• Step 1: Formulation of the competency profile necessary for the function
• Step 2: Determination of assessment type
• Step 3: Planning and realization of the assessment
• Step 4: Reporting and subsequent discussion
Step 1: Formulation of the competency profile necessary for the function
The requirements for the function for which the assessment candidate is destined will be translated into a competency profile. In close cooperation with you we will formulate the competencies, which will be central in the assessment. For this purpose we will use the LTP system of competencies.
Of course we can also fit in with the system of competencies possibly already used by you.
Definitions of the chosen competencies will be, if necessary, elaborated by LTP into examples of behavior, which specifically relate to the career path of the assessment candidate. After all the unambiguousness of the function requirements as set by you, is crucial for the reliability and the validity of the assessment results.
Step 2: Determination of assessment type
According to the question, the required competencies and the specific career path for which the assessment candidate qualifies, LTP is able to offer different sorts of assessments. An assessment usually consists of capacity tests, personality questionnaires, an interview aimed at competencies and function related simulations and role-plays.
Based on the question, the context of the function and the formulated competencies LTP can compose an assessment program consisting of the following parts:
During an assessment one or more simulations will be held. In a simulation assignment a candidate is placed in a fictive practice situation in which he/she can show function related behavior. Judgment will take place based upon the competencies as set for the function. Planning of the simulation will be such that the candidate will see as much different assessors and actors as possible during the day. In this way it can be realized that the different judgments will be as independent as possible and that there is no interference between the achievements and judgment of one candidate’s first simulation assignment to the candidate’s second simulation assignment. Examples of simulations often used by LTP are:
• Analysis assignments
An analysis assignment is a simulation in which the candidate should study a complex problem during a relative short period of time on the basis of a sizeable file. Then the candidate is being asked to formulate, present and substantiate an advice based on the data studied. The nature of the data to be analyzed will be tuned to the context in which the candidate has to function. Analysis assignments primarily give information on behavioral criteria such as problem analysis, judgment forming, decisiveness, persuasiveness and ability to express oneself.
A role-play usually is a dialogue in which the candidate can show in which way he is managing, solving a cooperation problem or is capable of operating customer-orientated and commercial in a sales or advice discussion. In a commercial role-play the candidate is being asked to imagine oneself in the position of advisor/account manager working for a fictive organization. Information is being given on this fictive organization as well as on the question on which he will have to advice. After that the role-play takes place in which the candidate will have to advice an external or internal customer. In a managerial role-play the candidate is being asked to imagine oneself in the position of manager. Information is being given on a realistic problem situation in relation to one of his employees. After that the candidate in the role-play will have to convince, motivate, guide and coach in order to solve the question.
An interview aimed at competencies
Every assessment contains a competencies aimed interview with a psychologist. By continuing to ask specific questions on behavioral examples (STAR technique) the psychologist forms an opinion on the competencies relevant for the function for which the candidate is being assessed. Further the interview can give information, in combination with the results of amongst others interests test, on the ambitions and aspirations of the candidate.
Tests directed at working and thinking level
LTP has the disposal of a great deal of instruments with whom it is possible to map the working and thinking level of candidates. LTP uses self developed and validated test batteries with whom amongst others analytical capacities, verbal disposition, statistical qualities (mathematical qualities, seeing through statistical relations, being able to combine and interpret figures), creativity, spatial insight etc. can be inventorised. For the judgment of a candidate we use our LTP database in which data of more than 60.000 candidates from several European countries including Russia are stored. In this way we have at our disposal specified norms for almost every educational level and direction.
These questionnaires insight help to obtain on the personality characteristics. One can think of motivation to achieve, perseverance, immunity to stress, extraversion, enterprising, assertiveness etc. In every assessment aimed at selection and development one or more of these questionnaires will be inserted. For selection purposes we often use the Big Five concept; further several questionnaires from different test publishers are being used. We also use questionnaires that give insight in the ambitions and career motives.
Compilation of the program
When designing the assessment program with the above-mentioned instruments, the following considerations apply:
1. The chosen tests and simulations should be able to measure all relevant competencies and specific behavioral criteria.
2. The context in which the simulations take place should be in keeping with the nature of the working situation in which candidates will function later.
3. The difficulty degree of the tests and simulations should be in keeping with the function level.
Step 3: Planning and realization of the assessment
Before every assessment the candidate receives written information on the procedure. Further specific advices are given on possible preparation and literature, which can be helpful.
The assessment day
In our presentable locations within easy reach we can receive your candidates perfectly. The candidates have their own working place and will be guided during the day by an assessment specialist. We dedicate a lot of care to the professional and personal approach of your candidates.
Step 4: Reporting and subsequent discussion
On the basis of the results of the different assessment parts the responsible advisor (who is also interviewing) will write a report. Herein the findings will be clearly explained. LTP sends the report to the client. Reporting will take place within 5 days after the assessment. We suggest having an oral subsequent discussion. We will spend a lot of time and effort on this discussion, especially in view of the internal candidates who might have a negative LTP advice. Carefulness is in our view essential when selecting especially with your internal candidates.
The report usually contains the following parts:
• Overview of the for the function most important competencies
• Graphic overview in which you will see at a single glance the scores of the candidate on the competencies in relation to the desired competencies
• A written explanation on the scores per competency as well as the findings with regard to the manner of working, the level of intelligence and the social and managerial qualities of the candidate
• The report will be concluded with an unambiguous conclusion on the success of the candidate for the function eventually completed with advise on training.