:
This position requires the person to originate ideas spontaneously without having to be asked
to do so. Person must be able to put forward different solutions to problems, and exploit
opportunities where possible, but is not required to be creative and original in his /her thinking
on solutions to problems. Person must display reasonable level of proactive thinking in
anticipating problems and identifying new opportunities, which will benefit own function. The
person should generally be able to take action on problems before they arise.
Number of responses to “Initiative” issues (out of 8 possibilities): 4
Positive indicators the person should
identify and implement.
Negative indicators arising had the
person not demonstrated the behaviour
• Organizes a memo to be circulated to
staff informing them of Lesley’s
absence and stand-in arrangements.
• Identifies another time slot to
continue interview if required (item 1).
• Identify ways of sponsoring money to
the Society for Handicapped
Children.
• Finds out about history of complaints
and sets direction in dealing with it.
• Asks for suggestions how problem
could be resolved without upsetting
Union and put plans in action.
• Asks that matters be investigated and
proper solutions be implemented as a
matter of urgency.
• Suggested various options to
consider ensuring the delivery of
goods are on time and make sure it
happens.
• Asks that proper preparation be done
for Moonsamy’s visit.
• Did not go beyond the call of duty
(what an average supervisor would
do) to address matters.
• Did not deal with items proactively to
prevent similar problems from
coming up again.
General comment on candidate performance
Compared to the norm group, the respondent’s demonstration of this competency in the in-
tray exercise is acceptable. The respondent took sufficient actions that are fairly effective on
the messages related to this competency.
Score Achieved for Initiative 3

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ii) Decisiveness
Definition:
This position requires that the person make decisions that affect own tasks. Also, most of the
time is required to make decisions which affect the tasks of others. There are various
alternatives to decisions, but they are not always obvious. The person must not hesitate to
take responsibility for decisions, and must display the ability to reach conclusions from given
sources of data.
Number of responses to Decisiveness issues (out of 8 possibilities): 4
• Arrives at a single focused solution
rather than multiple or prioritized
solutions.
• Takes specific action for the late
coming matter of an employee (item
1).
• Acknowledges the request from the
National Society for Handicapped
Children and takes definite action to
address matter (item 2).
• Takes immediate action on customer
complaints (item 3 & 4).
• Suggests definite action only after
requesting further information on
Business Development (item 5).
• Recognizes the importance of these
items and the need for some clear
action (items 6 & 7).
• Recognizes the significance of the
moral problems in terms of its
potential impact on sales (items 8 &
9).
• Decides to take definite action to
ensure maximum benefit for
Moonsamy’s visit (item 10).
• Seemed hesitant in making positive
decisions.
Score Achieved for Decisiveness 3

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b) Thinking Competencies
i) Analysis and Problem solving
Definition:
The position requires the person to demonstrate the ability to analyse situations where clues
and information are directed. The superior usually gives alternative causes but have to be
developed further by the person. At times person must be able to develop own alternative
causes of problems, by utilising appropriate questioning techniques to assimilate data, looking
both at the broader picture and detail. Person must quickly understand the requirements of an
instruction.
Number of responses to Analysis & Problem Solving (out of 14 possibilities): 9
Negative indicators arising had the person
not demonstrated the behaviour
• Identifies potential Diary clashes
• Identifies Lucky Dube as No 2 in the Store
Organisation Chart.
• Checks to make sure company disciplinary
procedure has been followed by asking Lucky
Dube for the necessary background
information.
• Checks whether the company has a policy
(Grand-in-Aid) in place. Also if payment was
made and what process was followed.
• Checks to see if contact with client was made.
• Early follow-up required as this is an “old” item
• Checks with Audrey Smit to see if the issue
has been resolved.
• Needs to be related to item 3, hence the
priority
• Report needs to be available for Sandile by
Wednesday when Moonsamy arrives.
• Checks to see if an investigation has been
done and whether a report has been drafted.
• Checks with Luck Dube the status of the
Business Development initiative
• Request Audrey Smit what has been done as
these are “old” items. Suggest appropriate
action on Items 6, 7 & 8.
• Ask Lucky Dube on the status of the problem –
suggesting a proper investigation with a
recommended action plan.
• Checks with John Allen on the status of the
problem and to investigate with a
recommended action plan.
• Request all senior staff to draft a list of
concerns to be discussed with Moonsamy.
• Did not request investigations on all
critical matters that impacts on the
company’s image, customer care and
financial position.
• Did not request a plan of action to be
compiled based on the outcome of
various investigations.
tray exercise is adequate. The respondent took sufficient actions that are effective on the
messages related to this competency.
Score Achieved for Analysis and Problem Solving 4

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ii) Judgement
Definition:
This position requires that the person display the ability to consider alternative courses of
action. The alternatives are limited, but the implications are not always known. The person is
required to look at implications as these could impact other people’s activities, sections, etc.
Number of responses to Judgement (out of 6 possibilities): 4
• Decides not to accept the golf
invitation but decide rather to spend
the 12th with Moonsamy on his visit to
the store.
• Took actions considered to be most
appropriate given the specific
information available to them in the
in-basket exercise.
• Requests further information before
making any decision on items 3, 4 &
5.
• Recognizing the importance of this
item and the need for some clear
action (item 7);
• Recognizes the significance of the
morale problems in terms of its
potential impact on sales (item 9).
• Takes appropriate action to inform all
managers of Moonsamy’s visit and
put steps in place to maximize
benefit of the visit.
• Made decisions and took actions that
might not have been entirely justified
or appropriate in a particular situation
• Did not take appropriate action on
any of the customer/product
complains received.
• Did not respond to the alleged theft
concern made by the Regional
manager.
• Did not make any stand-in
arrangements when away attending
2-day workshop.
Score Achieved for Judgement 3

