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London House
System for Testing and Evaluation of Potential
E X E C U T IV E
S U M M A R Y
Evaluation of Potential and Assessment of Job Skills for
SUSIE SAMPLE
ABC General,
#980001, Unit 0001
January 04, 2008
Confidential
Report
The purpose of this confidential report is to help summarize this individual's areas of strength and weakness for
the specified target position and also to gauge potential for promotability.
The results of this instrument may have utility for up to three years if the individual's lifestyle and experience have
not changed appreciably. Thereafter, the LH-STEP battery can be re-administered if the results are to be used for
decision-making purposes. LH-STEP scores should be considered in the context of the individual's total job
qualifications.
R E P O R T
• Potential is assessed in:
S P E C I F I C A T I O N S
Technical Hierarchy (Primary)
• Job Skills are presented relative to:
Technical II, Technical Manager, Code #0014
Cover Sheet
WARNING: Copyright protection includes but is not limited to prohibition against copying, reproducing, or modifying these materials without
the prior written consent of Vangent, Inc., • 800-922-7343 • www.vangent-hcm.com
1
SUMMARY OF RESULTS
SUSIE SAMPLE
ABC General,
#980001, Unit #0001
Potential Estimates
Hierarchy
SS
PS
Potential
Executive
Technical
52
59%
Good
Middle Manager
Technical
56
72%
Desirable
Level III
Technical
56
72%
Desirable
Hierarchy
SS
PS
Potential
Executive
Technical
75
99%
Outstanding
Middle Manager
Technical
70
98%
Outstanding
Level III
Technical
52
56%
Good
Job Skills Assessment
SS = Standard Score
PS = Percentile Score
Interpretation
Score Range
29 or less
Percentile Range
Less than 2%
30–39
40–44
45–54
55–59
60–69
70 or more
2%–14%
15%–29%
30%–67%
68%–82%
83%–97%
98% or more
Qualitative Description
Questionable
Marginal
Fair
Good
Desirable
Very Desirable
Outstanding
2
January 04, 2008
EXPLANATION OF SUMMARY OF RESULTS
The LH-STEP Target Population
The target population for which the LH-STEP was specifically developed is shown below.
The LH-STEP Target Population: Twelve Key Positions in Four,
Three-Rung Managerial Hierarchies
Experience has shown that the classification system covers nearly 90% of industrial and business
organizations.
Classification of the Target Population
The individual's position is classified as a Middle Manager position in the Technical Hierarchy.
Potential for Successful Performance
The individual's potential for successful performance in the target position is 56 on the standard score
scale, which has a mean of 50. This exceeds 72% of the norm group and is considered Desirable. The
Estimates of Potential scores should be given the most weight in the interpretation of LH-STEP results.
Present Level of Job Skill
The individual's present level of job skill, acquired either by previous employment in your own
organization or by employment in similar jobs in other organizations, is 70 on the standard score scale,
which has a mean of 50. This exceeds 98% of the norm group and is considered Outstanding.
3
EXPLANATION OF SUMMARY OF RESULTS
(cont'd)
Gauging Promotability
The Estimates of Potential and the Job Skill Assessments are reported at three levels of responsibility in up
to four management fields. At the Entry and Middle Manager levels, promotability can be gauged by
examining the Potential Estimates for the successively higher positions. In general, given a satisfactory
base score, ascending levels of potential, or the same high level of potential, are an indication of
promotability.
Estimating Training Requirements
Comparing the corresponding Potential Estimates and Job Skill Levels reveals the degree of job skill
training that is indicated for the present position and for the next higher position if the individual is
promoted.
Note: The higher the Potential Score, the more likely the individual is to benefit from job training.
If the Job Skill level is considerably greater (by at least 7 SS points) than the potential score:
Ignore it if the individual has not had at least one year of full-time work experience.
The situation can sometimes be accounted for by the individual having had exceptionally long tenure in
positions similar to the target position.
Note: It is not recommended that only promotable individuals be hired (regardless of skill level) unless the
organization is expanding at a rate that will probably provide promotional opportunities for the majority of
those hired in a reasonable period of time. A lack of promotional opportunities may lead to employee
frustration and increased turnover.
Development and Training
The full LH-STEP report contains a Predictor of Potential Narrative Report, which describes the
individual's behavior characteristics, identifies behavioral strengths and provides suggestions for using them
in the work environment. It also gives suggestions for improving or compensating for weaknesses.
The full LH-STEP report contains a Job Skill Narrative Report, which identifies particular Job Skill
training needs and offers suggestions for improving performance.
