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SITUATIONAL JUDGEMENT TEST FOR EUROPEAN INSTITUTION COMPETITIONS
A METHODOLOGY
AND
60 QUESTIONS WITH ANSWERS
Jean-Luc BIZEUR Isabelle FARCHY Pascal DE MAEN
COMTENT
Introduction ...7
Acknowledgements
We would like to express our sincere thanks to Vanessa LEMAITRE, Benoit CREPIN, Aurore ALBERT and Marté DE BRUYKER-FOSSE for their significant contributions and comments on this book.
Parti
Chapter 1
Chapter 2
Chapter 3
I Part 2
Chapter 4
Chapter 5
1 Part3
Part 4
General presentation of the situational judgement tests
Situational judgement tests (SJTS)
General competencies required
Working within the European Institutions.
Winning strategies
Logical analysis
Basic analysis - choosing a complexity-reducing strategy
Tests
Test!
Test 2
Tests
Answers to tests,
Test!
Test 2
Tests
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Part 5
Who we are?
Explanatory answers 89
Explanatory answers for question numbered from 1 to 20 91
Explanatory answers for question numbered from 21 to 40 97
Explanatory answers for question numbered from 41 to 60 105
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INTRODUCQON
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The role of SJTs in European institution competitions
Situational judgement tests have a particular role In European Institution competitions;
- they are presented in the form of Multiple Choice Questions (MCQs) In the
preselection tests;
- in the 2010 competitions, they are being used as an additional non-
ellmlnatory element in the preselection phase, The results of the SJTs will be
communicated to the jury In an advisory form. Subsequently, they will form
part of the eliminatory preselection phase.
These tests are therefore particularly Important, as candidates who are successful
In the preselection phase will find themselves faced with their SJT results at the
assessment phase, The SJTs are therefore a kind of footbridge between preselection
and the assessment centre.
EPSO:
EPSO is the acronym of the European Personnel Selection Office. EPSO organises the
competitions and selection procedures.
Candidates register for European competitions via EPSO's website. The EPSO website
also provides the best source of information,
For further Information on European Institution competitions and EPSO, we advise
candidates to read:
"Administrative Procedures, European Personnel Selection Office" (2010/C 57 A/01).
Published in the Official Journal of the European Union on 9.3.2010.
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SJTs are designed to assess behaviour In a working environment. Each question
describes a workplace scenario and sets out a block of four possible actions. The
candidate must consider these options and identify the action that is most effective
AND the action that is least effective. Questions proposed in this book have been developed by the authors. They take
Into account information and examples provided by EPSO and the example of other
SJTs are set out in the form of MCQs, In general, candidates have 30 minutes to SJT used elsewhere. They also reflect the experience of each author,
answer 20 SJT questions. Therefore, the average question analysis time is one minute
and thirty seconds (to find both answers).
Please consider the situation, and then select what you feel is the most effective AND
the least effective response or action from the four statements.
How procedures are changing
Two key changes are being made, to European institution competitions from 2010 onwards:
- knowledge of the European Union Is no longer tested In its own right as part of the competition;
- after preselection, there is now a selection phase at an assessment centre.
EPSO states that "the emphasis Is now on job-related competency-based testing rather
than on factual knowledge". Situational judgement tests are therefore fundamental.
They form the Initial basis for the assessment of competencies that will be tested a
second time at the selection phase.
Keys to success
Performing successfully In SJTs requires candidates to identify the correct responses In
a very limited amount of time. The correct responses are linked to the competencies
described by EPSO, but not exclusively. It is also necessary to understand the way the
European civil service operates and to show good verbal logic and common sense. B e f o r e t o t u r n t h e
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This book is designed to help you master these different aspects.
This aim of this book is therefore to provide basic
training in· the competencies targeted by SJTs, over
and above the reference material issued by EPSO.
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Responses
Most effective
b) This shows α spirit of Initiative and the value you attach to team work,
Least effective
a) Lack of a spirit of Initiative and a lack of personal involvement.
PARTI
Performing successfully in SJTs requires
candidates to handle with ease different
methodologies.
This book will help you to significantly
increase your chances of success.
GENERAL PRESENTATION OF THE SITUATIONAL
JUDGEMENT TESTS
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fhe basic nature of human resources
Human Resource Management has become one of the key challenges facing
any organisation, Choosing an appropriate assessment method Is therefore of
fundamental importance (Ballcco, 1997).
Accuracy In predicting the suitability of a candidate's skills for a particular post has
significant repercussions for both the organisation and the candidate (Durivage &
Petterson 2008), It impacts directly on the organisation In terms of cost, productivity
and quality of service.
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Increasing use of situational judgement testing
Situational judgement tests, like ail work-based "role play" tools are being increasingly
used in selection processes. They consist of situations that mirror the roles that
candidates will actually be required to perform and therefore directly explore the
candidate's suitability for the post in question.
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Various results demonstrate the validity of SJTs:
- SJTs have a predictive validity (capacity to predict a candidate's productivity
In a post) equivalent to that of structured Interviews or role plays, while being
much easier to administer and correct (Durivage'& Petterson, 2008);
- Used in addition to traditional methods such as cognitive aptitude tests
("Intelligence" tests) and personality tests, SJTs improve selection validity
(Weekley & Ployart, 2006);
- SJTs have good apparent validity, ie they are perceived by candidates as
providing a good measure of what they appear to be measuring, SJTs are
therefore more highly valued by candidates, who tend to challenge their
results less than those of other methods (Bauer & Truxillo, 2006);
- Candidates perceive SJTs as a fair and equitable method of assessment
(Bauer, et. al., 1998; Kluger & Rothstein, 1993);
- The results of SJTs are less dependent on candidates' ethnic origin, at least in
the United States (McDanlel, Wetzel, Hartman, Nguyen & Grubb, 2006),
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•mm β a i l In the framework of European competitions, the decision to include sltuationďhe particular features of situational tests used in European competitions judgement tests was Intended to "place greater emph ' " · on the recruitment competent individuals regardless of their factual knowledge of the EU".
2. WHAT ARE SITUATIONAL JUDGEMENT TESTS?
The recruitment stage
^he SJTs used in European v, npetltions are specific because:
- they are directed at specific behavioural competencies (detailed In the section below);
- they do not relate to a particular occupation butto officials who will occupy very different posts and will fill a variety of missions during the course of their career (a more detailed explanation is given in the following section of this book).
Situational judgement tests, also known as practical intelligence tests or situatior tests, are a selection method used during the recruitment process. They are used ifTraditlonal" situational tests target particular Job types: commercial, health addition to more traditional assessment methods such as intelligence tests, aptitudeP ro fess lonals 'HR positions, which have specific requirements. This ¡s not the case with tests and personality tests. European competition SJTs which focus essentially on individual behavioural logic.
WorS( situations The notion of judgement
In a situational judgement test, candidates have to make a Judgement on aHt is rare that the options for evaluation are plainly good or bad. Theoretically, the Imaginary situation that they might find themselves In at work. They are asked tcmaJorltyofthe solutions could lead to a "resolution" of the problem posed. The choice assess from a set of options the one that seems to them to be "the most effective'made by the candidate will shed light on his capacity for analysis, organisation and (and sometimes, as is the case In European competitions, "the least effective"). reaction. Consequently, there Is a not Insignificant element of subjectivity in these
tests.
What the test detects
Situational judgement tests aim to assess directly a candidate's suitability for a posi by focusing on his "practical" competencies,
To be successful, candidates must use reasoning to judge the appropriateness ol the options given. This judgement Is based on:
- the information given In the description of the situation;
- the competencies needed for the post in question;
- the candidate's behavioural competencies.
This book is intended to reduce the random element in how candidates select the answers in each SJT.
Adapting to demand Situational judgement tests assess the Judgement used by the candidate In resolving the problems encountered in work situations. Assessing judgement means assessing a candidate's abilltv to apply practical knowledge or a series of competencies effectively.
Consequently, this is not a personality test: SJTs assess a candidate's capacity to evolve In the way required by the recruiting Institution. In the following section, this book therefore seeks to determine what Is required of European officials.
Ballcco, С, (1997) Les méthodes d'évaluation en ressources humaines: La fin de
marchands de certitude, Paris: Editions d'Organisation, 342p. ISBN 2710820085,
iuropean competition SJTs do not aim to assess specific employment competencies.
Bauer, T.N, Truxilio, D.M. (2006). Applicant reactions to situational judgment testihey are designed to test candidates' general behavioural competencies.
Research and related practical issues, In J.A. Weekly and R.E. Ployhart, (ed,'; Ł , ' , . , „ . , f „ , „ « „ „ ^..KHOK^H Η»
Situational Judgment Tests: Theory, Measurement and Application, Mahwah, Ne.he
Information In this chapter is taken pnncipally from information published by
Jersey: Lawrence Erlbaum Associates, p. 233-249, ;PSO o n lts w e b
Portal
·
Kluger, A.N., Rothstein, H.R. (1993). The Influence of selection test type on applican
reactions to employment testing. Journal of Business and Psychology, vol. 8, p. 3-25,
COMPETENCIES ¡DENTIFIED
Laberon, S., Lagabrlelle, С, Vonthron, A.-M. (2005). Examen des pratique d'évaluation en recrutement et en bilan de compétences. Psychologie du Travail e'he selection process put in place by EPSO aims to assess the following competencies: des Organisations, vol. 11, no, 1, p. 3-14.
McDanlel, MA, Whetzel, D.L., Hartman, J.C.. Nguyen, N.T., Grubb, W.L. (2006¡
Situational judgment tests: Validity and an Integrative model, in J.A, Weekley, í
Pioyart, R.E. (ed.), Situational Judgment Tests: Theory, Measurement and Application
Mahwah, New Jersey: Lawrence Erlbaum Associates, p. 183-203.
Weekley, JA, Pioyart, R.E., Holte B.C. (2006). On the development of sltuatlono
Judgment tests: Issues In item development, scaling and scoring, In J A Weekley, á
Pioyart, R.E. (ed.). Situational Judgment Tests: Theory, Measurement and Application
Mahwah, New Jersey: Lawrence Erlbaum Associates, p. 157-182.
analysis and problem solving;
- communicating;
- delivering quality and results;
- learning and development;
- prioritising and organising;
- resilience;
- working with others;
- leadership (for administrators only).
