Contents HR Center Series

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1 Contents HR Center Series Assessment Center Trends I II ASSESSMENT CENTERS: WHAT'S NEW?...3 By Dennis A. Joiner, Dennis A. Joiner & Associates Guidelines and Ethical Considerations for Assessment Center Operations, By the International Task Force on Assessment Center Guidelines...9 Foreword By Dennis A. Joiner, Dennis A. Joiner & Associates Sample Policies III City of Chattanooga...22 IV City of Grandview...26 Finance Director...26 Fire Chief...44 Accountant Interview Questions...58 V City of Gresham...59 Fire Captain Assessment Center...59 VI Appendix - Assessment Consultants

2 ASSESSMENT CENTERS: WHAT'S NEW? By Dennis A. Joiner Assessment Specialist Dennis A. Joiner & Associates Phone: (916) Introduction: What are Assessment Centers? While assessment centers may include a variety of testing techniques, all assessment centers include job simulation exercises. In fact, the core concept in assessment centers is simulation. Assessment centers allow candidates to demonstrate job-related dimensions of performance (worker characteristics) in job simulation exercises that replicate the important situations that occur on the job. It is extremely important that the exercises simulate the important conditions and contexts that occur on the target job(s). The reason job-related simulations are so important is that the contexts within which the performance dimensions are measured have a strong effect on the scores achieved by candidates. For example, candidate scores will vary on a performance dimension such as "problem solving skills" depending on the types of exercises used to measure the dimension. This occurs because the exercise, in effect, further defines the dimension or what aspects of the dimension are being evaluated. For example, the behaviors associated with "problem solving" are different in a group discussion exercise dealing with current organizational issues from the behaviors demonstrated in a written exercise dealing specifically with budget issues. These two exercises measure different kinds of "problem solving." Since competence is at least partially situation specific, it is of little value to learn that candidates are highly effective in situations or contexts that rarely, if ever, occur on the job. So, the goal of assessment center exercise selection and development is to simulate the most important tasks of the target job(s) in order to provide the candidates with the opportunity not only to demonstrate the important skills/dimensions, but also the opportunity to demonstrate the extent to which those worker characteristics can be applied effectively in the most important situations and settings on the job. The best definition and explanation of what assessment centers are (and are not) is provided by the Guidelines and Ethical Considerations for Assessment Center Operations (Guidelines). The fourth and most recent edition of these guidelines was endorsed by the 28 th International Congress on Assessment Center Methods and published in IPMA's Public Personnel Management, Volume 29, No. 3, Fall As explained in the Guidelines, a procedure should not be represented as an assessment center unless it includes at least one, and usually several, job-related simulations that require the assessee to demonstrate a constructed response. These guidelines also provide recommendations on all of the major components of the assessment center method, including job analysis, assessor training, candidate orientation and rights of participants. 3

3 How are assessment center results being used? While the majority of assessment centers (ACs) in the public sector are being used to assist in making selection and promotion decisions (and the majority of these for law enforcement and fire service promotions), ACs can also be valuable as career development, organizational development and succession planning tools. A major difference when using assessment centers for these purposes (in addition to how the information is used) is that the exercises are much less job specific. Rather than using dimensions and exercises related to a specific target job or job level, the focus becomes broader. The target for dimension selection and exercise development becomes several levels of management and the skills and situations common to all or most of those higher management levels. When used primarily for career development, the focus shifts from the accuracy of the "scores" to the quality of the assessor comments. Rather than the primary goal being an accurate rankordered list of candidates, the goal becomes quality performance feedback and developmental suggestions for every participant. Organizational development information can be obtained from promotional assessment centers and career development assessment centers by summarizing the information obtained across participants by dimension (or other important variables assessed within the process). Similarly, succession planning information is obtained by comparing the skill profile of the candidates to the skills required in the jobs that will need to be filled in the future. Where skills are lacking in the participant profiles, decisions must be made regarding whether they can be developed (quickly enough) by participants within the organization or whether the organization will need to recruit from outside. If the decision is made to close the skill gaps with existing employees, the training and organizational specialists focus their efforts on "career development." The assessment center results for individuals can be viewed as snap shots of where the individuals are now and the skill profiles of the higher level jobs can be viewed as targets for the individual career development plans. From an organizational development perspective, the assessment center can serve as a needs assessment program. Areas determined to be lower than ideal across participants can be viewed as primary areas for development of internal training programs or other appropriate interventions. Due in large part to budgetary constraints, there are very few assessment centers conducted exclusively for career development, organizational development and/or succession planning in the public sector. Fortunately, many of these benefits can still be captured from assessment centers conducted primarily as promotional examination processes. Candidate performance feedback is the most common "additional benefit" of promotional assessment centers. Further, many top level managers are obtaining and using the organizational development benefits of learning about how their promotional candidates performed as a group with particular attention to the common areas of knowledge and skill deficiency. 4

4 Variations and Additions to the Assessment Center Process Video: One common variation in assessment center administration in recent years is the use of video to capture candidate performance in assessment center exercises. The video taped candidate responses are later evaluated by the assessors. While this procedure does not increase the accuracy of the ratings assigned by the assessors, it does offer a number of advantages, mostly logistical. Specifically, with large candidate groups where test security is at least a perceived issue, large numbers of candidates can be video taped in a relatively short period of time. The only real limitations on the speed of candidate processing are the availability of facilities (rooms), video equipment, proctoring staff and trained role players, if the exercise requires role players. Another advantage of video taping exercises is that you avoid the problems associated with last minute shortages of assessors due to illness, delayed flights, etc. When evaluating video taped exercises, if an assessor becomes ill the tapes can be evaluated the following day by the same assessor or, if necessary, they can be evaluated after an alternate assessor is located. While video taping creates a permanent record of the candidate's performance and assessors can rewind the tape if they are not sure what a candidate said, one disadvantage is that if the candidate, the audio or the video is not clear there is no way for assessors to obtain clarification of candidate responses. The other obvious potential disadvantage of using video is the possibility of equipment problems. The caution here is to either run two cameras per room or check equipment continually and have back up/replacement equipment available. Situational Judgment Tests: One variety of test instruments that are being used more frequently in recent years are situational judgment tests (SJT) sometimes referred to as written simulation tests or low-fidelity simulations. In this type of test candidates are given a series of situations. The situations are usually in written form consisting of one short paragraph. An alternate approach is to provide the situations/scenarios via videotape. Following each situation there are a number of possible courses of action (usually four choices). Candidates are asked to choose the best course of action and often also the worst course of action from the list (or the action they would most likely take and the action they would least likely take). Scoring of these tests can be accomplished by providing one point for each correct response or the various choices for each scenario item can be weighted. For example, the weighted response scoring approach can provide more points for choosing the responses keyed as the best choices and less points (or a reduction of points) for choosing the worst choice as the action the candidate would "most likely take" and/or for choosing the (pre-identified) best choice as the action the candidate would "least likely take." In a recent Journal of Applied Psychology article authored by Michael A. McDaniels and others (Vol. 86, 2001, complete reference at end of this article), a meta-analysis based on 102 coefficients and 10,640 people resulted in an estimated population validity coefficient of.34. This research clearly indicates that SJTs are good predictors of job performance. Another recent research article (McDaniel and Nguyen, 2001) points out that while SJTs correlate well with general cognitive ability tests, they show less racial adverse impact. 5

5 Michael Willihnganz of the California State Personnel Board is a strong proponent of situational judgment tests. Willihnganz reports that the State of California has used SJTs for several supervisory and management levels in numerous state departments. Situational tests have been incorporated into assessment center processes a number of ways. Several organizations have used SJTs to identify the candidates who will proceed in the examination process to the more expensive/time consuming exam components. Some use SJTs along with more traditional referenced (reading list) written tests to reduce the candidate group size (examples include the City of Saint Paul, MN, the Sacramento County Fire District and the City of Anaheim, CA). Other organizations have used SJTs as the sole determiner of who goes on to the assessment center. (Examples include the City of Minneapolis, MN, King County, WA and the University of California Police Department.) Still other organizations have incorporated SJTs into their assessment centers as weighted components. Ric Bailey, Chief Examiner, with the City of Reno, NV has administered SJTs within assessment centers for both police and fire service promotions. Multiple Situations Exercises: A final way that the situational judgment test concept is being used in assessment centers is a new type of exercise often referred to as a supervisory or management situations exercise. Unlike the SJT where four possible choices are provided for each of the multiple scenarios, in this format the candidate must construct the responses. Specifically, this exercise consists of multiple supervisory and/or management situations that are described to the candidate through written and oral narrative information. Candidates respond to the situations making the kinds of decisions that are typically required as a supervisor/manager. Assessors then clarify any ambiguous candidate responses prior to candidate evaluation. This type of exercise has the possible disadvantage of not being a true simulation within which candidates actually become part of the exercise and take action instead of describing the action(s) they would take. However, an advantage of this exercise is that as many as 18 to 20 different types of situations can be presented and responded to in the same amount of time as is required for one role play, oral presentation or group discussion exercise. Multiple situations exercises as described above have been used successfully as part of assessment centers for police, fire and non-sworn supervisory positions. Organizations using this type of exercise include the City of Corpus Christi, TX, Clark County, NV, the City of Livermore, CA and the East Bay Municipal Utility District (California). Variations to the Structure of the Assessment Center Process Probably the most extensive variations that have occurred with assessment center methodology are the number of uses of the assessment center concepts outside of formal assessment center programs. Many of the exercises associated with assessment centers are being used as standalone examination components and/or as hurdles in multiple hurdle examination processes. A very common exercise used outside of assessment center programs is the inbasket exercise. This exercise was developed and first used as part of the AT&T assessment center program in the late 1950s. Inbaskets are often used in multiple hurdle examinations because they can be easily administered to large groups with very few human resources staff (similar to administering any other type of written test). The candidates' work products can then be collected and evaluated at a later time 6

