1.0 INTRODUCTION
1.1 Aim
The aim of this feedback report is to provide you with information based on your performance during the job application process. This feedback was constructed following my observation of your involvement in the Barclays Assessment Centre which took place on the 27th February 2010.
1.2 Objectives
- To provide you with feedback from the job application form and your performance throughout the Barclays Assessment Centre; offering any advice and recommendations on possible improvements.
- To highlight your personal strengths, whilst making you aware of any areas you may need to further develop with references to recommended reading.
- To provide you with sufficient guidance for completing future job application forms.
- To aid you with your personal development through a detailed Personal Development Plan (PDP).
2.0
REVIEW OF MAINZA’S JOB APPLICATION DOCUMENT
2.1 Application Form
The application form you completed is a generic and widely used application form known as the Standard Application Form (SAF). The reasons I chose to use it is that it is adopted by many employers during the recruitment process; making it a useful for you to complete in preparation for your placement or future employment. A copy of your application form can be found in appendix 3.
2.1.1 Presentation
Your application form was very well presented with a neat and professional format. Your hand writing was all done in capital letters which makes it more legible to the reader as well as having good line spacing between sentences. There were only a few spelling mistakes and grammatical errors which I have corrected and highlighted. Overall, your use of the English language was of a high standard. Your use of the spaces provided within the SAF was well used and the form in general was filled out to a professional level.
2.1.2 Content
The content you provided under each section of the SAF was all relevant, clear and concise. Your answers were thorough and demonstrated a good understanding to what was asked in the form. Throughout the form, you sold yourself fantastically well, demonstrating a high level of competencies and achievements.
Within the Personal Interests and Achievements section of the application form, you mentioned a wide range of achievements which is excellent, but perhaps you could add a few personal interests and hobbies as well. This is a good insight for the employer as to what type of person you are, what you enjoy doing outside of working activities and your passions. For example, sports or extra-mural activities can demonstrate that you are a motivated individual and like to achieve personal goals.
To further enhance your application form, you could try using more descriptive words such as “committed”, “motivated” and “enthusiastically” as this emphasises your qualities whilst demonstrating a good, extensive knowledge of English language words. Please see section ABC in the appendices for a list of good and words to use within an application form and Curriculum Vitae.
Your career choice states: “I have applied for this job because I enjoying working with people and like taking up challenging tasks and meeting my targets. I strongly believe that I have the necessary theoretical framework to carry out duties, this can be evidenced by my current modules; Management Accounting, Financial Accounting, Economics, Quantitative Approaches in Finance, Marketing and Professional Academic Skills.” You have clearly mentioned why you have applied for the job by mentioning that you enjoy challenges and working with people. In future revisions of your application form, you could try and include a more specific answer based around the company itself, Barclays, as well as the position as manager. You may try rephrasing this by saying: “The areas of leadership and management interest me greatlyMy chosen modules:Management Accounting, Financial Accounting, Economics, Quantitative Approaches in Finance, Marketing and Professional Academic Skills have allowed me”
2.1.3 Sentence Structure
When giving evidence of planning, implementation and achieving results, you wrote “In 2007 while studying the international baccalaureate, I got so interested in business studies that I decided i would start my own business upon completion of my course. Upon successful completion of the course, I begun work on my business idea which was to set-up and run a small-medium sized enterprise that would be breeding pigs and selling them to meat processing companies in Zambia”. You could re-phrase this by writing the following: “I developed the idea of owning my own business as a result of my increased interest in Business Studies. Upon successful completion of my international baccalaureate course, I drafted the first stage of my business idea: to set-up and run a SME that would breed pigs and sell them to various meat processing companies in Zambia.”
Overall, your application form was very well written and demonstrated a good understanding of the job role. You gave thorough answers and ample examples of the skills you posses.
3.0 REVIEW OF YOUR ASSESSMENT CENTRE PERFORMANCE
The Barclays Assessment Centre which took place on 27th February 2010 was designed to measure your performance against predetermined competencies based on the job role you were applying for. It is also an opportunity for you to provide evidence of the skills you stated in the application form.
I monitored the execution of each of your activities by using a behaviourally anchored ratings scale (BARS) seen in appendix 2. BARS are a well known scale commonly used within psychology and the assessment centre monitoring processes because they “measure the critical components that constitute effective performance in an occupation” (Webb et al 1994).