Durlvage Α., Pettersen N. Étude de validation critérlée d'un test de jugemenZ.
sltuatlonnel portant sur les habiletés de vente et élaboré suivant une approche
mixte. Actes du 19° Congrès de l'AGRH, Dakar, 9-12 September 2008.
DEFINING GENERAL SKILLS
"analysing and problem solving: being able to determine the key points in complex
questions and draw up concrete and creative solutions.
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Communicating: being able to communicate clearly and precisely both verbally
bnd In writing.
Delivering quality and results: being able to assume responsibility and take Initiatives
η order to provide high quality work In line with established procedures.
Learning and development: being able to develop and Improve personal
competencies and one's knowledge of the organisation and the work environment,
Prioritising and organising: being able to determine priority tasks, work flexibly and organise one's own work effectively.
Resilience: being able to remain effective when faced with a heavy workload, overcome organisational problems positively and adapt to changes in one's work environment.
Working with others: being able to cooperate with one's immediate colleagues and those In other departments and respect Individual differences.
Leadership: being able to manage, develop and motivate people to get them to achieve set objectives.
3. NOTES ON THE GENERAL SKILLS REQUIRED
The skills described above are quite obviously useful In a professional framework. However It Is difficult to deal with them effectively in an MCQ selection process or at an assessment centre.
it Is indeed diff Icultto imagine someone being recruited if they are not communicative or result-orientated or are unreceptlve to team work!
This Is why we suggest that candidates prepare for the competition In a number of ways:
- by careful reading of the description of general competencies in order to familiarise oneself with the vocabulary used;
- by using the method of analysis we provide for MCQs; life positions;
- by understanding the functions of European Institutions and the general working rules In force;
- by using a practical method for problem analysis based on verbal logic for situational Judgement MCQs.
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The Information in this chapter is taken mainly from the Europa website and from ari analysis of the European civil service Staff Regulations. The web addresses of theseį documents are given at the end of the chapter.
The Information available relates to careers In the European Commission as there Is very little information available on careers In the other Institutions. However, we believe that the descriptions given here can be more generally applied. Furthermore, the European Commission does not have a comprehensive reference source describing all the specific functions and competencies. Only middle managemen' Is officially described.
1. DIFFERENT CAREER TYPES
Assistants Assistants work in a very varied range of fields: secretarial administrative, financial communication, policy development and Implementation, etc. They also play ari Important role In the Internal management of the Institutions, notably In budgetary and financial affairs, personnel work, computing and document management.
Administrators Administrators fulfil a number of roles: implementing EU law, analysing and advisingļ An administrator may find him/herself coordinating the broad economic and other policies of IVIember States, taking part in trade negotiations with non-EU countriesj or representing the Institutions in International forums, Others might be Inspecting fishing fleets In the Member States, developing or managing a specific scientific research programme, or drafting a decision by the European Court of Justice or the1
European Ombudsman, etc.
As the roles are extremely varied. It makes sense that SJTs should be mainly focusedj on Individual forms of behaviour.
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Middle management consists of administrators.
The head of unit establishes and reviews the objectives set down in the framework of the Directorate General's work programmes and global strategies. He is also responsible for the follow-up and evaluation of results. Senior management Is the domain of directors and directors-general. The European Commission requires middle management to be effective In the following areas:
- specialised knowledge in their field;
- educational advancement;
- leadership qualities;
- relational aptitude;
- communicating;
- negotiating ability,
2. EUROPEAN CIVIL SERVICE STAFF REGULATIONS
The new civil service Staff Regulations are the principal legislative text on staff rights and obligations. They came Into force o n ! May2004 and complete the modernisation programme undergone by the European Commission's HR department.
The principal new features of the Staff Regulations are:
- a new career structure;
- a new assessment system;
- a culture of lifelong learning;
- new mobility rules that encourage staff to change Job profile every two to five years,
The European Community supports the principles of effectiveness, transparenc\į ethical conduct, equal opportunities and responsibility. European officials are therefore assessed on these principles when being considered for promotion. Failure to adhere to these principles can lead to sanctions.
Equal opportunities
The principle of equal opportunities Is enshrined in European civil service Stqf Regulations.
"In the application of these Staff Regulations, any discrimination based on any grounjti such as sex, race, colour, ethnic or social origin, genetic features, language, rellglár
or belief, political or any other opinion, membership of a national minority, property
birth, disability, age, or sexual orientation shall be prohibited." (Article 1 d),
Gender equality
Action programmes on equality of opportunity and to promote women to managerial
positions have been In place since 1988. Since 1995, the Commission has set annulli
objectives for the recruitment and appointment of women to administrator aqd
managerial posts, j
Equality of opportunity Is also encouraged by flexible working conditions aimed щ
reconciling working life and private life.
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People with disabilities
The Commission guarantees that all citizens who have the, nuislte qualifications will
benefit from the same employment opportunities. This is based solely on their skills,
Adaptations to their working environment are made if necessary. A code of good
conduct for the employment of people with disabilities has been in place since
2003.
Ethnic divorsity
Discrimination of any kind is prohibited under the Staff Regulations. The mix of staff in
the EU Institutions has to reflect the mix of cultures and languages.
Fight against harassment
Everyone who works at the Commission has the right to work In an environment that
is free of all forms of psychological and sexual harassment.
Transparency
Transparency is a Commission operational guarantee, Two important landmarks:
- 2001 - the White Paper on European governance;
- 2006 - the Commission approves the Green Paper on transparency.
Ethics and conduct
Commission ethics are determined by a number of rules:
- Open and transparent relations with the public;
- Fighting conflicts of Interest with, for example, a ban on holding an interest
in a company dealing with the European Institutions, or the need for prior
approval for external activities,
Financia! Iiabilit ig| and moral responsibilities of staff
Under the Staff Relat ions, Commission officials:
- may be required to make good any damage suffered by the Communitle
as a result of serious misconduct In the performance of their duties.
- are duty bound to report possible fraud or corruption detrimental to i\№
interests of the Communities either within the Commission or directly to OLA 1
Annua! assessment and skill level
Commission officials undergo an annual staff appraisal. This appraisal monitors
achievements, skills and conduct. If a member of staff finds It difficult to reacļļ the standards required, he/she will be expected to follow a remedial coachlrfg programme.
Where underperformance persists, a dismissal or downgrading procedure can t|= launched under Article 51 of the Staff Regulations.
4. SUMMARY
The European Community does notglveoutdetalled Information on themanagemerr of competencies and careers within its Institutions. Furthermore, the absence of jojl profiles for officials, or even profiles of the tasks associated with each of the postįa makes It difficult to identify the major principles of resource management.
The European Community only provides Information on:
- the required competencies assessed in the competition;
- compliance with the principles of a "modern" administration;
- promotion through the grades In accordance with seniority and performance evaluation,
The European Community emphasizes that life-long learning is a basic principle p: HR policy and each official must draw up a training plan with his management jî| his annual staff appraisal. However, the method for assessing competencies and the employee's performance is not specified, The fact that there is an appraisal doë| however raise the question of what reference source Is used for this assessment, "'
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Human Resources portal regarding career management;
"Our work In this area involves ensuring thatthe main planks of the career development
system - training, staff appraisal, internal mobility and promotions - are all mutually
compatible.
The goal is to ensure that the service provided by the Commission meets the
highest standards, commensurate with a European civil service that Is at the
same time independent, permanent and competent. This requires staff with the
requisite qualifications, skills and motivation to execute the work of the Commission.
Accordingly, the Commission must be able to offer its staff the sort of career prospects
they rightfully expect.
In this connection, the Commission promotes a policy of internal mobility based on
allowing our staff to participate in life-long learning throughout their career and so
both maximise their potential and enjoy a stimulating working environment."
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WITHIN THE EUROPEAN INSTITUTIONS
Staff Regulations of Officials of the European Community
Links on the European Community website
"Discover EU careers / What has changed?"»
http://europa.eu/epso/dlscover/selectlon_proced/selectlon/index_en.htm
"What does a permanent official do?"
http://ec.europa.eu/civH_servlce/Job/offlcial/index_en,htrn
"What do managers In the Commission do?" http://ec.europa.eu/clvil_service/jo|
managers/lndex_en.htm
« La Gestion des Compétences et des Carrières » (Translator's note: i can't trace tl
title on the French page so I can't give the English version - please check)
http://ec.europa.eu/clviLservice/admln/perform/index_fr.htm
Other references
Vassilis PESMAZOGLOU (1993) « 1993 ou Le chant du rouage » Paris, Editlons dij
Griot,
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SJTs require you to Identify the most effective and least effective responses frdm
the four options given, To do this, you need to have a good understanding of t |e
competencies required and the nature of the job In question, though that Is raot
necessarily enough. To increase your chances of success, you also need to apply
logical analysis.
1. IDENTIFYING COMPARABLE INTERMEDIARY RESPONSES
In SJTs, It is often the case that one of the statements stands out clearly, while the
other three are very difficult to decide between. Here it Is useful to identify tne
comparable Intermediary solutions. These are responses that may be different |n
form but which are In fact of the same type (passivity, absolute adherence to rule's,
etc). If two situations are intermediary and comparable, they cannot be the mps\
effective or the least effective solutions.
Please consider the situation, and then select what you feel Is the most effective Afļlp the least effective response or action from the four statements,
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Most effective response
Response b) is quickly seen to be the best, This is α sof¡._ oftly approach to change;
the new manager can and must drive change but change must take place in a
manner that Is considerate of work colleagues,
Least effective response
There Is nothing particularly outrageous about responses a), c) and d), Each has
a flaw, although this does not present any major problem, However, It Is possible to
decide between these three options on the basis of verbal logic;
- Options a) and d) are of the same type (changing nothing) and there is
no outrageous element (such as violence, excessively emotional reaction,
etc) that can differentiate them, They must therefore be considered to be
intermediary and comparable;
- Option c), although not In fact disastrous, is nevertheless the least effective
because It differs clearly from the other two options.
Please consider the situation, and then select what you feel is the most effective AND
the least effecti " -espanse or action from the four statements.