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c) Supervisory Competencies
i) Planning/Organising and Prioritising
Definition:
The position requires that the person be able to set objectives on his/her own and must implement and
prioritise the steps of planning and organising effectively. Must not only control own activities, but is also
required to co-ordinate the activities of immediate subordinates in own section towards goals
achievement where applicable. Prioritises tasks according to their urgency and/or importance.
Number of responses to Organising and Prioritising issues (out of 19 decisions): 12
Positive indicators the person should identify and
implement.
person not demonstrated the
behaviour
• Prioritised each item rather than attempting to tackle
them in the order they were placed.
• Followed a specific structure to complete the exercise
within the prescribed time.
• Made use of planning tools by utilizing monthly calendar
or preparing an action item list of meeting dates and
phone calls to be made.
• Scheduled meetings in diary
• Recognised that 3 scheduled meetings clash with 2-day
workshop.
• Arranges to talk to Lucky Dube before interview
• Took steps to determine whether sufficient funds are
available for donation.
• Note that Ready Made Meals complaint has been
around for a while no action recorded.
• Took steps to investigate complaints on Ready-made
meals and Bread Rolls.
• Schedules time in diary to meet angry client about piece
of plastic in bread rolls
• Identifies need to talk to someone regarding the history
on Bread Rolls complaints)
• Notes that Business Dev request long overdue.
• Identifies someone to prepare report to discuss at
meeting the next day.
• Recognised practical steps need to be taken to address
poor relationships between Packers.
• Recognises the seriousness of the problem and ensures
that urgent steps are taken to address possible theft at
the Bela-Bela store.
• Took steps to stop Shop Floor lunches.
• Recognises the need for training of Packers to improve
on their customer care.
• Note the problem with late deliveries and initiate specific
steps to address it.
• Realises the importance of Moonsamy’s visit and took
various actions to maximise the benefit of his visit.
• Omits high priority items
• Fails to complete exercise
• Conducts meetings as
scheduled
• Did not sufficiently
accommodate Mr
Moonsamy’s visit on 12 Feb –
realises clashes with other
meetings
Score Achieved for Planning/Organising and Prioritising 4

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ii) Follow-Up/Administrative Control
Definition:
The position requires the person to set the necessary managerial controls over arrangements
and be able to address contingencies. The conception of procedures to regulate or monitor
the tasks and/or activities of others. The measure of results and the taking of correction
action. The provision of deadlines and requests for specific feedback is important. From time-
to-time may be called upon to assist in the formulation and implementation of Organisational
policies and strategies.
Number of responses to Follow-Up/Administrative Control (out of 8 possibilities): 5
• Wrote notes on their calendars to
check on the progress of an
assignment.
• Delegates a task with a specific
outcome and ask to report on
progress by a specific date and time.
• Asks Sarah to give feedback on
when matter with Sandra has been
finalized.
• Requests feedback on the outcome
of the suggested investigation by 10
Feb (item 2).
• Asks feedback on investigation by 13
Feb and how matter was resolved
with customer (item 3 & 4).
• Requests feedback before 12 Feb to
be discussed at manager’s meeting
(item 5, 6 & 7).
• Asks for feedback coupled to a
specific due date on matters
pertaining to items 8, 9 & 10.
• Requests feedback on the
preparation for Moonsamy’s visit.
• Did not ask for any feedback on
arrangements made or instructions
given.
• Did not couple any of the feedback
requested to a specific due-date and
time.]
• Did not use the calendar to
check/monitor the progress of any
assignment
Score Achieved for Follow-up/ Administrative Control 4

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iii) Delegation
Definition:
Delegation is defined as the ability to allocate necessary authority and resources to others in
order to accomplish a task, assignment, or project in a timely and effective manner.
Delegation involves the proper matching of an individual to a task with clearly established
performance expectations and standards. The position therefore requires the person to, from
time-to-time, utilise people, and spend some time developing individual potential, using the
job situation as a tool within own section/division. A basic knowledge of motivational
techniques is required.
Number of responses to Delegation issues (out of 6 possibilities): 4
• Appoints a specific person as a
stand-in when away on the 2-day
workshop.
• Ask Sarah to initiates a “Task List” for
each direct reports to help monitor
delegation.
• Delegates items 1, 2, 6, 8 & 9 to
Lucky Dube for his investigation and
conclusion.
• Delegates items 3, 4 & 5 to Audrey
Smit for his investigation and the
submission of an action plan.
• Delegates item 7 & 11 to Audrey,
Lucky, Clive and John for their input.
• Delegates item 10 to John Allen for
his investigation and implementation.
• Did not refer or delegate any
task/matter to any relevant person
for their possible investigation and/or
conclusion.
Score Achieved for Delegation 4