4
London House
System for Testing and Evaluation of Potential
I N D I V I D U A L
R E P O R T
Evaluation of Potential and Assessment of Job Skills for
SUSIE SAMPLE
ABC General,
#980001, Unit 0001
January 04, 2008
Confidential
Report
The purpose of this confidential report is to help describe this individual's areas of strength and weakness for the
specified target position and also to gauge potential for promotability. In addition, suggestions are offered for the
developmentand training of the individual to help attain the full utilization of potential.
The results of this assessment may have utility for up to three years if the individual's lifestyle and experience have
not changed appreciably. Thereafter, the LH-STEP battery can be re-administered if the results are to be used
for decision-making purposes. LH-STEP scores should be considered in the context of the individual's total job
qualifications.
R E P O R T
• Potential is assessed in:
S P E C I F I C A T I O N S
Technical Hierarchy (Primary)
• Job Skills are presented relative to:
Technical II, Technical Manager, Code #0014
Cover Sheet
WARNING: Copyright protection includes but is not limited to prohibition against copying, reproducing, or modifying these materials without
the prior written consent of Vangent, Inc., • 800-922-7343 • www.vangent-hcm.com
1
EXPLANATION OF SUMMARY OF RESULTS
This section summarizes the individual's overall potential and current skill at three job levels. This
information is useful for helping determine the promotability of the individual.
Results are reported at three levels of responsibility in up to four management fields, called hierarchies.
The individual's potential estimate and job skill assessment for the target position listed on the preceding
page are highlighted on the following Summary of Results page.
Potential Estimates
Each potential estimate is a weighted composite of the candidate's scores on measures of personal abilities
and attributes obtained from the test battery. Research has previously shown these measures to be predictive
of performance at a given position level. The individual ability and attribute measures are presented in the
Predictor of Potential Profile.
Job Skills Assessment
The job skill assessment is an average of the individual's skill levels on those job functions that research has
shown are important for similar positions. The individual job skills are presented in the Job Skills
Assessment Profile.
How to Read the Results
The candidate's summary results are expressed in three ways:
A standard score (SS). The individual's score is graphed on an equal-interval scale where 50
represents the average score of the LH-STEP norm group, called the Higher Level Population (HLP).
A percentile score (PS). The percentile score ranks the individual's standard score with respect to the
norm group. For example, a percentile score of 67 means that the individual scored higher than 67% of the
HLP.
A qualitative description. The individual's score is described on a scale that ranges from Questionable
to Outstanding. The percentile and standard scores that are associated with each description are shown at
the bottom of the Summary of Results page.
2
SUMMARY OF RESULTS
SUSIE SAMPLE
ABC General,
#980001, Unit #0001
Potential Estimates
Hierarchy
SS
PS
Potential
Executive
Technical
52
59%
Good
Middle Manager
Technical
56
72%
Desirable
Level III
Technical
56
72%
Desirable
Hierarchy
SS
PS
Potential
Executive
Technical
75
99%
Outstanding
Middle Manager
Technical
70
98%
Outstanding
Level III
Technical
52
56%
Good
Job Skills Assessment
SS = Standard Score
PS = Percentile Score
Interpretation
Score Range
29 or less
Percentile Range
Less than 2%
30–39
40–44
45–54
55–59
60–69
70 or more
2%–14%
15%–29%
30%–67%
68%–82%
83%–97%
98% or more
Qualitative Description
Questionable
Marginal
Fair
Good
Desirable
Very Desirable
Outstanding
3
January 04, 2008
NARRATIVE REPORT OF THE SUMMARY OF RESULTS
Classification of the Target Position
The target position for which the individual is being examined is classified as a Middle Manager in the
Technical Hierarchy.
Potential for Successful Performance
The individual's potential for successful performance in the target position is 56 on the standard score scale,
which has a mean of 50. This exceeds 72% of the norm group and is considered Desirable. The estimates
of potential scores should be given the most weight in the interpretation of the LH-STEP results.
Present Level of Job Skill
The individual's present level of acquired job skill for a Middle Manager position is 70 on the standard score
scale, which has a mean of 50. This exceeds 98% of the norm group and is considered Outstanding.
Comparison of Potential and Job Skill Levels
A job skills score that is lower than the corresponding level of potential does not mean the individual cannot
acquire the skill. It may merely mean that he/she has not yet had the opportunity to learn the necessary
skills. This is most likely to be the case if the individual has held the position for only a short period of
time.
However, if the individual's job skill estimate is considerably greater than the potential estimate (at least 7
standard score points):
· Ignore the job skill estimate if the individual has not had at least one year of full-time work experience.
