1. Assignment 2 PM6152: Designing a selection process
Submitted by: Christine Flynn, Claire Suzanne Borg, Emma Duane and Nicola Larkin
In part fulfilment of the requirements of the
MSc. Work and Organisational Psychology/Behaviour
Assignment due date: May 5th 2015
Module: Personnel Psychology and Selection
Lecturer: Eileen Corrigan
3. 2
TABLE OF CONTENTS
Section 1: Executive Summary.................................... 3
Section 2: Your needs ................................................. 3
Overview .................................................................... 3
Criteria Assessment Matrix.......................................... 3
Rationale for using competencies ............................. 3
Job Description........................................................... 4
Responsibilities ............................................................ 4
Required Experience .................................................. 4
Ideal Candidate......................................................... 4
The Next Step.............................................................. 5
Section 3: Candidate Sourcing .................................. 5
Rationale for sourcing in this way............................... 5
Section 4: Candidate screening methods ................. 6
Rationale for use of Test of General Cognitive Ability 6
Rationale for use of Personality Testing ...................... 7
Group Exercise ........................................................... 7
Section 5: Specific Design .......................................... 7
General Cognitive Ability testing................................ 7
Cognitive Ability Testing Diagram…………………….... 8
Personality Testing....................................................... 9
Group exercise ........................................................... 9
Selection interview ..................................................... 10
Behavioural Event Interview ....................................... 10
Candidate Presentation............................................. 12
Section 6: Conclusion/ Recommendation................. 12
References ................................................................. 13
Appendices ............................................................ 16
4. 3
SECTION 1: EXECUTIVE SUMMAR Y
The aim of this proposal is to highlight George Consultants ability to provide Ability Corp
with a recruitment solution that can cater for your current recruitment need of a Quality
and Standards Manger, supported by hiring logistics and candidate care that enables
the best possible hiring experience for candidates and the organisation alike.
We propose a highly tailored service to ensure value, quality hires and an efficient and
stream lined service. Our strong evidence based approach will be explained in our full
recruitment strategy in the following pages including an analysis of your hiring need,
candidate sourcing, screening, shortlisting, and candidate care and offer management.
This report will take you through the process of understanding the competencies and
knowledge, skills and abilities needed for the position, the recruitment process including
a job advert, an application form, psychometric tesing, and a final assessment centre
(including group exerices, BEI interview and a presentation by the candidates). Scoring
methods for the aforementioned and return on investment will be included in the report.
SECTION 2: YOUR NEEDS
OVERVIEW
The organisation’s current hiring need is for a replacement Quality and Standards
Manager, a role we understand as central to maintaining a much sought after
accreditation.We are looking for a goal orientated person who continually stives to
acheive the best results. This person should be a team player and excellent
communicator. We are seeking someone who is adaptable and flexible in their role. The
ideal candidate should be detail orientated and able to problem-solve efficiently and
effectively.
This is a full-time permanent position available immediately.
Based the job description and on the “Top 12 Competencies for Managers” by Wood &
Payne, (1998), the following criteria assesment matrix was assembled to aid in the
process of determing selection criteria. The criteria were formed based on the results of a
functional job analysis designed by Fine (1955). The functional job analysis required that
task statements about the position along with knowledge, skills, attributes and others,
and output of the work were determined, validated and scored in order to complete the
job analysis which create the foundation for the following design of the selection
process.
5. 4
CRITERIA ASSESSMEN T MATRIX
Key
Competencies
POTENTIAL ASSESSMENT METHODS
CV &
Application
Form
Ability
Testing
Personali
ty Testing
Group
Exercise
Competency
/ Situational
Based
Interview
Individual
Presentation
Analytical
Thinking
+ + +
Communication + + + +
Problem Solving + + +
Acheivement/Res
ults orientation
+ + + +
Flexibility/Adapta
bility
+ +
Leadership + + + +
Teamwork + + + +
ADDITIONAL
ASSESSMENT
CRITERIA
Relevant
Experience
+ +
Specialized
Knowledge
+ +
RATIONALE FOR USING COMPETENCIES
From the perspective of the resource based view, organizational will ustilize the
knowledge, skills and abilities and other (KSAO’s ) in order to develop rent-generating
practices (Dotson, Durand & Nandialath, 2014). The resource based view posits that the
organization will utilize the abilities and productivity of a specific knowledge and skill set
to the maximum potential and then move on to the next and most developed
organizational resources and creativity in order to expant rapidly (Wernerfelt, 2012). A
resource based view is currently the means for measuring organizational performance.
This view focuses on how to protect the organization’s markets and manitain competitive
advantage (Hubbard, Johnson & Zubac, 2010). This is the rationale for using
competencies to base the selection and recruitment process.
6. 5
JOB REQUIREMENTS
JOB REQUIREMENTS DEVELOPED FROM FUNCTIONAL JOB ANALYSIS
A functional job analysis (FJA) was conducted with another incumberent of the same
position. The focus of the FJA was on task orientation and level of involvement with
people, data and things within this role (Fine, 1955). The FJA was used because it is a
combination of the worker-orientated approach (the worker functions), the work-
orientated approach (task inventory) and the qualitative approach (description of
tasks). This method is one of the premiere job analysis methods in industial/organisational
psychology and human resources (Cronshaw et al., 2007). This method scores amoung
the highest from other job analysis methods in terms of its validity and reliability (Gutman
& DunLeavy, 2012). In conclusion, the following sections highlight the specific KSAO’s
derived from the FJA which we will be looking for in the ideal candidate. The proposed
outputs and performance standards are predicted to result from the afformentioned
KSAO’s.