The use of BARS is useful within assessment day performance recording and measuring as it provides the assessors with detailed boundaries for each level of a chosen competency. We used the following ratings on BARS to determine your competencies:
- Poor
- Requires Development
- Satisfactory
- Good
- Excellent
On the day of the assessment centre, all mentors took the ‘observer’ role, recording each activity of their mentee(s) using the specifically designed BARS criteria which were based on a chosen range of competencies for that activity. For detailed information regarding the BARS ratings during each activity, see appendix XX. In addition, hand written notes provided further evidence when undertaking the final evaluation and write up of your performance.
3.1 Assessment Criteria
We used competency based frameworks to measure your performance during the Barclays assessment centre. These frameworks provided us with an easily measurable, clear and concise rating scale system which we use to effectively evaluate each candidate’s performance on the various activities. According to CIPD (2005), competencies are defined as “the behaviours that employees must have, or must acquire, to input into a situation in order to achieve high levels of performance”.
These frame works will give you a good insight into their importance in the work place. A survey conducted by CIPD in 2007 found that “sixty per cent of organisations have a competency framework in place for their staff, and just under half (48%) of those who haven’t say they intend to introduce one in the next two years”.
Please refer to section 3.1.1 (following page) for the competencies used during the assessment centre.
3.1.1 Competency descriptors
Competency |
Descriptor |
Teamwork |
The ability to listen to others opinions and proactively participate in a task, demonstrating flexible and assertive communication by being a reliable team player. Achieving the desired results by effectively combining your strengths with the rest of the members of your group. |
Leadership |
The ability to actively lead the group whilst being considerate, fair and positive to other group members and their contributions. The use of interpersonal skills such as persuasion to assert personal ideas on the given task. Knowledge of delegation as a leadership and team building tool. |
Critical Thinking |
The ability to use logic to solve the problem at hand. Ability to examine issues and ideas and to identify good and bad reasoning in a variety of fields with differing assumptions, contents and methods. |
Communication |
Clearly conveying and receiving messages to meet the needs of all. Knowledge of how a team of people communicate to accomplish a common goal. Knowledge of effective listening, speaking, and writing skills. |
Time management |
The ability to work affectively under pressure; demonstrating efficient prioritisation and planning skills whilst maintaining responsibility for the outcome. |
Creativity |
The ability to develop innovative ideas into practical solutions by using initiative and enthusiasm. |
Table 3.1a – Competencies being assessed during the Barclays assessment centre
These chosen desired competencies were monitored and assessed at least twice (x2) throughout the Barclays assessment centre. These included various exercises, psychometric tests and the interview process. Table 3.1b lists these competencies which were assessed during each of the monitored exercises.
|
Competency |
Ice Breaker |
Balloon Task |
Psychometric Tests |
In-Tray |
Presentation |
Interview |
|
Teamwork |
||||||
|
Leadership |
||||||
|
Critical Thinking |
||||||
|
Communication |
||||||
|
Time Management |
||||||
|
Creativity |
Table 3.1b – The list of competencies which were assessed during each exercise
3.2 Icebreaker Exercise
The purpose of the icebreaker exercise was to allow you to get to know the other candidates on a personal level whilst relaxing you into the assessment centre routine. The competencies tested were Teamwork and Leadership; your ratings are shown below:
3.2.1 Teamwork
This exercise was a good test of how people work in teams as it brings together various opinions with no right or wrong answer. Your body language displayed to your team was excellent throughout the exercise; your arms were always firmly on the table and you opened up your shoulders to talk to each member (Braysich 1979). You listened to other group members opinions of who to save in the activity before mentioning your own. This shows excellent group correspondence and co-operation and a fundamental part of working in teams.
When other team members gave an opinion that you perhaps didn’t agree with or understand, you politely asked their reason for stating it and proposed your own in an unintimidating manner. You made good eye contact with each member of the group when you were speaking whilst giving them your undivided attention when they were speaking.
3.3 Balloon Task
The balloon task required your group to build a chair made of balloons suitable to be sat on by an individual. This task tested the competencies of Teamwork, Leadership, Communication and Creativity. Your ratings are shown below:
3.3.1 Teamwork
Once this task commenced, you actively participated in group discussions, showing energy by instantly standing up, getting involved and generating effective ideas for a possible solution.
You displayed excellent, positive body language throughout the exercise as you leaned into the group whilst you were discussing various strategies to tackle the task. This showed your enthusiasm and willingness to get stuck into the task with your group. When you were stating your opinions to the group, you ensured you directed your comments to all group members, illustrating your eagerness to be perceived as a team player whilst displaying your motivation to carry out the task as a team. Although your role for this task was ‘designer’, you played an essential role in constructing the balloon chair whilst still managing to provide advice and recommendations to other members of the group. Your encouragement and enthusiasm had a positive effect on the group’s performance as a whole.