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Responses α) and d) are of the same kind; they place the questioning in a formal
and accusatory framework for the team leader but without demonstrating any
command of the situation on your part. It Is therefore impossible to decide between
these solutions, so neither can be chosen as the most or least effective.
This makes it easier to differentiate between the "extreme" solutions:
Most effective
c) This solution allows you to enhance your understanding before making a
decision or putting matters on a more formal footing.
Least effective
b) Things have been dragging on for some time now for such visible signs to be showing; It Is time to react.
2. ANALYSING THE DIFFERENT COMPONENTS OF THE SITUATION
theleast effective response or action from the four statements
SJTs are based on information given about a problem situation occurring in the
workplace. This problem situation is sometimes quite simple and one-dimensional:
being behind on a project, coping with a colleague's aggressive behaviour, etc,
However, things are often more complex.
It is essential to analyse each question carefully In order to determine:
- the principal problem, which Is what the chosen solution must address;
- the secondary constraints that will guide your choice.
The most effective solution will therefore be
the one aimed at resolving the problem while
complying with the secondary constramt(s).
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Analysis of the situation 3
Principal problem
A major delay on a task due to the reorganisation of the translation department.
Secondary constraint
Several meetings have already been set up with this department.
Application to situation
a) This solution alms to resolve the problem and takes account of the secondary constraint. It is therefore an effective solution.
b) This situation does not take account of the secondary constraint. Therefore, it Is not effective.
Solutions c) and d) are considered to be ineffective on the basis of simpler principles:
c) This solution bypasses procedures, It creates double the translation work and involves a colleague who Is not responsible for such work. It Is therefore very negative.
d) The Initial direction this takes Is correct, but demanding without offering a solution will not have a positive Impact.
Most effective: a)
Least effective: c)
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the least effective ""' lanse or action from the four statements.
Principal problem
The document you have to produce will not be up to the required standard.
Secondary constraints
You don't have the time needed to correct the problem. The problem Is obviously due to a lack of coordination during the course of the task.
Solution analysis
a) does not take one of the secondary constraints into account: the problem originates with the project leader who has failed to coordinate the work properly.
b) addresses all the problems and puts forward a solution. This Is an effective response.
c) and d) do not take one of the secondary constraints into account (you do not have enough time).
Response b) is the only solution that addresses the problem and takes the secondary constraints Into account. Therefore it is the most effective solution,
Responses c) and d) are based on the same logic and do not comply with one of the secondary constraints. They are therefore intermediary and comparable.
The least effective solution Is therefore a).
COMPLEXITY-REDUCING STRATEGY
1. REDUCING COMPLEXITY
Adaptation and collective interest
It is difficult to define the job of "European civil servant". Nevertheless, there one constant feature that can be Identified: "It Is a function within a mission". The "function" remains identical although the missions regularly vary. Therefore, a kė competency Is the ability to adapt to the working environment. įį
The situational Judgementtests (SJTs)setln European Institution competitions poseth) following problem: "now to fulfil a function effectively in a changing envlronme^ while successfully managing inter-relational games".
In these SJTs, the best standard response can be summarised as follows: "Am proposal likely to ensure that what serves the interests of the individual also serves the Interests of the group will be considered a good response".
Life positions - a definition
According to Eric Bern, analysing life positions helps us to understand Interadioifs within a group. Life positions are founded on the value that we place on ourselves and on others. These values are. In the main, the product of our beliefs, our culture and the result of our relational experiences with others, They can change according to the situations and periods.
in European competition SJTs, the winning strategy is the one that promotes self esteem and esteem for others: "serving one's interest and that of the group".
2. I Hh F-ÜUR MAIN LIFE POSITION CATEGORIES 3. USING THE GRID - EXAMPLES
The +/+ position
"Serving one's interest and that of the group or others"
This is the position that is required. It means being OK with yourself and with others.
It is a position that facilitates .communication and exchange. It enables common
objectives to be achieved and engenders emulation and stimulation. It promotes
team cohesion and group dynamics.
The -/- position
"Not serving any interest"
This Is the worst position, demonstrating a lack of self-esteem and of esteem for others.
This position does not serve any interest and encourages a wait-and-see approach.
It Involves telling oneself that one Is unable to do things and that others are In the
same position. This position feeds and justifies failure. It encourages immobility. When
taken to the extreme, it reveals a state of depression and anxiety.
The -/+ position
"Serving the interest of the group to the detriment of (or before) one's own interest"
This life position may imply a form of modesty or polite discretion. In fact it is reflected in a lack of personality which involves the very negation of one's capacity to be an actor In a project. It also generates the victimisation behaviour found in the drama triangle; Victim / Rescuer / Persecutor, as defined by Karpman (1968), This position will lead to relational conflict.
The +/- position
"Serving one's own interest first to the detriment of that of others or the group"
This position Introduces a dominant/dominated game. It is generally a defensive
position taken by a fragile personality who wishes to avoid exposure. It is a restraint
on the contribution of others. It forces the person In this position constantly to justify
their position and hence to complete a considerable workload on their own as well
as checking and criticising any work produced by others.
Through the following four situations we are going to analyse the possible responses]
by using life positions. In the competition, the questions are always presented α$
follows:
"Please consider the situation, and then select what you feel is the most effective AM
the least effective response or action from the four statements."
Analysis от situation ö
a) - / -position
This is a flight response to avoid a situation of conflict: " - ".
You will not succeed because the system creates an insurmountable mountain. The system is " - ". This Is the worst of the solutions offered.
b) +/+ position
"You try to understand" means that you think you are capable of doing so; "you intervene" shows your spirit of initiative; in fact there Is nothing to suggest this situation is the result of the inadequacy of one person or the group. This Is the best of the solutions offered.
c) +/- position
You try to assume leadership of the group: " + " . You don't express your opinion directly and use the rest of the group. The solution is therefore " - " for the project leader and the group.
"Please consider the situation, and then select what you feel Is the most effective AND
the least effective response or action from the four statements."
d) -/+ position
You don't face your responsibilities and you don't try to provide solutions. Your personal position is therefore " - ". You put the meeting and the project leader first (" + ") but to your own detriment.
Solutions
b) is therefore the best solution (+ /+), while a) Is the least effective.
Analysis of situation 6 opť-^is
a) +/- position You impose your views and don't leave any choice, You consider that what really matters is you and what you contribute. This solution will inevitably generate frustration and conflict and will leave the colleague who has been Ignored waiting for an opportunity to get his owħ back when the time Is right.
b) -/+ position
This Is avoidance; you are asking the group to take your side and legitimise you In your role. However, It's not the group that chose you as leader and It's not up to the group to validate your position.
c) +/+ position
You accept the conflict and show respect for your colleague. You then try to
"understand" what can move the team forward, because this reaction may be the
symptom of a problem that would be better dealt with In a measured way.
d) -/- position
Calling upon the group as witnesses is tantamount to admitting that you are not able to manage the situation yourself. This solution places your colleague In a difficult position and Is likely to weaken the group.
Solutions
c) Is therefore the best solution (+ /+), while d) Is the least effective.
mm
"Please consider f~
the least effective,
situation, and then select what you feel is the most effective AND
^spense or action from the four statements. "
ШВ111аШ«Й1»аШШШ®
m
Analysis of situation 7 options
a) +/- position
You are right, not the others. You don't try to understand the way others see things or to move the group forward: isolation.
b) - /- position
You don't demonstrate your understanding of the meeting. You put the group first In order to blend in with It better. You don't show trust ¡n your superior. This is a risky and underhand strategy that Is bound to create a clear alliance of private Interests to the detriment of the collective interest.
c) +/+ position
You think that your head of department is sufficiently clued up to listen to you and understand. You think that you will be sufficiently clear and articulate to be listened to and understood,
d)+/-position
This Is a variant of response a). You don't listen and you don't expect a reaction The fact that you have copied the group In shows that you are not very mindful of the group situation.
"Please consider the situation, and then select what you feel is the most effective AND the least effective response or action from the four statements. "
Solutions
Solution c) is the most effective.
Solution b) Is the least effective. In effect:
- It tends towards-/-;
- It is different in nature from solutions a) and d) which are similar and must therefore be considered as Intermediary.
Analysis of situation 8 op^ ņs Comments and tips
a) -/+position
The other person Is better than you and will resolve the situation. The error is also more serious because you are simply transforming the problem and will therefore not achieve a positive result.
1. The tests do not always offer a -/- solution. That would be too easyl
2. Generally speaking, when it is difficult to choose which of two solutions Is the least effective, we consider that solutions that are negative In structure: -/- or +/- should be selected (as the least effective solution of coursel).
b) ■+/- position
You alone know what you need to say and how to react. One can only count on oneself.
c) +/- position
You are the only one who knows how to do things. You are placing the project In danger by not putting the necessary resources in place,
d) +/+ position
You work on this problem only and on nothing else, You count on other people's
competencies. Each of you Is sufficiently competent to provide solutions as part of a
fruitful, professional exchange free from all affect.
4. SUMMARY TABLE
Solutions
Solution d) is, of course, the most effective, Solution a) can be chosen as the least effective, because:
- There Is a fundamental error In the diagnosis of the situation and this seriously compromises the result.
- Solutions b) and c) are of the same kind and can therefore be considered as comparable and Intermediary.
In some cases, SJTs show a clear contrast between +/+ and -/- solutions. The choice
is then easy. However, it can also be the case that the choice between two possible
solutions Is less obvious. To help you, we have drawn up the following table as a
guide to classifying situations in terms of negative criteria.
Criteria that point to the mappropnateness of a solution
fStiįo^lfy^
V.į§;Aggressiyene5s^^ C^^EmotiönqlivfJiea
■ Non-cpmpligncerWltta ^νΛ ■■"';
-''4^ehalleng|ng fheTnstltutlon w^
v.?; Conceaļlngļpuļteprerrore/o^
''■ Detc^miniKg'oritøria^
'■V'·, Working in Isolation, refusai to.cooperate; ';::,> ' :ΐ' 0:'
/'^eglectlng"oblectlves;V:''v';'';-;'',v' iľ'/:z'.T^''"';:v'-ť;;.-^;ľ;if.ľ''':: '.Л-''г-^
;:''Уу'
:;':У^:.
