Fast Track National Assessment Centre for Serving Constables ...

Fast Track NationalAssessment CentreOverview

2016

© College of Policing Limited (2016)

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2Fast Track NationalAssessment Centre

College of Policing Limited

Leamington Road

Ryton-on-Dunsmore

Coventry, CV8 3EN

Publication date: March 2016

© – College of Policing Limited (2016)

All rights reserved. No part of this publication may be reproduced, modified,amended, stored in any retrieval system or transmitted, in any form or by anymeans, without the prior written permission of the College or as expresslypermitted by law.

Anyone wishing to copy or re-use all or part of this publication for purposesother than expressly permitted by law will need a licence. Licence applicationscan be sent to [email protected]

Where we have identified any third-party copyright material you will needpermission from the copyright holders concerned.

Any other enquiries regarding this publication or to request copies inaccessible formats please contact the Senior Selection team([email protected]) the College on 0800 4963322 [email protected].


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Contents

Fast Track Programme for Serving Constables .............................................. 4

Overview of the Selection Process ................................................................. 4

The Fast Track National Assessment Centre.................................................. 5

Where is the Fast Track National Assessment Centre held? ................... 5

When I am required to attend the Fast Track National AssessmentCentre? ................................................................................................... 5

How will I be assessed? .......................................................................... 5

What are the exercises?.......................................................................... 6

How do you determine whether I am successful?...................................11

When will I get my results? .....................................................................12

How will I receive feedback on my performance? ...................................12

Assessment Centre staff and visitors......................................................12

How are the exercises designed?...........................................................13

Enquiries and Further Information .................................................................14

Appendix A ....................................................................................................15

Appendix B ....................................................................................................17

Appendix C....................................................................................................21

Rating Scales .........................................................................................21

Competency Grade Scale.......................................................................21

Exercise Mark Scale...............................................................................22


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Fast Track Programme forServing ConstablesThe Fast Track Programme for Serving Constables is a developmentprogramme and promotion mechanism to enable the most talented servingpolice constables to advance to the level of inspector within two years.

Note: The aim of the programme is to:

Identify talented individuals who will bring new perspectives and diversebackgrounds to support the continuous development of policing, andimpact on the management and culture of the service

Support individuals’ development to advance to the role of inspectorwithin two years

Support individuals’ continuing development to reach at least the level ofsuperintendent during their careers.

The programme focuses on the development of leadership, management andoperational aspects to equip individuals with the skills, knowledge andexperience required to be promoted to the level of inspector upon successfulcompletion of the programme. Individuals will be supported by their force andwill undergo regular assessments, where they will need to meet set standardsto remain on the programme.

Overview of the SelectionProcessThe first stage of the selection process is an application form, wherecandidates are required to demonstrate the relevant competencies for theprogramme. Some candidates may then sit a further selection process withintheir force, such as an interview. The final stage of the selection process isthe Fast Track National Assessment Centre. Candidates that are‘recommended’ for the programme based on their performance at the FastTrack National Assessment Centre and then offered a place on theprogramme by their force, will undertake the two-year programme at sergeantlevel subject to a satisfactory pass at the NPPF Step Two Legal Examination.


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The Fast Track NationalAssessment Centre

This next section will provide you with an overview of the Fast Track NationalAssessment Centre, including how you will be assessed, an overview of theassessment centre exercises and details of how success at the assessmentcentre is determined.

Where is the Fast Track National Assessment Centreheld?The Fast Track National Assessment Centre will be held at the College ofPolicing site at Ryton. The address is:

College of Policing

Leamington Road

Ryton-on-Dunsmore

Coventry

Warwickshire

CV8 3EN

When I am required to attend the Fast Track NationalAssessment Centre?You will select your own session date to attend the Fast Track NationalAssessment Centre. Later, you will receive an email to confirm your sessiondate for the assessment centre and further information about the assessmentcentre and the College of Policing site at Ryton. Your session will start at12:00 and will begin with registration and a briefing. Your session will finish at17:00 the following day at the latest. When you attend the assessment centreyou will be provided with a personalised timetable detailing where you need tobe and when. Overnight accommodation will be provided for you at theCollege of Policing Ryton site on the first night of your assessment centre.

How will I be assessed?The aim of the assessment centre is to measure candidates’ suitability for theprogramme, including their potential to reach the senior levels in the policeservice. During the assessment centre all candidates will be assessed againstthe seven ‘personal qualities’ (referred to as ‘competencies’) outlined in thePolicing Professional Framework (PPF) at the Senior Manager level. The PPFis published by Skills for Justice. A copy of the relevant section of the PPF, asused for the Fast Track National Assessment Centre, can be found inAppendix A.