You mentioned to one member of the group “Here, try sticking this tape around several balloons”. This showed encouragement and a solution to a problem whilst still allowing the individual to maintain their role and part in the task.
3.3.2 Leadership
This task gave each member of the group a specific role to aid in its completion. You demonstrated good leadership skills even though your role was ‘designer’ by checking over with other members of your group the various solutions to the task.
You also took control of specific situations where various members of the group required help or guidance. You managed to talk these issues through with individuals, playing an active leading part in the final construction of the chair.
3.3.3 Communication
This task required clear and concise communication in order to achieve the desired outcome. With 7 members taking part, you aided the completion and success of the task by communicating effectively amongst all team roles.
3.3.4 Creativity
This exercise would prompt many members of your group to inject their own opinion of who to save whilst allowing only one answer. This would require an individual(s) to take charge of the situation in a non-controlling fashion and organise the group to agree on the order of people to save. You demonstrated good leadership skills by checking over with other members of your group whether the answer being discussed was the finalised one.
You also took control of specific situations where different members of the group felt indifferently about the choices made in the activity. You managed to talk these issues through with individuals, leading to the co-operation and satisfaction of all members and therefore the final agreed upon answer.
3.3 In-tray Exercise
The in-tray exercise was used to assess your ability to work under pressure and complete tasks within a stipulated time frame. The competencies of time management and analytical skills were assessed during this task and the ratings are indicated in the table below:
1 2 3 4 5
Poor Requires Satisfactory Good Excellent
Development
1 2 3 4 5
Poor Requires Satisfactory> Good Excellent
Development
3.4.1 Time management
The in-tray exercise consisted of six emails which each needed to be analysed and given a prioritisation rating from one to six within a ten minute time frame. You successfully completed the task by stipulating the most efficient order in which to resolve the problems which was accomplished within the allotted time frame. Your answers demonstrated a good understanding of the scenarios and you proposed actions that showed your professionalism in the work place. For example email number six, the personal email of a lunch request for that day was placed last and accompanied with an explanation that “the email to Dan is personal and is not important at work.”
When responding to the email regarding the ad-hoc research project you placed this fifth in order of importance, accompanying this with a note saying “email to James and Ian.” Although this states what you intended to do, it provides no justification of actions, your performance could have been improved by providing reasoning for your actions.
When carrying out the exercise you showed adequate levels of organisation in your methods of working as you arranged the emails on the table and filed them back in the folder once they were dealt with.
3.4.2 Analytical skills
The in-tray exercise assessed your ability to interpret information correctly and organise tasks into a logical order. You illustrated a good understanding of the tasks involved in the emails which enabled you to arrange these in the most appropriate order, giving you a rating of three.
It is clear from the results that you understood the need for prioritisation, illustrating your professional approach to the situations presented to you. The explanations you provided for the action taken for each email were concise, you could have provided further reasoning behind your actions. For example you placed the monthly e-newsletter email third but have not given an explanation for doing so; stating you would “call Kirsty Samuels to get results before they are needed.” You could state when they are needed and which task these results relate to.
You demonstrate the initiative to follow up tasks, communicating their successful completion to the original contact, this is illustrated in your response to email six when you suggest emailing Hannah “to let her know once it’s completed.”
3.5 Analytical Exercise
The analytical exercise was used to assess your ability to analyse the results of campaign data and interpret these within an allotted time period, offering meaningful explanations of the sales activity. This activity assessed the competencies of time management in addition to your analytical skills.
1 2 3 4 5
Poor Requires Satisfactory Good Excellent
Development
1 2 3 4 5
Poor Requires Satisfactory Good Excellent
Development
3.5.1 Time management
You demonstrated the ability to work effectively within the designated time period as the task was competed, although the answers are lacking in-depth analysis and seem a little rushed. In future, your performance could be enhanced by planning your time effectively, for example allocating time to read the article and to answer each question would prevent a last minute rush to finish.
3.5.2 Analytical
This exercise required strong, accurate analytical skills in order to assess whether the company had achieved an increase in sales during the campaign period. You demonstrated a good understanding of the sales data and highlighting your ability to understand information that is presented in a mathematical format.
The acumen provided alongside your answer adequately explained the results, however further insight into this reasoning could have been beneficial. The explanations were concise and clearly written illustrating logical thinking; however these were largely descriptive, lacking analytical content. For example, in response to question one you stated: “As the campaign passed its halfway period mark, average transactions started to fall but at a slower rate than which they rose. The average transaction post campaign was still higher than pre campaign, perhaps due to satisfaction of merchant X.” You could have extrapolated on the explanation of the results and possible reasons behind the reduction in spending after the scheme’s completion.