KNOWLEDGE
Knowledge in relation to law and government
Knowledge of administration and management
Understanding of specified standards
Knowledge of the process for pursuing accreditation including restrictions and
requirements
Knowledge of clients backgrounds and needs
Knowledge of the quality and standards sector
Knowledge of the funding environment
Knowledge of competitors
SKILLS AND ABILITIES AND OTHER
Critical thinking skills
Monitoring quality and standards
Judgment and decision making abilities
Oral and written communciation skills
The ability to be socially perception
Problem solving skills
Deductive and inductive reasoning skills
Organisation skills
Leadership skills
Team work abilities
THESE KSAO’S WILL LEAD TO THE FOLLOWING PROPOSED OUTPUTS:
Risk management plans
Strategic planning
7. 6
Training and development plans
Performance improvement practices
THE KSAO’S WILL LEAD TO THE FOLLOWING PROPOSED PERFORMANCE
STANDARDS:
High standards
Goal attainment
Ethical practice
SECTION 3: CANDIDATE SOURCING
We understand the best ways to attract talent across the industries and professions we
cover. This will draw on a range of strategies to connect with the best possible available
professionals through the following means:
Candidate Sourcing
Talent
Pool
•Internal advertising
•Database of previous
applicants
•Advertising on specialist
websites (www.HSE.ie,
CARF , Active Link
•Job Boards (for example
www.irishjobs.com)
• Online head-hunting and
use of social media ( for
example LinkedIn)
• Recruitment agencies
Once advertised, initial short listing will be covered through analysis of CV and
application form of candidates.
8. 7
RATIONALE FOR SOURCING IN THIS WAY
Initially, it is valuable to ask employees previously holding the position for Quality and
Standards manager if they know of someone capable at fulfilling the needed role in the
organization. If no applicant is put forward it is recommeded to review the current
employees and advertise internally in order to see if there is somebody suitable for the
role. Based on research by Nicu Spinu (n.d.), internal recruitment has advantages over
external recruitment such as lower costs, more knowledge about the applicants, faster
and more efficent selection process and job integration, shortned training time, and an
increase in work satisfaction, loyalty and motivation within the organisation. Should this
not be possible, it is advised to reassess the CV and application forms of previous
applicant to the organization in order to filter out if any individuals are suitable for the
role. The next steps if the above have no rendered a successful outcome would be to
advertise on specialist websites and jobs boards or to use social media or rectuitment
agencies to fill the role. These would be the last steps due to the increase in cost in
regards to man hours during screening applications, interviews, and head hunting and
placing advertisments on relevent websites, newspapers and boards.
SECTION 4: CANDIDATE SCREENING METHODS
The following section details the rationale of selection methods included in our criteria
assessment matrix.
Candidate Screening Summary and expected Candidate deliverables
Application form and CV
Target: 40 candidates
Presentation and Structured Interview:
7 candidates
Recommended Hire
Psychometric ability testing:
40 candidates
Personality testing: 20
candidates
Group exercise: 15 candidates
9. 8
RATIONALE FOR USE OF TEST OF GENERAL COGNITIVE ABILITY
Across sectors tests of general cognitive ability (g) are cited as the single best predictor
currently available for determining job performance, with research demonstrating
validity in the region of 0.53 for jobs of medium complexity. This tends to be more relevant
the more complex the job is (Garavan and O Shea, 2012). Schmidt and Hunter, 1998 and
Ghiselli (1963 and 1973) in Cascio (2008) cite tests of general ability and general
perceptual ability as the best predictors of managerial success specifically, with
correlations reported from (these predictions and performance) from .25 to .30 to the
more recent .4 to even .5)
More specifically Schmidt & Hunter’s (1998) meta-analysis found that reasoning tests
have average validity coefficients of 0.51 for predicting job performance and of 0.56 for
predicting trainability. Furthermore they suggest reasoning tests are much more
predictive of a persons performance in professional/managerial roles (with aggregate
validities of 0.58).
General Cognitive Ability can be measured through an average of scale scores within
test domains. Verbal and numerical reasoning test results will typically report on
crystalized intelligence, the current level of attained reasoning ability rather than the
potential ability. Including an abstract reasoning test will assesses reasoning ability in the
most abstract form. The ability to understand abstract logical problems and use new
information outside the range of previous experience is appropriate for all jobs which
require bringing logical analysis to bear in novel, intellectually demanding situations
particularly in the case of a senior management position. Furthermore this measure is
independent of culture and educations and often considered the purest form of
reasoning ability or fluid intelligence (Psytech International, 2015).
RATIONALE FOR USE OF PERSONALITY TESTING
It is suggested that the inclusion of a personality test, alongside a reasoning test, further
improves the prediction of job performance (Schmidt & Hunter, 1998). Increasingly
popular, a CIPD survey (2007) indicated that 56% of companies assess personality as part
of their selection process.
Specifically for this role we would suggest inclusion of a 15 factor personality
questionnaire. In particular we would be interested in measures relating to
conscientiousness and agreeableness. Salgado suggest such measures go above and
beyond that predicted by the tests of cognitive ability and found that the added validity
of conscientiousness was 30.3%, of agreeableness 20.1%.