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The competencies assessed are:

- Serving the Public

- Leading Change

- Leading People

- Managing Performance

- Professionalism

- Decision Making

- Working with Others

At the assessment centre, you will be assessed by a number of differentassessors. All assessors are appropriately trained in the principles and skillsassociated with the objective and fair assessment of others. Assessors alsoreceive training in the specific exercises used at the assessment centre. Eachassessor team is made up of one Service Assessor (from a force in the UnitedKingdom) and one External Assessor.

The Service Assessors are:

Currently serving officers at the level of superintendent or above Currently serving officers at the rank of inspector or above who are

members of the High Potential Development Scheme Police staff members at the equivalent rank of superintendent or above

or Retired officers drawn from a reserve list (which is held to assist where

current serving officers may be unable to attend in unforeseencircumstances)

The External Assessors are:

Individuals entirely independent from the police service who areinvolved in selection at senior levels within the public and/or privatesector.

What are the exercises?There are seven exercises. Further information on each exercise is detailedlater on in this section. Each exercise contributes equally to your overallassessment centre result.

Four of the exercises are ‘work-sample’ exercises, i.e. they are exercises thatare designed to closely reflect the tasks that a senior police officer does.These exercises are:


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An Oral Briefing A Written In-Tray exercise A Performance Management exercise A Partnership Meeting

Note: None-policing context

The Oral Briefing, Written In-Tray, Performance Management and PartnershipMeeting exercises are not set in a policing context. This is done to ‘level theplaying field’ for a candidate pool with varying degrees of different aspects ofpolicing and to give you the opportunity to demonstrate your management andleadership skills as appropriate to the role you are aspiring to.

For these exercises, you will not be expected to be fully familiar with policingterminology or have any specialist knowledge, but the exercises do closelyreflect the types of tasks expected of a senior police officer.

The other three exercises are:

A Presentation An Interview Cognitive Ability Tests.

Note: Exercise independence

The exercises are not linked and they have been designed to be independentof each other.

The assessment centre exercises have been designed around the priorityareas generated from research into the leadership challenges facing thePolice service (see Appendix B). They will each measure some of thecompetencies (see Appendix A). For each exercise, you will be given agrade for each competency it measures and an overall exercise mark whichwill reflect how well you completed the task/s that were set. Appendix Cdetails the rating scales for these.


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Each exercise will assess the following competencies:

Serv

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Th

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Lead

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Ch

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Lead

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Peo

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Man

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Perf

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Pro

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Decis

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Makin

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Oth

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Oral Briefing

Written In-Tray

PerformanceManagement

Partnership

Presentation

Interview

Oral Briefing

In the Oral Briefing, you will be given information about a fictional scenario and30 minutes to read through the candidate materials to prepare. You will thenbe asked to give a briefing to two assessors on how you intend to address theissues contained in the scenario. You will have 10 minutes to give yourbriefing, followed immediately by a further 10 minutes in which the assessorswill ask you questions about your briefing. The exercise is designed to assessthe following competencies:

• Managing Performance

• Professionalism

• Decision Making.

Written In-Tray Exercise

You will have two hours to complete this exercise. You will be provided witha set of documents which you are required to work through in order tocomplete a number of tasks.

You will be required to type your response to the Written In-Tray Exercisetasks and will be provided with a laptop and a separate keyboard and mouse.


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The laptop computers contain Microsoft Word® word processing softwarewhich will have all the usual functions enabled (e.g. spelling and grammarchecking, word count, etc.). You will also be provided with blank paperresponse sheet documents should you wish to include any additionalinformation that you would prefer to handwrite rather than type (e.g. diagramsor tables).

You should also be aware that the laptop computers run the Microsoft®Windows 8.1 Operating System and are installed with MS Office 2013®.Whilst you will only be required to type onto a blank MS Word® wordprocessing template, if you are not familiar with this operating system orversion you may want to explore this in advance of the assessment centre sothat you feel confident using it when you are on-site.

The exercise is designed to assess the following competencies:

• Serving the Public

• Leading People

• Managing Performance.

Performance Management Exercise

In this exercise, you will be given information about a fictional scenario andasked to hold a meeting with one individual to address the issues presented.You will meet the trained role actor who will take the role of a character withinthe scenario. Before the meeting, you will have 20 minutes to read throughcandidate materials and prepare for the meeting. The meeting will last up to15 minutes. The exercise is designed to assess the following competencies:

• Leading Change

• Leading People

• Managing Performance.