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d) Interpersonal Competencies
i) Interpersonal Sensitivity
Definition:
The position requires the person to reconsider and be open to new sources of information and
viewpoints and to, at times, actively demonstrate this by displaying some understanding of the
feelings and attitudes of others, displaying the ability to view things from another person’s
perspective. The position requires the person to build and maintain meaningful relationships
and interactions with others by effectively assessing how people think and feel. Required to
make meaningful contributions in a situation, and build a relationship of trust through personal
involvement.
Number of responses to Interpersonal Sensitivity issues (out of 6 possibilities): 3
• Arranges to introduce self to store
supervisors first thing on Wednesday
morning.
• Thanks Sandile for the Welcoming
letter and the opportunity to be given
the acting position.
• Determined the Store’s position in
terms of giving donations and act
accordingly.
• Dealt with both customers complains
in a constructive and definite manner.
• Takes definite steps to deal with poor
relationships between Packers.
• Dealt with all matters in a
constructive and respectable manner
with the intention of building and
maintaining meaningful relationships.
• Did not thank any person for bringing
a specific matter to his attention
• Did not show any concern for people
queries or issues.
• Made no attempt to deal with matters
in a constructive and meaningful
manner.
Score Achieved for Interpersonal Sensitivity 3

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ii) Written Communication
Definition:
The person is required to effectively understand a written message and must be concise and
clear (specific) in communicating ideas to others in the written form. The person should have
a basic knowledge of the appropriate writing styles to ensure impact with the reader, but need
not be articulate on paper.
Number of responses to Written Communication issues (out of 8 possibilities): 5
• All memos written to colleagues are
easy to read.
• Instructions/memos are clear and
unambiguous.
• All items carry some form of
instruction from the participant.
• Tone of response is appropriate.
• Instructions and requests for further
information are clear.
• Any letter written is well constructed
and carefully/clearly expressed.
• Urgency of action is clear.
• Memos and letters demonstrate an
appropriate writing style.
• No letters or memos were written to
any inside or outside person.
Score Achieved for Written Communication 4

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iii) Customer Care
Definition:
The position requires that the person be able to identify customer needs prior to customer
contact so that the person can react to these and satisfy them in a professional manner. The
person must, from time-to-time, be able to identify customer needs by analysing the subtle
clues and indicators that the customer projects. The person must then be able to sell a
product/service, etc. to the customer through the identification and analysis of these clues.
From time-to-time the person must expand on existing business.
Number of responses to Customer Care issues (out of 5 possibilities): 3
• Utilises the Society for Handicapped
Children as a possible means to build
relationships with the community.
• Arranged to meet or speak with Ms
Patel and Mowne personally to
finalise their product concerns.
• Encourages supervisors to drive the
proposed extension of range for
Ready-Made meals to start making
customers aware of what is to come.
• Suggests that something specific
such as a training program be put in
place to train Packers in proper
customer care principles.
• Utilises Moonsamy’s knowledge and
expertise to improve on Customer
Care initiatives.
• Did not make any attempt to deal
with the two complaints received
from customers.
• Did no see customer care as a
priority.
• Did not use any information provided
in the In-Tray exercise to reach out
to customers or to create greater
customer awareness.
Score Achieved for Customer Care 3

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Overall performance against competencies
A summary of the candidate's scores against the competencies measured by the In-
Tray exercise is shown below.
5 = Excellent demonstration of competence in this area
4 = Adequate demonstration of competence in this area
3 = Acceptable demonstration of competence in this area
2 = Marginal demonstration of competence in this area
1 = Poor demonstration of competence in this area
COMPETENCY AREA
ACTION ORIENTATED COMPETENCIES
Initiative 3
Decisiveness 3
THINKING COMPETENCIES
Analysis & Problem Solving 4
Judgement 3
SUPERVISORY COMPETENCIES
Planning/Organising and Prioritising 4
Follow-Up/Administrative Control 4
Delegation 4
INTERPERSONAL COMPETENCIES
Empathising/Interpersonal Sensitivity 3
Written Communication 4
Customer Care 3

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5.0 SUMMARY
Reasoning Ability
Rosco Livanos depicts an “average” ability to reason with words and should therefore
be able to deal with reasonable complex arguments with relative ease. He further
demonstrates an above “average” ability to deal with numerical assignments
indicating sound potential in dealing with such concepts.
His learning potential for future growth and development falls within the “average”
category indicating sound potential to benefit from further training and instruction.
This should enable him to grasp new and relatively complex concepts outside of his
previous experience as quickly as the average person. This will undoubtedly stand the
candidate in good stead when faced with new demands and to settle with ease in a
position which is relatively foreign to his current level of expertise.
The candidate’s score on the Spatial Visualization 2-D/3-D test indicates that he has
performed at an “average” level when compared to the normative group. Such a
level of Spatial Visualization 2-D/3-D reasoning ability suggests a sound application of
problem solving strategies. As a consequence, he is likely to have little difficulties in
applying a combination of strategies relevant to the complexity of the problem
faced.
Brain Profile
In terms of his Brain profile analysis Rosco Livanos’s preferred thinking preferences are
the following:
accuracy, preciseness, detail, exactness, factual reasoning, analytical
thinking, and concrete information (strong).
planning, organizing, step-by-step approach, being methodical and
practical, dedication, following procedures, routine, etc. (strong).
strategic thinking activities, diversity thinking, exploring boundaries, search for
alternatives, idea intuition, the combining and integration of ideas into a single
conclusion, at ease with chaos, etc. (average).
communicating and interacting with people (average).
Personality
In terms of his personality, Rosco Livanos appears to be an emotionally stable person.
In his interaction with others he portrays a well-balanced level of social sophistication
and sufficient insight into the behaviour and motives of others. He is neither too
dependent nor too independent and can be expected to show initiative without
clinging to or being too dependent on others. In any situation where he has to stand
up for his rights or where he faces any competition it can be expected that he will be
considerably assertive and authoritative. His general value orientation indicates that
he is quite middle of the road without being conservative or liberal as far as the
general values of the society are concerned. He also has a moderately high level of
internal control to meet any set expectations and obligations. Furthermore, he is
exacting and decisive, knows what he wants and does not easily give up.