Furthermore individual characteristic, types of tasks and how these may interact within
the team can influence team performance and effectiveness. In considering the
competencies required for this post, in particular leadership, teamwork and
communication Hough and Oswald (2000) cite conscientiousness as predictive of task
performance. They propose that given a designated leader and group members each
10. 9
with unique expertise, team decision making accuracy over time tends to be best when
all members are high in conscientiousness and general cognitive ability. Perhaps of
equal importance, measures of high team agreeableness predicted teamwork for those
involved in tasks in which intergroup conflict was possible.
GROUP EXERCISE
A specific exercise has been designed to simulate the type of group exercises which are
typically of the role being recruited in order to support the selection process. This will give
candidates opportunity to exhibit their competencies in a real world context.
SECTION 5: SPECIFIC DESIGN
GENERAL COGNITIVE AB ILITY TESTING
Having considered the needs at hand we suggest use of Psytech Graduate Reasoning
Testing 1 Battery (GRT1). This measure is quick to administer taking just 28 minutes to
complete and easily administered using on online system.
Furthermore it provides a comprehensive and in-depth measure of mental ability as well
as high level reasoning ability. This addresses measures of both fluid and crystallised
intelligence. It is considered suitable for management and graduate calibre staff with
norms available for Senior Management roles (Psyctech International, 2015). Details of its
content can be found below.
Assessment Series Component Traits/
Items/Time
Use Additional
PSYTECH
Graduate Reasoning
Test Battery 1 (GRT1)
Available in
numerous
languages
Norms for Senior
Managers
Verbal Reasoning
(VRT1) - Measures
verbal fluency,
vocabulary and the
ability to understand
and reason using
words.
Appropriate for all jobs
which require a high
level of verbal ability
(e.g. managerial,
senior sales and
administrative
positions, system
analysts, marketing
and advertising
executives).
(30 items - 8
mins)
Numerical Reasoning
(NR1) -Measures the
ability to use and
understand
numerical concepts,
to reason using
numbers and
Appropriate for all jobs
which require a high
level of numerical
ability (e.g.
accountants and
others in the financial
services sector and for
all senior positions
(25 items -10
mins)
11. 10
perceive logical
relationships
between them.
which require dealing
with financial and
technical data).
Abstract Reasoning
AR 1 measures the
ability to understand
abstract logical
problems and use
new information
outside the range of
previous experience.
Appropriate for all jobs
which require bringing
logical analysis to
bear in novel,
intellectually
demanding situations
(e.g. senior
management
positions, technical
and scientific posts)
***This is the purest
form of mental ability
and is least influenced
by previous education
and achievement***
(25 items -10
mins)
Following completion an individual candidate feedback or group level comparison
report will be available. These profiles can facilitate ranking individuals both against other
candidates and against a senior management normative groups. This supports us to help
you to make the best hiring decision.
PERSONALITY TESTING
We also suggest use of the 15 Factor Questionnaire + also through PsycTech. This provides
a comprehensive, trait-based assessment of personality across 16 primary personality
factors covering relationships, thinking and coping styles (Cattell, 1970). In particular we
would be keen to compare conscientiousness and agreeableness. In addition, 15FQ+
measures a number of criterion measures such as Emotional Intelligence, Team Role,
Management and Subordinate styles and Counter-Productive Work behavior (Psyctech
International, 2015).
As before this test can easily be administered online and a range of reports on
candidates are available to help us support your decision making. These are supported
by an extensive norm base. Extended reports include Team Roles, Leadership and
Subordinate Styles, Career Themes and Strengths and Development Needs are also
available if desired. If required the system also supports a Job Match profile where a
12. 11
respondent's profile is compared to the ideal for a given role with an Interview Prompt
report providing questions to guide a feedback interview (Psyctech International, 2015).
GROUP EXERCISE
The example provided (Appendix ) is designed to test candidates ability to work together
as a team to achieve an outcome. Assessors monitoring the activity will note positive and
negative indicators of competencies exhibited in all areas listed such as communication,
problem solving, achievement/results orientation and leadership.
CANDIDATE PRESENTATION
In addition to the above procedures we recommend that you ask candidates to
prepare and deliver a presentation based on the role. We suggest using the subject :
What makes a quality service?
RATIONALE FOR INCLUDING A PRESENTATION
As communication and presentation skills are very important for this role it gives
you an indication as to what their presentation style is like, and if they are
comfortable speaking in front of others.
Also provides an insight in to their knowledge of quality standards.
Shows the level of preparation the candidate put in to their presentation.
Provides insight in to their work style i.e. if it’s very detailed and thorough or not.
Gives an overall impression to the hiring managers how this person might perform
this task on the job.
SELECTION INTERVIEW
Following on from the application form and psychometric assessment we suggest then
conducting interviews in order to select the most suitable candidate.
BEHAVIOURAL EVENT INTERVIEW (BEI)
“A Behavioural interview is a structured interview which is used to collect information
about a past behaviour.” (BellSouth, 2002). A BEI aims to identify a candidates
competencies based on their answers to specific questions and how they are rated or
scored by the interviewers who would be following a scoring guide. For example the
competency the company may want to measure is teamwork, the interviewee may be
asked a question such as: “Can you tell us about a time that you had to work as part of a
team to get a particular project done?” Depending on how candidates then answer this
question they may be scored high or low for the competency teamwork.
