1. The right assessments can improve the talent management process and the bottom line Exploring the World of Assessments www.theeg.com 80 E Us Hwy 6 Valparaiso, Indiana 219-477-6378 office 219-406-2425 cell Rick@theeg.com

2. Rick Tiemann  Over 42 years of business experience to include international business work  Owned 3 companies before the age of 30  Former President of $75M Fire and Security Company  Experience in mergers and acquisitions to include turnarounds and employee integration  Since 1991; Has served as a behavioral coach to 200 presidents, executives, managers, and salespeople and has evaluated over 12,000 assessments.  Our belief is that one of the biggest challenges facing businesses today is how to attract, hire, train, retain and develop the right people.

3. The Executive Group Linking Human Capital with Strategic Intent!  Started in 1991 to help organizations develop their business and organizational needs.  A consulting firm focused on Organizational and Business Development offering a vast array of services to enhance individual and organizational effectiveness.  Supports clients in the areas of  Selection  Employee, Sales and Leadership Development  Employee Intervention  Executive Coaching  Organizational Effectiveness  Business Development and Strategic Planning  Sales Force Optimization Making Your Job Easier!

4. Meet a Few of our Clients We would be honored to have you as a client too !!!!!

5. Today’s Learning Objectives 1.What constitutes a better test? 2.What is the difference between validity and reliability? 3.What is test taking mentality and distortion? 4.How can we design a better assessment program? 5.How do we measure emotional and intellectual intelligence? 6.What are the 3 different types of assessments?

6. How do assessments... improve your bottom line? The right assessments enable you to: 1. Evaluate the right behaviors for the role 2. Screen in the best candidates 3. Make better hiring and staffing decisions 4. Improve productivity and performance 5. Reduce turnover 6. Improve morale

7.  High need for social approval  High need to impress with low need for approval  Does not pick up on social cues of others  May not posses enough self insight  Over engages conversations / poor listening  Makes decisions in isolation of others  Can be harsh and unemotional  Anger and aggressive tendencies  High need for change and control  Passive / Aggressive  Dominate / Dependent  Will alienate people  Egotistical / Arrogant / Self serving  Condescending / talks down to others Problematic Behaviors in the Workplace

8.  Needs to have fun and explore but hates society rules and bucks the system with no internal self discipline to offset the need for fun  Aggressive and angry at the world and has a chip on their shoulder and prone to fight  Does not cope with things in general  Idealist who is out of touch with reality  The world is bigger than me and I don’t know how to cope with it  Somber person who has little self esteem and down on life in general  Sees the world as hostile and negative and not fun so life becomes challenging  Highly impatient and critical of others and things surrounding their world

9. Behavior It is the single biggest predictor of performance!

10. Exploring the World of Assessments Understanding assessments can be a minefield What are the different kinds of assessments? Why are some simple and some more sophisticated? Why are some better than others? Measuring Behavior, Emotional and Intellectual Intelligence. What is test-taking mentality and how does it affect results? What is distortion and why is it important? Using an assessment battery / a blended response. Assessing leadership, sales and individual contributors. What is a Validation Study and how is it constructed? How assessments improve productivity

11. Not all Assessments Are Created Equal  Like the people they measure, they are diverse and possess their own unique strengths and weaknesses.  Most are “simple” behavioral based assessments and measure only (4) four dimensions of personality.  Assessments that are more “sophisticated” in nature are referred to as psychological assessments.  Psychological assessments capture a broader, more in-depth understanding of personality and are based on the Big 5 Theory used in psychology today.