Partnership Meeting

In the Partnership Meeting, you will be given information about a fictionalscenario and asked to hold a meeting with one individual to address theissues presented. You will meet a trained role actor who will take the role of acharacter within the scenario. Before the meeting, you will have 25 minutesto read through candidate materials and prepare for the meeting. The meetingwill last up to 15 minutes. The exercise is designed to assess the followingcompetencies:


• Professionalism

• Working with Others.


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Presentation

For this exercise, you will be given a discussion topic about a current policingissue and 30 minutes to prepare. You will be provided with a flipchart andcue cards. You will then be asked to present in front of two assessors for upto 10 minutes. This will immediately be followed by a further 10 minutesduring which the assessors will ask you questions about your presentation.This exercise is designed to assess:


• Leading Change

• Professionalism

Interview

The Interview is a competency based structured interview and contains a totalof six questions over three competency areas. The questions focus on bothprevious experience and situations that you may face in the future. Theinterview lasts 30 minutes. The exercise is designed to assess the followingcompetencies:

• Leading Change

• Decision Making

• Working with Others.

Cognitive Ability Tests

You will sit three cognitive ability tests. These are:

A verbal reasoning test A numerical reasoning test An inductive reasoning test.

The Cognitive Ability Tests are delivered online (under examinationconditions) at the assessment centre on a laptop computer. You will beprovided with a mouse and keyboard. You will be allocated to a specific timeslot within your personal timetable to complete the tests and will do so in oneof the large assessment rooms. Before sitting each test at the assessmentcentre, the system will give you the opportunity to take a practice version ofthe test.

The tests used are the SHL ‘Verify Ability Tests’ from the test provider CEB asfollows:

The Verify Verbal Reasoning Test measures your ability to evaluate writtenstatements. Using content that makes use of work place experiences, you arerequired to draw conclusions from the written evidence. The tasks in this testinvolve reading a passage of text, and using that information to decide


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whether a given statement is ‘True’, ‘False’, or if you ‘Cannot Say’ from theinformation given.

This test has been selected because the following tasks are critical aspects ofthe role: analysing and interpreting written and oral information, preparingwritten documents or preparing and delivering presentations. You will have 19minutes within which to answer 30 multiple choice questions.

The Verify Numerical Reasoning Test measures your ability to make correctdecisions or inferences from numerical or statistical data. The test measuresyour ability to work with numerical data in a realistic workplace context. Thetasks in this test involve analysing some data in the form of a graph or chart,performing some kind of calculation and answering a short question.

This test has been selected because the following tasks are critical aspects ofthe role: analysis and interpretation of numerical data (e.g. crime figures,budgets, costs and data trends). You will have 25 minutes to answer 18multiple choice questions.

The Verify Inductive Reasoning Test measures your ability to drawinferences from, and understand relationships between, various concepts. Thetasks in this test involve working out the pattern(s) in a set of images, andidentifying the correct next image from the given options.

This test has been selected because the following tasks are critical aspects ofthe role: dealing with new concepts and approaches, answering questions of‘why’ and ‘how’ and resolving complex and ambiguous problems. You willhave 25 minutes to answer 24 multiple choice questions.

Note: Practice Cognitive Ability Tests

At the assessment centre: As mentioned in the section above, before sittingeach test at the assessment centre, the system will give you the opportunity totake a practice version of the test.

Before the assessment centre: CEB offer free practice tests to helpcandidates prepare for their ability tests. These can be accessed anytimeprior to your attendance at the assessment centre here:https://www.cebglobal.com/shldirect/en/practice-tests/ Please note that unlikethe practice tests you will take at the assessment centre, these tests may notreflect the exact type and difficulty of the test you will take at the assessmentcentre. However, these tests will allow you to gain a ‘feel’ for completingability tests online.

How do you determine whether I am successful?

Once all the exercises in your intake are finished your overall performance isconsidered. Candidates who reach the requisite standard will be


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‘recommended’ to go on to the Fast Track Programme, and those who do notreach the standard will be ‘not recommended’.

No final decision will be made until you have completed all of the exercisesand your performance on each has been evaluated. It is designed to be achallenging process and each exercise in itself is challenging. You are notexpected to ‘pass’ every single exercise or all of the competency areas inorder to achieve a grade of ‘recommended’. With that in mind, even thoughyou may feel you haven’t performed as well as you could in a particularexercise, across the seven exercises, you will have ample opportunity todemonstrate your capability.

