Transcript Understanding the Achiever - Candidate Resources, Inc.

Candidate Resources, Inc.
Understanding
the
Achiever Assessment
Brief Company History
In business for over forty-seven years
Originally comprised of staff psychologists who
interviewed and evaluated applicants
Developed 1st written assessment to incorporate mental
aptitudes & personality dimensions
First assessment to use concurrently validated hiring
patterns based on client’s successful people
Developed technology leading to today’s advanced
computerized & internet accessible instruments
Patent pending on e-Employment Center: 1st applicant
tracking system to legally define applicant status
The Achiever
The Achiever has been validated by construct
validation in accordance with federal
standards and procedures.
Although validated against the MMPI and 16
PF, both considered to be the premier
psychological exams of today, The Achiever
is not a psychological test itself.
The Achiever is, by definition, a personality
assessment, therefore admissible by the
ADA.
And Remember. . .
The intent of the assessment is
to ensure job-fit
The assessment should not
constitute more than 1/3 of the
hiring decision
Understanding Stanine Scoring
Bell Curve
23%
1
2
54%
3
23%
4 5 6
Average
7
8
9
7
8
9
General Population
66%
1
2 3 4
Desirable
5
6
Pattern based on top performers
Quick Check. . .
1
X
3
4
5
Average
6
7
8
9
Pattern
When an applicant scores outside of the
desirable range in more than 6 of the
dimensions it may imply a non-fit for the
position in question.
Interpretations
Mental Aptitudes
Personality Dimensions
Numbers highlighted in RED represent extreme scores.
Mental Acuity
How quickly the individual learns
Ability to think conceptually
Ability to solve problems
Ability to project and anticipate
Mental Acuity
1
2
3
4
Slow to learn
Slow decision maker
Prefers routine tasks
Short-term planner
Requires guidelines
Needs structure
5
6
7
8
9
Conceptual thinker
Systematic mind
Analytical
Quick decision maker
Overloads themselves
Needs mental challenges
Business Terms
Understanding of basic business
language
Demonstrates management
experience
Business Terms
1
2
3
4
Lack of exposure
Lacks interest
Probably young and
inexperienced
5
6
7
8
9
Executive / Mgmt exposure
Financial / Legal dept
knowledge
Reads trade periodicals
Memory Recall
Knowledge of current events
Observational skills
Retention
Memory Recall
1
2
3
4
Possibly isolated
Remains uninformed
Limited resources
Lacks interest in current
events
5
6
7
8
9
Observant
Good retention
Wide range of interests
Keeps abreast of current events
Vocabulary
Ability to communicate orally
Written skills
Convey thoughts and ideas
Vocabulary
1
2
3
4
Poor writing skills
Weak presentation skills
Inability to convey
thoughts & ideas
Ineffectual communicator
5
6
7
8
9
Strong communicator
Perceived as professional
Convincing
Convey abstract concepts
May ‘talk down’ to others
Numerical Perception
Ability to work accurately with numbers
Skill with detail work
Rapid visual acuity when dealing with
numbers & symbols.
Numerical Perception
1
2
3
4
Poor detail orientation
Error prone
Transposes numbers
Slow number processing
Possible visual problem
5
6
7
8
9
Good visual accuracy
Detail oriented
Quick with numbers
Superior number & detail
recognition
Mechanical Interest
Desire to understand how things work
Willingness to learn technical language
Facility with office equipment
Mechanical Interest
1
2
3
4
Cannot grasp technical
functions
No interest in how office
equipment works
Calls repairperson 1st
5
6
7
8
9
Technically / Mechanically
inclined
Able to learn / sell /
maintain tech products
& office equipment
Energy
Energy level
Level of internalized nervous tension
Degree of stress
Amount of physical activity necessary
for comfort
Energy
1
2
3
4
Action-oriented
Restless
Easily distracted
Short attention span
Easily frustrated
Internalizes stress
Vents anger
5
6
7
8
9
Calm
Procrastinates
Difficult to motivate
Slow to act
Prefers repetitive functions
Reluctant decision maker
Flexibility
Extent to which actions are based on
precedent, rules, policies
Flexibility regarding change
How much structure is required
Degree of reliability and consistency
Flexibility
1
2
3
4
Innovative thinking
Quick decision-maker
Thinks ‘outside of the box’
Inconsistent
Poor self-correction
Too expedient / Cuts corners
Applies personal judgment
5
6
7
8
9
Predictable
Rule oriented
Dependable / Reliable
Adheres to procedures
Hates change
Inflexible
Reluctant to make decisions
Organization
Need for order and planning
Organizational habits
Time management