· Consider whether the individual has had unusally long tenure in the position for which he/she is being
evaluated, which often accounts for exceptional job skill.
Promotability Into Middle Management and/or Executive Positions
If the target position is at Level III (beginning level) or Level II (Middle Manager), examine the individual's
potential estimates at the next higher or the two successively higher positions, respectively. Potential
estimates that are all at a high level, or that increase at higher levels, are an indication of promotability.
Examine the corresponding job skill assessments to determine the degree of job skill training that may be
required if the individual was to be hired or promoted.
Development and Training
Later sections of the Narrative Report will show how the individual can capitalize on strengths and how to
improve or compensate for weaknesses that affect his/her potential estimates. The individual's job skills for
the current position will also be analyzed, and suggestions will be made for addressing any identified
training needs.
4
INTERPRETATION OF THE PREDICTOR OF POTENTIAL PROFILE
This section profiles the individual's scores for the specific abilities, aptitudes, and other personal
attributes that are contributors to the potential estimates.
How to Read the Profile
1) Each hierarchy has a unique set of measures that contribute to the potential estimates for successful
performance at the three levels. The definitions of the predictors are given in Appendix A. The
definitions describe typical behaviors that could be expected with low scores or high scores.
2) On the Predictor Profile chart, the names of the predictor measures are given on the bottom of chart.
The predictor measures are grouped into categories according to the types of behavior measured. The
behavior categories are listed at the top of the chart.
3) The candidate's standard score for each dimension is bar-graphed using the scale shown at the left of
the chart, and the actual scores are printed at the top of the bar. The corresponding percentiles can be
determined from the column on the right side of the chart.
4) The symbols superimposed on the candidate's profile chart show the average scores for national
samples of incumbents at the three position levels of the hierarchy. These norms are represented by an
"E" for executives and an "M" for middle managers. The symbols change for the beginning level (Level
III) position in each hierarchy (L for Line Supervisors, P for Professionals, S for Sales Representatives,
and T for Technical Specialists).
5) Scores above 60 are significantly above the HLP norm of 50. Scores below 40 are significantly lower
than the HLP norm.
Reviewing the Profile Scores
1) First, identify the scores that are significantly above or below the HLP norm of 50 to establish the
individual's areas of relative strength and weakness.
2) Next, compare the individual's scores with the relevant national norm for the position (E, M, or Level
III) to gain a better understanding of the potential estimate. A difference of 7 or more SS points between
the individual's score and any group norm represents a statistically significant or meaningful difference.
3) The implications of high (SS 60 or above) and low (SS below 40) scores are discussed in the
Predictor of Potential Narrative Report that follows.
5
S
T
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A
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S
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75
Background
E
M
T
M
E
T
---------------------------------------------------------------------------------------------------------------------------E
M
T
Non-Verbal Reasoning
Mental
Abilities
Letter Series
E
M
T
Vocabulary
----------------------------------------------------------------------------------------------------------------------------
Temperament
E
M
E
T
M
Self-reliance
T
Responsiveness
M
E
T
Extroversion
E
M
T
Personal Insight
----------------------------------------------------------------------------------------------------------------------------
Resilience
E
M
T
Stress Response
E
M
T
Stress Tolerance
---------------------------------------------------------------------------------------------------------------------------Leadership Style
Work Values
Job Accountability
Business Ethics
Attitudinal Index
99
98
93
84
69
50
31
16
7
2
1
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6
Predictor of Potential Profile: Technical Hierarchy
E
M
T
General Responsibility
70
E
M
T
Vocational Satisfaction
Financial Responsibility
65
T
E
M
Drive/ Career Progress
60
55
50
45
40
35
30
25
School Achievement
PREDICTOR OF POTENTIAL NARRATIVE REPORT
SUSIE SAMPLE
Success in a career, as in any area of life, depends as much on knowing how to use exceptional talent or ability as it
does on trying to train or compensate for weakness. Scores at either extreme on ability or behavior measures may
pose special challenges in the workplace.
The statements in this narrative report are general definitions of the behavior patterns likely to be associated with
the individual's score on each predictor dimension. The general definitions of the individual's scores that are above
60 SS and those that are below 40 SS are followed by the implications of this behavior in the work environment.
Narrative Categories
The individual's score on each measure is classified with respect to the HLP norm into seven categories as defined
below. The classification identifies the appropriate behavioral statement for the score.