12. A Complete System for Organizational Development One Assessment – Multiple Applications Organizational Development and Training Validation Studies Selection for All Levels Promotion Career Pathing/ Succession Planning Executive/Sales Development and Coaching 16 PF

13. Types of Assessments Basic Behavior Assessments –DISC –Extended DiSC –PI (Predictive Index) –Birkman (color coded) –Caliper –Myers-Briggs (MBTI) –Target International –Profiles International (Profiles XT) –FiroB –Pradco –Reid London House Psychological Assessments –16PF –Hogan –CPI –OPQ –NEO –Strong Interest Clinical Tests –MMPI Skills Tests –Typing Tests –MS Office Tests –GNeil Skill Sets –Bennett Mechanical –Mechanical Concepts –Ramsay Electrical Aptitude Reasoning Tests –Wonderlic –Thurstone Test of Mental Alertness –Watson-Glaser –Ravens –Culture Fair

14. Evaluating Assessments 1.Validity 2.Reliability - Test-Retest Coefficient 3.How is the test constructed? 4.What is test-taking mentality? 5.How is “Distortion” measured? 6.What traits are measured? 7.How many traits are measured? 8.How deep are the traits measured?

15. Reliability and Validity A test is considered “good” when it is both Valid and Reliable. Validity will tell you how good a test is for a particular situation. Reliability will tell you if a test is trustworthy

16. Types of Validity Test validity refers to the degree to which a test actually measures what it claims to measure. –Construct –Content –Criterion

17. Test Validity Test validity refers to the degree to which a test measures what it claims to measure. “Beauty is in the eyes of the beholder!” Validity validates what is validated, WHO but WHO validates what was validated?

18. Construct Validity The extent to which a test measures what it purports to measure. Customer service reps score higher on extraversion than bank tellers.

19. Content Validity Shows evidence that the content of the selection procedure is representative of important aspects of the job.  Typing test for typists  Mechanical Aptitude test for mechanics  Electrical Aptitude test for electricians  Dominance is required for most sales positions

20. Criterion Validity Draws an inference from test data in relationship to job performance. Study showing people who scored high on a test of extraversion made good cold callers.

21. How Can I Predict Performance? Validation studies: 1. Screen in the best candidates 2. Improve productivity and performance 3. Raise morale 4. Reduce turnover Conduct a Criterion Related Study: Assess the behaviors of current employees and rate them on how well they perform.

22. Validation Studies  Railroad Tank Manufacturer – Shop Floor Supervisors  Automotive – sound dampening manufacturer – Laborer  Bottling Company – Office clerical  Bottling Company – High Potential leadership  Waste Industry – Operations Supervisors  Waste Industry – Sales Personnel  Waste Industry – Drivers  Air Compressor Mfg. – Technicians  Fire and Security – Technicians  Food Service/ Software/Casket/Waste Industry - Sales

23. Improving the Bottom Line Utilizing Assessments and Validation Studies Conducting a Criterion Related Study; Assess the behaviors of current employees and rate them on how well they perform.  Automotive – sound dampening manufacturer – Laborer shop floor Reduced turnover from 14% to 6% in 1 year saving $150,000 hiring costs  Bottling Company – office clerical / shared services Reduced turnover from 40% to 10% in 18 months saving $300,000 in hiring costs  Food Service – sales Reduced sales head count by 15% retaining same sales volume and saving $1,000,000M 1 st year to bottom line

24. Reliability Test / Re-Test Coefficient  Similar results over time  Minimum >.70 or higher Resources  Mental Measurements Yearbook University of Nebraska Press  Test Critiques

25. Test Construct Simple vs. Sophisticated  What traits do they measure? -Simple assessments measure 4 traits -Sophisticated assessments measure more! -They are based on the Big 5 Theory  How is the trait measured? -Are words used to define the trait or questions? -Is it forced choice (either/or) or multiple choice?  How deep is the trait measured? -How many questions define the trait?

26. DiSC and PI (Predictive Index) DiSC PI D - DominanceA - Dominance I - InfluencingB - Influencing S - SteadfastC - Steadfast C - CompliantD – Compliant  Are there really only 16 kinds of people?  When you put people into a category (BOX) rather than rate them on a scale it tends to pigeonhole and label people.