Note: Gaining a place on the Fast Track Programme for ServingConstables:

In order to be successful and gain a place on the Programme, you must be‘recommended’ at the National Assessment Centre and be selected by yourforce.

When will I get my results?Following the completion of the Fast Track National Assessment Centre andcollation of grades, results are ratified at a meeting by a Debrief Panel, afterwhich the results are issued to candidates and forces by email. Results will bereleased by close of play on Friday 29 April 2016.

How will I receive feedback on my performance?All candidates, whether successful or unsuccessful, will receive a personalisedwritten report on their performance at the assessment centre. This feedbackwill detail your performance in each of the exercises and you will be providedwith a breakdown of the competency grades and exercise marks that youwere awarded.

Assessment Centre staff and visitorsAlongside your fellow candidates at the assessment centre, there will be anumber of staff, who keep the process running smoothly and some visitors asfollows:

Assessment Centre Quality Assurance and On-site Management

The most important aspect of any assessment centre is the accuracy,consistency and fairness of the assessments made. All assessors will be fullytrained in the exercises they will assess. Quality assurers will occasionally sitin on live exercises, to review assessments, to monitor standards and tosupport assessors, thereby adding value to the confidence that you, assessorsand the police service can have in the robustness of the process. In addition,


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the overall management and administration of the Fast Track NationalAssessment Centre is overseen by an on-site management team.

Director and Co-Directors

The role of the Directors is primarily one of quality assurance, to ensurecommon standards across all candidate groups, but also to assess theprocess on behalf of the police service.

Visitors

The Fast Track Programme is of interest to a number of key stakeholdersinvolved in policing. As a result, there maybe visitors interested in observingthe process. Therefore in addition to the assessors and role actors, there maybe a visitor observing the exercise. They will have no input whatsoever onhow the assessors evaluate your performance and are not there to make anevaluation of you.

How are the exercises designed?The psychologists from the Senior Selection team (within College of PolicingSelection and Assessment unit) use a structured Exercise Design Model asthe basis of the development of the exercises.

The Exercise Design Model consists of a series of stages that each exercisegoes through to create a set of exercises that are reliable, valid, relevant,realistic and fair to all candidates. The design model starts with ‘StakeholderConsultation’ and progresses through a series of subsequent stages whichinclude ‘Critical Scenario Interviews’, ‘Exercise Writing’, ‘ExerciseConsultation’, ‘Pilot’ and ‘Training Development’.

At each stage, senior police officers and stakeholders from England, NorthernIreland and Wales are consulted about the content of the exercises, and theirassociated marking guides, to ensure that the exercises are realistic andrelevant to the target level. Equality, Diversity and Human Rights (EDHR)advisors are involved in the design of the selection process and the exercisesare checked by the College’s Legal Services unit.


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Enquiries and FurtherInformation

Enquiries: Enquiries and requests for further information shouldbe directed to:

Senior Selection Team

College of Policing

Central House,

Beckwith Knowle,

Otley Road,

Harrogate, North Yorkshire

HG3 1UF

Email: [email protected]


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Appendix ASenior Manager Competencies from the Policing ProfessionalFramework

Serving the public

Promotes a real belief in public service, focusing on what matters to the publicand will best serve their interests. Ensures that all staff understand theexpectations, changing needs and concerns of different communities, and striveto address them. Builds public confidence by actively engaging with differentcommunities, agencies and strategic local stakeholders, developing partnershipsand ensuring people can engage with the police at all levels. Understandspartners' perspectives and priorities, and works co-operatively with them todeliver the best possible overall service to the public.

Leading change

Establishes a clear future picture and direction for the operational unit, focusedon delivering the force vision and strategy. Identifies and implements changeneeded to meet force objectives, thinking beyond the constraints of currentways of working, and is prepared to make radical change when required. Thinksin the long-term, identifying better ways to deliver value for money servicesthat meet both local and force needs. Encourages creativity and innovationwithin the Operating Unit.

Leading people

Inspires people to meet challenging organisational goals, creating andmaintaining the momentum for change. Gives direction and states expectationsclearly. Talks positively about policing and what it can achieve, building prideand self-esteem. Creates enthusiasm and commitment by rewarding goodperformance, and giving genuine recognition and praise. Promotes learning anddevelopment, giving honest and constructive feedback to help peopleunderstand their strengths and weaknesses, and invests time in coaching andmentoring staff.