29 | P a g e
However, he is particularly oriented towards the obvious situation and gives very little
credence to feelings. He is also apt to give too little attention to the subtleties of a
matter and as such acts before giving it enough consideration.
In-basket
Rosco Livanos reflected an above “average” mean in the In-basket exercise implying
sound knowledge of generic supervisory/managerial processes. Rosco succeeded in
making a number of outstanding arrangements. During this process he approached
matters with the intention of wanting to solve them as thoroughly and as effectively
as possible.
One thing that stood out was Rosco’s ability to utilise his staff in dealing with matters.
Through sound and careful delegation, he managed to use his total staff compliment
to see to matters. What further contributed towards his successful delegation was his
clear and precise communication. In all his memos and letters he spelled out in good
detail what needs to be done. His connection with people and setting the right
tone/atmosphere also contributed towards establishing a climate for staff to feel
appreciated and recognised. Rosco further requested that all relevant matters be
properly investigated and that feedback be given.
An added aspect that was quite impressing was Rosco’s level of confidence in
dealing with matters. He clearly demonstrated a high level of control of matters
portraying an outstanding degree of authority with a sound touch of sensitivity to it.
He also made a concerted effort to ensure that customers’ needs are sufficiently
addressed.
In summary it can be said that generally speaking Rosco Livnos demonstrated a good
understanding of basic supervisory/managerial functions and should be able to put
them to good use. He demonstrated that he was well in control of matters knowing
how to deal with them in line with sound administrative principles and practices. Well-
done!

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6.0 LEVEL OF STRATEGIC COMPLEXITY
This is a procedure for exploring and understanding the relationship between people
and their working life. From this information a prediction is made, based on reliable
statistics, as to how the individual is likely to change his approach over time.
Individuals tend to generate increasing complexity over time.
A summary of the four levels of work/complexity is as follows:
LEVEL I – Quality: making or doing something that can be fully specified
beforehand - has a concrete or direct output and an immediate impact on
viability. Judgement at this level is exercised through the senses, i.e. touch,
sight, etc. and discretion centers around the quality of the work done.
LEVEL II – Service: by responding to the requirements of particular situations or
people in such a way that people at level I are supported by expertise,
response to customer/client is complete, the purpose of the organisation is
exemplified. People at this level need to perceive more than one way of
doing a specific task and judgement is exercised according to the needs of
the specific situation.
LEVEL III – Best Practice: constructing, implementing and fine tuning the
systems and procedures to cope with both stability and change and to
engage with the future. At this level, judgement is exercised by constantly
being aware of reaching the overall goals and is a starting point for
development and improvement.
LEVEL IV – Strategic Development: underpinning the future by addressing what
does not exist but is needed for advantageous positioning. Judgement at this
level is based on hypothesizing and testing many different clusters of
possibilities and on flexibility of the means in response to constantly changing
ends.
CURRENT LEVEL OF CAPABILITY: LEVEL II
FUTURE LEVEL OF CAPACITY :
05 YEARS HENCE : LEVEL III

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7.0 CONCLUSION
RECOMMENDATIONS
A. “Recommend”. See a good fit between the individual’s assessment
results and the expectations for higher responsibility.
B. “Recommend with some reservations”. See a level of potential in the
individual with specific areas of development to address.
C. “Cautious about recommending”. Not enough to disqualify but have
clear questions and see a higher degree of potential risk.
D. “Do not recommend”. Have reservations and concerns that experience
and/or limitations do not appear to be in alignment with job
expectations and may be too much to overcome.
A
B
A
C
D
A

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Overall Job Fit Score:
This report tells you about the candidate’s potential fit to the competency
requirements of this job, based on the assessment of the candidate’s personality
profile as well as their Verbal & Abstract Reasoning scores.
75
High – The candidate has a high match to the requirements of a
Supply Chain Manager position, and will therefore require basic
development in certain areas.
The candidate’s areas of key strength are likely to be:
• Attention to detail
• Practical Oriented
• Factual
• Determined and self-assured
• Coping with pressures and setbacks
• Confident and ascendant
• Responsible
• Open, warm and responsive
• Decisive and self-confident
• Alert
• Management Skills
• Leadership Potential
The candidate’s areas of likely limitation are:
• Strategic Intent
• Entrepreneurial and Commercial Thinking
• Creative thinking
• Innovation
• Obstinate
• Pushy
• Too insistent
• Over benevolent at times
• Considerably assertive and authoritative
• A “forceful” personality
Note: It should be borne in mind that at times some of the limitations mentioned
above could be used to good effect depending on the situation.