6 by assessors (similar to video taped exercises). For jobs that involve a considerable amount of written work, inbasket exercises can be a very heavily weighted examination component (accounting for a large portion of the job by sampling a large number of the critical job tasks). While the vast majority of organizations using assessment center exercises design them to evaluate behavioral skill dimensions, a notable exception is found when it comes to evaluating inbaskets outside of the context of assessment centers. A specific example is an inbasket scoring methodology developed by Harry Brull (Personnel Decisions International) and Paul Kaiser (State of New York). First developed and used for large candidate groups in the New York State Department of Corrections, the scoring model uses an item approach rather than a model that seeks evidence of performance dimensions for scoring. Harry Brull (personal communication) offers the following five points for developing and scoring this type of inbasket: 1) items are built that require complex action on the part of the respondent; 2) subject matter experts specify "must dos", "nice to dos" and "should not dos" for each item, 3) each item is scored comparing the responses to the expert judgments; 4) if the candidate group is large, assign items to different raters, allowing raters to become adept at particular items and further speeding up the scoring process, and 5) calculate total score by summing across items. The result is an inbasket exercise scored with higher reliability and in less time than is traditionally required. According to Brull, the only downside is the lack of constructive feedback at a dimensional level. Other examples of the use of assessment center exercises outside of the formal assessment center process are too numerous to list. Many human resources professionals using job simulation exercises in their selection, promotion and career development programs have never seen an assessment center. There is nothing wrong with that. Using the concepts and exercises appropriately in any context where they result in value added is a good thing. Studying the assessment center literature and in particular becoming familiar with the Guidelines and research studies can help add value to any application of the assessment center technology. Assessment Center Research A very thorough recent summary of assessment center research is provided by Filip Lievens and Richard J. Klimoski in the International Review of Industrial and Organizational Psychology, 2001, Volume 16. The chapter is titled, "Understanding the Assessment Center Process: Where Are We Now?" Readers interested in developmental assessment centers will find the work of Lievens and Klimoski particularly valuable. However, at a minimum, the research they summarize regarding assessor characteristics, assessor training, the impact of different exercises on dimension ratings, the effectiveness of different rating models, and their conclusions regarding assessment center design issues are relevant to all assessment center users. Conclusion This article was an attempt to touch on some of what is new with assessment centers. Assessment centers and the related technology are a constantly evolving area within the discipline of testing and assessment. For every example I gave there are at least hundreds of other examples that could have been given. All of the assessment center concepts should be 7

7 applied differently in every setting based on the unique requirements of that setting. I hope this brief article has given you at least one new idea or concept to apply in your unique setting. References: International Task Force on Assessment Center Guidelines (2000). Guidelines Ethical Considerations for Assessment Center Operations. Public Personnel Management, Vol. 29, No. 3, pp Lievens, F., & Klimoski, R. J. (2001). Understanding the assessment center process: Where are we now? In C. L. Cooper & I. T. Robertson (Eds.) International Review of Industrial and Organizational Psychology, Vol. 16 (pp ). Chicester: John Wiley & Sons, Ltd. McDaniel, M.A., Morgeson, F.P., Finnegan, E.B., Campion, M.A. & Braverman, E.P. (2001). Use of situational judgment tests to predict job performance: A clarification of the literature. Journal of Applied Psychology, 86, McDaniel, M.A. & Nguyen, N.T. (2001). Situational judgment tests: A review of practice and constructs assessed. International Journal of Selection and Assessment, 9, Dennis A. Joiner, IPMA-CP, is a consultant who has specialized in the use of assessment center methodology since He is professionally active and a former IPMAAC president. His office is in Fair Oaks/Sacramento, California and he may be reached via at [email protected] or by phone at (916)

8 Guidelines and Ethical Considerations for Assessment Center Operations International Task Force on Assessment Center Guidelines Endorsed by the 28th International Congress on Assessment Center Methods, May 4, 2000, San Francisco, California, U.S.A. Foreword By Dennis A. Joiner, Assessment Center Specialist In 1989, IPMA published the then current Guidelines and Ethical Considerations for Assessment Center Operations. The following document is an update of those guidelines. These guidelines were developed and endorsed by specialists in the use of assessment centers. The guidelines are a statement of the considerations believed to be most important for all users of the assessment center method. For instance, the use of job-related simulations is a core concept when using assessment centers. Job simulation exercises allow individuals to demonstrate their abilities in situations that are important on the job. As stressed in these guidelines, a procedure should not be represented as an assessment center unless it includes at least one, and usually several, job-related simulations that require the assessee to demonstrate a constructed response. Other important areas covered include considerations for assessor selection and training, using competencies as the target dimensions, validation issues and issues involving participant rights. If followed, these guidelines should maximize the benefits to be obtained by users of the assessment center method. Task Force Members Task Force for 1975 Edition Albert Alon Miracle Food Mart (Canada) Douglas W. Bray, Ph.D AT&T William C. Byham, Ph.D Development Dimensions International, Inc. Lois A. Crooks Educational Testing Service Donald L. Grant, Ph.D AT&T and University of Georgia Lowell W. Hellervik, Ph.D University of Minnesota James R. Huck, Ph.D AT&T Michigan Bell Telephone Company Cabot L. Jaffee, Ph.D Assessment Designs, Inc. Alan I. Kraut, Ph.D International Business Machines John H. McConnell American Management Association Leonard W. Slivinski, Ph.D Public Service Commission (Canada) Thomas E. Standing, Ph.D The Standard Oil Company B Ohio Edwin Yager Consulting Associates Task Force for 1979 Edition Albert Alon Miracle Food Mart (Canada) Dale Baker U.S. Civil Service Commission Douglas W. Bray, Ph.D AT&T 9

9 William C. Byham, Ph.D Development Dimensions International, Inc. Steven L. Cohen, Ph.D Assessment Designs, Inc. Lois A. Crooks Educational Testing Service Donald L. Grant, Ph.D University of Georgia Milton D. Hakel, Ph.D Ohio State University Lowell W. Hellervik, Ph.D University of Minnesota James R. Huck, Ph.D Human Resources International Cabot L. Jaffee, Ph.D Assessment Designs, Inc. Frank M. McIntyre, Ph.D Consulting Associates Joseph L. Moses, Ph.D. (Chair) AT&T Nicky B. Schnarr International Business Machines Leonard W. Slivinski, Ph.D Public Service Commission (Canada) Thomas E. Standing, Ph.D Standard Oil of Ohio Edwin Yager Consulting Associates Task Force for 1989 Edition Virginia R. Boehm, Ph.D Assessment & Development Associates Douglas W. Bray, Ph.D. (Co-Chair).....Development Dimensions International, Inc. William C. Byham, Ph.D Development Dimensions International, Inc. Anne Marie Carlisi, Ph.D BellSouth John J. Clancy Clancy & Associates Reginald Ellis Canadian National Railway Joep Esser Mars B.V. (The Netherlands) Fred Frank, Ph.D Electronic Selection Systems Corporation Ann C. Gowdey Connecticut Mutual Dennis A. Joiner Joiner & Associates Rhonda Miller New York Power Authority Marilyn Quaintance-Gowing, Ph.D..... U.S. Office of Personnel Management Robert F. Silzer, Ph.D Personnel Decisions, Inc. George C. Thornton III, Ph.D. (Co-Chair). Colorado State University Task Force for 2000 Edition William C. Byham, Ph.D Development Dimensions International, Inc. Richard Flanary Nat l. Assoc. of Secondary School Principals Marilyn K. Gowing, Ph.D U.S. Office of Personnel Management James R. Huck, Ph.D Human Resources International Jeffrey D. Kudisch, Ph.D University of Southern Mississippi David R. MacDonald, Ph.D. (Chair)..... Steelcase, Inc. Patrick T. Maher, D.Crim Personnel & Organization Development Consultants, Inc. Jeroen J.J.L. Seegers Assessment & Development Consult (The Netherlands) George C. Thornton III, Ph.D, Colorado State University Purpose This document is intended to establish professional guidelines and ethical considerations for users of the assessment center method. These guidelines are designed to cover both existing and future applications. The title assessment center is restricted to those methods that follow these 10

10 guidelines. These guidelines will provide: (1) guidance to industrial/organizational psychologists, organizational consultants, human resource management specialists and generalists, and others designing and conducting assessment centers; (2) information to managers deciding whether or not to institute assessment center methods; (3) instruction to assessors serving on the staff of an assessment center; and (4) guidance on the use of technology in assessments. History of Guidelines The rapid growth in the use of the assessment center method in recent years has resulted in a proliferation of applications in a variety of organizations. Assessment centers currently are being used in industrial, educational, military, government, law enforcement, and other organizational settings. Practitioners have raised serious concerns that reflect a need for standards or guidelines for users of the method. The 3rd International Congress on the Assessment Center Method, which met in Quebec (May 1975), endorsed the first set of guidelines. These were based on the observations and experience of a group of professionals representing many of the largest users of the method. Developments in the period 1975B79 concerning federal guidelines related to testing, as well as professional experience with the original guidelines, suggested that the guidelines should be evaluated and revised. Therefore, the 1979 guidelines included essential items from the original guidelines but also addressed the recognized need for: (1) further definitions, (2) clarification of impact on organizations and participants, (3) expanded guidelines on training, and (4) additional information on validation. Since 1979 the use of assessment centers has spread to many different organizations that are assessing individuals representing diverse types of jobs. During this period pressures to modify the assessment center method came from three different sources. First, there had been attempts to streamline the procedures to make them less time-consuming and expensive. Second, new theoretical arguments and evidence from empirical research had been interpreted to mean that the assessment center method does not work exactly as its proponents originally had believed, suggesting that the method should be modified. Third, many procedures purporting to be assessment centers had not complied with previous guidelines because the guidelines may have been too ambiguous. Revisions in the 1989 third edition were designed to incorporate needed changes and to respond to some of the concerns raised from 1979B89. The 1989 revision of these guidelines was begun at the 15th International Congress on the Assessment Center Method in Boston (April 1987) when Dr. Douglas Bray held discussions with many attendees. Subsequently, Dr. Bray and Dr. George Thornton solicited additional comments from a group of assessment center practitioners. The 1989 Task Force provided comments on drafts of a revision prepared by Bray and Thornton. A later draft was circulated and discussed at the 16th International Congress held in May 1988 in Tampa. The 1989 guidelines were written in response to comments obtained at the 1988 Congress and from members of the Task Force. The 1989 guidelines were endorsed by a majority of the Task Force and by participants at the 17th International Congress held in May 1989 in Pittsburgh. Changes in the 1989 guidelines from prior editions included: (1) specification of the role of the job analysis; (2) clarification of the types of attributes/dimensions to be assessed and whether or not attributes/dimensions must be used; (3) delineation of the processes of observing, recording, evaluating, and aggregating information; and (4) further specification of assessor training. The current revision of these guidelines was initiated at the 27th International Congress on Assessment Center Methods in Orlando (June 1999) when Dr. David R. MacDonald conducted 11