13. 12
According to McClelland (1998) “The BEI is an adaptation of the critical-incident
interview originally developed by Flanagan, 1954.” It is based on the finding that
competencies predict occupational success or future work behaviours better than
scholastic assessment tests. The competencies to be evaluated in the BEI should be
“defined and described in ways that reflect important life changes or learning”
(McClelland, 1998). This type of interviewing was designed to eliminate possible biases
that interviewers may have when interviewing candidates who have been referred by
trusted advisors as outstanding (O) and those who haven’t really been referred who are
described as typical (T).
As part of the BEI process candidates will be asked about six previous incidents that they
experienced at work; 3 positive and 3 negative. “The competencies being assessed are
coded for; the frequency of occurrence in the interview; and the level of complexity or
scope at which they are displayed.”(McClelland, 1998).
RATIONALE FOR USING A BEHAVIOURAL INTERVIEW. (BARCLAY, 2001)
Equal Opportunities: The interviews focus on the specific requirements of the job;
Reduces bias based on a person’s characteristics or personality; it allows for the
inclusion of skills or attributes which have developed outside of the workplace.
Flexibility: Traditional structured interviews can lead to an array of skills being left
out as interviewers are following a strict script of questions which doesn’t allow for
additional or probing questions.
Avoids faking; For instance if a candidate is asked to recall something which has
happened in the past they are more likely to recall a true event as the
interviewers will more than likely probe them on said incident.
Evidence for decisions: Interviewers can justify their decisions and provide
relevant feedback to candidates
Cost: Behavioural interviews have similarities with assessment centres but present
a cheaper and quicker option. (Taylor & O’Driscoll, 1995)
EXAMPLES OF BEI QUESTIONS INCLUDE:
- Could you give me an example of a time when you had to work under pressure?
- Can you provide an example of a time when you had to use leadership skills in
order to get a task done?
SCORING THE BEI
Behaviourally Anchored Rating Scales – BARS (Catano, Darr & Campbell, 2007).
1. Links selection process with performance appraisal.
14. 13
2. Should be based on level-appropriate performance.
According to Catano, Darr and Campbell (2007) a Behaviourally Anchored
Rating Scale is developed by gathering a group of small to medium enterprises
(SMEs) through focus groups and coming up with behavioural anchors. The SMEs
are asked to provide examples of poor, average and excellent performance
based on each competency tested. These are then analysed in terms of
frequency and 10-point scales with those receiving 70% or above agreement
selected. These competencies and behavioural anchors then go through pilot
testing to support their reliability and validity. (Catano, Darr & Campbell, 2007).
Wood and Payne, 1998 state that when scoring a Behavioural interview there are
3 necessary aspects;
1. “ Mark guidelines and behavioural indicators
Wait until the interview is completed
Read all of your notes
Take the first competency and compare evidence given to the
behavioural indicators
Refer to the rating scale and rate the candidate on the
competency
Repeat the process for the next competency.
2. A summary rating form
This sets out the behavioural indicators for each competency, and
provides space to record both the evidence and the rating.
3. A rating scale
A scale which ties performance against the behavioural indicators
to a numerical score – in order to compare different candidates.”
(Wood & Payne, 1998).
Please see example of scoring guide in the appendix.
SECTION 6: CONCLUSION/ RECOMMENDATION
The aim of this report was to summarize how the proposed selection and assessment
design will deliver on recruiting a suitable candidate for the position of Quality and
Standards manager. This method will ensure return on investment due to the fact that
such a rigourous approach, includes scoring methods, is legally definsible due to it’s
obejctive and consisent nature. This will also remove the possibility of hiring the wrong
candidate which will ultimately lead to loss of revenue, and moreover a repetition of the
hiring process. In conclusion, the right candidate will be selected for the position in order
to fulfill the needs of the organization.
15. 14
REFERENCES
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“behavioural” interviews. Personnel Review, 30(1), 81-101.
BellSouth, 2002. Behavioural Event Interview, Study Guide. BellSouth.
Best, R., Cronshaw, S. F., Hysong, S., Pugh, J. A. Warner, M.A, & Zugec, L., (2007). A five
component validiation model for functional job analysis as used in job
redesign. Ergometrika, 4,12-31.
Cascio, W, F. and Aguinis, H. (2008). Staffing Twenty - first- century Organisations. The
Academy of Management Annals, 2, (1), 133-165.
Catano, V., Darr, W. & Campbell, C. A. (2007). Performance appraisal of behavior-
based competencies: A reliable and valid procedure. Personnel Psychology, 60,
201-230.
Cattell, R. B., Eber, Tatsuoka, M. M. (1970). Handbook for the 16PF. Champaign, Illinois:
IPAT.
Centre, H. (2015). Interpretive Guides for Behavioural Interviews. Www2.gov.bc.ca.
Retrieved 30 April 2015, from
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2abe29f01a00&dcr=/templatedata/sitepublisher/articles/data/myhr/jobs_hiring/interpreti
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Dotson, P., Durand, R. & Nandialath, M. (2014). A Structural Approach to Handling
Endogeneity in Strategic Management: The Case of RBV. European Management
Review, 11(1), 47-62.
Dunleavy, E., M. & Gutman, A., (2012). Documenting Work Analysis Projects: A review of
strategy and Legal Defensibility for Personnel Selection. In Wilson, M., A., Bennett, W.,
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Gibson, S., G. & Alliger, G., E. The Handbook of Work Analysis: Methods, Systems,
Applications and Science of Work Measurement in Organisations. London.
