By Ian Taylor
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Additional resources for A Practical Guide to Assessment Centres and Selection Methods: Measuring Competency for Recruitment and Development
Observed internal states (‘reminds group of time’) not inferred (‘conscious of time-frame’, ‘views problems as challenges’, ‘encourages two-way communication’). • Neutral (‘exceeds time allocated’) not based on values/judgmental (‘articulate’). • Realistic (‘regularly’, ‘appropriately’) not impossible (‘fully involved in all aspects and throughout’). • Written in straightforward ‘jargon-free’ terms. For example, ‘backs up suggestions with reasons’ rather than ‘able to demonstrate rationale behind an assertion or suggestion’.
You will see the assessors writing notes; this does not necessarily mean anything negative or positive. Please try to ignore the assessors and behave as you would normally do in a real work situation. There will usually be two groups working on the same task simultaneously in friendly competition.
Add other tasks to give a true reflection of the job if the past five days are not ‘typical’. 4. Define each task in terms of difficulty, importance and frequency. Difficulty is obviously subjective and hard to pin down. It will depend on experience and ability, to a degree. Refer back to step 2 which may help to define difficult tasks. Importance is also difficult to define. To some extent all tasks can be important, or difficult to class as unimportant. Therefore, some comparison is appropriate, ranking tasks against other tasks.
A Practical Guide to Assessment Centres and Selection Methods: Measuring Competency for Recruitment and Development by Ian Taylor
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