INDIVIDUAL ASSESSMENT REPORT
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UserID: FT934125
INDIVIDUAL ASSESSMENT REPORT
The purpose of the assessment has been to provide further information to
assist with the recruitment of:
Ms. Sam Smith
On: Friday, August 26th 2005
PREPARED BY:
Level 4, 398 Lonsdale Street
MELBOURNE VIC 3000
Ph: 1300 302 154
www.psychpress.comCONFIDENTIALITY This highly confidential document is provided to the client
on the candidate named on the cover sheet on the basis
that the need for this confidentiality is recognised, accepted
and that such confidentiality will be strictly maintained.
It should therefore only be read by staff specifically
involved with the selection, promotion or development of
the person named, and stored securely with minimum
access.
Should a report be required at a later date, it can be
obtained without further cost, from PsychPress archives.
The report on the candidate’s capabilities has been done
OBJECTIVES based on several assessment materials used to provide
objective information about the competencies which might
be required for the specific position.
CROSS VALIDATION This report provides objective information on candidate’s
OF OUTCOMES capabilities. We recommend supplementing it with other
information obtained from other sources like interviews or
other reports.EXECUTIVE SUMMARY The following report has been based on a series of scientifically validated profiles, each providing elements of insight or understanding into the Ms. Smith’s work related behavioural style. Each profile is intended to provide you with a point of reference from which you can objectively assess Ms. Smith’s work suitability. The critical competencies expected of a Receptionist/Admin role at AC International that were assessed in this report include customer service, problem solving skills, social skills and ability to interact effectively with clients and organisational skills such as planning and multi tasking. Ms. Smith’s strengths in relation to this position include: Preferring to avoid making hasty decisions that may lead to ineffective problem solving. Tendency to have a high sense of personal obligation, setting herself high (at times ambitious) standards in all she does including external and internal service. Self-sufficient, without the need for group support. Highly developed sense of urgency and tends commits herself emotionally to challenges. Tendency to be demanding on others and will expect people to take responsibility for their own short-falls. Not wishing to spend excessive amounts of time on the detailed aspects of a task, she will be happy attending to detailed systems and procedures if this is a necessary part of the role. Ms. Smith’s potential vulnerabilities in relations to the position include: May experience difficulty when working under conditions of continual or acute pressure such as high stream of clients requests. When under pressure she may have difficulty in maintaining her composure. May lack self-confidence and be prone to feelings of self-doubt which combined with a low ability to verbally communicate in English and a difficulty to predict others’ emotional response can impair her rapport building as well as customer service. May lack the conceptual reasoning abilities required to offer effective solutions to more complicated clients’ requests. As far as rules and regulations procedures are concerned, whilst she will acknowledge their contribution, she may not wish to be tightly bound by them at all times. Tending to be a little wary of people she does not know well, she may prefer to take her time when addressing new clients’ needs or integrating to the Fast Track team. May have difficulty delegating work to others, tending to take on too much.
1. Abilities and Aptitudes
Percentile
Ability Norm Group
Result
Conceptual 27th percentile Australian General
Reasoning Population
Verbal Reasoning 35th percentile Australian General
Population
Emotional 10th percentile Australian General
Reasoning Population
CONCEPTUAL REASONING: 27TH PERCENTILE
The test of Conceptual Reasoning provides a valid measure of
generalised intellectual functioning and correlates most highly with other
tests of generalised or natural problem solving capacity. The test itself
requires the candidate to work with ambiguous, novel and highly complex
information. The ability to grasp complex conceptual relationships and to
operate without a basis of prior knowledge are some of the aptitudes
found to be measured by this test. Job competencies relevant to this
measure include the capacity for flexible and creative thought, technical
problem solving, the capacity to acquire information quickly and an
aptitude for adapting existing knowledge to new situations.
Ms. Smith’s performance on the test of Conceptual Reasoning has placed
her in the below average range of the Australian general population. Thisresult suggests that she may struggle to think laterally or grasp complex
abstract concepts, when compared to the normative group. Ms. Smith may
require more time to integrate new information and develop knowledge
that is required to address more complex issues. Ms. Smith may also be
less effective with respect to problem solving and being able to adapt
knowledge and skills to issues that are outside her previous experience.
VERBAL REASONING: 35TH PERCENTILE
The Verbal Reasoning assessment measures the ability to communicate
in English, written communication skills, the ability to understand written
instructions and the ability to convey information in a clear and
understandable format such as presentations to individuals and groups.
