By Ian Taylor
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Additional info for A Practical Guide to Assessment Centres and Selection Methods: Measuring Competency for Recruitment and Development
A sample framework for use with the practical activities is provided at the end of this chapter. Alternatively, you may want to develop your own framework from scratch or to adapt an existing framework. Several methods are available to help in the systematic development of a competence framework. Two of the most commonly used methods, critical incident analysis and repertory grid analysis, are described here. When using either method you should consult as wide a range of people as possible, including job-holders and relevant managers.
Appropriate to behaviours typically shown in the activities. Negative (or less effective) behaviours are more than simply not displaying the positive and it is essential that they are also clearly identified. They can include: What Are We Assessing? 35 • failure to demonstrate a positive behaviour, or enough quality and quantity of the positive indicator; • demonstrating the complete opposite of a positive behaviour (‘builds on others’ ideas by asking questions’ with ‘interrupts others’); • overdoing a positive behaviour to the point where it becomes a liability (‘constantly gives feedback’); • inappropriate use of a positive behaviour.
Verbally, eg calm level tone, states clearly what he or she wants or thinks 2. Listens actively: a. Asks others to contribute b. Summarizes others’ contributions c. Builds on the suggestions of others 10. Influencing Backs up suggestions and opinions with relevant data or evidence Compromises as appropriate Uses emotional appeal as appropriate Talks about ‘common ground’ 1. Aggressive when faced with differences: a. Cuts others out of the process, eg sarcastic b. Blocks others’ proposals 2. Passive when faced with differences a.