11 discussions with a number of assessment center experts in attendance, and also solicited input at a general session regarding aspects of the guidelines needing to be (re-)addressed. A primary factor driving the revision was the passage of a full decade since the 1989 edition. Other factors included an interest in the integration of technology into assessment center methods and recognition of the need for more specific definitions of several concepts and terms. Input from members of the Task Force for the 2000 Edition was synthesized into a final draft that was presented and endorsed at the 28th International Congress held in May 2000 in San Francisco, attended by 150 participants representing Australia, Belgium, Brazil, Canada, Columbia, Germany, India, Indonesia, Italy, Japan, Mexico, Netherlands, Philippines, Singapore, Sweden, Switzerland, Taiwan, United Arab Emirates, United Kingdom, and the United States of America. Assessment Center Defined An assessment center consists of a standardized evaluation of behavior based on multiple inputs. Several trained observers and techniques are used. Judgments about behavior are made, in major part, from specifically developed assessment simulations. These judgments are pooled in a meeting among the assessors or by a statistical integration process. In an integration discussion, comprehensive accounts of behavior, and often ratings of it, are pooled. The discussion results in evaluations of the performance of the assessees on the dimensions/ competencies or other variables that the assessment center is designed to measure. Statistical combination methods should be validated in accordance with professionally accepted standards. There is a difference between an assessment center and assessment center methodology. Various features of the assessment center methodology are used in procedures that do not meet all of the guidelines set forth here, such as when a psychologist or human resource professional, acting alone, uses a simulation as a part of the evaluation of an individual. Such personnel assessment procedures are not covered by these guidelines; each should be judged on its own merits. Procedures that do not conform to all the guidelines here should not be represented as assessment centers or imply that they are assessment centers by using the term assessment center as part of the title. The following are the essential elements for a process to be considered an assessment center: 1.Job Analysis A job analysis of relevant behaviors must be conducted to determine the dimensions, competencies, attributes, and job performance indices important to job success in order to identify what should be evaluated by the assessment center. The type and extent of the job analysis depend on the purpose of assessment, the complexity of the job, the adequacy and appropriateness of prior information about the job, and the similarity of the new job to jobs that have been studied previously. If past job analyses and research are used to select dimensions and exercises for a new job, evidence of the comparability or generalizability of the jobs must be provided. When the job does not currently exist, analyses can be done of actual or projected tasks or roles that will comprise the new job, position, job level, or job family. Target dimensions can also be identified from an analysis of the vision, values, strategies, or key objectives of the organization. Competency-modeling procedures may be used to determine the dimensions/ competencies to be assessed by the assessment center, if such procedures are conducted with the same rigor as traditional job analysis methods. Rigor in this regard is defined as the involvement of subject matter experts who are knowledgeable about job requirements, the collection and quantitative 12

12 evaluation of essential job elements, and the production of evidence of reliable results. Any job analysis or competency modeling must result in clearly specified categories of behavior that can be observed in assessment procedures. A competency may or may not be amenable to behavioral assessment as defined herein. A competency, as used in various contemporary sources, refers to an organizational strength, an organizational goal, a valued objective, a construct, or a grouping of related behaviors or attributes. A competency may be considered a behavioral dimension for the purposes of assessment in an assessment center if it can be defined precisely and expressed in terms of behaviors observable on the job or in a job family and in simulation exercises. A competency also must be shown to be related to success in the target job or position or job family. 2.Behavioral Classification Behaviors displayed by participants must be classified into meaningful and relevant categories such as dimensions, attributes, characteristics, aptitudes, qualities, skills, abilities, competencies, and knowledge. 3.Assessment Techniques The techniques used in the assessment center must be designed to provide information for evaluating the dimensions previously determined by the job analysis. Assessment center developers should establish a link from behaviors to competencies to exercises/assessment techniques. This linkage should be documented in a competency-byexercise/assessment technique matrix. 4.Multiple Assessments Multiple assessment techniques must be used. These can include tests, interviews, questionnaires, sociometric devices, and simulations. The assessment techniques are developed or chosen to elicit a variety of behaviors and information relevant to the selected competencies/ dimensions. Self-assessment and 360o assessment data may be gathered as assessment information. The assessment techniques will be pretested to ensure that the techniques provide reliable, objective and relevant behavioral information for the organization in question. Pretesting might entail trial administration with participants similar to assessment center candidates, thorough review by subject matter experts as to the accuracy and representativeness of behavioral sampling and/or evidence from the use of these techniques for similar jobs in similar organizations. 5.Simulations The assessment techniques must include a sufficient number of job-related simulations to allow opportunities to observe the candidate s behavior related to each competency/dimension being assessed. At least one and usually several job-related simulations must be included in each assessment center. A simulation is an exercise or technique designed to elicit behaviors related to dimensions of performance on the job requiring the participants to respond behaviorally to situational stimuli. Examples of simulations include, but are not limited to, group exercises, in-basket exercises, interaction (interview) simulations, presentations, and fact-finding exercises. Stimuli may also be presented through video-based or virtual simulations delivered via computer, video, the Internet, or an intranet. For simple jobs one or two job-related simulations may be used if the job analysis clearly indicates that only one or two simulations sufficiently simulate a substantial portion of the job being evaluated. If a single comprehensive assessment technique is used, then it must include distinct job-related segments. Assessment center designers also should be careful to design exercises that reliably elicit a large number of competency-related behaviors. In turn, this should provide assessors with sufficient opportunities to observe competency-related behavior. The stimuli contained in a simulation 13

13 parallel or resemble stimuli in the work situation, although they may be in different settings. The desirable degree of fidelity is a function of the purpose of the assessment center. Fidelity may be relatively low for early identification and selection programs for nonmanagerial personnel and may be relatively high for programs designed to diagnose the training needs of experienced managers. Assessment center designers should be careful that the content of the exercises does not favor certain assessees (e.g., assessees in certain racial, ethnic, age, or sex groups) for irrelevant reasons. To qualify as a behavioral simulation for an assessment center as herein defined, the assessment method must require the assessee to overtly display certain behaviors. The assessee must be required to demonstrate a constructed response. Assessment procedures that require the assessee to select only among provided alternative responses, such as seen only in multiple choice tests or computerized in-baskets, do not conform to this requirement. Likewise, a situational interview that calls for only an expression of behavioral intentions does not conform. Neither do low fidelity simulations and situational interviews. Though they may yield highly reliable and valid assessment ratings, they do not constitute behavioral assessment required in assessment centers. Assessment center materials often are intellectual property protected by international copyright laws. Respect for copyrights and the intellectual property of others must be maintained under all circumstances. 6.Assessors Multiple assessors must be used to observe and evaluate each assessee. When selecting a group of assessors, consider characteristics such as diversity of race, ethnicity, age, sex, organizational level, and functional work area. Computer technology may be used to assess in those situations in which it can be shown that a computer program evaluates behaviors at least as well as a human assessor. The maximum ratio of assessees to assessors is a function of several variables, including the type of exercises used, the dimensions to be evaluated, the roles of the assessors, the type of integration carried out, the amount of assessor training, the experience of the assessors, and the purpose of the assessment center. A typical ratio of assessees to assessors is two to one. A participant s current supervisor should not be involved in the assessment of a direct subordinate when the resulting data will be used for selection or promotional purposes. 7.Assessor Training Assessors must receive thorough training and demonstrate performance that meets the guidelines in the section, Assessor Training, prior to participating in an assessment center. 8.Recording Behavior A systematic procedure must be used by assessors to record specific behavioral observations accurately at the time of observation. This procedure might include techniques such as handwritten notes, behavioral observation scales, or behavioral checklists. Audio and video recordings of behavior may be made and analyzed at a later date. 9.Reports Assessors must prepare a report of the observations made during each exercise before the integration discussion or statistical integration. 10.Data Integration The integration of behaviors must be based on a pooling of information from assessors or through a statistical integration process validated in accordance with professionally accepted standards. During the integration discussion of each dimension, assessors should report information derived from the assessment techniques but should not report 14

14 information irrelevant to the purpose of the assessment process. The integration of information may be accomplished by consensus or by some other method of arriving at a joint decision. Methods of combining assessors evaluations of information discussed in the assessors integration sessions must be supported by the reliability of the assessors discussions. Computer technology also may be used to support the data integration process provided the conditions of this section are met. Non-Assessment Center Activities The following kinds of activities do not constitute an assessment center: 1. Assessment procedures that do not require the assessee to demonstrate overt behavioral responses are not behavioral simulations, and thus any assessment program that consists solely of such procedures is not an assessment center as defined herein. Examples of these are computerized in-baskets calling only for multiple-choice responses, situation interviews calling only for behavioral intentions, and written competency tests. Procedures not requiring an assessee to demonstrate overt behavioral responses may be used within an assessment center but must be coupled with at least one simulation requiring the overt display of behaviors. 2. Panel interviews or a series of sequential interviews as the sole technique. 3. Reliance on a single technique (regardless of whether it is a simulation) as the sole basis for evaluation. However, a single comprehensive assessment technique that includes distinct jobrelated segments (e.g., large, complex simulations or virtual assessment centers with several definable components and with multiple opportunities for observations in different situations) is not precluded by this restriction. 4. Using only a test battery composed of a number of paper-and-pencil measures, regardless of whether the judgments are made by a statistical or judgmental pooling of scores. 5. Single-assessor evaluation (i.e., measurement by one individual using a variety of techniques such as paper-and-pencil tests, interviews, personality measures, or simulations). 6. The use of several simulations with more than one assessor but with no pooling of data (i.e., each assessor prepares a report on performance in an exercise, and the individual, unintegrated reports are used as the final product of the center). 7. A physical location labeled as an assessment center that does not conform to the methodological requirements noted above. Organizational Policy Statement Assessment centers operate more effectively as part of a human resource system. Prior to the introduction of a center into an organization, a policy statement should be prepared and approved by the organization. This policy statement should address the following areas: 1.Objective This may be selection, diagnosis for development, early identification, evaluation of potential, evaluation of competency, succession planning, or any combination of these. An assessment center participant should be told, prior to assessment, what decision(s) will or might be made with assessment data. If the organization desires to make decisions with the data other 15