Ms. Smith’s performance on the measure of Verbal Reasoning has placed
her in the below average range compared to an Australian general
population. The result suggests that Ms. Smith may be Smithited in her
ability to use the English language as an effective communication tool. Ms.
Smith may benefit from additional time when preparing reports or written
documents to ensure that she relate clear instructions or explanations.
EMOTIONAL REASONING: 10TH PERCENTILE
The ERQ is an instrument designed to measure emotional reasoning, which is
a branch of emotional intelligence. Emotional intelligence is a broad concept,
which involves the ability to identify emotions in yourself and others, to be
able to manage those emotions and to use them to promote personal growth.Emotional Intelligence is commonly accepted as an important part of real- world interpersonal skills, management, and goal-setting. Emotional reasoning is that branch of emotional intelligence which involves identifying what emotions people are feeling in a given situation, and the ability to predict someone's future emotional responses, given an understanding of a current situation. It is seen as a key competency in ‘connecting with people’ and building rapport and good working relationships. Ms. Smith’s performance on the test of Emotional Reasoning has placed her in the lower range compared to the general Australian population. The result suggest that Ms. Smith’s emotional reasoning ability is lower than the average, and that she may have a sound but potentially limited ability to identify emotions in others, and to predict their future actions and emotions. Ms. Smith, however, has the potential to develop her emotional reasoning and interpersonal abilities, such as through working with a mentor skilled in emotional reasoning, or by undertaking some personal development.
2. Work Behavior Style
INTERPERSONAL STYLE
Scale Sten Introverted Extraverted %
1 2 3 4 5 6 7 8 9 10
fA 5 Distant Aloof Empathic 32
fF 4 Sober Serious Enthusiastic 15
fH 5 Retiring Socially-bold 34
fQ2 4 Self-sufficient Group-orientated 28
Note: Scores in the range 4-7 are considered average
Ms. Smith's interpersonal style has a tendency towards introversion. As such,
she will tend to communicate with people without having a strong
requirement for excessive personal contact. Ms. Smith may at times be
happier occupied with a task, than dealing with people, but will not be
reticent about coming forward in social situations, even if this places her at
the centre of attention.
Expressing moderate levels of warmth and empathy, she is likely to be seen
as relatively supportive of colleagues. No more or less sympathetic and
understanding than most, she will be able to maintain a degree of distance
from colleagues when necessary. Tending not to let go in social settings, her
reaction to situations will generally be fairly sober and serious. Ms. Smith
may possibly come across as a little stiff and perhaps slightly lacking in
spontaneity. Unexpected events, or rapidly changing situations, may put her
off-balance and upset her. In the right setting however, she should be
capable of a fair degree of enthusiasm.
In a group situation, she has a sufficient level of social boldness to relate to
most people. While she is likely to be as confident as most in group
situations, she may feel a little uncomfortable if she suddenly becomes the
centre of attention at a large social gathering. This is likely to be particularly
marked if the conversation turns to lofty, intellectual matters in which she is
likely to lack confidence.
Ms. Smith is a quite self-reliant individual who generally prefers to work on
her own. Not having a great need for group contact or support, she will avoid
unnecessary group distractions. Ms. Smith is likely to view most group
discussions and team work as a waste of time.Scale Sten Independent Agreeable %
1 2 3 4 5 6 7 8 9 10
ß 3 Low Intellectance High Intellectance 8
fE 6 Accommodating Dominant 55
fL 8 Trusting Suspicious 88
fQ1 6 Conventional Radical 63
Note: Scores in the range 4-7 are considered average
As amenable and co-operative as most, Ms. Smith will generally not seek
confrontation for confrontation's sake. Being moderately competitive, she
should not be averse to meeting challenges. While capable of being
outspoken on occasion, she should not be oblivious to others' sensibilities.
Ms. Smith has a relatively cynical and questioning nature, tending to often
suspect the underlying motives behind the things people say or do. Overly
inclined to be critical, she is however unlikely to be excessively rigid or
opinionated. Ms. Smith may be rather obstinate from time to time. Ms. Smith
may resent being given instructions and may often do just the opposite of
what she is told. Ms. Smith may feel that if she drops her guard, people will
take advantage of her. Consequently, she is not likely to be the most popular
team member. In personal exchanges Ms. Smith maintains a balance by not
being overbearing nor being too easily dominated. Ms. Smith will assert
herself or give way as the situation demands.