Routledge.
Fine, S. A. (1955). A structure of worker functions. The Personnel and Guidance Journal,
34(2), 66-73. Chicago.
Flanagan, J. C. (1954a). The critical incident technique. Psychological Bulletin, 51, 327-
358.
Ghiselli, E.E. (1963). Managerial talent. American Psychologist, 8, 631–642. Ghiselli, E.E.
(1973). The validity of aptitude tests in personnel selection. Personnel Psychology, 26,
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managerial perspective. European Business Review, 22(5), 515-538.
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Psychology, 74, 441-472.
Schmidt, F.L., & Hunter, J.E. (1998). The validity and utility of selection methods in
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findings. Psychological Bulletin, 124, 262–274.
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0Spinu%20Marian%20nicu1.pdf
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guide. Chichester: Wiley. [LIB 658.311/WOO
APPENDICES
APPENDIX 1 – JOB ADVERT
Overview
We are recruiting for the role of Quality Standards Manager. We are looking for a goal
orientated person who continually stives to acheive the best results. This person should be
a team player and excellent communicator. We are seeking someone who is adaptable
and flexible in their role. The ideal candidate should be detail orientated and able to
problem-solve efficiently and effectively.
This is a full-time permanent position available immediately.
RESPONSIBILITIES
Maintain documentation of compliance activities, such as complaints received
or investigation outcomes.
File appropriate compliance reports with regulatory agencies.
Conduct or direct the internal investigation of compliance issues.
Identify compliance issues that require follow-up or investigation.
Report violations of compliance or regulatory standards to duly authorized
enforcement agencies as appropriate or required.
Disseminate written policies and procedures related to compliance activities.
Conduct periodic internal reviews or audits to ensure that compliance
procedures are followed.
Serve as a confidential point of contact for employees to communicate with
management, seek clarification on issues or dilemmas, or report irregularities.
Provide employee training on compliance related topics, policies, or procedures.
18. 17
Verify that all firm and regulatory policies and procedures have been
documented, implemented, and communicated.
IDEAL CANDIDATE
Will be a good team player
Excellent written and oral communication skills
To have a strong work ethic and strive for success
To thrive in acheiving exceptional personal results
To operate and take accountability within strict guidelines and procedures and
deliever on short term or long term quality standards objectives
To be able to demonstrate problem-solving and analytical thinking
REQUIRED EXPERIENCE
A four-year Bachelor’s degree
3+ years of related experience
A knowledge of using the compliance software systems: 80-20 Software
Leaders4; Actimize Brokerage Compliance Solutions; The Garland Group RiskKey;
Thomson Reuters Paisley Enterprise GRC
Experience with Microsoft Office products
THE NEXT STEP
*Interested applicants should complete the attached application form and submit this
together with their CV by June 1st 2015.
*Should you require more information please call the office for assistance.
*In the event that this report is accepted by the organization, desired contact details will
be added here.
19. 18
APPENDIX 2 – APPLICATION FORM
APPLICATION FORM
Name
Last name
Title
Email
Address
Phone
Alternate Contact Number
Have you applied to this organization before? Yes No
EDUCATION
Undergratuate Degree
University
Degree title
Overall Result
Date of Completion
20. 19
If applicable:
Postgraduate Degree
University
Degree title
Overall Result
Date of Completion
ADDITIONAL ACADEMIC INFORMATION
Do you have any other academic qualifications, certifications, awards or prizes that you
would like to include in your application? If yes, please provide details.
YOUR SKILLS
Q1: Describe a time when you led a team to successfully competing a task relating to
quality standards (Max. 250 words).
Q2: Discuss a time when you need to use effective communication skills to resolve an
21. 20
issue that arose in your work (Max. 250 words).
Q3:Would you describe yourself as someone who is acheivement and goal orientated
and why? (Max. 250 words)
WORK EXPERIENCE
Employer
Position Held
Duration
Type of work and responsibilities
Additional Information
REFERENCES
Reference 1
23. 22
APPENDIX 3 -INITIAL CONTACT LETTER
Dear Candidate,
Thank you for applying for the role of Quality and Standards Manager with Ability Corp.
This email contains information about the assessment process for this role, which contains
two stages: 1)Online Assessment, and 2) Attendance for group exercise, presentation
and Interview.
Stage 1: Online Assessment
As part of the selection process, we would like to invite you to complete 2 short online
assessments. We ask you to complete this online assessment as people who perform well
in them, tend to perform well on-the-job. You can find examples of these test types at
the following:
https://www.jobtestprep.co.uk/psytech-international-tests
On May 5th you will receive an email with details to complete a short psychometric test
(28 minutes long) covering verbal, numerical and abstract reasoning. You will also be
asked to complete a short personality questionnaire. Details of these will be sent
separately. When you receive the emails, we ask you to read the instructions carefully
and to take the assessments seriously and before the specified deadline. To do this, you
will need access to a PC or laptop in a quiet environment, with a strong internet
connection and updated Adobe Flashplayer. You may also complete this in work
however, you will need to ensure that you have a quiet place to complete the
questionnaire where you will not be disturbed.
Please be assured that your performance in the assessment will be used to inform the
selection process and will not be used as a solitary measure to determine your success or
failure in the process.