Involving people external to the problem (other.colleagues) and exploiting
" them;.···.·/ ■ .'-ƒ··'■.· 'v.'::'v.. v//·''-·"'·;:''·' ^^^''"'"b'^ · ■/·■'■·■■-.'■:
::;'·-.
:;/·· '
, Passlyeness, flight strategy;: ; :'. '"(У..
Increasing Individuai; workload, to compensate fora problem of/quality or
.quantity.' '■'
ч». uiULlV-yvjlKnrnT KCLMIIINVg UJ L ih t KUÖI I I U N ä
"The Structure and Dynamics of Groups and Organizations" I960. Eric Berne
"Games People Play, The Psychology of Human Relations" 1973. Eric Berne
PART III
TESTS
IBS!
3. You have recently been appointed as manager ithin your management team, the attitude of the other managers seems very guarded to you. You also have the impression that their collaboration with you is poor.
a) You think that you can't please everyone and that with time you will get on with them.
b) You are ready to do anything to be accepted as soon as possible.
c) You are. In any case, the best and you do not need anyone else in order to fulfil your mission.
d) You decide to check whether your Impressions are well founded and you meet with each of them to assess the situation.
The "citizen exchange portal" that you are trying to set up is constantly running behind. It is systematically given lowest priority in your unit and therefore suffers from a lack of resources. However, the unit head thinks that the project is Important and that is why he entrusted it to you.
a) You ask that advancement of the project be placed on the agenda of the next team meeting. You explain the problems you are encountering and ask the whole team to work to the deadlines negotiated for the project.
b) It seems to you that this project Is only really Important to your head of unit. You therefore return to your main tasks and wait for clearer Instructions and fuller support.
c) You meet your head of unit and condemn the lack of time and means allotted to this project and the need to allocate more resources.
d) By assigning this project to you the head of unit has shown his confidence in you. You work twice as hard, even If it means neglecting other matters.
5. You are drafť a sensitive report and you are already running very late. In order to deliver it by the deadline, tomorrow morning, you will have to devote the entire day to it. A colleague arrives. You know him well and are on good terms with him. He comes into your office and starts talking to you.
a) You listen to him; he certainly has· some interesting things to say,
b) You shout, "no, I don't have time; you don't realise how behind I ami",
c) It works out well; you decide to ask him to lend you a hand finishing your report.
d) You tell him that you are really behind and It would be better to talk tomorrow.
You are head of department in a non-tenured staff management office. You and your team have a lot of work and insufficient means to deal with it. Work is therefore often behind. This morning, you meet with your team for a progress report. Just before the meeting, the Executive Director calls you and asks you, as a matter of urgency, to sort out the case of Mrs X who has been waiting for far too long. The meeting begins, you speak to one of your team members.
a) Case X is behindhand, you must sort it out as a matter of urgencyl
b) I'm really under terrible pressure. Can you sort this case out as quickly as possible?
c) How is itthat case X has not been dealt with? It makes us look Incompetenti
d) Case X has become a top priority, you must give full priority to sorting it out.
7.
8.
I lKfâli
Your assistant tells you that she has a health problem but has chosen to continue working while receiving regular treatment. You have arranged an adjusted work schedule with her. After a while, you discover that her work is suffering badly.
a) You summon her and explain to her that after everything you had agreed on you are especially disappointed and that you now plan to apply much stricter methods.
b) You decide to compensate for your assistant's shortcomings by taking on some of her work yourself.
c) You tell yourself that she will soon be recovered and that she will then be able to catch up with things.
d) You raise the situation with her and offer her part-time sick leave. You temporarily recruit a second part-time assistant.
A new person is going to join your team, you know nothing about her except her nationality. Within your team, you notice that your colleagues are very hostile about her arrival, precisely because of her nationality. Conversations between colleagues are very negative and question whether a new arrival of this nationality will be able to become part of the team.
a) For the moment you have little to go on and you will see when the time comes.
b) You ask the HR department for assistance, so that they will bring In a mediator.
c) At a team meeting, you address the issue so that everyone can express their concerns.
d) This behaviour Is unacceptable, it Is discrimination and you threaten your colleagues that you will report It to those In charge of the department.
9.
10.
11.
It is my first day at work and i have not been introduced to the team.
a) I decide to Introduce myself spontaneously to my colleagues.
b) I approach the colleague who seems friendliest so that he will introduce me to the other team members,
c) I ask my line manager to introduce me to my colleagues.
d) I do not take any Immediate action. My colleagues will talk to me when they wish to,
You are offered some new and status-enhancing responsibilities. If you accept, you will be working in an open plan office.
a)
b)
You refuse your transfer, You are not interested In working In these conditions.
You accept and find out about the constraints and the best attitude to adopt In order to work comfortably In this new environment,
c) You accept and draw up a list of good attitudes for working together in an open space. You distribute this to your open space colleagues at the first opportunity,
d) You accept with some resignation. After all, work Is no picnic.
You are presenting a status report by video conference to your colleagues on the other side of the Atlantic. Suddenly the network jams and you can't repair this breakdown.
a) You call each of the participants to explain the malfunction and organise the next video conference.
b)
c)
You Immediately change the video conference Into a telephone conference and send the documents by email,
You inform the technical department of the problem and hope that the network Is quickly re-established,
d) This is the last time that you will use this type of meeting; only the traditional methods work properly.
A new colleague joins your team. His presene 's slowing your work down considerably.
a) We have all gone through a learning period; you extend your working day a little to make up for the delays.
b) You explain to your colleague that he must be able to show greater Independence and give more of himself In order to become an integral part of the team,
c) You draw up a list of the resources available. Invite him to use It and assure him that you are available In case of difficulties.
d) At a team meeting, you propose a plan under which the new colleague will spend time with each member of the team and will familiarise himself with all the procedures and working methods.
You are head of department and you find that your Internal management control officer is behaving in an openly discriminatory way towards a certain member of your team.
a) You send a letter to your line manager Informing him of the facts and send a copy to the HR department.
b) You leave It to the members of your team to react against him. There Is nothing better than a good clash to sort things out.
c) You call a meeting of all members of the team so that the question can be addressed and tensions eased,
d) You go and see the management control officer. You remind him that discrimination Is an offence and you offer to help him adopt a more responsible and professional form of behaviour.
14. Many collec эз ask you for advice and information about the way the hardware opiates. Because you once performed this role and the new person in charge is not very approachable, people continue to call upon you. To begin with, you thought that with time these requests would diminish, but that is not happening.
a) You discuss the matter personally with the new person In charge and ask him to meet his obligations.
b) You put up a sign on your door reading "I am no longer the IT officer".
c) You send everyone who comes to you with a new query to the new IT officer claiming that he Is more competent than you to deal with this.
d) You answer them, making it obvious that you are doing them a service.
15. At a team meeting you present the results of your work. One of our colleagues really lays Into you and challenges your analysis. He is totally opposed to your results.
a) You accept his analysis and agree that there,are indeed two ways of addressing the problem.
b) You give no ground at all. Your analysis Is the product of serious work and the results you are presenting have been verified.
c) You explain the approach you have taken and try to understand on what points your results vary.
d) You ask your head of department to take a stand and sort,out the situation,
IO.
17.
Your office occupies α strategic position. From it you can see everyone's j 10. movements, hear the comments people make and be in on ail the talk! and rumours. Your superior wants you closer to him and offers you a more spacious though rather isolated office.
a) You accept enthusiastically as you view this as a sign of recognition.
b) You explain to your superior the advantages you enjoy in your current office and try to find a compromise.
c) You regretfully accept because you have to do what your superior wants.
d) You rejectthe proposal, explaining that modern means of communication have made distances obsolete,
You are head of a team of seven, four of whom are married with children and have become accustomed to having priority when taking their leave, although this is not covered by any regulation. The other three come and see you and explain that this has gone on long enough and they will no longer tolerate this situation of inequality.
a) You explain to them that these habits have become established and that It will be difficult to change as up to now everything was working well,
b) You advise them to become parents themselves as soon as possible.
c) . You put forward an original and objective approach which Is to draw lots for periods of leave, explaining that this will give everyone an equal chance,
d) You suggest having a team meeting to think about a solution that will suit everyone. You also remind 'them that If this falls, you will decide the allocation of leave on your own.
19.
You are in charge of an ambitious and complex project. Your team has been working hard for a month and tensions are beginning to mount. An argument breaks out between two colleagues who are in agreement about the content of a document but not about its form.
a) You send your two colleagues on a document drafting and presentation course.
b) You decide between the two proposals, time Is short and you need to get on.
c) You take the time to see both those involved so that they can express their points of view. You ask them to find a solution themselves,
d) You arrange a friendly meal with the whole team to ease tensions.
It is Thursday evening, it is Imperative that the response to the question from the new presidency goes out on Monday morning. You can't manage on your own. You will have to get one of your subordinates to work with you on this. There's only one solution: that he works on it tomorrow and Saturday. You call him.
a) We have to give the response to the new presidency on Monday; you will have to work on it with me tomorrow and Saturday.
b) I know it's late notice but I need you tomorrow and Saturday; can you come and work on Saturday?
c) You have to come and work overtime on Saturday; you can make it up the following week,
d) Do you have something Important planned for Saturday?
20. You work in an open plan office and you have t — ible concentrating because of a rather noisy colleague. You are clearly no\ .,& only one inconvenienced, but nobody reacts.
a) You refer the matter to your line manager, only he can sort this problem out.
b) One morning you decide to make more noise than your colleague. In the afternoon you go and talk to him to show him how annoying this behaviour is>
c) You send him an email copied to your line manager, asking him to adopt a less noisy form of behaviour.
d) You go and see him and explain the situation and ask him to be less obtrusive.
