By Ian Taylor
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Extra resources for A Practical Guide to Assessment Centres and Selection Methods: Measuring Competency for Recruitment and Development
Verbally, eg sounds hesitant c. 1 continued Positive/Effective Negative/Less Effective 11. Planning and Organizing Takes time to review when faced with difficulties Suggests an informal plan Monitors time regularly Accurately completes tasks to time Distinguishes between important and urgent tasks Presses on with an initial plan regardless of difficulties Moves to the task with no attempt to plan Does not mention time Fails to complete tasks to time and standard Defines urgent tasks as important 12.
1. Suggested competencies to be assessed These are suggestions only; you may want to substitute other competencies. The idea of competence is that job performance is seen in terms of behaviour rather than the outcomes of behaviour. One potential problem that this throws up for assessment centres is the ‘exercise effect’. This occurs when assessors rate participants in terms of the outcomes of an activity rather than the particular behaviours displayed. This can result in participants receiving different ratings for the same competency when assessed in different activities.
The standards are organized into six functional areas which are then sub-divided into a number of units. The six areas are: Managing Self and Personal Skills, Providing Direction, Facilitating Change, Working with People, Using Resources and Achieving Results. Each unit contains a range of ‘generic skills’, which equate most closely to the behaviours the activities in the pack are designed to assess. If you are working with the MSC 1997 standards the activities in this book are the broad equivalent of the ‘personal competencies’ at levels three and four.