27. DiSC, PI (Predictive Index), 16PF DiSC PI 16PF D - DominanceA - Dominance IN - Independence I - InfluencingB - Influencing EX - Extraversion S - SteadfastC - Steadfast TM - Tough-Minded C - CompliantD - Compliant SC - Self Control ER - Emotional Resolve B - Problem Solving

28. Distortion Test-Taking Mentality Distortion results when an individual knowingly or unknowingly misrepresents themselves thus creating questions as to the validity of the profile NOT the validity of the assessment. –Faking Good –Faking Bad

29. Response Style Indices Designed to flag test taking mentality and distortion  Impression Management (IM) -A person’s slant on himself. -Low scores (1-8) may indicate self esteem issues. -High scores (20-24) may indicate person is trying to make a favorable impression or has an unrealistic view of herself.  Infrequency (INF) -Involves the “B” or “?” response on 32 response indices -High scores (10+) suggest candidate may be trying to hide something or is indecisive.  Acquiescence (ACQ) –Tendency to answer “true” to an item regardless of content. –High scores 71+ may indicate disinterest in taking the assessment or problems comprehending the questions.

30. General Mental Ability –Adjusting to new situations –Learning new skills quickly –Thinking flexibly –Understanding complex or subtle relationships

31. IQ and EI ( IQ ) Intellectual Intelligence and ( EI ) Emotional Intelligence How they affect productivity and the bottom line

32. Fluid Intelligence Culture Fair

33. Crystallized Intelligence Linguistic – a person ’ s linguistic skill sets Ability to articulate thoughts through both verbal and written forms Quantitative – a person ’ s quantitative skill sets Ability to solve problems through reasoning and logic Thurstone Test of Mental Alertness Watson-Glaser

34. Critical Thinking Skills High Potential Managers PCGB: Mean scores IQ PCGB Hypo Group 110 Mean scores IQ General Population 100 Mean scores Factor B PCGB Hypo Group 7.0 Mean scores Factor B General Population 5.5 Supervisors Mfg. Facility High Performers B 5.36 TTMA 53.727 Low Performers B 3.37 TTMA 32.00 Technicians Service Operations High Performers B 5.5 Low Performers B 3.0

35. EI - Emotional Intelligence Personal Competence How they manage themselves Self-awareness Self-management Social Competence How they manage relationships Social awareness Relationship management

36. The 16PF ® Questionnaire A Tool for Organizational Development One of the most widely used personality tests in the world, available in over 34 languages. Supported by extensive research and is highly validated with over 3000 published articles written. Statistically proven indicators of behavior and performance. Meets EEOC and Affirmative Action requirements. One instrument for multiple job classifications. A selection tool and a development tool. Allows organization to create one common dialogue.

37. 16PF and Big 5 Theory “The 16PF is the Gold Standard of Psychological Tests” Dr. Steve O’Shaunessy The O’Shaunessy Group London, UK

38. What the 16PF Measures Self-Control Interpersonal Skills Workplace Coping Skills Problem Solving Independence 16PF Tough Mindedness

39. 16 Primary Factor Scales Provides an in-depth look at behavior A WarmthL Vigilance B ReasoningM Abstractedness C Emotional StabilityN Privateness E DominanceO Apprehension F LivelinessQ1 Openness to Change G Rule-ConsciousnessQ2 Self-Reliance H Social BoldnessQ3 Perfectionism I SensitivityQ4 Tension

40. Bipolar Scales Factor A B C E F G H I L M N O Q1 Q2 Q3 Q4 Left Meaning (-) Reserved, Impersonal, Distant Concrete Reactive, Emotionally Changeable Cooperative, Avoids Conflict Serious, Restrained, Careful Expedient, Nonconforming Shy, Threat-Sensitive, Timid Utilitarian, Objective, Unsentimental Trusting, Unsuspecting, Accepting Grounded, Practical, Solution-Oriented Forthright, Genuine, Artless Self-Assured, Unworried, Complacent Traditional, Attached to Familiar Group-Oriented, Affiliative Tolerates Disorder, Flexible Relaxed, Placid, Patient Right Meaning (+) Warm, Outgoing, Attentive to Others Abstract Emotionally Stable, Adaptive, Mature Dominant, Forceful, Assertive Lively, Animated, Spontaneous Rule-Conscious, Dutiful Socially Bold, Venturesome Sensitive, Aesthetic, Sentimental Vigilant, Suspicious, Skeptical, Wary Abstracted, Imaginative, Idea-Oriented Private, Discreet, Non-Disclosing Apprehensive, Self-Doubting, Worried Open to Change, Experimenting Self-Reliant, Solitary, Individualistic Perfectionist, Self-Disciplined Tense, High Energy, Impatient, Driven