Ms. Smith is no more or less assertive than most people. Somewhat
forthright, genuine and rather outspoken, when asked for an opinion, Ms.
Smith may on occasion, unintentionally (or otherwise) express herself in a
direct and uncalculated manner.THINKING STYLE
Scale Sten Pragmatism Openness %
1 2 3 4 5 6 7 8 9 10
fI 6 Hard-headed Tender-minded 55
fM 5 Concrete Abstract 27
fQ1 6 Conventional Radical 63
Note: Scores in the range 4-7 are considered average
Ms. Smith should, in most situations, be able to strike a balance between
viewing things from an intuitive, subjective perspective and a rational,
objective stance. While not being overly speculative in her approach, she is
nonetheless likely to be as receptive to experiences and emotions as most.
As receptive as most are to new ideas, she will not reject established,
conventional methods out of hand. Neither constantly seeking innovation, nor
resistant to change, she tends to take the middle ground between
established and radical methods in problem solving.
Ms. Smith is neither excessively hard-headed, tough and utilitarian nor highly
soft-hearted and sentimental. Having an appreciation of aesthetic issues
whilst keeping functional considerations in mind, she strikes a balance
between the rational and the emotional in decision-making. As attentive as
most people to practical realities, she will not be unduly dismissive of
abstract, theoretical concepts. Ms. Smith will tend to balance a focus on the
here and now with openness to possibilities and ideas.
Scale Sten Low Self-Control High Self-Control %
1 2 3 4 5 6 7 8 9 10
fG 5 Expedient Conscientious 43
fN 4 Direct Restrained 27
fQ3 6 Informal Self-disciplined 63
Note: Scores in the range 4-7 are considered average
Ms. Smith's behaviour and attitudes reflect a balance between her own
personal belief system, social norms and internalised societal expectations.
In general, she is likely to be fairly self-disciplined and will be as respectful of
authority as most. Whilst not in awe of others' social standing, she will not
reject formality and protocol out of hand.
Not wishing to spend excessive amounts of time on the detailed aspects of a
task, she will be happy attending to detailed systems and procedures if this is
a necessary part of the role. As far as rules and regulations procedures areconcerned, whilst she will acknowledge their contribution, she may not wish
to be tightly bound by them at all times.
COPING STYLE
Scale Sten Low Anxiety High Anxiety %
1 2 3 4 5 6 7 8 9 10
fC 3 Affected By Feelings Emotionally stable 9
fL 8 Trusting Suspicious 88
fO 8 Self-assured Apprehensive 89
fQ4 7 Composed Tense-driven 82
Note: Scores in the range 4-7 are considered average
Ms. Smith is currently experiencing fairly high levels of anxiety. Somewhat
more prone to mood swings than most and she may have difficulty in finding
sufficient energy to meet challenging situations. Rather lacking in emotional
resilience, she is likely to experience some stress when placed under
pressure. Tending to be swayed by her emotions, some people may view her
as being changeable and at times unpredictable.
There is a tendency for her to worry unproductively over real or imagined
past mistakes, doubting her ability to overcome problems and obstacles. At
times apprehensive about the future, doubts about her intellectual ability
may undermine her self-confidence. Inclined to worry about how others may
see her she is likely to feel anxious in social situations. At times being a little
harsh on herself, she may have difficulty meeting her own standards. This
may however act as a positive source of motivation, prompting her to devote
energy and attention to tasks.
Somewhat lacking in composure, when under pressure Ms. Smith may
become somewhat tense and agitated. When her goals are repeatedly
frustrated, she may become somewhat impatient and irritable. Ms. Smith
may therefore have some difficulty unwinding at the end of a particularly
demanding day.Career Theme Scales
Career-Themes are based on the work of Holland. These provide a match
between Ms. Smith's personality profile and those of the broad occupational
groups listed. The scores take no account of other important factors such as
interests, aptitudes, qualifications and work experience.
Sten Scale Left Dimension Centre Right Dimension
1 2 3 4 5 6 7 8 9 10
5.6 Realistic
4.3 Investigative
5.6 Artistic
4.2 Social
4.4 Enterprising
5.8 Conventional
Note: Scores in the range 4-7 are considered average
Realistic Theme: Activities involving manipulation of mechanical devices
and principles of mechanics and physics. High scorers are likely to be
technically orientated, repairing mechanical devices, working on motor cars.