Score Range
Percentile Range
Qualitative Description
29 or less
Less than 2%
Extremely Low
30–39
2%–14%
Very Low
40–44
15%–29%
Low
45–54
30%–67%
Moderate
55–59
68%–82%
High
60–69
83%–97%
Very High
70 or more
98% or more
Extremely High
This classification reflects a comparison of the individual's score with the Higher Level Population norm
group. A comparison with an individual's occupational norm group can be determined by comparing the
individual's score to the relevant normative symbol on the Predictor of Potential Profile.
7
STRATEGIES FOR CAPITALIZING ON STRENGTHS
(Standard Scores 60 or Above)
The behavior patterns likely to be associated with the individual's score are described below. The definitions of
Very High and Extremely High scores are followed by suggestions for fully utilizing the indicated strength for
the benefit of the individual and of the organization.
School Achievement SS 66
HLP Comparison: Very High
Displayed high precollege academic achievement and was probably in the top 10% of the class.
Adjusted well to and genuinely enjoyed a classroom or training environment.
Implications for Work Behavior
•
Is likely to find learning stimulating and, depending on the level of the position, is
likely to benefit from the opportunity to obtain improved professional qualifications or
to acquire additional on-the-job skills.
Vocational Satisfaction SS 62
HLP Comparison: Very High
Is likely to have had a high level of career satisfaction and probably has neither made nor desired a
career change. Feels that education and training are quite sufficient to handle job demands and career
opportunities. May interact frequently with other professionals in the field.
Implications for Work Behavior
•
•
Has a good outlook for occupational success and also for freedom from undue
work-related frustration.
Note that a high score on this scale is not necessarily associated with a high score for
Drive/Career Progress. For some, rapid upward movement is not a critical element for job
satisfaction.
Vocabulary SS 60
HLP Comparison: Very High
Possesses an outstanding vocabulary, which usually indicates a superior facility for written language.
This generally translates into an ability to prepare excellent written reports and presentations.
Implications for Work Behavior
•
•
Will probably have superior writing skills and be able to express himself or herself easily and
effectively.
A combination of written and verbal communication skills is a valuable asset for managerial and
high-level professional positions, but care should be taken to ensure that the level of vocabulary used
is appropriate for the audience.
8
9
SCORES IN THE MIDDLE RANGES
(Standard Scores 55 to 59)
The statements below and on the following pages are general definitions of behavior patterns associated
with a broad range of scores around the HLP norm of 50. Scores of 55 to 59 are at the upper end of that
range and represent considerable talent. They are defined as High in comparison with the HLP.
Drive/Career Progress SS 59
HLP Comparison: High
Has made strong career progress as demonstrated by consistent promotions or merit raises and increases in
the number of people supervised. There is likely to be steady upward movement either in one organization
or through moves to different companies. Past experience indicates a need for continued achievement,
including the attainment of personal and work-related performance goals.
Level of Stress Response SS 56
HLP Comparison: High
Responses fall within the usual range, as compared to other higher-level personnel, for the number of
stressful experiences in the month prior to the assessment. This reflects a realistic evaluation of life
experiences and an openness in expressing reaction to them.
10
SCORES IN THE MIDDLE RANGES (cont'd)
(Standard Scores 45 to 54)
The statements below are general definitions of behavior patterns that are associated with scores in the
middle of the range that represents average ability. These scores are described as Moderate in comparison
with the HLP.
Financial Responsibility SS 45
HLP Comparison: Moderate
Has had average experience and success in handling a personal budget. May also have performed financial
functions for special-interest groups or clubs. With training, should be capable of handling organizational
financial responsibility.
General Responsibility SS 53
HLP Comparison: Moderate
Has been quite successful in handling responsibility in a number of environments. Is likely to volunteer to
take the responsibility for special tasks or projects in social or business groups. Is comfortable in directing
the activities of others and is capable of assuming responsibility in the work environment.
Nonverbal Reasoning 54
HLP Comparison: Moderate
Has average facility in deductive and analytical reasoning. Fairly systematic in the collection of information
for decision-making purposes. Often follows a logical or methodical approach to problem solving.
Personal Insight SS 52
HLP Comparison: Moderate
The individual’s consistency in self-ratings of behavior falls within the normal range for higher-level
personnel. This is a desirable score that generally indicates good insight, a firm self-image, and predictable
behavior that can be relied upon by others.
Responsiveness SS 47
HLP Comparison: Moderate
Neither too easily aroused nor unduly controlled. Is fairly relaxed, composed, and able to express
appropriate emotions. Pleasant and easy to get along with.
11
SCORES IN THE MIDDLE RANGES (cont'd)
(Standard Scores 45 to 54)
Self-Reliance SS 53
HLP Comparison: Moderate
Is flexible in group relations. Is self-reliant enough to be comfortable in leadership roles, but does not
actively seek them. Is also capable of being a good team player. Makes decisions independently, but
generally checks them out with others.