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How to best possible manage Rosco Livanos during
his employment:
Understand what drives “B” players
In terms of his Abstract Reasoning score Rosco Livanos obtained a 5/9 which puts him
in the “average” category. This is indicative of a person with reasonable potential for
further advancement. This score together with his above “average” score obtained in
the in-basket makes him what is generally called an “B” player within an organisation.
But, this does not mean that he has developed all the required skills to a similar
degree.
To develop these employees, begin the same way you would with your “A” players:
seek to understand their most passionate business interests, deepest work values, and
strongest skills. Find out what direction they’d like their career to take.
Don’t be surprised if members of this group are not eager—or able—to advance in
the organization. Don’t push them, but allow them the freedom to stay where they
are. Periodically check in with these employees to find out if they are interested in
career advancement. You might also “test” individuals in this group to find out if
greater accomplishment is possible.
You may find that some of these “B” players may be capable of becoming stars if
given the right developmental opportunities and encouragement.
Identify the employees that have growth potential and provide them with:
• “Stretch” assignments. The best assignments are those that offer employees
challenges that encourage them to learn new skills and acquire new
knowledge. Match employees to these assignments carefully to ensure that
they are not overwhelmed.
• Coaching. By entering into coaching partnerships, you share your knowledge
and experience as a manager to help maximize employees’ potential and
help them achieve agreed-upon goals. This ongoing, two-way process relies
on collaboration and requires a positive emotional bond between coach and
coachee.
• Training. Encourage employees to enhance specific job or life skills through
training. Learning can take many forms, including: sessions provided by
internal human resources staff, seminars by experts in a particular field,
college or university courses, as well as online or distance-learning classes.
“B” players are also good candidates for lateral movements. Giving these employees
new experiences, through job rotations or “sideways promotions,” can help keep
them energized and productive.
Provide frequent affirmation
Make a deliberate effort to let these “supporting actors” of the corporate world know
that they are important and that their contributions are recognized. For example:
• Tell them they are valued. Show that you have a genuine interest in them by
letting them know how important they are to your organization.

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• Listen to their ideas. When they have a suggestion, listen carefully. Take the
time to respond thoughtfully and respectfully. If you act on a suggestion, be
sure to give them credit.
• Praise their accomplishments. Be conscious of the aspects of their jobs that
they are particularly good at. Tell them—and others—how much you
appreciate their unique talents.
• Trust them. Show them that they have your confidence by allowing them to
take actions and make decisions that are appropriate for their skill level.
Above all, accept them for who they are: solid performers upon whom your
organization relies.
Make a point of discovering who among them has the motivation and capability to
grow to positions with greater responsibility. Groom these people as you would “A”
players by allocating them developmental resources and opportunities. But also
respect those “B” players who are content where they are.
Developing employees can be time-intensive. Matching direct reports’ interests,
values, and skills to growth opportunities requires energy and careful consideration.
How can you optimize the time spent on this activity? By understanding who on your
team should be developed—and who requires performance improvement.
To understand how successful leaders allocate their employee development time, it’s
helpful to consider the return on management, or ROM, of developing your direct
reports.

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Performance vs Potential
Currently
exceeding
expectations
4
Peak Performer
7
High Professional
9
High Flyer
2
Consistent
Performer
5
Consistent
Professional
8
Future High
potential
Currently
falling short of
expectations
1
Low Performer
3
Inconsistent
Performer
6
Blocked Performer
Low development
Potential
High development
Potential

36 | P a g e
Development Suggestions
Strategic Vision
Result: Marginal fit
Description
This competency is concerned with creating a clear view of the future of the business.
People demonstrating Strategic Vision considers the long-term goals of their
organisation and defines the strategy that will enable others to achieve this. They also
take into account the broader context in which their business operates and
anticipate future changes or challenges for the organisation.
Indicators from the 16PF Questionnaire
• The candidate’s inclination to think about strategic concerns is not as strong
as that of the average person. The person is therefore more comfortable
focusing on practical down-to-earth matters rather than making connections
and visualising creative possibilities. It is therefore unlikely that the person
would think at a broader level as they are more comfortable thinking at a
realistic and solution focused level.
• The candidate preference to welcome change and to focus their attention
on developing and embracing novel opportunities are just as strong as
considering and following the traditional conservative route at times.
Development tips
• At its most extreme, the candidate’s preference for practical thinking and
solution focused approached could mean that they may at times overlook
the importance of setting a long term strategy or to follow the strategy where
such strategy exist. They could therefore compensate by drawing on the
strategic intentions of the company and ensure that their practical approach
is aligned with the strategic vision of the company. The person therefore
needs to ensure that their practical actions always link up with the strategic
vision. Where such a vision does not exist, it should be their first priority to
ensure that such a Vision is set where applicable. (M)
• The candidate enjoys change as much as the average person and they may
therefore be tempted not to make any significant alterations to a strategy
that other people believe should be changed. While good strategists adapt
their plans to take changing circumstances into account, too little change in
strategy could mean not staying on top of current developments and
perhaps loosing trend with market growth. By identifying and accepting the
elements of the strategy that do require further change or amendments, will
enable the candidate’s subsequent actions and behaviour to stay relevant.
(Q1)