2 1 . You have been tasked with setting up some new software that your twelve colleagues must learn to master and use on a daily basis. Nobody on your team understands why there is a need to change when the old software was much better.
a) You explain that for you too the old software was much better but that one cannot question orders from above,
b) Our superiors have access to Information that we do not and are necessarily right. This change is good for the department, working In harmony makes us better.·
c) You decide to Identify the obstacles to change and put in place a change management process that meets the concerns generated by the new software.
d) You are very surprised to hear so much questioning as the new software is there to simplify tasks and shorten procedures, You decide to hold a meeting at which each person can freely express himself and then at last to get down to work,
22. You are appointed head of an entirely new team in a new department. You know a few of your new colleagues but the majority come from completely different areas. One of them has been highly recommended as exceptionally talented. However, your impressions are not good. He seems withdrawn and uninvolved.
a) Taking over as head of a new department is enough of a challenge. You simply try to pay some attention to this colleague In order to form a better opinion.
b) You ask for him to be reassigned to his old department, clearly that would suit him much better.
c) You meet with him and try to understand the source of his problems.
d) You get him to work with you as a pair on a new project In order to encourage him and so that you can really assess his qualities.
A V . ιυυ uiö piujtíui usuuöi. ^ i i e ur your Luiiöuyutäs, wiiu is yuuny unu gumu, ; ¿ g ,
has gone to present one of the projects for which you are responsible to
the interdepartmental quality Improvement meeting. The person in charge
of the meeting calls you to tell you that the meeting did not go very well. Your
colleague was out of his depth with the questions he was asked. He seemed
too young and not sufficiently involved in his task. The quality improvement
officer asks you to react by the next quality improvement meeting planned
for 3 months' time.
a) You decide to attend the next meeting yourself In place of your colleague.
b) You discuss the problems encountered with your colleague and ask him
to correct them at the next meeting, which he will attend on his own,
c) You tell your colleague that you will go to the next quality improvement
meeting together.
d) You discuss the problem with your colleague. You explain to him that
these meetings are pointless and that he shouldn't worry about the
remarks the quality Improvement officer made as he Is a particularly sour
Individual.
This is the third year that your line manager has congratulated you at your
annual personal development review. However, this acknowledgement has
still not translated Into anything concrete such as a bonus, individual salary
increase or promotion.
a) Recognition from your superior Is enough. You will redouble your efforts
the following year.
b) You wait for the right moment to show your disappointment. Then you
decide to be less zealous so that people understand how vital you are.
c) At the end of the meeting you explain clearly and firmly your expectations
In terms of recognition and your wish to see such positive comments
reflected in a more concrete way.
d) You warn your superior that If he wants this to continue he must make a
significant gesture to express this appreciation.
26.
Two different size departments are merging. You are responsible for the
larger of the two and will be head of the new department. It seems that your
colleagues in the other department are very concerned. They are afraid of
suffering as a result of the merger and of always coming second to your
former team when It comes to allocating important tasks, getting priority
leave and working independently.
a) You decide to do nothing, this situation will sort Itself out when everyone
has found their bearings.
b) You send out an email to your new colleagues welcoming them and
explaining how the team operates,
c) You arrange a meeting so that everyone is introduced and propose a
reorganisation of work space In accordance with criteria to be jointly
decided.
d) You arrange a meeting of the new arrivals to explain their roles and your
expectations,
In your department, the reorganisation taking place is changing habits
considerably. The obstacles to change are ever stronger. One of your
colleagues who is experiencing problems at work admits to you that he
cannot take any more and that he will never be able to adapt to the new
organisation.
a) After listening to him carefully you confide your own concerns to him, You
suggest that it is best to wait to let things settle.
b) You explain to him that this situation Is difficult for everyone and that he
must show more self confidence to face up to what Is to come.
c) You advise him to talk to the occupational health department. You inform
your colleagues discreetly about the situation so that they can support
your colleague who Is In difficulty.
d) You go to see your superior to tell him of your concerns about your
colleague's situation. As you see It, It may be that your colleague's
problems are symptomatic of a more global dysfunction.
wm¿
27. On α number of occasions now, your superior hp* expressed doubts about
your ability to manage urgent matters in your de^ Jment. He now sends you
an email offering to assign you to a less stressful post.
a) You think that your superior has recognised and anticipated your
problems and Is offering you a dignified get-out. You accept and thank
him for the shrewdness he has shown.
b) You believe that overall the department's results are positive. You ask for
a meeting as soon as possible and draft a document setting out all the
'" objectives and areas for improvement that affect you.
c) You are Irritated by this proposal and you feel yourself getting hot and
bothered. You decide to protest to your superior straight away and go to
his office to tell him what you think.
d) You decide to find out what could have motivated such a proposal, You
learn that some of your colleagues have complained about your way
of managing things, You summon the colleagues responsible for these
accusations and ask them to withdraw their statements.
28. Your new colleague is very nice. His level of the working language is good
but he has a very strong accent. As well as the fact that he can sometimes
be difficult to understand, his way of expressing himself often causes
amusement. In a week's time, you are going to present a dossier together in
front of your head of unit.
a) You know your head of unit well and have already mentioned the
situation to him. You will both find It amusing.
b) You ask your team leader to speak to your colleague about It and to offer
him training In oral expression.
c) You decide to pretend, You have a weekto learn howto remain impassive,
d) While sharing lunch, you raise the matter with your colleague to find out
how he feels about things. You adjust your attitude to his reactions.
29. You are heac* ł
department. One of your colleagues has been asking for
promotion foi ../o years. The position he wanted became vacant but his
promotion was refused and he holds you responsible for this setback. He
tells you not to count on him any longer. However, you are not in charge of
promotion; you are only responsible for his personal assessment.
a) You run into your colleague and tell him that it has nothing to do with you.
You put your hand on his shoulder and try to get him to understand that
one's working life is not just about promotion,
b) You call the person In charge of promotions straight away. You tell him that
you hold him responsible for the situation. You want to get an agreement
In principle that your colleague will be promoted very soon.
c) You offer to meet your colleague In an entirely formal manner within ten
days. You use this time to gather information and find out why he was
refused promotion.
d) You go and see your colleague to remind him, more firmly this time, that
your role ends with his assessment and that you have no responsibility for
promotions.
30. You always arrive in the office at the same time. You are also the first of your
team to arrive each morning. However, for over two weeks now a colleague
has been arriving before you. This is strange for him as normally he keeps
irregular hours. He normally arrives after you (between 10 and 30 minutes
later) and leaves at a different time each day. Furthermore, there is no urgent
job at the moment that would justify this behaviour. This morning once again,
he is there before you. What do you say to him when you arrive?
a) Good morning, how are you?
b) Good morning, you're getting In very early these days, do you have some
personal problems?
c) Good morning, are you trying to get on the right side of the new manager?
d) Good morning, I'm definitely going to have to get up earlier if I want to be
the first In the office to arrlvel
штш
.-w «■- .««^^iiaiuic ил uumii iui i iuuiiui i κι your unu ana your work team
consists of three people. Three days before your annual leave, you receive
a very large, priority assignment. Even if you put all your team on it, you will
not have time to deal with It completely between now and when you leave.
Postponing your holiday Is tricky as you have planned a long trip for you and
your family and your tickets are not exchangeable.
a) You warn your superior, telling him that you will not have time to deal with
the matter before you leave. You ask for a solution: either for the deadline
to be deferred or another person to be appointed to the task.
b) You decide to deal with the matter before you leave on holiday; you
arrive very early and leave very late, You encourage your colleagues to
put In a final effort and copy your example.
c) You draw up a plan for a way of resolving the problem. You assign your
colleagues the tasks they can do In your absence. On your return you will
finalise the matter.
d) You organise your team's work in such a way that they will complete the
Job by the deadline during your abs'ence. You take part In the preliminary
planning then place your most experienced colleague at the helm and
In charge of the project.
Next week there is to be the quarterly meeting of the interdepartmental
quality group. You have just received a fourth email asking you to confirm
whether you will be there and if you have any items to be added to the
agenda. You have already replied to the three previous emails.
a) You reply again and then get on with something else.
b) You reply to all the email recipients and add to the agenda for the
meeting the communication problems encountered when preparing for
this meeting.
c) Irritated, you send a very polite response but use the colour red and point
out that you have already replied three times.
d) You call the person who sent the email and ask him If there are problems
with his email system.
OO. Your head of unit asks you to work on a minor part of a report, stating that
it won't take too much of your time. You have two weeks to produce your
contribution and you still have your other assignments to complete. A few
days later, you are told that the requirements have changed. What is needed
now is the work of an expert but by the same deadline.
a) You tell your head of unit that this work requires much more time than
anticipated and that you can't take It on.
b) You review your priorities, defer the other assignments and sort out the
time needed to fulfil the request.
c) You respond to the request by taking the work home with you as you are
already snowed under at the office.
. d) You explain that you don't have enough time to do the work, but that you
are prepared to lay down the broad guidelines of the report and that you
will be available to supervise the work.
34. When reviewing an important report, you discover an obvious error by the
Head of Statistics. This colleague is particularly short-tempered and habitually
Intransigent. If a colleague makes the slightest error he is quick to give him
a lecture in public.
a) You don't react. This statistical section Is not yours and the report still has
to be seen by the publications committee. You will only bring It up If the
committee doesn't spot the error,
b) You send him an email explaining that, after checking, you believe that
an error has slipped into the report.
c) You mention his error to him in front of several other members of the team.
You have no hesitation in adopting a very dry tone.
d) You send a notėto one of your colleagues who is not backward in coming forward and who was recently taken to task by the Head of Statistics, so that he will point out the error.
I l l i 35. In the unit you run, use of the internet is now mpiąopen. The old systems that ; limited access to external sites have been rem id. Working needs are now much more extensive and require a very broad access to information. You notice however that two of your colleagues spend a large part of their time on entertainment websites, which is against internal regulations.
a) If work Is not being affected and Jobs are completed on time, why put pressure where It Is not needed? You leave things as they are but keep a close eye on the results of their work.
b) You summon the two colleagues In question. You remind them of the internal regulations and the sanctions they will Incur if they continue to ignore them.
c) During a team meeting, you talk about the opening up of the internet network and ask your colleagues to explain how they perceive this tool should be used.
d) Without warning them, you ask the network technicians to limit the access of these two colleagues. You wait for their reactions.