3.6 Maths exercise
The maths exercise was used to assess your ability to interpret mathematical information and use this to resolve problems. Your analytical skills and attention to detail were assessed during this task.
1 2 3 4 5
Poor Requires Satisfactory Good Excellent
Development
1 2 3 4 5
Poor Requires Satisfactory Good Excellent
Development
3.6.1 Attention to detail
This competency analysed your ability to remain motivated during repetitive tasks which required high levels of concentration. You appeared to be motivated during the first part of this task as you attempted to answer the first five questions. The questions were complex and you were not expected to answer them all correctly and it is easy for your attention span to decrease as the exercise progresses. Your performance could have been improved by trying to answer all the multiple choice questions, even if you do not know the answers try to tick an answer rather than leave it blank, showing you have attempted to finish the exercise.
3.6.2 Analytical
The maths exercise monitored your ability to interpret numerical data and resolve the specified problems. This was carried out to a satisfactory standard as you were able to analyse the data and perform simple calculations to decipher an answer to some questions. It appears that you have tried to guess the answer to some questions as you have ticked boxes and subsequently crossed these out. In future you may wish to you a pencil to work out the answer before committing this to the page.
3.7 Grammar exercise
The grammar exercise was used to assess your methodical work practices and demonstrate your ability to use the English language correctly. This activity focused on your accuracy in the competency shown below:
1 2 3 4 5
Poor Requires Satisfactory Good Excellent
Development
3.7.1 Attention to detail
Your performance during this exercise was good; you used the correct grammar throughout the task and completed the work with few mistakes. The work was completed within the designated time period, demonstrating your improving time keeping skills. Your answers appear to be a little rushed at the end of the exercise, and you did not provide a correct spelling of the word “principle”. In future try to ensure you answer all questions and remain attentive until all questions have been answered to avoid unnecessary mistakes.
3.8 Interview
The competency based interview was conducted at the end of the assessment centre and consisted of structured questions which were designed about how well your individual competencies matched those required for the job. You were asked to draw on your previous work and academic experiences to answer the questions, providing you with the opportunity to explain why you would be most suited to the job role.
1 2 3 4 5
Poor Requires Satisfactory
Good
Excellent
Development
1 2 3 4 5
Poor Requires
Satisfactory
Good Excellent
Development
1 2 3 4 5
Poor Requires Satisfactory
Good
Excellent
Development
3.8.1 Time management
You were presented with the scenario that your manager had “given you an urgent project to complete within a tight time frame. Your workload was already stretched, how would you deal with the situation?” You were asked to provide the most appropriate response. Your answer immediately highlighted the need for prioritisation, illustrating your understanding of the need for time management skills in the work workplace when you stated:
“I would prioritise the situation and speak to the manager or whoever gave me the extra workload and ask them as a matter of urgency when these would need to be done for and I would prioritise.”
You also demonstrated your commitment when you stated that you would “make sure the work was done, even if I had to stay late.”
When asked how you work under pressure you believed you worked more effectively because it “encourages you and spurs you on because you know you have a time limit”. This response well suited to a business environment and would impress prospective employers.
3.8.2 Team work
Throughout the interview your answers displayed a great consideration for team work which was supported by your assessment centre performance. When asked whether you work more effectively within a team or individually you stated that you “work well in both aspects but would probably work better in a team as I thrive on contact and communication amongst people.” You were able to demonstrate your experiences of resolving conflicts in a team using your work experience in Pipex. This was an excellent example of how you were able to calm a situation and come to a solution which suited both parties which also illustrated your negotiation skills.
3.8.3 Interpersonal skills
Your interpersonal skills were assessed indirectly throughout the interview by how you listened to the speaker and translated the questions as well as your response to these. You listened carefully to the questions and interpreted these correctly. You were forthcoming with your opinions and your answers were provided clearly and concisely.
Your body language was also assessed during the interview. As the interview commenced your shoulders were slumped and your hands were clasped on the table but as the interview progressed you showed signs that you were relaxing and your body language changed. You leaned in towards the interviewer and gestured with your hands whilst talking. Your answers began to flow much more easily as you relaxed and conversed more freely.
3.9 Conclusion
Your performance throughout the assessment centre was very good, you demonstrated an understanding of the competencies being assessed and utilised these skills during the activities. You participated in the activities enthusiastically and showed a keen interest mixing with the other candidates. A summary of your ratings are illustrated in table 3.9a.