Stress Tolerance SS 48
HLP Comparison: Moderate
Responses for the number of pleasant items in the month prior to the assessment fall within the normal
range for higher-level personnel. This is a desirable score that reflects the ability to keep stress sufficiently
under control so that it does not intrude unduly on enjoyment of everyday life experience.
Leadership Style SS 48
HLP Comparison: Moderate
Has had some experience in taking the lead in projects in the work environment. Can make him- or herself
understood by employees and is likely to be accepted as a consistent and reliable supervisor. Will probably
benefit from increased opportunities to make presentations and to assume leadership roles.
Job Accountability SS 48
HLP Comparison: Moderate
Generally recognizes the importance of exercising active control over the direction of an endeavor. Tends to
equate the investment of personal effort and skill with attaining desired outcomes and rewards. Would
probably agree that most people are treated fairly by superiors and are reprimanded only with good reason.
Performance is likely to be focused on meaningful and practical activities most of the time.
12
SCORES IN THE MIDDLE RANGES (cont'd)
(Standard Scores 40 to 44)
The statements below are general definitions of behavior patterns that are associated with scores that
identify possible areas of training and development. They are described as Low in comparison with the
HLP.
Letter Series SS 44
HLP Comparison: Low
Possesses below average abstract reasoning ability, which may be adequate for non-technical and
non-scientific positions. This level of abstract reasoning may be limiting when logic must be applied for
problem solution.
Extroversion SS 40
HLP Comparison: Low
Behavior is generally controlled, and he or she may be on the quiet side. There is likely to be little
fluctuation in attention or work rate. These characteristics are helpful in regulatory occupations or in
occupations that require accuracy and sustained attention to detail.
13
IMPROVING PERFORMANCE OR COMPENSATING FOR WEAKNESS
(Standard Scores below 40)
Organizations should always be concerned about the development of the work force. This is particularly the case
for otherwise talented employees whose progress or proficiency may be hindered by some specific areas of
weakness or by placement in an inappropriate position.
The behavior patterns likely to be associated with the individual's score are described below. The definitions of
Very Low and Extremely Low scores are followed by suggestions for improvement or for compensating for
weakness.
Creative Potential SS 31
HLP Comparison: Very Low
Has limited ability for innovative or intuitive thinking. Is probably comfortable working in structured
environments with well-defined responsibilities.
Implications for Work Behavior
•
•
•
Probably prefers systematic analysis to intuitive thinking for problem solving (check the Nonverbal
Reasoning score if available).
Since creative potential is not easily developed, supervisors and managers should be encouraged to
practice participative management by assembling teams for problem solving that include creative
individuals.
Use brainstorming to generate ideas. For successful brainstorming: 1) encourage the free flow of
ideas, and avoid criticism or judgments, 2) explain that no one "owns" an idea and encourage
participants to "piggy back" on one another's ideas, and 3) assemble a panel to classify and evaluate
the ideas at a later time.
14
IMPROVING PERFORMANCE OR COMPENSATING FOR WEAKNESS
(cont'd) (Standard Scores below 40)
Business Ethics Attitudinal
Index SS 36
HLP Comparison: Very Low
Would probably agree that there are times when rules and policies can be broken for a purpose. Accepts that
others are likely to break rules. May be more tolerant of employee infractions or management wrongdoing
than others. Is likely to believe that cheating is widespread among managers and executives and that it is
frequently gotten away with or even rewarded. Might feel pressured by circumstances into making poor
ethical choices.
Implications for Work Behavior
•
•
•
If the organization has a formal code of ethics, determine the extent to which the responses of this
individual (in an interview or on the questionnaire) conform to the standard code of ethics.
Current employees should be encouraged to evaluate their decision making within the context
of current company norms and industry practices.
Responses for some individuals may reflect a skeptical outlook on business ethics as a result of
prolonged exposure to questionable business practices.
15
INTERPRETATION OF THE JOB SKILLS ASSESSMENT PROFILE
The following pages help provide insight regarding the individual's current level of skill on 16 job
functions that have been determined by research to be relevant dimensions for similar higher-level
positions. Definitions for the 16 job functions are given in Appendix B and a profile of the individual's
scores is on the following page.
How to Read the Profile
1) The job functions are listed at the bottom of the chart. They are grouped into four skill sets that are listed
at the top of the chart.
2) The Job Skills Assessment Profile uses the same standard score (SS) and percentile score (PS) scales as
the Predictor of Potential Profile.