Managing Performance

Creates a clear plan to deliver operational unit performance in line with forcestrategy and objectives. Agrees demanding but achievable objectives andpriorities for the operational unit, and assigns resources to deliver them aseffectively as possible. Identifies opportunities to reduce costs and ensuremaximum value for money is achieved. Highlights good practice and uses it toaddress underperformance. Delegates responsibilities appropriately andempowers others to make decisions. Monitors progress and holds people toaccount for delivery.

Professionalism

Acts with integrity, in line with the values and ethical standards of the PoliceService. Delivers on promises, demonstrating personal commitment, energyand drive to get things done. Defines and reinforces standards, demonstratingthese personally and fostering a culture of personal responsibility within theoperational unit. Asks for and acts on feedback on own approach, continuing tolearn and adapt to new circumstances. Takes responsibility for making toughor unpopular decisions. Demonstrates courage and resilience in difficultsituations, defusing conflict and remaining calm and professional underpressure.


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Decision making

Assimilates complex information quickly, weighing up alternatives and makingsound, timely decisions. Gathers and considers all relevant and availableinformation, seeking out and listening to advice from specialists. Asks incisivequestions to test facts and assumptions, and gain a full understanding of thesituation. Identifies the key issues clearly, and the inter-relationship betweendifferent factors. Considers the wider implications of different options,assessing the costs, risks and benefits of each. Makes clear, proportionate andjustifiable decisions, reviewing these as necessary.

Working with others

Builds effective working relationships with people through clear communicationand a collaborative approach. Maintains visibility to staff and ensurescommunication processes work effectively throughout the operational unit.Consults widely and involves people in decision-making, speaking to people in away they understand and can engage with. Treats people with respect anddignity regardless of their background or circumstances, promoting equality andthe elimination of discrimination. Treats people as individuals, showing tact,empathy and compassion. Sells ideas convincingly, setting out benefits of aparticular approach, and striving to reach mutually beneficial solutions.Expresses own views positively and constructively, and fully commits to teamdecisions.


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Appendix B

Priority Areas for the Fast Track Programme for ServingConstables

This information will be used alongside information from role holders on thetasks that are critical to successfully performing as senior officer to help informthe types of tasks and the content of exercise scenarios that candidates will beset.

Future challenges facing the Police Service over thenext 5 years

1. Maintaining service delivery during on-going austerity.

2. Changing types of crime (e.g. cyber, cross border, populationdemographics).

3. Internal organisational change needed (e.g. structure, service length, lowmorale, CPD culture).

4. Need for wider and deeper collaboration (e.g. new partners, mergers).

5. Effective use of new technologies by the Police.

6. Responding to increased scrutiny, accountability, and demands fortransparency.

7. Increasing influence of the political environment.

8. Maintaining public confidence.

9. The need to redefine success

10. Increasing demand beyond just 'cutting crime'.


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The abilities, skills and characteristics needed byfuture leaders to deal with the challenges the policeservice will face

1. Personal integrity and commitment to public transparency (e.g.

exemplary personal integrity and actions, able to communicate andset standards for others, greater demonstration of transparency).

2. Flexible transformational leadership skills (e.g. move beyondcommand and control, trusting staff to get on with their jobs andapplying discretion, empower and engage staff, leading a corporateorganisation over operational management, able to create effectivesenior teams and manage greater accountability).

3. Resilience and positivity (e.g. a positive attitude to making thingswork, able to work under pressure and with uncertainty, staying calmunder pressure and stick by decisions).

4. Internal business and financial skills (e.g. business acumen, deal withthe challenge of on-going budget reductions, able to hold deliverablesto account, understanding commissioning and procurement).

5. Building integrated strategic partnerships (e.g. develop partnershipworking on a strategic level outside policing, more radical andintegrated collaboration, sharing power and autonomy with others,utilise a collective leadership style to build alliances, engagingpartners in solving problems).

6. Able to lead effective organisational change (e.g. positive to createmomentum for change, able to ‘pitch’ new ideas convincingly and sellthe benefits, comfortable with facilitating organisational change,leading and motivating staff through change, using continuousimprovement).

7. Holding a long term, strategic, vision (e.g. thinking about the longerterm benefits for the organisation/service beyond personal tenure, astrong vision with the ability to translate this, consider alternativestrategic visions and how they may be achieved).

8. Creativity and innovation (e.g. demonstrate agility and flexible thinkingto identify new ways of doing things, create new opportunities).

9. Open-minded and willing to challenge existing culture and practice(e.g. look beyond what has always been done, creating opportunityrather than waiting for it, open to new perspectives and diversity ofthoughts, adapt quickly to new circumstances, challenge the status-quo, learning from mistakes rather than seeking to apportion blame, awillingness to challenge authority).