15 than those communicated to the participant prior to assessment, the decision(s) should be clearly described to the participant and consent obtained. 2.Assessees The population to be assessed, the method for selecting assessees from this population, procedure for notification, and policy related to assessing should be specified. 3.Assessors The assessor population (including sex, age, race, and ethnic mix), limitations on use of assessors, assessor experience, and evaluation of assessor performance and certification requirements, where applicable, should be specified. 4.Use of Data The process flow of assessment records within the organization, individuals to receive reports, restrictions on access to information, procedures and controls for research and program evaluation purposes, feedback procedures to management and employees, and the length of time data will be maintained in files should be specified. Particularly for a selection application, it is recommended that the data be used within two years of the date of administration because of the likelihood of change in the participant or the organization. 5.Qualifications of Consultant(s) or Assessment Center Developer(s) The internal or external consultant(s) responsible for the development of the center or of the exercises/simulations for the center should be identified and his or her professional qualifications and related training specified. 6.Validation The statement should specify the validation model being used. If a contentoriented validation strategy is used, documentation of the relationship of the job/job family content to the dimensions and exercises should be presented along with evidence of the reliability of the observations and rating of behavior. If evidence is being taken from prior validation research, which may have been summarized in meta-analyses, the organization must document that the current job/job family and assessment center are comparable and generalized to the jobs and assessment centers studied elsewhere. If local, criterion-related validation has been carried out, full documentation of the study should be provided. If validation studies are under way, there should be a schedule indicating when a validation report will be available. Assessor Training Assessor training is an integral part of the assessment center program. Assessor training should have clearly stated training objectives and performance guidelines. The following issues related to training must be considered: 1.Training Content Whatever the approach to assessor training, the objective is to obtain reliable and accurate assessor judgments. A variety of training approaches may be used, as long as it can be demonstrated that reliable and accurate assessor judgments are obtained. The following minimum training goals are required: a. Thorough knowledge of the organization and job/job family or normative group being assessed to provide an effective context for assessor judgments. b. Thorough knowledge and understanding of the assessment dimensions, definitions of dimensions, relationship to job performance, and examples of effective and ineffective 16

16 performance. c. Thorough knowledge and understanding of the assessment techniques, relevant dimensions to be observed in each portion of the assessment center, expected or typical behavior, examples or samples of actual behaviors, etc. d.demonstrated ability to observe, record, and classify behavior in dimensions, including knowledge of forms used by the center. e. Thorough knowledge and understanding of evaluation and rating procedures, including how data are integrated. f. Thorough knowledge and understanding of assessment policies and practices of the organization, including restrictions on how assessment data are to be used, when this is a requirement of assessors. g. Thorough knowledge and understanding of feedback procedures, where appropriate. h. Demonstrated ability to give accurate oral and written feedback, when feedback is given by the assessors. i. Demonstrated knowledge and ability to play objectively and consistently the role called for in interactive exercises (e.g., one-on-one simulations or fact-finding exercises) when role-playing is required of assessors. Nonassessor roleplayers also may be used if their training results in their ability to play the role objectively and consistently. 2.Training Length The length of assessor training may vary due to a variety of considerations that can be categorized into three major areas: a. Trainer and Instructional Design Considerations The instructional mode(s) utilized The qualifications and expertise of the trainer The training and instructional sequence b. Assessor Considerations Previous knowledge and experience with similar assessment techniques The use of professional psychologists Experience and familiarity with the organization and the target position(s)/job(s)/job families or target level The frequency of assessor participation Other related qualifications and expertise c. Assessment Program Considerations The target position s level of difficulty The number of dimensions/ competencies to be rated The anticipated use of the assessment information (e.g., immediate selection, broad placement considerations, development) The number and complexity of the exercises The division of roles and responsibilities between assessors and others on the assessment staff (e.g., administrator and other support staff) The degree of support provided to assessors in the form of observation and evaluation guides It should be noted that length and quality of training are not synonymous. Precise guidelines for the minimum number of hours or days required for assessor training are difficult to specify. 17

17 However, extensive experience has shown that, for the initial training of assessors who have no experience in an assessment center that conforms to the guidelines in this document, a typical assessment center may require two days of assessor training for each day of the administration of assessment center exercises. Assessors who have experience with similar assessment techniques in other programs may require less training. More complex assessment centers with varied formats of simulation exercises may require additional training; simple assessment centers may require less. In any event, assessor training is an essential aspect of an assessment program. The true test of training quality should be assessor competence as described by the performance guidelines and certification that follow. 7.Performance Guidelines and Certification Each assessment center should have clearly stated performance guidelines for assessors. These performance guidelines should include, as a minimum, the following areas: a. The ability to rate behavior in a standardized fashion. b. The ability to recognize, observe, and report the behaviors into the appropriate dimensions, etc. c. The ability to administer an exercise, if the assessor serves as exercise administrator. Some measurement is needed to indicate that the individual being trained is capable of functioning as an assessor. The measurement of assessor performance may vary and could include data in terms of (1) accuracy of rating performance, (2) critiques of assessor reports, and (3) observation as an evaluator. It is important that, prior to their actual duties, assessors performance is evaluated to ensure that individuals are sufficiently trained to function as assessors and that such performance is periodically monitored to ensure that skills learned in training are applied. Each organization must be able to demonstrate that its assessors can meet minimum performance standards. This may require the development of additional training or other prescribed actions for assessors not meeting these performance guidelines. The trainer of assessors should be competent to enable individuals to develop the assessor skills stated above and to evaluate the acquisition of these skills. 8.Currency of Training and Experience The time between assessor training and initial service as an assessor must not exceed six months. If a longer period has elapsed, prospective assessors should attend a refresher course or receive special coaching from a trained assessment center administrator. Assessors who do not have recent experience as an assessor (i.e., fewer than two assessment centers over two consecutive years) should attend a refresher course before they serve again or be given special coaching by a trained assessment center administrator. Informed Participation The organization is obligated to make an announcement prior to assessment so that participants will be fully informed about the program. Ideally, this information should be made available in writing before the center. A second option is to use the material in the opening statement of the center. While the information provided will vary across organizations, the following basic information should be given to all prospective participants. 18

18 1.Objective(s) The objective(s) of the program and the purpose of the assessment center. The organization may choose to disclose the dimensions measured and the general nature of the exercises prior to the assessment. 2.Selection How individuals are selected to participate in the center. 3.Choice(s) Any options the individual has regarding the choice of participating in the assessment center as a condition of employment, advancement, development, etc. 4.Staff General information on the assessor staff, including composition and assessor training. 5.Materials What assessment center materials completed by the individual are collected and maintained by the organization. 6.Results How the assessment center results will be used and how long the assessment results will be maintained on file. 7.Feedback When and what kind of feedback will be given to the participants. 8.Reassessment The procedure for reassessment (if any). 9.Access Who will have access to the assessment center reports and under what conditions. 10.Contact Who will be the contact person responsible for the records and where the results will be stored or archived. Validation Issues A major factor in the widespread acceptance and use of assessment centers is related directly to an emphasis on sound validation research. Numerous studies demonstrating the predictive validity of individual assessment center programs have been conducted in a variety of organizational settings and reported in the professional literature. However, the historical record of the validity of this process cannot be taken as a guarantee that a given assessment program will or will not be valid or generalized to a new application. Ascertaining the validity of an assessment center program is a complicated technical process, and it is important that validation research meet both professional and legal standards. Research should be conducted by individuals knowledgeable in the technical and legal issues pertinent to validation procedures. In evaluating the validity of assessment center programs, it is particularly important to document the selection of the dimensions, etc., assessed in the center. In addition, the relationship of assessment exercises to the dimensions, attributes, or competencies assessed should be documented as well. Validity generalization studies of assessment center research suggest that overall assessment ratings derived in a manner conforming to these guidelines show considerable predictive validity. Such findings support the use of a new assessment center in a different setting if the job, exercises, assessors, and assessees in the new situation are similar to those studied in the validation research and if similar procedures are used to observe, report, and integrate the information. The validity generalization studies of the predictive validity of the overall assessment rating do not necessarily establish the validity of the procedure for other purposes 19

19 such as diagnosis of training needs, accurate assessment of skill level in separate dimensions, or the developmental influence of participation in an assessment center. The technical standards and principles for validation appear in Principles for the Validation and Use of Personnel Selection Procedures (Society for Industrial and Organizational Psychology, Inc., 1987) and Standards for Educational and Psychological Testing (American Psychological Association [APA], 1999). Rights of the Participant In the United States the federal government enacted the Freedom of Information Act and the Privacy Act of 1974 to ensure that certain safeguards are provided for an individual against an invasion of personal privacy. Some broad interpretations of these acts are applicable to the general use of assessment center data. Assessment center activities typically generate a large volume of data on an individual who has gone through an assessment center. These assessment data come in many forms and may include observer notes, reports on performance in the exercises, assessor ratings, peer ratings, paper-andpencil or computerized tests, and final assessment center reports. This list, while not exhaustive, does indicate the extent of information about an individual that may be collected. The following guidelines for use of these data are suggested: 1. Assessees should receive feedback on their assessment center performance and should be informed of any recommendations made. Assessees who are members of the organization have a right to read any formal summary written reports concerning their own performance and recommendations that are prepared and made available to management. Applicants to an organization should be provided with, at a minimum, what the final recommendation is and, if possible and if requested by the applicant, the reason for the recommendation. 2. For reason for test security, assessment center exercises and assessor reports on performance in particular exercises are exempted from disclosure, but the rationale and validity data concerning ratings of dimensions and the resulting recommendations should be made available upon request of the individual. 3. The organization should inform the assessee what records and data are being collected, maintained, used, and disseminated. 4. If the organization decides to use assessment results for purposes other than those originally announced and that can impact the assessee, the assessee must be informed and consent obtained. References The guidelines have been developed to be compatible with the following documents: American Educational Research Association, American Psychological Association, and National Council on Measurements in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Psychological Association. Society for Industrial and Organizational Psychology Inc., American Psychological Association. (1987). Principles for the validation and use of personnel selection procedures (3rd ed.). College Park, MD. 20