36. You are responsible for collating and summarising a very large report written by a number of different people. Very quickly you discover that the approaches chosen and the styles adopted vary too much. This is detracting considerably from the final result.
a) You believe that you are capable of producing a good summary of It and even of rewriting It. Too bad that it will take you time.
b) You call a meeting with the different contributors in order to find an Immediate solution and plan a round table on the theme "Harmonising the work we produce".
c) You send each part of the report to the writers concerned and ask them to rework their contribution and provide you with something more consistent.
d) Form Is paramount; you are content to harmonise the layout and focus on the summary.
37. You are corr " '^tely snowed under with work and your mailbox is on the point of explodincl. AS well as the fact that you have to finalise your workload, you have not opened your emails for three days, apart from a message from your head of department.
a) You set your email to send out an automatic response to incoming messages saying "Back In the office In 3 days".
b) You take time outto programme your mailbox and create automatic rules for filing your messages. You will look at them when you have more time.
c) You continue only reading messages from your head of department and concentrating on your workload. If someone really needs to get in touch with you, they can always contact you by phone,
d) You decide to take an hour out to do a rapid scan of emails received and classify them by priority.
38. You have the impression that one of your colleagues does not like you. Normally, that would not pose too much of a problem for you. However, for some time he has been using team meetings to make systematic comments on your assignments and to try to make you feel uncomfortable.
a) You ask your superior if he has noticed what your colleague has been up to. Then you ask him to arbitrate in this matter.
b) You go to your colleague's office and decide to put your cards on the table. You criticise his conduct at meetings and threaten him with referring the matter to your superior if he continues,
c) You wait for the next meeting to make some acerbic remarks of your own deliberately intended to unsettle him as he has unsettled you.
d) You redouble your efforts to ensure that your work Is perfect. This will make you irreproachable. You resolutely await his next commentsl
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or . A ream in your aepartment nas been given a new generation portable video projector. Requests come in from other teams who would also like to have one. Your equipment budget does not allow you to equip each team and you also consider that this equipment is not essential for each team.
a) You decide to ease tensions by explaining that for the moment the budget does not allow you to equip everyone, but that as soon as possible everyone's needs will be provided for.
b) You send out a memo explaining that not only do budgets not allow for everyone to be equipped but that in your opinion there Is no real need. You remind people that there are previous generation projectors that are still operational.
c) You state that despite the tight budget, you are mindful of the request that has been made. You ask each team to produce a brief report to justify their need. You will make your decision on this basis.
d) Before knowing what the next Investment budget will be, you decide on a temporary solution. You take back the portable video projector so that you can loan it out selectively when teams request It.
Your superiors often criticise you for taking too long deliberating before acting. This appears to be the main reason for the delays in completing your assignments.
a) You point out that If the directives were clear, you would need less time to deliberate.
b) You explain to your line manager that the complexity of the assignments requires time for thought. The quality of what you produce depends on this.
c) Your line manager Is right, you are worrying too much about quality. Deliberation Is your superior's responsibility.
d) You continue taking the time to deliberate, even if it means staying on a little later in the evening to finish off the Jobs that are behind.
4 1 . You are responsible for an important dossier within your department. Your promotion depends on delivering this. In order to complete your analysis you need information from another department. The person who you need to give you this information is very touchy and snowed under with work. Despite your various requests and her verbal undertakings, she does not give you the information you need. The deadline is approaching.
a) You decide to make an official request to your head of department so that he sorts the problem out with his counterpart in the other department.
b) You remind her once again and wait for a response, focusing on other aspects of your dossier in the meantime.
c) You go and see the person in question and offer to do one of her tasks while she takes the time to respond to your request.
d) You meet with your colleague, set a precise time for delivery of the information you need and consolidate your meeting by sending an email and copying it to both heads of department.
42 . Your project leader calls on the whole team to produce more than two hundred items. He is very precise about the specifications and, at a meeting, gives you the methodology to be followed. Amidst general enthusiasm, each member of the team shows the results of his efforts at the following meeting. However, the project leader rejects more than 70% of the work done. You now have to prepare for the next meeting.
a) The project leader doesn't know what he wants. You have provided the work, there's no question of going back on it.
b) The project leader has a very clear idea of what he wants, to the extent that he is the only who can produce It.
c) You ask him to explain the specifications better and ask for examples. You put forward a new proposal.
d) It's purely a question of form. You reformulate what has already been done in a different way.
You have good working relations with a colleai?«*». You sometimes discuss your professional and personal problems toge. r. She comes back from her annual review and seems very angry to you. She gives you to understand that she is certain (wrongly) that you have given your line manager negative information about her work.
a) You Immediately quarrel with your colleague and deny any indiscretion on your part. You tell her that you are very disappointed that she could have imagined you would do such a thing.
b) You invite your colleague to lunch to talk about it calmly. You ask her what has led her to these conclusions and express your regret at seeing her doubt your loyalty in this way.
c) People often have a tendency to look for someone to blame their misfortune on, You take advantage of this to put some distance between you.
d) You are particularly concerned about the reputation she is likely to give you within the department. You go and speak to your line manager about these unfounded rumours.
A new colleague has just joined your team. She now shares your office. When she speaks in the team's working language, her pronounced accent causes much amusement. Gradually however, this poking fun becomes increasingly vicious.
a) You are happy to smile when they are poking fun of her. After all, all It Isn't spiteful and will disappear In time.
b) You systematically come to your colleague's defence. Sometimes you even succeed in ridiculing those who wish to make fun of her.
c) You wait until your colleague is not around and explain to the others your disapproval of this type of behaviour. You ask them to be more tolerant and polite.
d) During a break, you talk with your colleague. You assure her of your support If she has any problems and express your disgust at this type of behaviour.
45 . During a pro?' ^discussion meeting, you present a project that is particularly close to you. .¡eart. It is different from those that you normally deal with and will allow your department to diversify while making good use of your colleagues' skills. No-one reacts warmly to your presentation and you feel that force of habit is causing your colleagues' reticence.
a) You don't press the matter; clearly nobody is ready to change and you will wait a little before putting this type of project forward again.
b) You make clear your annoyance and lack of comprehension at your colleagues' excessive timidity.
c) You stand firm and one by one take apart the arguments raised by your colleagues. In order to evolve, you have to know how to take risks,
d) You ask your line manager to arbitrate. His decision will also allow you to assess how much value he places on you.
46. One of your colleagues sends you an email, the content of which is very harsh. He points out with annoyance that the technical assistant you share is still dealing with one of your jobs while his, which he considers to be a priority, is still waiting.
a) Previously, this technical assistant was yours. It is therefore normal that she should give you preference. You go straight away and find your assistant colleague to thank her for her loyally and offer to buy her a coffee.
b) You send a very dry response to your disgruntled colleague. You criticise the way he presents his jobs as priority work so that they will get done before the others.
c) You organise a meeting with your disgruntled colleague to address his complaints objectively. You in turn explain your own Imperatives. Then, together you set out a joint working method,
d) You ignore your colleague's email; his annoyance will pass and things will settle down naturally.
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48.
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reference for this in your department. Your head of department asks you to
share your knowledge with your colleagues. You therefore arrange several
training and exchange meetings. However, one of the oldest colleagues
In the department proves to be very negative and regularly questions your
practices.
a) You show that you value this colleague's experience and invite him to
give his opinion more regularly. You reformulate his Ideas and try to find
joint positions.
b) You stand firm about your working practices: you are the expert. You try
to take some of his remarks into account where they don't represent a
challenge to your practices,
c) You try to convince the group of your colleague's negativity and form a
consensus around you,
d) If the majority has understood, that's the main thing. You're not going to
lose time over one exception.
Usually, the whole department has lunch together on Fridays in a restaurant
close to the office. You divide the bill up by the number of people eating.
However, for some time now, you have had to follow a more frugal diet,
unlike others. This means that the share you pay is far greater than what you
have actually consumed.
a) You pay: that's the price of being sociable. However, you say that next
week some principles must be laid down so that everyone knows where
they stand.
b) You say that you will take charge of working the bill out for the sake of
fairness and Justice.
c) You only join In with these lunches every other week.
d) You note who else, like you, has a more smaller appetite and suggest that
you eat lunch together.
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4У. You are working on an important dossier and you need to make a strategic
decision about the method of operation. This decision is not your responsibility
but your head of department is snowed under with work and has ceased
managing priorities properly. This is the third time that you have asked him to
decide and that he has not responded. However, you need to know where he
stands in order to go on with your work.
a) You've had enough and go directly to your head of department's
superior to obtain a response that will allow you to continue.
b) You ask your head of department to set aside a time so that together you
can look at how this matter should be taken forward,
c) You remind your head of department by email and copy this to his
superior.
d) You decide to do without his opinion. A similar matter was dealt with
recently and you will follow the same approach.
50 . In your unit, it has been decided gradually to implement a new project
management standard. You have been keen to implement it by operating
transversely across all projects. You are managing all this under the direct
authority of the head of unit. You very quickly realise that you are not well
regarded and that the transverse functions you are operating in this task are
not accepted by your project leader colleagues.
a) You analyse the problems encountered and draft a memo that you send
to the head of unit.
b) You call the project leaders together. You reassure them and point out
that there Is no interference on your part with their teams. You point out
what your work can contribute to everyone.
c) You call the project leaders together and explain to them the difficulties
you are experiencing In carrying out your task. You remind them of the
head of unit's undertaking and ask them to behave more cooperatively,
d) You call the project leaders together and explain your problems. You
propose that you should all look together for possible solutions and offer
to take responsibility for some of the actions required.
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You have accepted an assignment that you ap·«not really up to and are beginning to find it difficult to deal with. Howevei,... JU agreed to complete it single handed, insisting on the fact that you didn't need any other resources to achieve the objectives set.
a) You go to your line manager and tell him that It would be better to find somebody else to do the work.
b) You go to your line manager and request the support of other resources to deal with the problems encountered.
c) You do the work according to your own level of competence, trying to simplify the problematic Issues to the maximum.
d) You gather Information, make contact with other resources who can help, put In the time needed and present a piece of work you consider to be acceptable.
Your colleagues often criticise the way you dress, which they see as out of place. However, your clothes are perfectly decent, just a little different.
a) You take these comments as advice to be followed and adopt a more suitable look.
b) You change nothing; how you look Is up to you alone.
c) You encourage your colleagues to take a look at themselves.
d) You react by adopting an even more outlandish way of dressing.
