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
For some competencies it may be that different people have different views of what constitutes a skilled approach. For example, effective leadership, if left as a broad heading such as ‘the ability to lead a team’, can be looked at in many different ways. Writing behaviour indicators Behaviour indicators are a vital element in the construction of effective competencies. Well-constructed behaviour indicators lessen the potential effects of the ‘exercise effect’ (see Chapter 3) and also aid the feedback process.
7. Agree behaviour indicators. For each competence we need to ask what specifically a person does when they do this well, or poorly. At this stage it is helpful to identify actual good and poor performers then ask what it is they specifically do that differentiates them. This provides us with our behaviour indicators and makes sure all assessors are working from the same viewpoint. For some competencies it may be that different people have different views of what constitutes a skilled approach.
However, in simple terms, it is ‘fit for purpose’. Many occupationals and relationals have not been included. Neither have competencies that may be more easily assessed using other methods. For example, ‘Attention to Detail’ and ‘Numerical Ability’ are more effectively assessed through ability tests (see Chapter 5) and may not apply to all supervisory roles. Similarly, from the excellent MSC framework, skills such as Thinking Strategically, Networking, Information Management, Compliance with Legal Regulatory Ethical and Social Responsibilities and Managing Budgets, have not been included in the sample framework.