20 Glossary Assessee: An individual whose competencies are measured by an assessment center. Assessment Center: A process employing multiple techniques and multiple assessors to produce judgments regarding the extent to which a participant displays selected competencies. Assessor: An individual trained to observe, record, classify, and make reliable judgments about the behaviors of assesses. Competency: Also called dimension. The constellation or group of behaviors that are specific, observable, and verifiable and that can be reliably and logically classified together and that are related to job success. Dimension: See Competency. Feedback: Information comparing actual performance to a standard or desired level of performance. High (or Low) Fidelity: The extent to which an assessment center simulation requires the assessee to actually display behaviors related to one or more selected competencies. Fidelity is related to the realism of the simulation as compared to an actual job situation, task, etc. Job Analysis: The process (typically a combination of techniques such as interviews with and observations of incumbents; job checklists; interviews with upperlevel managers/executives) used to determine the competencies linked to success or failure in a job, job role, or job grouping. Reliability: The extent to which a measurement process yields the same results (given identical conditions) across repeated measurements. Simulation: An exercise or technique designed to elicit behaviors related to dimensions of performance on the job requiring the participants to respond behaviorally to situational stimuli. Validity: The extent to which a measurement tool or process, such as an assessment center, yields useful results. Multiple validities might be measured (e.g., construct, content, face, predictive, social ) depending upon the questions being explored and the tool or process being investigated. 21

21 City of Chattanooga Nadine K. Koski City of Chattanooga 100 E. 11th Street, Room 302 Chattanooga, TN Phone: (423) Fax: (423) CFD Standard Operating Procedures Section 16 Promotional Procedures 16.1 Promotional procedures for the positions of Lieutenant and Captain The promotional procedures for the positions of Lieutenant and Captain consists of a two component examination process including: Part I Part II Assessment center exercises. The performance items shall be related to the current fire department operations and procedures. The performance examination will constitute 95 percent of the overall score. Seniority will constitute five percent of the overall score. Seniority credit will be awarded for each year up to 20 years of fire department service Fire personnel applying for promotion must meet the following criteria: (A) (B) Firefighters applying for the 2002 Lieutenant/Driver promotional examination must have reached the rank of Senior Firefighter and have five years of service before becoming eligible to be promoted to Lieutenant/Driver. For promotion, service time must have been continuous and with the Chattanooga Fire Department since his/her most recent employment date. Firefighters applying for the promotional examination in 2004 and any subsequent promotional examination for the position of Lieutenant/Driver shall have reached the rank of Senior Firefighter, be state certified as Fire Officer I and Fire Instructor I, and have five years of service before becoming eligible to be promoted to Lieutenant/Driver. For promotion, service time must have been continuous and with the Chattanooga Fire Department since his/her most recent employment date. 22

22 (C) (D) (E) Lieutenant/Drivers applying for the 2002 promotional examination must be in grade for three years before becoming eligible for promotion to the rank of Captain. A Lieutenant/Driver must have a minimum of eight years of continuous fire department service to be promoted to a Captain s position. Civilian and acting service time will not count towards eligibility. For promotion, service time must have been continuous and with the Chattanooga Fire Department since his/her most recent promotion date. Lieutenant/Drivers applying for the 2004 promotional examination for the position of Captain shall be in grade for three years before becoming eligible for promotion to the rank of Captain, and shall be state certified as Fire Officer I and Fire Instructor I. A Lieutenant/Driver must have a minimum of eight years of continuous fire department service to be promoted to a Captain s position. Civilian and acting service time will not count towards eligibility. For promotion, service time must have been continuous and with the Chattanooga Fire Department since his/her most recent promotion date. Promotions to the rank of Lieutenant and Captain will be made in rank sequence only The role of the Personnel Department shall be to administer, coordinate, and monitor the test process, and report test results. Examination scores of candidates for promotion will be prepared by the Personnel Director, who will certify to the Fire Chief a list of those candidates determined to be qualified for promotion The results of certified promotional examinations will be valid for a period of two years. The certified promotional examinations will be administered on every even year. Firefighters may take the promotional examination on the even-numbered year preceding their eligible date for promotion, provided all other criteria have been met The promotional policy set forth above is authorized by Section of the Chattanooga City Code: Basis for determining qualifications for employment and promotion; physical examination. Qualifications for employment or in-service promotions shall be based upon merit and fitness to be determined, so far as is practicable, by suitable, job-related, competitive, objective, written and/or oral knowledge tests; skills examination, where appropriate; psychological examination, where appropriate; interviews; background examinations; medical examinations, including physical fitness and agility examinations, where appropriate; and experience. 23

23 Lieutenants and Captains candidate s standardized scores are then weighted in the following manner: COMPONENT PERCENTAGE SCORE Assessment Center 95 Seniority Final Selection Final selection of those to be promoted will be made by the Fire Chief. The Personnel Director will submit a list of up to six candidates testing scores, plus any tied scores beginning with the highest score for each promotional vacancy. The list submitted by Personnel will include, when possible, test scores from the eligibility list consistent with the City of Chattanooga Affirmative Action Program Advancement to the position of Senior Firefighter Senior Firefighter requirements: 1. A Senior Firefighter must be an employee of the City of Chattanooga Fire Department for not less than 24 consecutive months prior to advancement. 2. A Senior Firefighter shall be certified/licensed in the State of Tennessee as one of the following: Emergency Medical First Responder, Emergency Medical Technician, Emergency Medical Technician IV, or Paramedic. 3. A Senior Firefighter shall be certified by the State of Tennessee as a Firefighter II. 4. A Senior Firefighter shall be certified by the State of Tennessee as a Fire Apparatus Operator. Certification is accomplished by successfully completing either Option I or Option II of the Fire Apparatus Operator certification process: Option I requires successful completion of the written and performance examinations for Pumper Driver/Operator and Aerial Apparatus Driver/Operator. Option II requires successful completion of the written and performance examinations for Fire Apparatus Operator. 5. A Senior Firefighter shall be qualified at the Hazardous Materials First Responder operations level Upon satisfactory completion of the requirements stated in , and after certification by the Training Chief and City Personnel Director, qualified 24

24 employees will advance to the position of Senior Firefighter at the beginning of the next pay cycle. Certification for Fire - Year 2002 Date: 2/18/02 To: Jim Coppinger, Fire Chief Cc: Susan DuBose, Assistant Personnel Director, Joe Shaw, Assistant Personnel Director From: Donna Kelley, Personel Director RE: Eligibility List for Fire Promotions Enclosed are the lists of eligible candidates for the ranks of Fire Lieutenant and Fire Captain. Candidates are rank ordered by total percentage points obtained from the assessment center exercises and seniority points. Examination components are identified in Section 16 of the CFD SOP (Standard Operating Procedures). The candidates eligibility dates for promotion have been included as in accordance with the CFD SOP. The list for Lieutenant eligible candidates also includes a checkmark for those who have obtained the required title of Senior Firefighter. Please provide this office with the names of candidates who are promoted, eliminated from promotional consideration (e.g. termination, demotion) or who obtain the required Senior Firefighter status. nk/nk Enc. (2) 25

25 City of Grandview Brenda J. Mack City of Grandview, Missouri 1200 Main, Grandview, MO Grandview, MO Phone: (816) Fax: (816) City of Grandview, MO Finance Director In-basket Activities 2000 FINANCE DIRECTOR ASSESSMENT CENTER Applicant Dimensions FINANCE DIRECTOR ASSESSMENT CENTER Applicant Dimensions The following is a list of five (5) dimensions that represents a skill or ability that is relevant to success of a Finance Director with the City of Grandview. 1. Planning and Organizing the ability to effectively analyze and plan to reach a satisfactory conclusion; to carefully lay out work and delegate appropriately. The ability to anticipate and identify problems or potential problems, establish priorities, and utilize allotted time effectively. 2. Understanding of Position demonstration of the ability to make decisions, provide direction, allocate resources, delegate and resolve problems as the Fire Department administrator. 3. Decision-Making/Judgment the ability to analyze situations and reach logical, workable, and appropriate conclusions. 4. Oral Communication Skills the skillful expression of ideas and points verbally in a clear and concise manner. Language level, the use of non-verbals, and listening skills are used appropriately for the audience. The message communicated is effectively sent and received. 5. Stress Tolerance the ability to remain self-possessed in a variety of situations; to appear unflustered and exhibit confidence and self-control. 26

26 In-Basket Exercise Instructions This packet of material has been designed to represent a hypothetical, yet typical day for a Finance Director. This exercise will require you to handle a number of situations that are brought to your attention through letters, memos, and other documents that have been placed in your in-basket as City of Grandview Finance Director. This exercise allows you the opportunity to demonstrate a variety of management and supervisory skills. The exercise purposely places you in a situation with severe limitations of time and resources not unlike the pressures and limitations you may often deal with as a Finance Director. You will have one hour to study the background materials and complete the exercise. It is suggested that you look through all of the material before you initiate any action. You are the Finance Director and should handle the situations as you would actually handle the situations presented. Write down what you decide to do with each item. Use the bottom of the page, margins, or the extra paper provided to write any instructions you may want to leave or any memos or letters you want to write. Attach all papers used or notes and letters written to the items to which they refer. When you complete the in-basket or when time is called, place the items and all scratch paper back into the envelope. Situation Today is Tuesday, June 23, You have recently been appointed to the position of Finance Director of the City of Grandview, Missouri. You were previously employed by a municipality in another state and are new to Grandview. You receive a call late Tuesday afternoon. You were informed that the $625,000 grant to the City for staffing, training, and purchasing the area s first state-of-the art computerized billing and municipal court cataloging and tracking system is scheduled to come before the Senate appropriation committee in Washington, D.C. Wednesday, June 24 th at 1:00 PM. You were told that it is imperative that you attend this committee meeting to answer questions and make the final presentation on the grant request. You are informed that the grant has been pretty much approved, but your well-prepared presentation will seal its approval. You also know that the Mayor and City Administrator anticipate and are excited about this grant. You know this, because during your interview the City Administrator spoke of the highly trained staff and modern equipment that would focus nation-wide attention on Grandview, along with the improved records and billing services that would be available to help the citizens and customers of the City. It is now 4:15 p.m. You must prepare your presentation and catch the first Wednesday morning flight to Washington leaving KCI at 6:30 a.m. 27