Ability to multi-task
Organization
1
2
3
4
Spontaneous
Thrives on variety
Enjoys multi-tasking
Over-commits time
Likely to be late
Poorly prepared
Messy
5
6
7
8
9
Predictable
Neat and orderly
Prefers routine procedures
Single task orientation
Needs a plan in place
Extreme time-management
Cannot deviate from plan
Communications
Need for social interaction
Ability to focus when listening
Communication style
Communication
1
2
3
4
5
Quiet
Distant
Good listener
Detail oriented
Works well alone
Poor communicator
Limited social circle
6
7
8
9
Talkative
Often funny
People-person
Usually well-liked
Poor listening skills
Interrupts others at work
Cannot work alone
Emotional Development
Sense of Urgency
Ability to adjust to emotional stress
Level of goal-orientation
Level of self-esteem
Age impacted
Emotional Development
1
2
3
4
5
Eager / Action oriented
Strong sense of urgency
Impatient / Demanding
Needs to prove oneself
Blames others / Volatile
Low ego strength
Immature control of emotions
6
7
8
9
Well-liked
Easy-going / Laid-back
Handles stress very well
Tolerant and patient
Not action oriented
Lacks sense of urgency
Not motivated or driven
Assertiveness
Need to control situations
Level of authority desired
Decision-making style
Attitude towards confrontation
Assertiveness
1
2
3
4
Passive
Vacillates
Cooperative
Lacks initiative
Easily intimidated
Avoids confrontation
Customer-service oriented
5
6
7
8
9
Confident
Decisive
Quick to act
Strong initiative
Confrontational
Intimidates others
Ignores opinions of others
Competitiveness
Team compatibility
Response to incentives
Need for individual achievement
Relationship orientation
Competitiveness
1
2
3
4
Well-liked
Team oriented
Fears comparisons
Not incentive-driven
Cannot drive the team
Doesn’t like to keep score
Nurtures work-relationships
5
6
7
8
9
“Winner” vs “Loser” view
Enjoys sales environment
Motivated by incentives
Likes a challenge
Self-absorbed
Individualist
Not relationship-oriented
Mental Toughness
Attitude toward criticism
Level of empathy
Aesthetic awareness
Physical stamina & endurance levels
Mental Toughness
1
2
3
4
Sensitive
Nurturing
Incline to the arts
Thin-skinned
Easily discouraged
Fears criticism
Prone to absenteeism
5
6
7
8
9
Highly objective
Likes direct feedback
Rugged
Takes rejection well
Insensitive
Lacks empathy
Blunt and direct
Questioning/Probing Skill
Questioning ability & need for the facts
Degree of shrewdness
Level of trust in others
Need to analyze motives of others
Questioning/Probing
1
2
3
4
5
Trusting
Easy to get along with
Relies on hope
Gullible
Frequently blindsided
Accepts things at face value
6
7
8
9
Shrewd
Inquisitive
Probes motives
Suspicious
Appears to distrust others
Highly challenging
Motivation
Need for recognition
Levels of risk-taking
Need for challenges
Motivation
1
2
3
4
Loyal
Serious
Opposes risk
Hates change
Clings to the past
Security motivated
5
6
7
8
9
Optimistic
Ambitious
Pushes for change
Risk/growth oriented
Turn-over risk
Motivated by status/reward
Distortion
Measures the extent to which individuals
attempt to present themselves in a
favorable light regarding conformity, selfcontrol or moral values.
Undesirably high scores often result from
over-analysis of the questions, and the
individual’s need to look for the hidden
meaning.
Equivocation
Measures how many times the person
chose the equivocal or neutral
responses.
Indicates the ability to commit to an
opinion or viewpoint.
The willingness to follow directions.
Online version requires compliance
Correlations
Correlations occur when an Aptitude and its
characteristics, or a Dimension and its
behavior, combine with one or more other
Dimensions to produce a third behavior.
Correlations only develop when the Aptitudes
or Dimensions are in the extreme Stanine
scores. Correlations can:




Compensate for behaviors
Enhance or intensify behaviors
Re-enforce behaviors
Create a new behavior
Correlations - Examples
High Mental Acuity compensates for low Organization
High Flexibility re-enforces structure of high Organization
High Mental Acuity enhances innovation of low Flexibility
Low Flexibility enhances creativity of low Mental Toughness
Low Mental Toughness tones down high Assertiveness
High Competitiveness re-enforces dominance of high
Assertiveness
Low Flexibility & high Competitiveness leads to ‘cheating’
High Organization compensates for lower Mental Acuity
High Energy score re-enforces lack of motivation of high
Emotional Development
Mid-range in Energy and Emotional Development = Drive
+ Add high Assertiveness and Motivation to Drive = Ambition