3) The standard scores that represent the candidate's ability to perform the function are bar-graphed as a dark
blue bar.
4) The importance of the functions for successful performance of the job are bar-graphed as a patterned light
blue bar. The importance of functions were identified through a job analysis of the position made by
incumbents and supervisors designated by the organization. The actual scores for both importance and
ability are printed at the top of the relevant bar.
Reviewing the Profile Scores
1) An asterisk following the title function indicates that there is a significant difference (7 or more points)
between the Importance level and the Ability score which may be either higher or lower than the Importance
score.
2) A training need may be indicated if the Ability score is significantly lower than the Importance score on a
function that is also important for the job (i.e., has an Importance score of at least 50).
3) For more information on training needs, see the Job Skills Narrative Report that follows.
16
S
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SUSIE SAMPLE
75
70
65
60
55
50
45
40
35
E
M
T
Organization
T
E
M
Financial Planning*
Work Procedures*
E
M
T
Job Skills Assessment Profile: Technical Hierarchy
T
M
E
Interdepartmental
Coordination*
Technical Manager
S
C
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E
30
25
Objective Setting*
----------------------------------------------------------------------------------------------------------T
E
M
Technical Ideas*
Leadership
M
T
E
Teamwork*
E
T
M
Decision Making*
M
E
T
Coping with
Emergencies
M
T
E
Safety Attitudes*
T
E
M
Communication*
----------------------------------------------------------------------------------------------------------E
M
T
Employee Potential*
Human Resources
M
T
M
E
Self Development*
E
T
Supervisory
Practices
M
T
E
Personnel Practices
-----------------------------------------------------------------------------------------------------------
99
98
93
84
69
50
31
16
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E - Executive
M - Middle Manager
T - Technical Specialist
Community
T
M
E
Outside
Contacts*
T
M
E
Community
Relations*
JOB SKILLS NARRATIVE REPORT
SUSIE SAMPLE
This narrative report identifies the individual's strengths and weaknesses relative to the established job
requirements by classifying the job skill scores into the four categories described below. Suggestions in
the form of Performance Enhancement Pointers (PEPs) are given to facilitate training and development in
areas where the job skill score is significantly below the established importance for the job functions.
Job Skill Categories
Individual job skills are classified into four categories with respect to important job functions established by
the organization's job analysis. To be considered important for the position, a job function score must be at
least 50 (the norm for the Higher-Level Population). The categories are briefly defined below.
Job Skill Excellence: The individual's measured skill exceeds the established importance of the job
function by 7 or more standard score points.
Job Skill Strength: The individual's measured skill is within 6 standard score points above or below the
established importance of the job function.
Primary Training Need: The individual's measured skill is 7 or more standard score points below the
established importance of the job function, and is also below 50.
Secondary Training Need: The individual's measured skill is 7 or more standard score points below
the established importance of the job function, but is still at or above 50.
18
JOB SKILL EXCELLENCE
Improving Work Procedures and Practices
Analyzing, interpreting, and evaluating operating policies; initiating and formulating improved procedures
and policies within the organizational structure; ensuring that new procedures are installed smoothly.
Interdepartmental Coordination
Understanding and coordinating the problems and work activities of different departments within the
organization; using informal communication lines and work committees to gain and disseminate
information across the organization.
Developing Group Cooperation and Teamwork
Encouraging and building work group relations that will lead to better exchange of ideas, improved decision
making, more open communication, higher morale, and a sense of purpose; recognizing problems and
conflicts within the work group.
Communications
Monitoring and improving external communication channels and internal upward and downward lines;
developing, testing, and seeking feedback on one's communication skills; conducting effective meetings.
Developing Employee Potential
Evaluating employees' present performance and potential in order to create opportunities for better use of
their abilities; examining and responding to employee dissatisfaction; assisting others in overall career
development.
19
JOB SKILL STRENGTHS
Supervisory Practices
Clarifying subordinates' job functions and responsibilities; motivating employees while
maintaining discipline and control; seeing that subordinates maintain established standards of
performance and accepting personal responsibility for those who do not.
Personnel Practices
Ensuring that the organization adheres to equal opportunity and affirmative action requirements in its
employee selection procedures; keeping informed on current issues and procedures in employee selection;
developing and implementing special recruiting and training programs for minority applicants.
PRIMARY TRAINING NEEDS
Financial Planning and Review
Making economic decisions and managing capital assets; establishing a budget and independent controls to
assure that the budget is met; maintaining accurate financial records using up-to-date procedures.