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Innovation
Result: Marginal fit
Description
Innovation is about turning creative ideas into original solutions. This competency is
concerned with producing new or different approaches to current situations and
enabling this creativity in others. An innovative approach involves both generating
ideas and seeing them through to implementation.
Indicators from the 16PF Questionnaire
• The candidate tends to question established approaches and is interested in
new ideas as most as the average person whilst respecting tradition and
current practice at the same time. (Q1)
• Their orientation towards using their imagination, attending to and developing
theories and ideas is perhaps not as strong as that of the average person. (M)
• The candidate’s style is likely to appear lively and energetic. They might
therefore not always think ideas through thoroughly and methodically enough
before sharing them with others, and feels comfortable taking risks. (F)
• The candidate places a strong emphasis on following rules and procedures. It
is therefore likely that the person may miss taking advantage of an innovative
opportunity even if it means bending or breaking an existing rule. (G)
• Being concerned about planning and organisation, the candidate prefers to
exert control over projects, and is less comfortable with lack of structure,
unplanned change and working without a clear process. (Q3)
Development tips
• At their most enthusiastic, the candidate might feel comfortable seeking
change when convinced of its own benefits. At times they may need to let go
of some trial and tested methods and be more open to new innovated
strategies and methods to bring about growth.
• The candidate’s abstract thinking style means their ideas at times will prove to
be practical and realistic. When presenting these ideas or suggestions to
others, it would be advisable for the person to explain how they will be
implemented and how innovative/creative they are in bringing about
practical benefits to the organisation.
• The candidate is more cheerful and lively compare to the average person
and will probably feel comfortable in sharing information and ideas with
others. Enhancing this will help the person in contributing more to establishing
an environment that breeds and encourages creativity and innovative ideas.
• When innovation requires breaking or changing the rules, the candidate will
probably not resist – at least until they have been convinced by a strong
argument. In order to avoid stifling others’ creativity, they candidate will
probably need to let them challenge non-critical rules and regulations.

38 | P a g e
• The candidate tends to achieve things by being highly organised, with a sense
of order that may make them appear inflexible. To guard against this, the
person could make use of their preference for planning by applying it to the
subject of innovation, creating a quick, non-bureaucratic process for
capturing, discussing and implementing ideas. However, they will need to
allow others the freedom to work outside this structure if it interferes with their
creative process.
Though-Mindedness
Factor I
(high)
Profile Description
The candidate’s profile indicates that they tend to be tough, realistic, "down-to-
earth," independent, responsible, but skeptical of subjective, cultural elaborations.
They are sometimes unmoved, hard, cynical, smug. They tend to keep a group
operating on a practical and realistic "no-nonsense" basis.
Development Recommendations
• A course is Emotional Intelligence (EQ) can be recommended
• The candidate should also develop a greater sense of Self-awareness as well
as the emotional awareness of others to improve on the quality of their
decision making.
• Sufficiently considering the needs, wants and expectations of others could
also lead to improved relationships.
• The candidate is also encouraged to improve on their listening skills to get a
better understanding of the deeper issues of a problem during discussions.
• Also consider the importance of being more accommodating not only in
better problem analysis but also in creating an improved work morale.
• Value the candidate’s desire to opt for solutions that are practical and
realistic but also at the same time inspire them to consider a more open
attitude towards theoretical and creative approaches to problem solving.
• During discussions encourage them to come up with new ideas (thinking
outside the box) that are creative, innovative based on sound theoretical
assumptions.
• Compliment the person the moment you see the person improving in this
area.

39 | P a g e
Additional Information
Explanation of the 16 Personality Factors
The Sixteen Personality Factor Questionnaire (16PF) measures sixteen different dimensions
of normal personality – the sixteen major ways that ordinary people differ from one
another. The 16PF is not a clinical instrument. There are no “better” or “worse” results in
the abstract; the world needs all types. However, the 16PF can help you to assess the
degree of "fit" between yourself and the demands of your present or anticipated future
work role, to help you avoid becoming a "square peg in a round hole". Common uses of
the 16PF include:
• Facilitating self-understanding and an appreciation of diversity
• Providing a platform for career planning and career self-management
• Enhancing effective communication, conflict resolution, problem solving, and decision
making
Your scores are presented as percentile ranks. A percentile rank compares you to the
general American adult population as a whole. For instance, if you have a score of 60, that
means that 60% of adults obtained a score lower (closer to the left-hand pole of the factor)
than you did; the remaining 40% of the general population scored higher (closer to the right-
hand pole of the factor). Percentile ranks lower than 33% can be thought of as "low"; from
33% to 67%, "moderate"; higher than 67%, "high". Low does not mean “bad”; high does
not mean “good”. Again, this is not a “better or worse” kind of instrument, but is
designed to identify the unique traits that make you the one-of-a-kind individual you
are.
The sixteen factors of the instrument are as follows.
Factor A (Warmth) measures a person's emotional orientation toward others - the degree to
which contact with others is sought and found rewarding as an end in itself. This is
sometimes known as a person's "Affiliative tendency".
High scorers like and need to be with others. They rarely like to be alone, and may indicate
that spending large amounts of time alone is very difficult or demotivating for them. They
need and want high levels of interpersonal contact and have a "the more, the merrier"
approach to life.
Low scorers are more interested in tasks or ideas than in people-interaction. They may like
and value other people, but don't enjoy "small talk" or superficial social interactions. They are
more prone to spend longer periods of time in solitary activities and to enjoy that. They may
or may not be shy, but simply don't tend to find social interaction rewarding.
All of us have needs for both sociability and solitude, but a high A person has a large
"sociability bucket" and a small "solitude bucket"; the reverse is true of a low A person. High
A types quickly become bored or lonely when alone; low A types tend to enjoy private or
solitary activities, but can feel "lonely in a crowd". High A types are often strongly motivated
by social rewards, while low A types tend not to respond to such rewards.
Factor B (Reasoning) measures a person's way of thinking and reasoning. It is correlated
with what we conventionally think of as intelligence or problem-solving ability, but low scorers
should not be thought of as lacking in intelligence. It's better to think of them as having a
different kind or style of intelligence - as being "street smart" as opposed to "book smart".
High scorers are mentally quick and absorb new information rapidly and efficiently. As a
result, they are often easily bored by mundane or routine tasks and often have a high need for
intellectual challenge. They often enjoy mental complexity or difficulty. They may enjoy
formal or academic learning contexts.