27 You are to assume that you cannot be reached by phone until late Wednesday night. You are also to assume that it is unlikely you will have time to call back to the office. Efficiency in Government 77 Sunset Strip P.O. Box 1234 Grandview, MO Dear Alderman Candidate, Congratulations on your decision to seek public office in Grandview. Public service, as an Alderman, is a calling of the highest esteem. As a representative of the Efficiency In Government Citizens Committee, we would appreciate your response to the three questions on the attached questionnaire. Please return your responses in the enclosed stamped self-addressed envelope no later than June 24, After reviewing the responses, a decision will be made regarding those candidates our Committee will support and endorse. Please be aware that our Committee represents over 1,000 tax payers in the City of Grandview who are interested in representation the mirrors their wants and needs in government. We support you and would hope we could count on your support in return. If you have questions, please contact our office at Sincerely, Ruthie Balesome Committee Chairwoman Efficiency In Government Citizens Committee Efficiency In Government A Citizens Committee Candidate Endorsement Questionnaire 1. The City has a culturally diverse population and participates in such things as Together Grandview and Harmony in a World of Difference. However, the city has few minority police officers or women on its force. Would you be in favor of creating an annual line item for the special recruitment and training of minorities to increase the number in the Police Department? For your information the EIGCC recommends a 3% decrease in the annual appropriations in the billing and collection divisions to pay for this program. 28

28 2. Currently, the City has investments in organizations that are not environmentally friendly. What investment plans are in place to utilize more environmentally friendly companies without lessening the City s returns on investments and revenue? 3. How does the predictability of revenues and expenditures affect the City s projected levels of unreserved fund balance? Finance Director In an effort to speak before a citizens committee I am taking a crash course in financial management. Sorry for the short notice, but will you please provide me a short answer to the following questions: 1. What is the meaning of designated unreserved fund balance? The full amount of unreserved fund balances that are technically available for spending. The term is used on a financial statement to indicate that a portion of available resources has bee earmarked by the City for specific purposes. Under GAAP only the City s legislative body or the City Administrator has the authority to designate fund balances. 2. How are residual equity transfers from a propriety fund, such as the Sanitation Sewer fund required to be treated? Residual equity transfers are resources remaining when a fund ceases operations that must be moved to some other fund. Proprietary funds are required to treat any residual equity transfer as a direct addition to contributed capital rather than as a transfer. 3. Outline the critical components of an investment policy. Scope Objectives Delegation of Authority Prudence Investment Instruments Selection of Investments Qualified Institutions Diversification Safe Keeping and Custody Collateralization Internal Controls Monitoring and Adjusting The Portfolio Accounting Requirements Reporting Requirements Performance Evaluation Finance Director, This sounds ominous to me. What s going on down there? I have some concerns about the implications of this grievance. Please keep me posted on how this is progressing. I want us to be proactive rather then reactive on these types of issues. City Administrator Smith 29

29 June 22, 2000 Finance Director City of Grandview 1200 Main Grandview, MO Dear Finance Director This is my official notification to you of a grievance relative to a problem I continue to have with one of the employees in finance. It is my understanding that the Accounting Manager has said many slanderous and untrue things about me to others. She has put down my work and questioned my work ethics, and has made innuendoes relative to my sexual orientation, which I find unprofessional and inappropriate. Today, I again was informed of something untrue she said about me to an employee in another department. I have brought my concern to you before and have made every effort to get along with this person. Since it is imperative that she and I work together, I am formally requesting your assistance in this matter. I realize that we are both relatively new, but I feel her actions are harassing and intentional. I would like to me with you tomorrow, June 24 to further discuss this matter. I continue to feel that because of her personal attacks, I have been place in a hostile and intimidating work environment and am appealing to you to immediately resolve this problem. Sincerely, Tripper Walrond, Purchasing Manager Cc: City Administrator Personnel 30

30 Grandview High School 1314 Viewsgrand Lane Grandview, MO June 23, 2000 Finance Director City of Grandview 1200 Main Grandview, MO Dear Chief: It was a pleasure talking to you yesterday. Thank you for so graciously agreeing to speak at our Career Day Festival. As I told you during our phone conversation, you are expected this Wednesday, June 24 th at 9:00 AM to make a twenty-five to thirty minute presentation to our Future Finance Directors of America group. Todate, we have twenty-one FDAs who have registered to hear your presentation. This group ranges in age from 16 to 18 years old. I must tell you that our entire group is very excited about hearing and meeting you at this time. Several of the seniors from this group have expressed an interest in the internship position with the Finance department. I know you will be an inspiration to each of them. If you have questions or need of additional information, please feel free to contact me. I look forward to meeting you. Sincerely, Rachel D. Mack, Principal Grandview High School MEMO July 22, 2000 TO: FROM: SUBJECT: Finance Director Cory Smith, City Administrator Ambulance Contract What are your plans to correct the problems we have been having with ambulance billings? I realize with the changes in Medicare there is a need to do massive training in the Finance and Fire Departments to enhance the quality of the reports we must submit to Medicare for payments. We also need to do a better job of educating the public on our procedures and fee structure. 31

31 Will you provide me a report on how you plan to resolve some of the issues we have been dealing with for quite sometime. I need this the first thing tomorrow morning to review, so that we can present it at the Board s June 26 work session. I know this is short notice, but since we have numerous discussions on ways to resolve these issues, it shouldn t take you long to pull a report and presentation together. MEMO July 22, 2000 TO: FROM: SUBJECT: Finance Director C. Smith, City Administrator Citizen Complaint Alderman Franks contacted me with a citizen complaint she had received. Mr. Dole claims that the Finance Department lost his occupational license paper work and as a result he was not able to open his hamburger stand for its planned grand opening. Mr. Dole contends that he was never told there was a problem until he inquired at the customer service window. He is threatening lawsuit and contends he has incurred irreparable damage. Please call Mr. Dole and explain why this action was necessary and inform me of the same. MEMO TO: Finance Director FROM: Gerald Harvey, Safety Director DATE: July 22, 1998 RE: Workers Compensation Injuries I have attached for your perusal the statistics on last quarters Workers Comp pay-out for injuries on Finance Dept. staff. I have a concern that the Finance Department has had an extraordinary large number of injuries during the past two quarters, for office staff. Sixty percent of your staff have filed worker compensation claims for back and wrist injuries. This seems to indicate the City needs to be more aggressive in lowering our injuries and accident rates with more training and discipline. I have suggested to the City Administrator that we take an active approach to addressing this issue by 1) initiating some type of safety reward program for departments with low accident and injury rates and 2) establishing a Safety Review Committee. The Safety Review Committee would be responsible for reviewing accident/injury reports; investigating on the job 32

32 accidents/injuries; determining if the accident/injury was preventable; and recommending disciplinary action and training for employees who have had more than one preventable accident during any quarter. As Safety Director, it has been my experience that a good strong safety and discipline program can go a long way in reducing accident and injury rates. I have received the initial ok from the CA to look into this suggestion. I firmly believe we need to establish a Safety Review Committee and am working toward that end. What is your opinion on this? I would like a representative from Finance to sit on this committee. Would you supply a representative to meet with other departments on this issue? Let me know whom I can expect at the July 26 th meeting. It will be held in the Mayor s conference room at 10 AM. TO: FROM: SUBJECT: Mayor Wilson, Board of Aldermen, and City Administrator Smith City of Grandview Department Directors Proposal regarding requirements for City Employees to reside within City limits Prior to the formal preparation of a petition on this subject, we feel it would be helpful to discuss the merits with you first. While each of us can appreciate the rational for a residential requirement policy, it does create some problems that the entire group of Department Directors would like to discuss. It is not our intent to antagonize you, however, we would like a opportunity to candidly address our concerns on the current policy. The following are arguments on both side of this issue. You will notice that there many pluses for removing the residency requirement from the entire population of City employees, including Department Directors. ARGUMENTS IN FAVOR OF RESIDENCY REQUIREMENTS: 1. City employees feel more pride in the City because they live here. 2. City employees feel ownership in the City, i.e., their actions will tend to be consistent with the need to promote the community in which they live. 3. Public safety employees live closer to work and can respond more quickly to emergencies. 4. Police employees could be assigned out-of-service patrol vehicles for take home creating the impression of a safer neighborhood. ARGUMENTS AGAINST RESIDENCY REQUIREMENTS: 1. It will be very difficult to continue to recruit for some positions, particularly clerical and technical. The City could be forced to hire less qualified candidates. In other words, because of our size our labor pool within the City limits is small. 33

33 2. Most applicants for Department Director, technical, police and fire positions are from outside the community. Requiring City residency diminishes the number and quality of applicants. 3. New hires may commit to move to Grandview within required time period, then the employee cites numerous obstacles that prevent him/her from doing so. This could impact the person s longevity with the City, not to mention the lost investment the City sustains if the employees does not stay in the City s employment but for a brief period because of the requirement. 4. The City requires department directors to reside in the City. Does this not affect morale and productivity of the senior staff and their families because of their limited options? These are several pro-con statements on this subject. The Department Directors request your consideration in removing the residency requirements from all Grandview employees. 34