Stage 2: Group exercise, presentation and interview
As the second and final stage of the process, we invite you to take part in some activities
on Tuesday May 13th. Please note you will be assessed on an individual basis. The
activities are as follows:
Group Exercise: This exercise has been designed to simulate the type of work
which would be typical in the role we are recruiting for. The assessors will be
looking for certain behaviours during the exercise and will be taking notes
throughout. This activity will require you to work with a team to develop solutions
24. 23
to a management issue and to present your recommendations in relation to the
information provided.
Competency-based interview: During the interview, you will be asked to provide
examples of how you have demonstrated specific types of behaviour which are
important for the role of Quality and Standards Manager from you experience to
date.
Individual presentation
The tasks are designed to be as realistic as possible, while providing an appropriate level
of challenge and complexity. These tasks do not require any specific technical or
product knowledge, and you are not expected to do any preparation in advance.
The process has been developed to present a consistent, standardised and fair means of
ascertaining your capability and potential to perform successfully in this role.
You will meet a variety of assessors during the process; these will represent a balance
between Ability Corp representatives and external consultant assessors.
You may find that you feel less confident in one activity compared with another. Please
don’t let this put you off; the process is designed to give you different opportunities to
show us your strengths. Please try your best in each activity.
These activities will take place in Cork International Hotel, and will last for approximately 2
hours 30 minutes in total. During this time you will have time for a break and some
refreshments.
Once you have completed the activities, you will be free to leave. Note that it is in your
interest not to discuss your experience with fellow candidates in the process.
Special Requirements
If for any reason you believe that you will have difficulty in completing any of the
activities described, please contact Christine Flynn at flynnc2000@george.ie for a
confidential discussion to arrange for reasonable accommodation.
Feedback
All candidates will be informed of whether they were successful by May 21st. Should you
wish to recieve feedback regarding the results of your psychometric tests, please
contact flynnc2000@george.ie and we will provide a written report to you via email. The
report will include a description of your performance and results of your tests.
25. 24
Next Steps
On May 5th you will receive an email containing details to access your online
assessments. Please complete these in advance of the specified deadline.
You will be contacted shortly with a time and date for your activities. Please ensure that
you arrive promptly.
Kind regards,
George Consultants
26. 25
APPENDIX 4- INVITATION TO COMPLETE PSYCHOMETRIC TEST ING
Dear Candidate,
As part of the assessment process for the position of Quality and Standards Manager in
Ability Corp and as follows from the information shared with you recently, you are invited
to complete 2 short online tasks.
Please complete the tests at your earliest convenience and no later than two days from
receipt of this email.
To access the questionnaire, please pursue URL and login ID below:
URL: www.genesystem.com
Login ID: 2ip-np7-gmb
We hope you will not encounter any difficulty, however if you do, please do not hesitate
to contact our assessment partners on info@george.ie .
You will be contacted shortly in relation to your scheduled time and date for other
activities in the selection process, which will take place in Cork International Airport Hotel.
Thank you for your cooperation.
Kind regards,
George Consultants
APPENDIX 5 – GROUP EXERCISE
27. 26
This exercise has been designed to simulate the type of work which would be typical in
the role we are recruiting for. In this group exercise each candidate is given the same
instructions. The assessors will be looking for certain behaviours during the exercise and
will be taking notes throughout.
Please don’t let this put you off; the exercise is designed to give you different
opportunities to show us your strengths. Please try your best.
The exercise will begin on the next page.
Group exercise
28. 27
Introduction:
This exercise has been developed to predict your behaviour in the workplace and assess your
effectiveness at working within a team. This group exercise will require you to address a number of
issues and provide practical solutions as a group.
Exercise Scenario:
Ability Corp is a national disability organisation headquartered in Dublin. Its services include training,
vocational services, psychological services and community based integration programmes. Ability
Corp’s current marketing strategy and unique selling point is to its ability to provide specialized
person centred services in the community with a focus ability not disability. Up until this point it has
successful maintained all its funding streams from the HSE. However due to increased competition
from private providers Ability Corp fears its position is threaten as the providers of choice in these
communities.
You have recently joined Ability Corps Management team as a Quality Manager. You have been
asked to participate in a meeting to address current and strategic issues alongside the rest of the
senior management.
The main purpose of this meeting is to establish a way forward for implementing a new initiative
which has recently been announced.
Management Issues:
Ability Corp has proposed relocating one of its main programmes to a new centre and the merging 2
of the community programmes into one. This would provide an increased staff base at the new site
that could be called on for more 1:1 programme delivery or development of additional core
programmes of service as of yet not developed. In particular a Vocational Programme would allow
for additional funding streams to be applied for. This programme has not run in the organization
before. An additional accreditation for the programme would have to be applied for.
There is reluctance on the part of some staff members to relocate. Furthermore this would mean a
restructuring of direct reports as the management will remain at their respective sites. The staff report
feeling uninformed and ill prepared for such a change.
29. 28
Your Groups Task :
Using the information provided along with your own skills and experience work together
as a group to agree a strategy for Ability Corp to help ensure the effective
management of programmes development and roll out within the organization. The
group should:
Agree the approach to tackling this initiative
Agree a priority list of deliverables
Consider how the initiative would be implemented and how it w ould add value
to the way the Organisation operates.
You have 45 minutes in total to complete this exercise. It is suggested that you
should allow approximately ten minutes for individual reading and preparation, forty
minutes for group discussion and ten minutes to write up a summary on the flipchart
paper provided.
One team member should present the final findings of the team.
Good luck!