40 | P a g e
Low scorers are most comfortable with familiar, well-known tasks in which they can draw
heavily on past experience and can utilize a concrete style of learning by doing. They may be
very effective hands-on learners but often need more time to assimilate and adjust to new
information. They may find mental complexity aversive or unpleasant. They may prefer
practical, experiential learning contexts.
Factor C (Emotional Stability) measures a person's proneness to mood swings or "ups and
downs" in the emotional life. High scorers are less likely to experience wide variations in
mood, and are more emotionally stable or "steady as she goes" in their emotional
experience. Low scorers more characteristically experience a wider range of emotional
fluctuations - peaks and valleys on the "roller coaster" of life.
As a result, high scorers are usually better able to manage stress in a positive, proactive way
- to remain solution-focused under stress or to "keep their cool" in a crisis. However, for the
same reason, some others may experience or perceive them as unduly stoic or "above it all"
in a fashion that could be seen as either reassuring or annoying, depending on the perceiver's
own personality and needs.
Low scorers typically struggle more with stress, yet may also experience a richer and fuller
emotional life (the bitter as well as the sweet). In some cases, low scorers can be strong
advocates for others because of their capacity to empathize with the "underdog" - they know
from experience what it means to struggle. (A high proportion of effective counsellors score
on the low side of factor C for this reason.)
Factor C is sometimes called "ego strength" because it is associated with a person's ability to
tolerate stresses and difficulties without becoming emotionally overwhelmed. However, factor
C is not a measure of mental health or neuroticism. Both high and low scores are normal
variants of personality.
Factor E (Dominance) measures a person's place on the "pecking order" of interpersonal
assertiveness. It is a measure of dominance versus submissiveness in an interpersonal
context. It is also a measure of the extent to which a person likes to be in control of situations
involving other people.
High scorers enjoy being in control and value power. They are often seen as "natural
leaders" by others (but may, if scores are excessive, strike others as domineering or
autocratic if their control orientation is not moderated by other factors). It is common for high
scorers to use competitive terms like "mastering" a subject or "conquering" a problem; a
positive correlate is tenacity and force of will. High scorers tend to like competition and to
think of interpersonal situations in primarily competitive terms.
Low scorers make few demands on others and instead like to accommodate the needs and
wishes of other people, sometimes making insufficient room for their own to be
expressed. They dislike conflict, enjoy pleasing others, and like cooperativeness and
harmony-seeking. They may not enjoy or seek leadership roles, and if placed in such roles,
may not be seen as "conventional" or "strong" leaders; they lead, not by the force of their will
or personality, but by other traits such as positional authority and responsibility.
While high scorers need to be careful not to overwhelm others with excessive assertiveness
(or aggressiveness), low scorers can profit from learning how to be more direct and
assertive. High scorers can benefit from learning how to be more cooperative and
conciliatory, while low scorers can productively gain by learning how to be more competitive
and positively confronting.
Factor F (Liveliness) measures a person's natural exuberance or energy level. Thinking of
the same factor in a different way, it provides a measure of deliberateness and caution (low
scores) versus impulsivity and lack of inhibition (high scores).
High scorers are usually uninhibited, playful, adventurous types who enjoy being the centre of
attention. They may become bored easily and like to jump from one thing to another. As a
result, they are at their best in "generalist" work roles that allow them to wear many different