Handling Outside Contacts
Promoting the organization and its products to outside contacts and clients; handling and entertaining
long-term clients, suppliers, and visitors to properly convey the organization's relationship with them;
expediting customers' special requests and handling their complaints about the organization.
20
SECONDARY TRAINING NEEDS
No Secondary Training Need
21
PERFORMANCE ENHANCEMENT POINTERS (PEPS)
Performance Enhancements Pointers (PEPs) are specific things to do or keep in mind that may help
individuals improve on the job. The PEPs for each area are printed when a training need has been
identified, and they are designed for sharing with that person.
A PEP may or may not be appropriate because of specific circumstances. Read all the PEPs for each area
and determine which may be most helpful. Although the choice of an appropriate PEP is up to the
individual, discussion with a supervisor or human resource specialist may be beneficial.
PEPs FOR PRIMARY TRAINING NEEDS
Ways to Improve Financial Planning and Review
·
Set up an electronic system to track the revenues and expenses of your work group.
·
Ask the corporate accountant to help you better interpret financial statements.
·
Review company/department revenues, expenses, and profit-and-loss statements on a regular
basis.
·
Seek out current information on financial accounting and business planning.
·
Discuss with your finance personnel their current systems and processes to gain an
understanding of how finances work in your company.
·
Meet with others in your organization that have working knowledge of budgeting and
finance.
·
Volunteer to assist in developing your department's budget and business planning process.
·
Seek input from your staff to gain information on budgeting decisions that directly affect them.
·
Check with your HR department or corporate training area for additional resources on financial
planning and review.
·
Explain the rationale behind the budget to your staff to ensure their understanding and acceptance
of the required course of action.
NOTES:
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PEPs FOR PRIMARY TRAINING NEEDS (cont'd)
Ways to Improve the Handling of Outside Contacts
·
Periodically contact your top clients to determine the extent to which your organization is meeting their
needs.
·
Send personal notes to clients/vendors to acquaint them with special events, new products and services,
or changes in organizational policy.
·
Enlist input from your staff on ways to improve customer contact and service.
·
Dress and behave in a manner in which you want your clients to perceive you.
·
Convey a feeling of special attention to longstanding clients and customers.
·
Try to respond to all calls from outside clients the same day they are received.
·
Understand your organization's procedures for handling special client requests.
·
Systematically check all arrangements made for entertaining important visitors.
·
Project an objective and helpful attitude when dealing with customer complaints or problems.
·
Develop routines for dealing with different types of visitors that can be smoothly implemented.
NOTES:
PEPs FOR SECONDARY TRAINING NEEDS
No Secondary Training Needs
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APPENDIX A
PREDICTOR PROFILE: DIMENSION DEFINITIONS
Background
School Achievement
Low Scores: Poor achievement and possibly little liking for formal learning environments.
High scores: Adjustment and achievement in school and other learning environments.
Drive/Career Progress
Low Scores: Possible lack of job experience or of a desire for rapid upward movement.
High scores: Drive for upward movement in the organization.
Vocational Satisfaction
Low Scores: Varied vocational background with little satisfaction derived from employment.
High Scores: Satisfaction with a vocation that is related to past education and training.
Financial Responsibility
Low Scores: Little experience or little interest in financial matters or in the management of
personal or interest group finances.
High Scores: Strong interest in principles of financial management and successful management
of personal finance.
General Responsibility
Low Scores: Little experience in assuming responsibility for projects or for directing the activities
of others.
High Scores: Success in assuming responsibility for special projects and in directing the activities.
Mental Abilities
Non-Verbal Reasoning
Low Scores: Little facility for deductive and analytical reasoning measured by solutions to pictorial
problems.
High Scores: Good capacity for deductive and analytical reasoning measured non-verbally.
Letter Series
Low Scores: Limited abstract reasoning ability measured by quickly identifying patterns in a series.
High Scores: Good facility for abstract reasoning measured by quickly identifying patterns in a
series.
Vocabulary
Low Scores: Narrow range of English vocabulary.
High Scores: Breadth of English vocabulary.
Temperament
Personal Insight
Low Scores: Lack of consistency in self-ratings of behavior.
High Scores: Demonstrated consistency in self-ratings of behavior.
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PREDICTOR PROFILE: DIMENSION DEFINITIONS (cont'd)
Extroversion
Low Scores: Serious, reserved, and cautious behavior.
High Scores: Variable, expressive, and sometimes impulsive behavior.
Responsiveness
Low Scores: Even-tempered, relaxed, undemonstrative behavior.
High Scores: Responsive, lively, and enthusiastic behavior.