53. You are respe 'ble for drafting a report, working in tandem with a colleague. In fact, you h vre done the main part of this work. Your colleague insists on having his name on the presentation.
a) You refuse categorically; It's your work and there's no reason to share the fruit of your labours.
b) You agree; It's a way of doing a colleague a favour,
c) You agree but let those around you know that you produced the report on your own and make sure that you don't have to work with this colleague again,
d) You agree, though you explain to your work partner that he will have to put a lot more effort in next time.
54. A decision has been made to organise the processing of assignments in a new way. Each person will be responsible for the part that corresponds to his area of expertise. Harmonisation meetings are set up to ensure uniform integration of all parts of this group production. At a harmonisation meeting, one of your colleagues tries to impose his own vision on the whole of the group, claiming it is the best.
a) You agree, perhaps he's right.
b) This Is the opportunity to establish a real work synergy. You suggest that each of you should make their contribution to harmonisation.
c) Because of your experience in this field, you put forward your method, You ask the group to decide for or against you,
d) You find your colleague's ego needs restraining. You try to get a consensus to block his proposals.
You are in charge of a project that is dragging on for various reasons (change of line manager, technical problems, difficulty obtaining statistical analyses, etc). The project lis now clearly behind. The team is running out of steam and the new manager recently appointed is not supporting you with this project, although it is a priority. He doesn't allow you sufficient resources to complete it on time.
a) You write a memo setting out the situation In detail and give It to your manager with a copy to his superior.
b) You stick at It and decide to work twice as hard to make up for the lack of resources. You will get the recognition you deserve.
c) You ask to meet with your new manager to assess Jointly the Importance of the project and to set out the actions required to get It moving again.
d) You encourage your team once again and tell them to pull out all the stops despite the lack of resources for this important project,
Your assistant complains about an adverse change in her working conditions. The numerous meetings you chair mean that she has to produce additional reports and has to spend more and more time attending meetings.
a) You ask for quarter time additional secretarial support, stressing the Importance of the work done by assistants.
b) You slow down your pace of work to allow your assistant to cope and enjoy better working conditions,
c) You sort out how much time your assistant has to spend at meetings and look Into redistributing her tasks.
d) You offer her time management training and training In rapid reading techniques.
Ö/. Each day work is mounting up in your department. There are numerous and diffuse problems. They are preventing your team from working properly and meeting deadlines. There is now a delay of several months in the jobs being handled. All tasks are becoming urgent.
a) You remind yourteam of the rule for meeting deadlines: work methodically and deal with work In the order It arrives.
b) You call your team together and ask them to work harder and do everything they can to catch up. You have negotiated a bonus at the end of it all.
c) You ask your Immediate superior temporarily to release more resources to catch up with the back log.
d) You call your team together and together try to find out the sources of the problems.
58 . Your colleagues' Screensavers demonstrate their personal interests in a range of activities, their families, etc. Your screensaver is the European flag logo. Your colleagues readily infer from this that you have very little if any social life. Recently, you were not invited to join them for a drink on your colleague's birthday.
a) You were forgotten, that's ok - you always feel a bit uncomfortable In public situations.
b) Even If you had been invited you would not have gone because you have too much work.
c) Being forgotten like this has deeply upset you but you don't show It.
d) There Is a place for a working persona and a place for a social persona and you let this be known.
59 . An audit of practices has been set up in a department similar to the one you run. This audit has revealed problems and a in of action has been put in place. For a while now, your department has been showing the same symptoms of problems.
a) You don't wait for things to get worse; you decide to meet with the head of the other department so that he can explain what needs to be done to resolve the problems you are encountering.
b) You call a series of meetings In your departmentto analyse the sources of the problems and find appropriate solutions. You invite a representative of the audited department to these meetings.
c) You call your team together and explain to them that the problems have become too great. You remind them of the annual objectives and ask them to redouble their efforts ör they will have to undergo an audit of practices.
d) You pass the Information on to your line manager so that he can suggest a way of putting the same audit In place In your department.
60 . During your team meetings, assignments are distributed among colleagues on a voluntary basis. On this occasion there are no takers for a particularly complex job.
a) You contribute actively to the silence that reigns around the meeting table.
b) You agree to take the job on condition that the team gives you the necessary support.
c) It's precisely because It's difficult that you volunteer to take it; your effort will be recognised.
d) It's up to the line manager to make the choice in this type of situation.
PART IV ANSWERS TO TESTS
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PARTV EXPLANATORY ANSWERS
EXPLANATORY ANSWERS FOR QUESTION
Question 1:
Most effective is c) You show evidence of good cooperation and go directly about resolving the problem.
Least effective is a) You take a decision without discussing It and without seeking the Information needed to make such a decision.
Question 2:
Most effective is a) The Individual is made to face up to his responsibilities, while also being given the means to act.
Least effective is b) The coordinator is shedding his responsibility.
Question 3:
Most effective is d) This addresses the problem and demonstrates a cooperative approach.
Least effective is c) This is a reaction taken in isolation and does not take account of the roles played by your colleagues.
Question 4:
Most effective is с)
You address the problem with your line manager and put a solution in place.
Least effective is b)
The objectives are not addressed. The reaction does not focus on results.
Question 5:
Most effective is d)
Your employment relationship fs healthy and you are able to prioritise tasks.
Least effective is a)
You are failing to prioritise your work. You must give priority to the task in hand and deadlines must be met.
Question 6:
Most effective is d)
The Ideal response. You state a fact and give a clear and precise instruction.
Least effective is c)
Two very negative aspects: assigning blame to the team and failure to offer a
practical proposal.
Question 7:
Most effective is d)
This addresses the problem and demonstrates a cooperative approach with a
person in difficulty.
Least effective is a)
This Is a unilateral reversal of a decision taken jointly. It produces personal confrontation
without seeking a solution that will Improve matters.
Questions:
Most effective is c)
This option allows each person to express themselves and discuss their concerns. It
is also an opportunity to see if there really Is a problem or If you have exaggerated
your colleagues' reaction.
Least effective ¡sd)
This option does not resolve anything. On the contrary, you are blaming your
colleagues and are likely to Increase the tensions associated with the arrival of a
new colleague.
Question 9:
Most effective is c)
It Is In fact the line manager's Job to do this.
Least effective is d)
Shows withdrawal Into oneself and failure to communicate.
Question 10:
Least effective is b)
This is a positive response. You need to gather information before you let things go
or give up.
Least effective is c)
Trying to Impose your ideas on an already existing team Is risky. Suggesting rules
before you have really experienced the situation Is hardly credible.
Question 11:
Most effective is b)
You are putting a rapid and pragmatic solution In place.
Least effective is d)
This is a purely emotional reaction that doesn't resolve the initial problem.
Question iz: Most effective is с) This option contributes to the new arrival's training and Integration,
Least effective is a)
You are not helping him to master his working environment and develop Independence.
Comment d) also helps to encourage the new arrival's Integration and training, However, by Involving the whole team you are placing your colleague In a position of weakness.
Question 13:
Most effective is d) You address the problem and put forward a solution.
Least effective is c)
The meeting can only go badly. It Is not possible to settle a problem of Individual behaviour as a group.
Question 14:
Most effective is c) This Is good communication about the role each of you performs. Moreover, you are Increasing your colleague's standing.
Least effective is b) This is an aggressive form of communication and Involves another Individual (the IT officer) without discussing this with him first,
Question 15: Most effective is c) Explanation, collaboration and added depth to the work.
Least effective is a) This belittles your work without analysing the problem.
Question 16:
Most effective is b) You analyse the situation In collaboration with your superior; your response will be based on this joint assessment.
Least effective is d) You are refusing this proposal on a false pretext.
Question 17:
Most effective is d) You address the problem, put forward a solution and remind those Involved that final responsibility lies with you.
Least effective is b) This response demonstrates powerlessness and a lack of will to change things.
Gomment Responses a) and b) go In the same direction: not to change anything despite a Justifiable request. Response b) Is worst because It addresses an area of private life totally Inappropriate to this professional situation.
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Question 18:
Most effective ¡s с)
Your response Is aimed at easing tensions and allows those Involved to agree on a
joint solution.
Least effective is a)
Time Is already short, It is not the moment to go off on training; furthermore you are not directly resolving the problem.
Question 19:
Most effective is b)
Good communication:, explaining the facts and making a clear request.
Least effective is d)
There Is no request and no proposed solution.
Comment
a) is not good because It Imposes rather than requests. It also poses a deadline problem.
c), does not explain, offers no choice but does offer compensation.
Question 20:
Most effective is d)
The problem is raised and an attempt made at conciliation. This Is the first stage in
process of resolving the problem.
Least effective is b)
This behaviour is aggressive and harmful to all your colleagues.
Question 21:
Most effective is c)
You address the problem and put forward a solution.
Least effective is a)
This does not address the points made by your colleagues and denigrates your
superiors,
Question 22:
Most effective isa)
You need to gather Information before seeking to act. In this case there are other
higher priorities that need attention.
Least effective is b)
You take a decision without having time to gather sufficient information. Furthermore,
you are placing a colleague In a situation of failure without allowing him to express
himself.
Comment
d) may seem tempting, however it perilous. If it is a matter of adaptation and change
of culture, working as a pair will be more risky than effective.
Question 23:
Most effective is b)
Your colleague gets an opportunlly to understand where he went wrong. This solution
will enable him to react and perform on target at the next meeting.
Least effective is d)
This reaction belittles one of the organisation's operations and discredits a
departmental officer.
Most effective is с) Things must be said but without being aggressive. Your request seems well founded and should therefore be formulated.
Least effective is d) This response contains aggression and threat which are out of place in a working relationship.
Question 25: Most effective is c) You put the whole team on an equal footing. The reorganisation of the work space also enables each one symbolically to get their new bearings within the new team.
Least effective is a) Not doing anything will only Increase the new arrivals' concerns. Furthermore, It Is your responsibility to manage the team In such a way as to minimise tensions between colleagues.
Comment The approach taken In b) and d) Is to welcome and Inform but this Is directed only at the new arrivals. These responses are also totally directive.
Question 26:
Most effective is c) You show empathy and! make use of the organisation's resources.
Least effective is b) This Is a negation of a colleague's request.
