General: Professional or Individual Contributor Selection Report with Structured Interview for Suzanne Example 11/1/2009 Questions? Call Employee Selection & Development Inc. at (800) 947-5678.
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Copyright © 1998-2006 Bigby, Havis & Associates, Inc. and David G. Bigby, Ph.D. All rights reserved. This is a complimentary report. | ||||||||||
Norms used for this report: US General
Norm |
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Your company has identified a set of competencies
important to job success.
Competency in an area is the result of many factors working together, which include innate characteristics (natural ability, personality) and learned characteristics (knowledge, experience and skills) as is presented in the following chart. People who have the right competencies or who have a good potential for developing these competencies will be able to do the right things (behaviors) to produce the desired results (effective outcomes). | ||||||||||||||||||||||||||||||||||||||||||
The ASSESS system has evaluated this candidate's
work related personality and abilities (if ability tests were
administered) in relation to the Competency Model described on the
following pages.
The following report provides detailed results and judgments about how these innate characteristics may facilitate or hinder the display or development of the desired competencies and, ultimately, job effectiveness. Also provided is a competency-oriented interview protocol to use to evaluate the skills, knowledge and other learned characteristics important to this job, as well as a general model for making a good decision from all sources of information. | ||||||||||||||||||||||||||||||||||||||||||
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Since abilities can impact most competencies,
they are reported separately here.
The following results are based on the candidate's performance on standardized ability tests. They are presented as percentile comparisons to professional norms (people who, for the most part, have an education at or beyond the college undergraduate level) and to general population norms (people who, for the most part, have a high school education). | ||||||||||||||||||||||||||
With a few exceptions, if this person is being considered for a position normally requiring a college degree, you should pay most attention to the professional norm group comparisons. However, if the candidate has limited formal education or if a college degree is not required, the general population comparisons may be more appropriate. | ||||||||||||||||||||||||||
The candidate completed the following ability test(s): | ||||||||||||||||||||||||||
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Intellectual Ability Scores
Compared to:
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Comments: | Her critical thinking abilities appear to be as
good as the typical professional and better than the average person. She
should be able to understand most complex written problems, evaluate the
relative merits of various interpretations of the information presented,
and come to sound conclusions.
She should have little difficulty solving problems that involve complex, abstract information. She should also be quick to grasp new ideas and solve problems that are outside her usual experience. | |||||||||||||||||||||||||
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General: Professional or Individual Contributor
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*Competencies not strongly impacted by the personality characteristics measured by ASSESS. Development feedback and suggestions may be obtained for these competencies using the Assess 360 system. |
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Reading The Competency Graphs: | |||
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Decisive
Judgment
Making good decisions in a timely and confident manner. |
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Comments: | |||||||||||||||||||||||||||||||||
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Her assertive style may allow her to convince others of her decisions,
even when they are poorly thought out. |
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Adapting To
Change
Adapting to changing situations and restructuring tasks and priorities as changes occur within the business and organization. |
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Comments: | ||||||||||||||||||||||||||||||
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Planning And
Organizing
Effectively organizing and planning work according to organizational needs by defining objectives and anticipating needs and priorities. |
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Comments: | ||||||||||||||||||||||||||||||
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Delivering
Results
Maintaining a high level of commitment to personally getting things done. |
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Comments: | |||||||||||||||||||||||||||||||||
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The combination of her high self-reliance and low follow-through may
lead her to take on more than she will actually accomplish. |
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Resilience
Effectively dealing with work related problems, pressure, and stress in a professional and positive manner. |
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Comments: | |||||||||||||||||||||||||||
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Teamwork And
Collaboration
Effectively working and collaborating with others toward a common goal. |
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Comments: | |||||||||||||||||||||||||||||||||
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Interpersonal
Communication
Communicating clearly and effectively with people inside and outside of the organization. |
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Comments: | |||||||||||||||||||||||||||
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While the above personality dimensions measured by ASSESS will have
some effect on the delivery of her communications, other factors such as
language skills, communications training, and knowledge of the topic are
likely to have as much, if not more, impact. Please take special care to
evaluate these factors during the interview. The combination of her high assertiveness and low self-control may
cause her to be overbearing in her communications with others. People may
perceive her as tactless and inconsiderate. |
The following structured interview will guide you through a series of behaviorally based questions to help you better evaluate this candidate's ability to display each competency. It also provides additional interview suggestions based on this candidate's personality results. Take notes in the space provided and record your summary rating for each competency area. For additional, more detailed information on conducting good behavior-based interviews, please visit the ASSESS managers resource website at https://www.bigby.com/systems/assessv2/resources/manager.
Review the candidate's resume and be familiar with his/her background and experience. Review the candidate's ASSESS results. Review the interview questions and additional personality probes.