34 ASSESSORS GENERAL INSTRUCTIONS ASSESSOR S INTRODUCTION The purpose of this assessment center is to determine how well candidates can perform in the position of Finance Director. This will be accomplished by evaluating each candidate s skills and management expertise. Assessors are responsible for ranking the candidates in order of the overall management and administrative abilities demonstrated. This assessment center attempts to duplicate, in miniature, the position of Finance Director. While the time limitations may not be realistic, the exercises include situations that a Finance Director would encounter and requires the administrative skills and abilities needed to successfully function in this position. A list of dimensions that represent the skills and abilities that should be displayed by the applicants and assessed by each assessor during the process are included in this packet. Please review them carefully. This packet contains: Schedule for December 11, 1998 Introduction Dimensions To Evaluate General Instructions To Be Used To Evaluate Applicants Rating Forms (4) General Interview Questions Problem Scenario 1 Problem Scenario 2 Leaderless Group Exercise FINANCE DIRECTOR ASSESSMENT CENTER Dimensions to Be Observed Throughout Process The following is a list of five (5) dimensions that assessors are asked to evaluate during the assessment process. Each dimension represents a skill or ability that is relevant to the success of a Finance Director with the City of Grandview. 1. Planning and Organizing the ability to effectively analyze and plan to reach a satisfactory conclusion; to carefully lay out work and delegate appropriately. The ability to anticipate and identify problems or potential problems, establish priorities, and utilize allotted time effectively. 35

35 2. Understanding of Position demonstration of the ability to make decisions, provide direction, allocate resources, delegate and resolve problems as the Fire Department administrator. 3. Decision-Making/Judgment the ability to analyze situations and reach logical, workable conclusions. 4. Oral Communication Skills the skillful expression of ideas and points verbally in a clear and concise manner. Language level, the use of non-verbals, and listening skills are used appropriately for the audience. The message communicated is effectively sent and received. 5. Stress Tolerance the ability to remain self-possessed in a variety of situations; to appear unflustered and exhibit confidence and self-control. GENERAL INSTRUCTIONS TO ASSESORS As an assessment center assessor, you are responsible for measuring the ability and potential demonstrated by applicants for the position of Finance Director. Remember job knowledge is important, but other qualities such as understanding of the position, self-confidence, interpersonal relations, and communication are equally important. Step 1. Observe the applicant s performance and behavior. You must be extremely attentive while observing an applicant in order to identify behaviors reflecting effectiveness or ineffectiveness. Step 2. Record your observations on the Assessor s Rating Form. First indicate the applicant rating on a scale of 1 (Poor) to 5 (Outstanding). Ratings should be done according to the following criteria: 1- POOR: If the applicant s actions were nearly all ineffective with little to no effective actions. 2- BELOW AVERAGE: If the applicant s behavior was mostly ineffective but with some effective actions. 3- AVERAGE: If the applicant s actions were approximately evenly divided between effective and ineffective. 4- ABOVE AVERAGE: If the applicant s actions were mostly effective but with some ineffective actions. 5- OUTSTANDING: If the applicant s actions were nearly all effective with hardly any ineffective actions. Step 3. Justify this rating with written comments based on the behaviors you have observed. Be as explicit, clear and concise as possible in identifying behaviors that reflects the behaviors exhibited by each applicant. Legible writing is a necessity. 36

36 Use back of this sheet, if additional space is needed ASSESSOR S RATING FORM Applicant s Name Date Assessor PLANNING AND ORGANIZAING Comments & Observations UNDERSTANDING OF POSITION Comments & Observations DECISION-MAKING/JUDGMENT Comments & Observations ORAL COMMUNICATION SKILLS Comments & Observations STRESS TOLERANCE Comments & Observations

37 Finance Director Assessment Center & Interview Schedule Name 1. In-basket Exercise Oral Presentation City Tour Lunch Leaderless Group Exercise Interview August 21, 2000 Dear It is with great pleasure and anticipation I inform you, that you are one of six finalists for the position of Fire Chief for the City of Grandview, Missouri. As one of the finalist, I am inviting you to participate in an Assessment Center that has been scheduled for September 4, 2000 beginning at. Please plan to spend at least four hours of your day with us. Our assessment process will include an in-basket exercise, a tour of the City; an oral presentation; a group exercise; and an interview. You will be reimbursed for any costs your incur. From the Desk of The Community Services Director Hey Finance Director, We re attempting to display a unified front on this issue. Since you haven t moved your family into the City yet, why not join us? I hear you are on your way to Washington. Let s plan to get together for lunch the day you are back in the office. I am going to put your name down with the rest of the Department Directors on this issue until I hear differently from you. Pontius P. 38

38 From the Desk of The Community Services Manager Hey Finance Director, We re attempting to display a unified front on this issue. Since you haven t moved your family into the City yet, why not join us? I hear you are on your way to Washington. Let s plan to get together for lunch the day you are back in the office. I am going to put your name down with the rest of the Department Directors on this issue until I hear differently from you. Pontius P. NAME In-basket Oral Presentation Lunch Leaderless Group Exercise Interview Break City Tour A Case for the Finance Director You are the Finance Director of the City of Jurassic Park, Missouri. Jurassic Park serves a citizen population of approximately 26,000 in a 15 square mile area. It is a Mayor/Board of Aldermen form of government, managed by the City Administrator through the departments of Finance, Public Works, Recreation, Police and Social Services. You have been in the position of Finance Director for a relatively short period of time. Your department is made up of two divisions: Accounting and Collections headed by Casey Locust; and Financial Services headed by Tripper Walrond. Both division directors have a staff that 39

39 consists of financial engineers, accountants, the city treasurer, and accounting clerks. The engineers act as division directors in the absence of the division directors. Jurrasic Park Citizens Board of Aldermen City Administrator Finance Director Social Services Public Works Recreation Police Accounting & Collections Manager Casey Locust Financial Services Manager Tripper Walrond Finance Engineer Bobbie Walnut Finance Engineer Mark Douglas Accountants Treasurer Accounting Clerk Accounting Clerk INSTRUCTIONS: Discuss how or if you would respond to each of the employees involved in the following situation: CURRENT SITUATION One day Bobbie Walnut came upon an interoffice memo, in Casey Locust s incoming mailbox. The memo contained a question from the City Administrator, about the new MIS on which Bobbie was working. Feeling that she could save time for Casey, Bobbie picked up the memo, read it, and proceeded to respond to the CA with the answers to his questions. When she had finished, Bobbie simply put the memo back in Casey s mailbox and went on with her other work. Later in the day, Casey returned to the office and came upon the memo. Casey sought out Bobbie Walnut and the following conversation ensued: Casey: Bobbie, I ve got a short note from the City Administrator asking about the status of the information system project I assigned to you. Where do we stand on that now? Bobbie: Well, as I mentioned before, all we have to do is find the software for the automatic stacking device and then we should have the system ready for testing. I ve located two companies that offer the package we need and they should be in contact before the end of this week. Casey: Okay, that s good. How about answering this memo to the CA to keep him up-to-date on this project. Bobbie: I already have. I saw the memo earlier and went in his office to bring him up todate on the project. I followed this conversation up with a memo. Casey: Did you get a copy of this too? 40

40 Bobbie: No, I saw yours and decided to save you time so I went ahead and answered his questions. Casey: You mean you got this out of my box? Bobbie: Yeah, I saw it as I was coming to my desk and decided to go ahead and get it out of the way. Casey: Oh well, I ll just hold on to the memo for awhile then. Several days later, Casey and Bobbie were discussing one of Bobbie s new ideas to automate the telephone and computer systems for the City. The discussion became very heated when Casey rejected the idea as too expensive, in both time and money. Casey: Another thing, Bobbie, I don t want you going through my mailbox again. What s in there is none of your business unless I assign it to you. Bobbie: I was just trying to do you a favor and get the memo answered. If you don t want me to do that, then I won t. Casey: You would have answered eventually, but I don t want you to do these things unless I tell you to. I m in charge of this division and I have to know what s going on. That reminds me of another thing. From now on, I must know about all of the projects you re working on. I don t want any more secret projects being worked on without my knowing it. I feel pretty stupid when the City Administrator or one of the Aldermen asks me a question that you have discussed with them and I ve never even heard of it. From now on, you tell me about your ideas and if we can work it into the budget and/or the long-range plans of the City we will; otherwise it will have to wait. This means not going to the City Administrator with your suggestions and ideas then telling me he thinks it s a good idea. I ll approve the ideas and systems to be used in accounting and then I ll check with him if necessary. Do you have any questions about how we will proceed from this point forward? Good, Casey says as she stands up and leaves the room. The following day as Bobbie and Tripper Walrond are leaving the office together, Bobbie related her discussion with Casey. Bobbie: Tripper, I m so mad at Casey that I d like to quit and walk out of here right now. I know I could make more money somewhere else and wouldn t have to put up with Casey. You know what really gets me hot is the fact that I have worked hard and saved this City thousands of dollars. Yet, I can t get a decent raise. I know that Casey came in making about $10,000 more than me and I feel I m worth as much as she. I do realize that they have to pay her more because she s a division head, but I know she s not worth the amount of difference in our salaries. Besides, if they gave me more than the usual 3.5% I would feel like putting out more work, but its hard when you aren t being paid fair for your contributions. Everyone knows the cost of living is increasing. Tripper: You know what chances you ve got of getting a raise, especially after the cost-of-living adjustment we all just got. What started you on the warpath, anyway? 41

41 Bobbie: Well, I was telling Casey about my idea for the automatic system that I have already got bids on. She turned it down, just like she s done on most of my ideas. Tripper: Did she tell you why she turned your idea down? Bobbie: She said it would be too expensive and would take too much time. Tripper, it would save us about $5,000 a year. Tripper: Well, I ve presented cost-saving proposals that have been turned down by the Board of Aldermen. They usually say things are too expensive. I once suggested that we outsource our payroll system. You know what a bottleneck that has been. My first estimate, which was conservative, would save $50,000 a year plus we could reduce staff. Bobbie: Yeah, I know, but at least Casey doesn t treat you like a child. You two are peers. She turns down my ideas that could save us thousands of dollars a year. I don t think she really knows anything about automatic information systems. Besides that, when you try to explain something to her and she doesn t understand it, she says it won t work. But I know she takes some of my ideas and mentions them to the City Administrator and probably takes credit for them. I don t like that one little bit and some day I am going to tell her about it. Then a couple of days ago after telling me no on my idea, she chews me out for going through her mailbox. All I was trying to do was do her a favor by answering the CA s questions from a memo and she got upset. She doesn t know anything about the project anyway, so what s the difference? Tripper: Well, do you think it was right to go through her mail? I would be angry if any of my people did that to me. Bobbie: It wasn t like I was snooping through her stuff. I just happened to see the subject of the memo and I knew it was concerning my project so I went ahead and answered the questions. I didn t just go through her mail; the memo was right on top of her in-basket and I just happened to see it on my way to my desk. Tripper: Yes, but you did get into her personal mailbox and went ahead without her knowing about it. Do you see what I mean, Bobbie? I mean she is the head of your division and needs to know what goes on with the division. Bobbie: But she doesn t need to know everything I m working on. It s none of her business. Most of the things I do are my own ideas and she doesn t have a thing to do with them she doesn t even understand my MIS projects. Anyway, she told me she didn t want me working on any secret projects, that I was to tell her about all of my ideas before I did anything with them. Well, I ll tell you, I m going ahead and doing the projects she assigns me, but I m still going to work on my own ideas whenever I get a chance. Hey, here comes Miss Keep Me Informed Casey now, I ll see you later! The next day. Casey: Tripper did Bobbie tell you about our discussion the other day? Tripper: She said you two had a few words. 42