10. Humility and self-professional development (e.g. reflective of ownpractice and influence from others, learning from mistakes rather thanseeking to apportion blame, a willingness to compromise).


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11. Political astuteness (e.g. greater political awareness at local andnational level, a more outward facing approach politically, how toinfluence and persuade political leaders, working together withpolitical leaders to build relationships, understand and engage withthe relationship between policing and politics).


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The abilities, skills and characteristics that aredesirable for candidates on the Fast Trackprogramme

1. Challenging existing culture and practices (e.g. prepared to thinkindependently, ask why things are done this way, less deferential torank).

2. Taking learning from other organisations (e.g. an outward focus to learnfrom other organisations, experience of how things can work differently,sharing best practice).

3. Greater creativity and innovation (e.g. able to think of new ways ofsolving problems, radically innovative, willingness to take risks,supporting the ideas of others).

4. Leading effective organisation change (e.g. positive about change andable to persuade others of its value, able to implement transformationalchange, delivering rapid change).

5. Financial confidence and commerciality (e.g. commercial awareness andconfidence, entrepreneurial skills).

6. Able to lead staff through challenging times (e.g. able to adaptleadership style, making bold decisions, inspire others to achieve goals,have a greater influence).

7. Supportive staff management (e.g. effective general management skillssuch as performance management, welfare, and development, able toengage staff).

8. Political astuteness (e.g. understanding the political dynamics, able tooperate in a more political environment).

9. A focus on customer service and victim support (e.g. understandingvictim experience, listening to the public, ingrained customer serviceethos).

10. Comfortable with accountability and transparency (e.g. comfortable withpublic scrutiny, understand public perception of what is acceptable,honesty when mistakes are made).

11. Effective internal and external communication skills (e.g. using languagethe public understand).


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Appendix C

Rating Scales

The assessors use the ORCE (Observe, Record, Classify & Evaluate) model of

assessment, which is a universally recognised and applied model for assessing.

The assessors observe candidates’ performance and make a record of what

they said and did; then they classify this evidence against the competency

related criteria. Once assessors have done this they evaluate candidates’

performance in each competency area using an A to D rating scale (see below).

Assessors then award an overall exercise mark using a 1 – 6 Exercise Mark

scale (see overleaf). Assessors initially decide upon grades and exercise

marks for candidates’ performances independently of one another and then

collectively agree final competency grades and exercise mark for each

candidate for each exercise.

Competency Grade Scale

This scale requires assessors to evaluate both the quantity (frequency) and

quality (strength) of the evidence provided when awarding grades.

ASubstantial positive evidence of the competency observed withregard to the quality and quantity of the evidence, and few or noareas for development observed.

BPositive evidence of the competency observed and some areas fordevelopment but on balance more positive evidence with regard tothe quality and quantity of the evidence.

CSome positive evidence of the competency observed but onbalance more areas for development with regard to the quality andquantity of the evidence.

DSubstantial areas for development identified and little or no positiveevidence of the competency observed, with regard to the qualityand quantity of the evidence.


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Exercise Mark Scale

The Exercise Mark Scale is used to award the candidate an overall exercise

mark for the exercise. The two statements at each point on the Exercise Mark

Scale are intended to be considered together and not as separate statements.

1

Very Effective Task PerformanceThe candidate performed the task very effectively and almostentirely achieved the aims of the exercise. Performance oncompetencies was exclusively high grades.

2

Effective Task PerformanceThe candidate performed the task effectively and mostly achievedthe aims of the exercise. Performance on the competencies wasmostly high grades.

3

Satisfactory Task PerformanceThe candidate performed the task to a satisfactory standard andmet some of the aims of the exercise although some elementswere not satisfactory. On balance performance on competencieswas more high grades than low grades.

4

Just Below Satisfactory Task PerformanceThe candidate performed the task to a below-satisfactory standardoverall and did not quite meet the aims of the exercise, althoughthere were some areas that were effectively handled. On balanceperformance on competencies was more low grades than highgrades.

5

Ineffective Task PerformanceThe candidate performed the task largely ineffectively and did notmeet the aims of the exercise, although there were some areas thatwere acceptable. Performance on the competencies was mostlylow grades.

6

Very Ineffective Task PerformanceThe candidate performed the task very ineffectively and did notmeet the aims of the exercise, although there may have been someminor areas that were acceptable. Performance on thecompetencies was exclusively low grades.

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