41 | P a g e
hats and to move from one activity to another without investing too deeply in any one of
them. As a result, they need to watch their tendency to overgeneralize ("jack of all trades,
master of none") and may need to strengthen their ability to maintain interest and attention in
the face of difficulty or complexity. "Variety is the spice of life" is a high F slogan. In extreme
cases, high F types can be seen as rather fickle, self-focused, or superficial by others who
have a different pattern of traits.
Low scorers are usually deliberate, cautious, careful, focused, and serious-minded
types. Their sense of humour is more of the wry, subtle form, and even if they have a dry wit,
others are likely to perceive them as sober, serious, even perhaps rather dour people. They
usually like to "dig deep" into what interests them, having longer attention spans than high F
types, and so are at their best in "specialist" work roles that allow them to become technical
experts in a chosen field of endeavour. However, they need to watch their tendency to
overspecialize ("learning more and more about less and less") and may need to strengthen
their ability to deal well with more casual, superficial interactions and roles. In extreme cases,
low F cases can be seen as rather dull, plodding, or one-sided (monomaniacal devoted to a
single cause, issue, value, or role) by others who have a different pattern of traits.
Factor G (Rule Consciousness) measures a person's orientation to rules, procedures, and
social expectations. To a considerable extent, it is a measure of ethical and moral
responsibility and dutifulness. High scorers are usually highly ethically driven and
responsible, although the reverse is not always the case: low scorers are not necessarily
irresponsible or unethical, but are, at a minimum, prone to think of ethics in unconventional
terms. High scorers are more rule- or principle-governed, while low scorers are more results-
governed.
Thus, a high scorer is likely to stick to the rules even if this means that a desired result cannot
be obtained. "I'd rather be right than President" is a high G dictum. High scorers' dutifulness
and moral conventionality make them desirable in the eyes of most employers, which is why
factor G correlates with employer ratings of workers to a stronger degree than any other
personality factor. However, very high scorers may become unnecessarily rigid or unbending
about the rules - a "Regulation Charlie" (or Charlene).
Low scorers are prone to think that rules are made to be broken (or at least bent) if this is
what it takes to achieve a desired result. This does not necessarily translate into unethical
behaviour (though very low scorers are statistically likely to strike others as ethically
challenged or, in the extreme case, even rather conscienceless), but it does suggest a
different kind of focus - on in which outcomes, not rules, are the major emphasis.
Factor H (Social Boldness) measures social initiative taking and, to a lesser extent, a
general orientation toward risk taking of any sort. "Shyness" versus "social boldness" is one
way to think of this factor. However, other kinds of risks besides social risks are also in view
in this factor.
High scorers are social initiative takers who are comfortable with such activities as
networking, self-marketing, introducing themselves to others, small talk, and
"schmoozing". As a result, nearly all sales and marketing professionals are high H
types. High H types show more "courage", social and otherwise, and in the extreme show a
high need for thrill seeking or "living on the edge". Most people who engage in "extreme
sports", for instance, are high H types.
Low scorers are more likely to be shy and to find social initiative taking aversive and
difficult. They prefer a small number of close relationships to a large number of more
superficial ones and probably do not enjoy meeting new people in large group contexts. They
may show a more general pattern of risk aversion and timidity, and probably enjoy more quiet,
"safe" pursuits.
Factor I (Sensitivity) is a complex factor that is difficult to summarize in a single phrase. It
has to do with two related qualities: objectivity versus subjectivity, and tough-mindedness
versus tender-mindedness.

42 | P a g e
High scorers are generally emotionally sensitive, empathic, aware of feelings, and prone to
make decisions on a more personal or subjective basis (focused on personal values or the
needs of others). As a result, they do well in roles that call for interpersonal sensitivities and
an emphasis on "feeling" issues. However, they may, especially in the extreme, lack
objectivity, and may have a difficult time seeing the dark side of something about which they
care deeply. Others may see them as "thin-skinned" or "wearing their heart on their sleeve."
Low scorers are generally objective, analytical, logical, and prone to make decisions on a
more impersonal basis (focused on cause and effect or rational consequences). As a result,
they do well in roles that call for analytical logic or impersonal objective reasoning (which are
more likely to involve working with things, ideas, or data rather than with human beings and
their needs and problems). However, they may, especially in the extreme, lack sensitivity,
and may seem to have an "emotional blind spot" - lacking an emotional vocabulary or the
ability to sense their own needs and feelings as well as those of others. Others may see
them as "armour-plated" or "having ice in their veins".
Factor L (Vigilance) has to do with the balance between trust and scepticism.
High scorers are more careful, vigilant, wary, or sceptical about trusting others and are less
likely to assume that others' motivations are trustworthy or benign. They are more likely to
"read between the lines" in evaluating others - which means that they are less likely to be
taken in by those who have a hidden agenda, but also that they are more likely to imagine a
hidden agenda when, in fact, none exists. Very high scores are associated with a tendency to
blame or suspect others in unnecessary ways. However, moderately high scores simply
mean a cautious stance that says, “I will trust those who earn my trust.”
Low scorers are more prone to take others at face value and to trust others' motivations,
sometimes in excessive or unrealistic ways. The positive side of low scores is a natural
tendency to feel a sense of "connectedness" with others and to "give others the benefit of the
doubt" in dealings with them. The negative side, especially with extreme scores, is a certain
naiveté or gullibility in dealing with others - a tendency to be taken in by those who are not
worthy of trust.
Some professions require higher L scores than others: those which require scepticism or an
ability to read between the lines. Examples of professions that reward higher than average L
scores are IRS auditors, police detectives, and insurance underwriters.
Factor M (Abstractedness) has to do with practicality versus creativity, or a literal detail
orientation versus an imaginative big picture orientation. Think of a camera with two different
lenses: a close-up lens that reveals fine details, and a telephoto lens that shows how
elements in a scene are associated with one another. Low scores are like the close-up view,
high scores are like the wide-angle view.
High scorers are generally creative, imaginative, and insightful. Often, they are abstract or
theoretical in orientation (focused on ideas, not their practical implementation). Their focus is
generally strategic (the "thousand-year view"). However, in their ideophoria, they can miss or
under attend to details and can lack practicality. The absent-minded professor is that of a
very high M person.
Low scorers are very much in touch with practical realities, live by them, make decisions on a
literal and factual basis. They tend to be focused on here-and-now results and outcomes,
and ask "how", not "why". Their focus is generally tactical (this hour, this day, this
week). However, they can be blind to wider meanings and implications, can be overly literal or
even nit-picky about details, and generally can miss the forest for the trees.
According to psychiatrist Pieter Keirsey, this factor is the biggest "psychological divide"
between persons, especially in the workplace: those who focus on what is (low M) tend not to
understand those who focus on what could or might be (high M), and vice versa. As a result,
the world of work is strongly segregated along these lines: people seek work that provides
them either with a steady stream of facts and details (low M) or a steady stream of ideas and
possibilities (high M). Neither would be happy in the other role. In the extreme, low M people

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