Question 27:
Most effective is b) Your reaction is based on reasoning and you are inviting a discussion based on facts.
Least effective is c) This reaction Is entirely stress based. It Is dangerous for the individual and his working environment.
Comment Response d) is also very poor. It has not been selected as the least effective only inasmuch as response c) contains an element of violence that Is totally unacceptable In a working environment.
Question 28:
Most effective is d) Raising the matter with your colleague Is the best way forward. He is certainly not unaware of the situation.
Least effective is b) This reaction shifts responsibility: you are asking your head of unit to sort out your problem. Furthermore, finding an accent amusing Is a purely cultural thing.
Question 29:
Most effective is c) This response addresses the problem fully: gathering of information and explanation proposal.
Least effective is b) This reaction is more emotional than professional,. You are threatening towards another department and you give an order you are not entitled to give.
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Question 30:
Most effective is α) Perhaps there isn't anything wrongl
Least effective is c)
This Is too direct and could be considered aggressive.
Comment What is the difference between responses b), c) and d)? All three are too direct and create a problem where there may not be one. Response c) is worst as It Introduces something which could be considered as belittling.
Question 31 :
Most effective is d) You meet the demands of the priority assignment and enhance your colleagues' standing through the confidence you place In them.
Least effective is b) The question refers to the fact that you will not have time. Therefore the result produced will be below the quality expected.
Question 32:
Most effective is d) Your colleague may in fact have an email problem, so it Is important to settle the matter straight away.
Least effective is a) How many emails does It take before you think that there may be an email problem?
Question 33:
Most effective is d) You put the problem to your line manager; it's up to him to make the decision and decide the priorities (+ / + solution).
Least effective is c) You are risking burn out. This is a negation of your own needs.
Question 34:
Most effective is b) It is essential that the error is pointed out. It is better to adopt a neutral tone and manner than to foster conflict within the team.
Least effective is a) Each member of the team is responsible for the quality of the project and any error will reflect on the whole team.
Question 35:
Most effective is b) Your position as head of unit requires that you see that Internal regulations are enforced.
Least effective is a) This response would mean leaving the situation to develop Into something more detrimental. It would then be difficult to remedy the problem.
biuestion 36:
Most effective is b)
You find α Joint solution and put In place procedures to ensure that It doesn't happen again. This Is a + / + solution.
Least effective is a)
This Is a pointless work overload, You run the risk of misrepresenting the work done by the different contributors.
Comment
The three responses c), d) and a) are all poor:
- c) does not provide any solution or directive; how can the work be re-done In these circumstances? However, it's unlikely to have any repercussions: a + /-solution.
- d) will produce a poor final result: content and form cannot be separated. The result seems equally compromised: a + / - solution.
- a) In addition to the pre-existing problems. Involves a substantial work overload, an additional negative factor that makes this response the worst. It Is a - / - solution,
Question 37: Most effective is d)
Taking a reasonable amount of time allows you to spot qny messages of particular importance and does not jeopardise progress with your workload.
Least effective is b)
This Is a sign that you have a problem in setting priorities. This response does not resolve either of the two problems facing you.
Question 38:
Most effective is a) The problem also arises from a question of perception. It is therefore normal to ask your head of department for his view and for his Intervention if It Is needed.
Least effective is c) This Is a confrontational reaction that does not seek to validate the Information (it Is simply an "impression"), It amounts to a public confrontation damaging to the team spirit.
Comment Response d) is dangerous In the medium term for the person involved as he is at risk of bringing chronic stress upon himself.
Question 39:
Most effective is d) A practical solution Is put In place. It will make It possible to assess the real needs of each of the teams.
Least effective is a) By not settling the question and giving the impression that everyone will be satisfied you are creating frustration In the longer term.
Question 40:
Most effective is b) You have a certain vision of quality. It is therefore logical to express this and defend it. It is a + / + solution because you have confidence In your arguments and your superior's ability to listen to you.
Least effective is a) This solution challenges your superior by blaming the problem on the working environment. It does not encourage any resolution to the problem quality/speed problem.
ШШШ|ИИ1111ШЁШМШМШВ1«11 ЯМ11ЕЕоШШ1Ш5Шв?Ш11Ш111 Question 41 :
Most effective is d) 1 You decide the terms on which this will happen jointly. The copy to the head of
department is there to underpin the decision taken at the meeting. Failure to do this would leave you at risk of falling back into the same situation as before.
Least effective is c) Inappropriate - this suggests that you are capable of doing one of her tasks and also shifts the problem.
Question 42:
Most effective is c) The key thing Is to understand the source of the problem as this will allow any errors to be corrected,
Least effective is d) į You are side-stepping the order. This is a way of denying your project leader's request,
Question 43:
Most effective is b) You address the problem coolly so as to determine the reality and the causes,
| Least effective is d) | Involving your superior puts everyone in a tricky and insoluble situation.
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uuesTion 44:
Mosi effective ¡s с)
This is an attempt at mediation without accusation and without putting your
colleague In a difficult position.
Least effective is b)
This solution places those Involved in a game that will continue for a very long time
and could even become a dual and polluting form of relationship.
Question 45:
Most effective is c)
Perseverance and controlled risk taking.
Least effective is b)
This Is a childish reaction that will not produce any result.
Question 46:
Most effective is c)
You seek a joint solution after analysing the problems together.
Least effective is a)
You are continuing in a situation of non-cooperation which will render your
colleague's criticisms valid. \
Question 47:
Most effective is b)
You can listen to the remarks but without allowing this to pose a challenge to the
training purpose of these meetings.
Least effective is d)
You don't address the problem and run the risk of creating a situation of doubt and
unrest within the team.
Question 48:
Most effective is a)
This is setting up some more equitable rules for the next lunch encounter. There is
Information and communication and everyone knows where they stand.
Least effective is c)
There is a risk of exclusion and failure to express how you feel.
Question 49:
Most effective is b)
Collaboration: you lay the foundation for resolving the problem.
Least effective is d)
Adapting the analysis given to a different matter is a risky approach. The question is
a strategic one and you cannot take the decision yourself (this Is stated).
Comment
It is not necessary to Involve your head of department's superior. In fact, the question
does not mention any urgency in this matter. Also, these two responses (a and c)
are of the same kind and It is therefore difficult to differentiate between them. They
should be considered as intermediary responses,
Question 50:
Most effective is d)
You set out the problems and put In place a strategy for collaboration and
Involvement by all.
Least effective is a)
You do not fulfil the role given you by the head of unit (motivation and coordination).
You Involve your superior In a problem that you have not yet tried to resolve.
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Questiono!:
Most effective is b)
You address the difficulties encountered and arrange a solution. It Is important to
recognise your mistakes.
Least effective is a)
Lack of professional commitment. This is a - / - solution: you are belittling yourself and
falling to offer any solution to the group.
Question 52:
Most effective is b)
As long as the way you dress Is not judged to be provocative or indecent, it is indeed
up to you what you wear.
Least effective is c)
This is pointlessiy provocative and could lead to personal discord.
Question 53:
Most effective is d)
This Is a solution based on cooperation but without denying the reality of the situation.
Least effective is c) ^
This strategy is based on refuting appearances. It encourages further conflict In the
system and does not provide a solution to the problem.
Comment
a), b) and c) are + / - solutions. Response c) must be chosen as the least effective
because it also has a very destructive impact on your colleague.
Question 54:
Most effective is b)
This solution is aimed at resolving problems jointly.
Least effective is d)
This is creating a pointless conflict which will become embedded over time.
Question 55:
Most effective is c)
This involves your superior and gives him an opportunity to show where he stands.
Least effective is b)
This isolates you and you are pinning your hopes on hypothetical personal recognition.
Question 56:
Most effective is 'c)
This analyses the problem and puts solutions in place without challenging work
objectives and skills.
Least effective is b)
A dangerous and Inappropriate strategy that could well be damaging both to you
and your assistant.
Comment
Difference between a) and c): Response a) questions the assistant and her capacity to work. It Is a + / - solution,
Response c) aims to find a solution with the assistant. It is a + / + solution.
Question 57:
Most effective is d)
You clearly don't know the sources of the problems. The priority ¡s therefore to
understand where they are coming from.
Least effective is a)
You are doing nothing about a growing problem. This passive response is
incompatible with a position of responsibility. Furthermore, this rule has clearly not
prevented these deadline problems.
Comment
Solutions b and с are ineffective. They increase the amount of work without getting
to the root of the problem. They will either make the team feel demoralised or be a
waste of resources.
Why is α) tne worst solution? It is rapidly clear that response d) is the most appropriate. Solutions b) and c) are of the same kind and contain a real flaw. They can therefore be considered as Intermediary in terms of the four options available, Response a), which is different and contains a very serious flaw, must logically be considered as the worst solution.
Question 58:
Most effective is d) Each to his own.
Least effective is c) Feelings should be made known; there Is a high risk of exclusion.
Question 59:
Most effective is b) This response raises the problem and seeks to find a common solution. It also allows good practices put in place elsewhere to be taken on board.
Least effective is c)
You push responsibility for the problems on to your colleagues. You also present a means of Improvement (the audit) as a threat, which Is nągatlve for your organisation.
Question 60:
Most effective is b)
This shows a spirit of Initiative and the value you attach to team work.
Least effective is a)
Lack of a spirit of Initiative and a lack of personal..Involvement.
Who we are?
ORSEU has considerable experience in training European officials.
Overthe past ten years, we have prepared several hundred candidates for European Institution competitions in collaboration with Union Syndicale (the main European official's trade union): open competitions, and the recruitment of temporary staff to permanent job. The success rate of the candidates who have taken part in our training sessions has always been appreciably higher than the average rate.
Bolstered by this success, we have opened our training sessions to external candidates since 2001.
Only the best prepared candidates succeed.
Our training programme covers the following tests for AD and AST competitions:
- Verbal reasoning MCQ
- Numerical reasoning MCQ
- Abstract reasoning MCQ
- Situational judgement test
- Written test
Each module is available in French and English. It consists of lessons on methodology and several tests to be done under competition conditions, You can either attend training sessions In Brussels or take correspondence courses. You can also do online tests on our website www.orseu-concours.com.