41. Areas of Potential Concern A 16PF Proprietary Feature  Identifies a person’s level of emotional resolve  Identifies a person’s cognitive ability  Identifies those behaviors that may impact a person’s productivity regardless of the role  Identifies concerns regarding the ability to perform a specific job or role

42. Areas of Potential Concern  Social withdrawal (A-)  Low reasoning (B-)  Low frustration tolerance (C-)  Submissiveness (E-)  Low energy (F-)  Unconventional attitudes (G-)  Shyness (H-)  Suspiciousness (L+)  Too impractical (M+)  Worrying (O+)  Too closed to change (Q1-)  Not a team player (Q2+)  Disorganized (Q3-)  Impatience (Q4+)  Low impression management (IM-)

43. Problematic Behaviors in the Workplace A+ Q2- High need for social approval H+ A- High need to impress with low need for approval H+ I- Does not pick up on social cues of others H+ O- May not posses enough self-insight H+ N- Over engages conversations / poor listening A- Q2+ Makes decisions in isolation of others E+ I- Can be harsh and unemotional E+ L+ Anger and aggressive tendencies E+ Q1+ High need for change and control E- L+ Passive-aggressive E+ Q2- Dominate / Dependent L+ A- Will alienate people E+ H+ O- Egotistical E+ L+ A- Condescending

44. Problematic Behaviors in the Workplace F+, H+, G-, Q3- Needs to have fun and explore but hates society rules and bucks the system with no self discipline to offset the need for fun E+, L+, Q1+ Aggressive and angry at the world and has a chip on their shoulder and prone to fight C- O+ Does not cope with things in general I+ M+ Q1+ C- Idealist who is out of touch with reality E-, F-, O+, C- The world is bigger than me and I don’t know how to cope with it O+, F- Somber person who has little self-esteem and is down on life in general O+ F- L+ Sees the world as hostile and negative and not fun so life becomes challenging E+ L+ Q4+ Highly impatient and critical of others and things surrounding their world

45. Traits of Successful Salespeople  A+ Warmth – ability to be friendly and engaging  B+ Problem-Solving – ability to solve complex problems  C+ Emotional Stability – ability to mange sales stress  E+ Assertiveness – competitive drive component  F+ Fun-Loving – optimism and spontaneity for sales  G+ Rule Bound – doing the right thing  H+ Social Boldness - ability to network and push forward  O- Self Assured – confidence to stay the course

46. F9 H9 = Shows outgoing attitude C3 L10 O8 = 3 areas of potential concern C3 O8 = Low coping skills L10 = Highly suspicious deflecting attitude /blaming of others Sales Profile

47. Quality Control Manager B2 / TMA 2% / CF 83 = Lower level reasoning skills / Concrete thinker/ hands on learner / slow learner E9 H9 O3 = Egotistical and Arrogant E9 G7 Q3/8 O3 = Sees himself as perfect

48. DISC D(7) = 16PF E(9) and IM(8) E+ L+ = Anger and aggression E+ L+ F- = Can’t find any humor or levity to offset her anger E+ IQ 118 = Tends to talk down to others ER+ C- L+ = Can’t control her anger when she is upset Promoted to OPS Mgr Estimating/Scheduling/Purchasing

49. The Surgeon and the Scalpel Using an assessment does not necessarily guarantee you desired results. Just like a scalpel in the hands of a skilled surgeon, it is the surgeon not the scalpel that makes the difference. Looking at a particular assessment should NOT be the only criterion for its use. Looking at the process and whether you are working with a skilled practitioner who understands how to use the right assessment should be paramount.

50. 80 E US Highway 6  Valparaiso, IN, 46383 Office 219.477.6378  Fax 219.477.6379 assessment@theeg.comassessment@theeg.com  www.theeg.com Exploring the World of Assessments Thanks for attending today!