30. 29
APPENDIX 6 - SCORING OF GROUP EXERCISE
Competency/Skill/ Person
Spec Criteria
Score (0-6)
0 – Doesn’t display
1- Poor 2 –Marginal
3- Acceptable 4 – Good
5 – Very Good 6 - Excellent
Comments
Analytical Thinking
Communication
Problem Solving
Achievement/Results
Orientation
Flexibility and adaptability
Leadership
Teamwork
Competency – Analytical Thinking
Positive Indicators
- Helps the group to come to conclusions quickly and efficiently
- Looks to agree on key issues and appropriate solutions
- Is often quick to generate ideas and provide contributions to the group
- Seeks to address conflicting opinions within the group in order to reach a
common agreement
Negative Indicators
- Shows difficulty in coming to firm conclusions.
- Spends excess time dwelling on single issues
- Holds the group back from coming to conclusions and moving on to new issues
31. 30
Competency – Communication
Positive Indicators
- Asks probing questions
- Presents their points in a clear manner
- Remains professional under pressure at all times
- Shows awareness of cultural differences within the group
Negative Indicators
- Communicates in a way that is difficult for others to understand Actively listens to
others
- Does not listen to others views
- Pushes through own agenda/opinions
Competency – Problem Solving
Positive Indicators
- Is able to identify important information from the text provided
- Thinks strategically and takes a long-term view
- Looks at problems and solutions from multiple viewpoints
- Identifies potential side effects and indirect consequences
- Identifies the causes of problems and the inhibitors of success
- Searches for more information For example you could ask many questions
Negative Indicators
- Does not identify the key issues
- Does not seek more information
- Looks at the problem from a very narrow-minded perspective
- Cannot identify the causes of problems
- Provides irrelevant or impractical solutions
Competency – Achievement/Results Orientated
Positive Indicators
- Focus on results and meeting the task objectives
- Ensures that all important issues and recommendations are presented
- Make effective use of any materials provided during the exercise
Negative Indicators
- Fails to resolve major differences of opinion without the group
32. 31
- Does not focus on addressing specific issues
Competency – Flexibility and adaptability
Positive Indicators
- Makes suggestions for increasing the effectiveness of changes.
- Remains flexible and open to new ideas and encourages others
- Persists towards solutions
- Thinks and acts effectively under pressure.
- Shifts approach in response to the demands of a situation.
- Acknowledges new information and adjusts responses accordingly.
-
Negative Indicators
- Remains focused on areas previously addressed
- Doesn’t adapt with the discussion of the team
Competency – Leadership
Positive Indicators
- Provides support and encouragement to team members
- Helps to address the structure of the meeting
- Employs different management styles depending on the context
- Takes control and provides focus to the group when required.
- Gives everyone in the group time to speak and listens to everyone’s input
- Manages conflict and handles disputes within the team
- Encourages the input of others.
- Ensures that everyone has a sense of unity and encourages team spirit
Negative Indicators
- Takes a strictly autocratic style of leadership
- Fails to maintain control of the group
- Avoids listening to other team members and leaves them out of the decision
making process
- Allows conflicts and disputes to occur within the group
- Undertakes a passive role and allows other to overshadow them during the
discussion
33. 32
Competency - Team Work
Positive Indicators
- Shows a greater concern for the group rather than for self interest
- Offers knowledge and expertise to the benefit of the group.
- Encourages team members to build upon their ideas
- Listens to the points of others and gives constructive feedback
- Provides regular contributions towards group discussion
- Actively tries to improve and maintain morale and enthusiasm within the group.
- Provides support for decisions made by the group
Is flexible and does not oppose group decisions at the expense of the rest of the team
Negative Indicators
- Offers little or no contributions to the group
- Causes disputes or conflict within the team
- Is overly critical and/or frequently disagrees with other members of the group
- Acts in self-interest rather than in the interests of the team
34. 33
APPENDIX 7: EXAMPLE OF BEHAVIOURAL EVENT INTERVIEW SCORING GUIDE
- Taken from the British Columbia Interpretive Guides for Behavioural Interviews
(2015).
I NTERVI EW TEMPLATE
RATING SCALE
Total points are based on a maximum of 10 available points. Weighting (the number of
points for each question)
may vary depending on the importance of the competency, knowledge, skill or ability to
successful job performance (i.e. some questions may be weighted higher than others). If
so, adjust the point values or use a multiplier to assign a higher weight to certain
questions.
Beyond Recruitment Level /
Exceptional Response
Recruitment Level / Good to
Very Good response
Below recruitment Level / Fair
to Poor response
9-10 points (pass) 6-8 points (pass) 0-5 points (fail)
Excellent
Full Performance Behaviours
Above Average
Good to verygood
Satisfactory
Average
Weak
Less than Acceptable or
Unacceptable
Poor
Competency Questions: Should
ensure extremelyeffective
performance. Significantlyand
consistentlyabove criteriafor
successful jobperformance.
Knowledge or Skill /Ability
Questions: Ideal response or
surpassedexpectations – covered
all the points lookedfor ina
response. Reservedfor the
exemplaryset ofskills that yielda
particularlysophisticatedapproach
or response. Includes all key
information. No errors.
Competency Questions: Shouldbe
adequate or more than adequate for
effective performance. Meets or
exceeds criteria relative to quality
and quantityof behaviour required
for successful range ofskillsfor
handling the situationandthe
desiredresult, or outcome is
obtained.