Activity |
Teamwork |
Interpersonal Skills |
Time management |
Attention to detail |
Analytical |
Creativity |
|
Icebreaker |
4 |
5 |
||||
|
Group exercise |
4 |
4 |
4 |
|||
|
In-tray exercise |
3 |
3 |
||||
|
Analytical exercise |
3 |
3 |
||||
|
Maths exercise |
4 |
2 |
||||
|
Grammar exercise |
3 |
|||||
|
Interview |
4 |
4 |
4 |
|||
Overall |
4 |
4 |
3 |
3.5 |
3 |
4.5 |
Table 3.9a The competency ratings awarded for all activities
The assessment centre highlighted many of your strengths such as your ability to communication effectively both verbally and in writing, your motivation to complete a task and your ability to work well under pressure. It is important for you to recognise these skills as you begin the application process for your placement job; these could enable you to differentiate yourself from the competition.
The Personal Development Plan in section 4 provides a summary of your areas for development and suggests effective methods for improving your performance. By working to improve these areas you will increase your employability as well as your confidence.
4.0 PERSONAL DEVELOPMENT PLAN
The Personal Development Plan (PDP) illustrated in table 4.0a details the areas you specified you would like to development: time management, organisation and budgeting. Each section details the actions that need to be taken and how these can be measured to ensure you reach these goals. The actions that need to be taken are designed to be specific, measurable, achievable, realistic and time bound (SMART).
4.1 Time management
Good time management skills are essential in any working environment. Punctuality is especially important in today’s cross cultural workplaces, the time keeping etiquette of different cultures vary therefore it is important to arrive on time to work and to meetings. Please refer to section A of the plan for proposed actions.
There are many resources available to help you to improve your time management skills, for example time planning tools such as Gantt charts, the following website could is useful if you are interested on further reading: http://www.mindtools.com/pages/article/newPPM_03.htm.
You could also practice answering past exam papers to improve your time management skills during exams. Past papers for various modules can be found on Student Central.
4.2 Organisation
Organisation is a key skill which can be utilised in both your working and academic life, particularly during examination periods. Good organisation skills will also help you to multi task many activities. Allocating time for multi-tasking, such as revising for a variety of subjects and completing coursework, will prepare you for future working life.
The implementation of SMART targets is one of the most effective methods of improving your organisational skills. Large tasks can be broken into smaller, which makes the task seem more achievable. A template for SMART targets can be found in appendix 4.
4.3 Accuracy
Accuracy is important in both your academic and professional life as small mistakes can be costly for businesses and could lower your grade in our university work. Therefore it is important to pay attention to the details of a task and remained focused until its completion. Your attention to detail was noted as one of your areas for development during the application process and in the assessment centre. It is important to strengthen this area to increase your competitive stance when entering the work place.
HR 380 BABM with e-Commerce, Year 3
|
Feedback report – Mainza sikabanga |
BARCLAYS |
PERSONAL DEVELOPMENT PLAN
Name: Craig Mincher
Aims:What do I want to learn/achieve? |
Actions:What will I do to achieve this? |
Resources:What resources or support will I need? |
Measurement:What will my success criteria be? |
Review & Time Scale:Date & method of review |
A) Time management– to improve my time management skills, helping me to be punctual for work and lecturers/ seminars and when meeting tight deadlines. |
Get information on the traffic reports/public transport time tables so you are aware of the time you should leave and how frequent the transport links are. Plan to arrive 15 minutes in advance, this will create a good impression and provides you with some safety time in case you are late. Use time planning techniques such as Gantt charts to aid you in meeting tight deadlines. |
Participate in group tasks with tight deadlines and use past papers to practice completing exams within the time allowance. Use Gantt charts to plan and monitor your time for complex or important tasks. |
Punctual attendance at work and to seminars and lectures. An improvement in your ability to manage your work and meet tight deadlines. |
Second year, First semester Observation |
B) Organisation– improve my ability to multi task various activities. |
Prioritise your workload, making a list of all your coursework deadlines and exams. Break each task into manageable sections and allocate your time each day according to how much you will realistically achieve. Set SMART targets so you feel a sense of achievement and remain motivated. |
Buy a diary and use this to plan your time and make you aware of your deadlines. Use the SMART format when creating targets. See section 4.2 for details. |
Timely completion of your work. A marked improvement in carrying out multiple pieces of coursework at one time. |
Second year, First semester Observation |
C) Accuracy –to improve my accuracy in tasks which require attention to detail. |
Proof read documents before you submit them or ask some one else to proof read them for you. Use a pencil to complete work which requires accuracy, enabling you to correct any mistakes more easily. Allow more time for completing tasks preventing you from rushing as this is where mistakes are often made. |
A third party to proof read your work for you. Utilise the time planning tools detailed in section A to allow you to set aside more time for checking your work. |