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BACKGROUND & HISTORY
Listen and probe for accomplishments, grades, how he/she chose college/major, classes he/she liked or disliked, involvement in outside activities, work experience during school, etc., and probe for how they relate to the job. Walk me through your work history. Listen and probe for milestones, accomplishments, relationships with co-workers and supervisors, tasks he/she liked or disliked, work environments he/she liked or disliked, reasons for leaving each job, etc. and probe for how prior experience has prepared him/her for this job. NOTES:
Suggested transition to competency-oriented interview questions: "I'm now going to ask you to describe some specific situations from your past experience. For each, tell me about the situation itself, what you did specifically, and the results or outcome of your actions." |
Decisive Judgment: | ||
Additional special probes based on ASSESS results:
NOTES: (details of the situation, actions by the candidate, and the resulting outcomes)
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Adapting To Change: | ||
Additional special probes based on ASSESS results:
NOTES: (details of the situation, actions by the candidate, and the resulting outcomes)
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Planning And Organizing: | ||
Additional special probes based on ASSESS results:
NOTES: (details of the situation, actions by the candidate, and the resulting outcomes)
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Delivering Results: | ||
Additional special probes based on ASSESS results:
NOTES: (details of the situation, actions by the candidate, and the resulting outcomes)
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Resilience: | ||
Additional special probes based on ASSESS results:
NOTES: (details of the situation, actions by the candidate, and the resulting outcomes)
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Teamwork And Collaboration: | ||
Additional special probes based on ASSESS results:
NOTES: (details of the situation, actions by the candidate, and the resulting outcomes)
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Interpersonal Communication: | ||
Additional special probes based on ASSESS results:
NOTES: (details of the situation, actions by the candidate, and the resulting outcomes)
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Functional Acumen*: | ||
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Integrity*: | ||
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Closing the Interview
Ensure that the candidate feels that he/she has been able to give you a complete and accurate picture of him/herself. Explain the next steps in the process and timeframe as appropriate. Thank the candidate for his/her time and close the interview. |
Good selection decisions require careful consideration of all the available information (education, training, experience, skills, abilities, personality, etc.) from as many different credible sources as possible (interviews, reference checks, background checks, ASSESS results, etc.) against a clear specification of what is needed or desired in the job. Use the following chart to evaluate the candidate on each of the competencies of the Model. Carefully consider each competency before making your overall judgment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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While the ASSESS Development Report for this competency model provides detailed suggestions for helping this person to manage potential problem areas, in this section of the Selection Report we provide a few additional recommendations to help you to effectively manage this person. Each of the following management suggestions identifies a potential problem area for this candidate and recommends an approach to optimizing his/her effectiveness on the job. For some suggestions, reference books and other resources are listed for additional recommendations. | |||
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Additional Suggestions For coaching resources and additional suggestions on how to best manage and develop this person, please visit the ASSESS Manager's Website at http://www.bigby.com/systems/ASSESSv2/resources/welcome.asp. In addition, developmental suggestions for this person can be obtained from the ASSESS Developmental Report. This report is designed to provide constructive feedback and extensive developmental suggestions to the individual assessed (books to read, courses to take, developmental experiences or assignments to negotiate with the boss, etc.). You can use these developmental suggestions in coaching sessions to help the candidate capitalize on key strengths and compensate for potential weaknesses. Check with your test administrator or Human Resources representative to see how you may obtain a Developmental Report on this individual. The following resources may be useful in coaching this person or other people in your organization. Books Masterful Coaching: Extraordinary Results by Impacting People and the Way They Think and Work Together by Robert Hargrove, Pfeiffer & Company, 1995. Leader As Coach: Strategies for Coaching & Developing Others by David B. Peterson & Mary Dee Hicks, Personnel Decisions International, 1996. Action Coaching: How to Leverage Individual Performance for Company Success by David L. Dotlich & Peter C. Cairo, Jossey-Bass, 1999. Results-Based Leadership by David Ulrich, Jack Zenger, & Norman Smallwood, Harvard Business School Press, 1999. Leadership: The ASTD Trainers Sourcebook by Anne F. Coyle, McGraw-Hill, 1996. Coaching for Improved Work Performance by Ferdinand Fournies, McGraw-Hill, 2000. High Flyers: Developing the Next Generation of Leaders by Morgan W. McCall Jr., 1997. Successful Manager's Handbook by Susan Gebelein, Lisa A. Stevens, Carol J. Skube, David G. Lee (Editors), 2000. The Handbook of Leadership Development by Cynthia D. McCauley, Ellen Van Velsor, Editors, 2003. Leader As Coach: Strategies for Coaching & Developing Others by David B. Peterson & Mary Dee Hicks, 1996. The Manager's Pocket Guide to Effective Mentoring by Norman H. Cohen, 1999. FAST Feedback ™ by Bruce Tulgan. Multimedia How to Coach Your Employees Harvard Business Online. The Coaching Collection Harvard Business Online. The Practical Coach Advanced Training Source. Public Courses Coaching for Development Center for Creative Leadership. Facilitative Leadership York University. Leading and Coaching People to Higher Performance Wisconsin-Madison, University of. |
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