Self Reliance
Low Scores: Group-oriented behavior with emphasis on teamwork and group support.
High Scores: Individually goal-oriented and self-confident behavior.
Resilience
Level of Stress Response
Low Scores: Undesirably high level of stressful experiences.
High Scores: Relatively low level of stressful experiences.
Stress Tolerance
Low Scores: Apathy and general lack of enjoyment concerning everyday experiences.
High Scores: General buoyancy and feelings of pleasure concerning everyday experiences.
Work Values
Leadership Style
Low Scores: Avoids leadership roles especially when these involve group discussions and formal
presentations.
High Scores: Is confident assuming leadership roles and is a good communicator.
Job Accountability
Low Scores: Belief that work outcomes and job success are strongly affected by factors outside
one's own control.
High Scores: Belief that work outcomes and job success are one's personal responsibility and largely
under one's own control.
Business Ethics
Low Scores: Belief that "rules must be bent" to survive in a profit-making environment.
High Scores: Belief in personally upholding ethical business standards and practices in the work place.
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APPENDIX B
JOB SKILLS PROFILE: DIMENSION DEFINITIONS
1. Setting Organization Objectives
Formulating the overall mission and goals of the organization; setting short- and long-term objectives
which are significant and measurable, and which incorporate future predictions; evaluating alternative
structures for organizational operations.
2. Financial Planning and Review
Making economic decisions and managing capital assets; establishing a budget and independent controls
to assure that the budget is met; maintaining accurate financial records using up-to-date procedures.
3. Improving Work Procedures and Practices
Analyzing, interpreting, and evaluating operating policies; initiating and formulating improved
procedures and policies within the organizational structure; insuring that new procedures are installed
smoothly.
4. Interdepartmental Coordination
Understanding and coordinating the problems and work activities of different departments within the
organization; using informal communication lines as well as work committees to gain and disseminate
information across the organization.
5. Developing and Implementing Technical Ideas
Originating technical ideas and designs; translating technical ideas into feasible solutions to
organizational needs; leading technical projects and writing appropriate reports; helping the organization
adjust to and evaluate technical changes.
6. Judgment and Decision Making
Analyzing incomplete information to make decisions; being flexible in non-routine decisions; acting
upon decisions concerning resource and work force allocation; accepting responsibility for the
consequences of both one's own and one's subordinates' decisions.
7. Developing Group Cooperation and Teamwork
Encouraging and building work group relations that will lead to better exchange of ideas, improved
decision making, more open communication, higher morale, and a sense of purpose; recognizing
problems and conflicts within the work group.
8. Coping with Difficulties and Emergencies
Working efficiently under pressure; effectively handling unexpected problems, day-to-day crises, and
emergency situations; quickly analyzing operational breakdowns and setting priorities for action.
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JOB SKILLS PROFILE: DIMENSION DEFINITIONS (cont'd)
9. Promoting Safety Attitudes and Emergencies
Taking responsibility for the identification and elimination of job safety and health hazards; promoting
and communicating safety practices and regulations to employees; investigating possible work place
accidents and illnesses.
10. Communications
Monitoring and improving both external communication channels and internal upward and downward
lines; developing, testing and seeking feedback on one's own communication skills; conducting effective
meetings.
11. Developing Employee Potential
Evaluating employees' present performance and potential in order to create opportunities for better use of
their abilities; examining and responding to employee dissatisfaction; assisting others in overall career
development.
12. Supervisory Practices
Clarifying subordinates' job functions and responsibilities; motivating employees while maintaining
discipline and control; seeing that subordinates maintain established standards of performance and
accepting personal responsibility for those who do not.
13. Self-Development and Improvement
Formulating self-improvement goals; using feedback from others to help assess ones own strengths and
weaknesses; improving one's own skills by participating in developmental programs and by assuming
new responsibilities; coordinating personal career goals with organizational needs.
14. Personnel Practices
Ensuring that the organization adheres to federal equal opportunity and affirmative action requirements
in its employee selection procedures; keeping informed on current issues and procedures in employee
selections; developing and implementing special recruiting and training programs for minority
applicants.
15. Promoting Community Organization Relations
Staying informed on community, social, economic, and political problems and their relevance and
impact upon the organization; accepting the responsibility for the ongoing relationship between the
organization and the community; actively seeking information from and disseminating information to,
the community about the organization.
16. Handling Outside Contacts
Promoting the organization and its products to outside contacts and clients; handling and entertaining
long term clients, suppliers, and visitors to properly convey the organization's relationship with them;
expediting customers' special requests and handling their complaints about the organization.
27