Knowledge or Skill /Ability
Questions: Clear response. Includes
most of keyinformation. Minor
errors. Demonstratesor describes
the range of appropriate skills.
At the lower point rating, some
deficienciesexist inthe areas
assessed but none ofmajor concern.
Competency Questions: Insufficient
for performance requirements.
Generallydoes not meet criteria
relative to qualityandquantityof
behaviour. Describedplausible but
inappropriate behaviours for
handling the situationor the desired
result or outcome is not obtained.
Few or no criteria met.
Knowledge or Skill/Ability
Questions: Includes little or incorrect
information. Demonstrates a lack of
understanding. Does not describe a
sufficient range of appropriate skills.
At the lower point rating,
significantlybelow criteria or ideal
response. Manydeficiencies. No
answer provided or inappropriate
answer. Response would have
negative outcomes.
35. 34
INTERVIEW QUESTIONS:
1. INSERT QUESTION
Competency, Knowledge, Skill/ Ability assessed: INSERT
Competency Level: Insert Recruitment/Target level and use competency
interpretive guide to evaluate the response.
or
Ideal Response: Insert Ideal Response
Notes on Applicant Response: Rationale for the Rating Decision:
Interviewer’s Rating: Panel Consensus Or Average Rating:
36. 35
COMPETENCY SCORING – INTERPRETIVE GUIDE T O BE REFERRED TO WHEN SCORING
ABOVE.
- Taken from the British Columbia Interpretive Guides for Behavioural Interviews
(2015).
Leadership implies a desire to lead others, including diverse teams. Leadership is generally, but not
always, demonstrated from a position of formal authority. The “team” here should be understood broadly as
any group with which the person interacts regularly.
Behavioural Level Interpretive Guide Level
Observed
1. Manages Meetings Well:
- St at es agendas and object ives, cont rols
t ime, makes assignment s, et c.
Did the candidate explain the purpose
and reason for the meeting? Did the
candidate facilitate the meeting and
assign tasks to the various members? To
score at this level, the candidate took
responsibility for the meeting, and the
agenda and kept the group on track.
2. Keeps People Informed:
- In a leadership role, let s people affect ed
by a decision know what is happening,
even if t hey are not required t o share such
informat ion.
- Makes sure t he group has all t he necessary
informat ion.
Did the candidate explain the reasons
why a decision was made? Did the
candidate provide the group with
enough information to do their work
effectively? To score at this level, the
candidate informed those directly
involved and does not “hide”
information. The candidate also
explained how the decision affected the
group.
3. Promotes Team Effectiveness:
- As a leader, uses complex st rat egies t o
promot e t eam morale and product ivit y
(hiring and firing decisions, t eam
assignment s, cross-t raining, et c.).
- May include act s int ended t o build t eam
spirit as long as t his is int ended t o
increase t eam effect iveness.
- Demands account abilit y.
- Encourages and empowers ot hers.
- Resolves t eam conflict .
Did the candidate focus on treating the
group equitably? Did the candidate
delegate work within the team fairly?
Did the candidate describe actions that
helped the team to function more
effectively? Did the candidate resolve
conflict effectively in a timely manner?
37. 36
4. Takes Care of the Group:
- Advocat es for t he group and it s
reput at ion.
- Makes sure t he pract ical needs of t he
group are met : obt ains needed personnel,
resources, informat ion for t he group and
uses t hem efficient ly.
Did the candidate “stick up for the
group” when others criticized them? Did
he/she try to promote team morale by
providing training opportunities or setting
group goals? Did the candidate explain
that without the group it would be
difficult to complete the organization’s
goals? To score at this level the
candidate must demonstrate a focus on
“taking care” of the group, within the
larger organization either through
obtaining resources, or protecting it.
5. Positions Self as the Leader:
- Ensures t hat ot hers support leader’s
mission, goals, agenda, climat e, t one,
policy.
- “ Set s a good example” (e.g., models
desired behaviour of t he qualit y
init iat ive).
- Ensures t hat group t asks are complet ed. Is
a credible leader.
Did the candidate think about the
impact of his or her own actions and
then demonstrate the desired
behaviours? Did the candidate go out
of his or her way to find out about the
group’s needs and interests related to
the organization’s goals? To score at this
level, the candidate understood the
group’s needs and behaviours and used
that information to generate buy-in or
support.
6. Communicates a Compelling
Vision:
- Has a genuine belief in t he vision and
communicat es t o ot hers in a way t hat
generat es excit ement , ent husiasm and
commit ment t o t he group mission.
Did the candidate develop and
communicate his/her vision to the group
and then “walked the talk”? Did the
candidate understand how he or she will
have a direct impact on others, by how
well his or her vision will be accepted or
achieved? Was the candidate able to
develop enthusiasm and commitment to
his/her vision?
38. 37
APPENDIX 8 – REJECTION LETTER
Dear (aplicant’s name),
Thank you for the application for the position of Quality and Standards Manager.
We very must appreciate the time and energy put into completing our application form.
The task of selecting candidates for the next steps in the recruitment process was made
particularly difficult by the exceedingly high standard of applications we received. In
light of this information, we are sorry to inform you that on this occasion it is not possible
for your applicaton to proceed any further.
Nonetheless, I would like to thank you for your interest in the position of Quality and
Standards Manager.
I wish you well with any other applications you may be pursuing and would like to
encourage you to keep an eye on career opportunities available with us in the future.
Yours sincerely,
Recruitment Team