They may also enjoy outdoor activities.
Investigative Theme: Activities involving the manipulation of ideas and
scientific principles. High scorers will enjoy applying logical and/or scientific
principles to the resolution of experimental problems. They may enjoy
laboratory work.
Artistic Theme: Activities centred around the expression of artistic and
creative ideas. High scorers are typically interested in the Arts in the
broadest manifestation e.g. art, music, writing, composing, dance, design etc.
Social Theme: Activities centred on helping or caring for others. High
scorers tend to express an interest in charitable work, involving caring for
the elderly, children with special needs or counselling, teaching and generally
assisting others to achieve their potential.
Enterprising Theme: Activities involving the attainment of objectives
through people. High scorers generally express an interest in managing or
leading others or taking charge of situations. As such they are attracted to
business related situations where they are able to exercise leadership,
managerial skills and public acclaim.Conventional Theme: Activities involving organising, administration and well established work practices. High scorers enjoy developing and maintaining systems, operating business machines, doing paperwork, bookkeeping and accountancy.
The following interview questions may assist with
further clarification of the issues raised above:
CONCEPTUAL REASONING
• Describe a situation where you felt as though you lacked
experience and you had to decide between several alternatives.
How did you make a decision on one alternative? What were
the outcomes from this decision?
Look for ability to operate in an ambiguous situation.
• Describe a situation where you were asked to perform a new
task you felt inexperienced in. How did you approach the task?
What were the outcomes?
Look for ability to operate within a new and unfamiliar
environment.
VERBAL REASONING
• What experience do you have in the evaluation of complex
written instructions or verbal information? What was involved?
How comprehensive do you believe your conclusions were?
Look for ability to write and communicate in English, the
ability to understand written instructions and the ability to
convey information in a clear and understandable format such
to individuals and groups. Probe for and evaluate evidence that
their communications are easily understood.
• Can you tell me about a task on which you were involved
where you had to produce a written outcome? What was
involved? How did you feel about addressing this? What was
the end result?
Look for ability to communicate and express complicated
concepts in written English.
• Can you give me an example of a situation that you were
required to communicate instructions or concepts to others?
What were the circumstances? How did you respond? What
was the end result?
Look for ability to convey information in a clear and
understandable format such as presentations to individuals
and groups.
BEHAVIOURAL STYLE PROFILE
• Tell me about a project you had to lead and present in front of a
group. What was your leadership style? What was your strategy
to handle changes during the projects? How did you feel about
presenting in front of a groupLook for social leadership and pragmatism and ability to present
in front of a group
• What is an example of an issue you have had to handle while
you were under tight time pressures? What were you required
to do? How did you react? How did you feel? What was the
outcome?
Look for her emotional reaction (i.e. reactive, upset etc.) to
very demanding situations
• Tell me about a challenging opportunity that was offered to you
that involved an element of risk. What was involved? What
were you required to do? How did you respond? What was the
outcome?
• Describe a project while you were required to work closely with
others people and emphasised interdependency of efforts? What
did it involve? What was your role? How did things work out?
Would you have preferred to have handled it on your own?
• What is an example of a sensitive staff issue you have been
required to handle? Why was it sensitive? How did you deal
with it? How did the others respond? What was the result?General Information for Interpreting Report
findings:
OBJECTIVE
This report provides objective information on the candidate’s
INFORMATION
abilities.
EDUCATED
The candidate’s performance is compared with a relevant
DECISION MAKING
population group to assist in achieving effective Human
Capital decision making.
INTERPRETING The results are presented in terms of a percentile (%) score
RESULTS for each test administered. A percentile is a score equal to or
below which a certain percentage of the members of a
selected sample group fall.
Percentile scores can be misleading if small differences
between individuals’ scores are interpreted as implying
significant differences in work performance.
POPULATION
NORMS Candidate’s specific scores can be compared to a relevant
Australian adult sample as a reference group or to a relevant
sample from ones organization.
PsychPress uses a basic score range for ability percentile
SCORE RANGES scores:
91st - 99th percentile – Superior performance
63rd - 90th percentile – Above Average performance
37th - 62nd percentile – Average performance
10th - 36th percentile – Below Average performance
1st - 9th percentile – Poor performance
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