42 Casey: Bobbie is just getting too big for her own britches. If she doesn t like something I say or do, she acts like a little child. Goes around pouting and gloomy for two or three days. She s just going to have to learn that she s not running the department, although I m sure she feels she could do a better job than I m doing. But the thing is that she can t take any criticism. Some of her ideas are good, but others are just too far out and we don t have the budget for them. Although we are becoming more automated here in finance, we have to remember that the citizens of Jurassic Park are the bosses who we must be accountable to in the long run. I am really concerned about Bobbie. She is extremely sensitive. I know she is worth a lot to the City, but if she doesn t change her ways these problems are going to get bigger between us. I already dread talking with her. Maybe it is time for her to go. I think I need to talk to our Finance Director

43 Fire Chief Dear I am happy to inform you that you have been selected as a semi-finalist for the position of Fire Chief for the City of Grandview. Our selection process from this point will include three steps 1) Completion of questionnaire; 2) an assessment process; and 3) a personal interview and tour. Please note that not all candidates will complete each step and receive an invitation to interview with the City Administrator. Selected candidates will be asked to participate in at least one on-site interview, as part of the final stage of our selection process. Enclosed is the first step in our selection process, the questionnaire. Please complete and return this questionnaire so that it is received by Monday, June 22, You may mail your completed questionnaire to - City of Grandview; Attention: Personnel; 1200 Main, Grandview, MO or fax it to -Attention: Personnel (816) Limit your responses in Part II of the questionnaire to a total of no more than four pages. If for any reason you have a conflict that prevents you from responding by the June 22 nd deadline, please contact me to discuss a possible extension. If you have any further questions, feel free to call. Sincerely, Brenda J. Mack, Human Resources Director 44

44 City of Grandview, Missouri Fire Chief Applicant Questionnaire INSTRUCTIONS Please number and re-type each question prior to typing your response. Answer all questions as succinctly as possible. Content, clarity of expression, and brevity will be factors utilized in assessing your response. It is imperative that your full name is at the top of each page. Submit your completed questionnaire on or before Monday, June 22, 1998 to: City of Grandview, MO; ATTENTION: Personnel, 1200 Main, Grandview, MO Part I. A. Describe the organizational structure of the fire department where you are currently employed and the specific duties of your position within the department. If you are not currently employed by a fire department, base your response on your most recent fire service experience. B. Provide the following information regarding the fire department where you are/were most recently employed: number of employees by rank, number of fire stations, number of calls per year by type of call, type of workforce (i.e. unionized or non-union, volunteer or paid) and budget. Part II. 1. Describe your greatest accomplishment in at least one of the following areas: Communication system design, acquisition, and implementation Productivity improvement Workforce reengineering/restructuring Creating and maintaining diversity Reducing injury time off Organizational development Technological implementation Problems involving staffing levels or scheduling Labor/management cooperative ventures Innovative program/ project development & implementation 2. Describe the biggest problem you have faced in Fire Service? Describe how it was dealt with or resolved and the role you played. 3. Describe your management style. Explain why it is effective. How did you develop this style? What management training or coaching/mentoring have you had in this regard? 4. Describe your experience with performance measures and the impact they may have had on operational costs, staffing, budget, etc. 45

45 5. Describe the experience you have with training, workforce development or supervisory/management development. 6. If you were asked to develop a five-year strategic plan for the Grandview fire department, what process would you follow in creating such a plan? What data would you consider? 7. How would you, as Fire Chief, propose to overcome suspicion, fear and distrust to foster a positive relationship with the Union? 8. Specifically describe how you, as Fire Chief, would add value to the process of delivering services to citizens of the City of Grandview? Part III. On a scale of 1(low) 5 (High), rate both your competency and experience in the following areas: Competency Experience 1. Understanding the business of municipal government 2. Acting in the role of change agent 3. Use of interpersonal skills and the ability to work with diverse customers and employees 4. Use of negotiation and conflict resolution skills. 5. The ability to strategically plan and develop an organization City of Grandview, MO Fire Chief In-basket Activities 1998 FIRE CHIEF ASSESSMENT CENTER Applicant Dimensions The following is a list of five (5) dimensions that represents a skill or ability that is relevant to success of a Fire Chief with the City of Grandview. 1. Planning and Organizing the ability to effectively analyze and plan to reach a satisfactory conclusion; to carefully lay out work and delegate appropriately. The ability to anticipate and identify problems or potential problems, establish priorities, and utilize allotted time effectively. 46

46 2. Understanding of Position demonstration of the ability to make decisions, provide direction, allocate resources, delegate and resolve problems as the Fire Department administrator. 3. Decision-Making/Judgment the ability to analyze situations and reach logical, workable, and appropriate conclusions. 4. Oral Communication Skills the skillful expression of ideas and points verbally in a clear and concise manner. Language level, the use of non-verbals, and listening skills are used appropriately for the audience. The message communicated is effectively sent and received. 5. Stress Tolerance the ability to remain self-possessed in a variety of situations; to appear unflustered and exhibit confidence and self-control. In-Basket Exercise Instructions This packet of material has been designed to represent a hypothetical, yet typical day for a Fire Chief. This exercise will require you to handle a number of situations that are brought to your attention through letters, memos, and other documents that have been placed in your in-basket as City of Grandview Fire Chief. This exercise allows you the opportunity to demonstrate a variety of management and supervisory skills. The exercise purposely places you in a situation with severe limitations of time and resources not unlike the pressures and limitations you may often deal with as a Fire Chief. You will have one hour to study the background materials and complete the exercise. It is suggested that you look through all of the material before you initiate any action. You are the Fire Chief and should handle the situations as you would actually handle the situations presented. Write down what you decide to do with each item. Use the bottom of the page, margins, or the extra paper provided to write any instructions you may want to leave or any memos or letters you want to write. Attach all papers used or notes and letters written to the items to which they refer. When you complete the in-basket or when time is called, place the items and all scratch paper back into the envelope. Situation Today is Tuesday, June 23, You have recently been appointed to the position of Fire Chief of the City of Grandview, Missouri. You were previously employed by a municipality in another state and are new to Grandview. 47

47 You receive a call late Tuesday afternoon. You were informed that the $625,000 grant to the department for staffing, training, and purchasing the area s first state-of-the art evacuation and rescue vehicle is scheduled to come before the Senate appropriation committee in Washington, D.C. Wednesday, June 24 th at 1:00 PM. You were told that it is imperative that you and your Emergency Preparedness Chief attend this committee meeting to answer questions and make the final presentation on the grant request. You are informed that the grant has been pretty much approved, but your well-prepared presentation will seal its approval. You also know that the Mayor and City Administrator anticipate and are excited about this grant. You know this, because during your interview the City Administrator spoke of the highly trained staff and modern equipment that would be available to help the citizens and customers of Grandview. It is now 4:15 p.m. You must prepare your presentation and catch the first Wednesday morning flight to Washington leaving KCI at 6:30 a.m. You are to assume that you cannot be reached by phone until late Wednesday night. You are also to assume that it is unlikely you will have time to call back to the office. Firefighters local # Sunset Strip PO Box 1234 Grandview, MO Dear Alderman Candidate, Congratulations on your decision to seek public office in Grandview. Public service, as an Alderman, is a calling of the highest esteem. As a representative of the employees covered by Firefighters Local #123, we would appreciate your response to the three questions on the attached questionnaire. Please return your responses in the enclosed stamped self-addressed envelope no later than June 24, After reviewing the responses, a decision will be made regarding those candidates our union will support and endorse. Firefighters are the professional protectors of your property and the property of your constituents. We support you and would hope we could count on your support in return. If you have questions, please contact our office at Sincerely, Rudolf Balentino, President Local 123 Firefighters Local Union #123 Political Action Committee 48

48 Candidate Endorsement Questionnaire 1. The City has a culturally diverse population and participates in such things as Together Grandview and Harmony in a World of Difference. However, the city does not recognize the birthday of Dr. Martin Luther King as a holiday. Would you be in favor of adopting January 19 as an additional paid City holiday? 2. Currently, firefighters are allowed to accumulate 24 shifts of vacation. All time accrued over this is lost without payment to the employee. This sometimes becomes a problem for both the City and the employee due to overtime assignments because of staff shortages. Would you support increasing the maximum vacation accumulation for firefighters from 24 to 30 shifts? 3. Firefighters accrue eighteen hours of sick leave per calendar month for the first five years of service with the City. As some employees reach retirement age, they often must leave with hundreds of hours of unused leave. Would you support a plan to compensate these employees for their unused sick leave? June 22, 1998 Fire Chief City of Grandview 1200 Main Grandview, MO Dear Chief: Chief, This sounds ominous to me. What s going on down there? I have some concerns I d like for you and I to address before you meet with the union on this one. Also, what do your guys mean by, seeking immediate relief by other means? City Administrator Smith RE: Grievance of Albert Regan This is official notification of initiation of Step 2 of the grievance procedure. In accordance with the current Agreement, I will expect your response within by close of day tomorrow June 24. This grievance is in response to the suspension of shift trading privileges for Albert Regan. In keeping with the timeframes established by the Agreement, the Union will notify you of our two selections to sit on the grievance panel by close of day, tomorrow. We would hope that you would submit your two selections for the grievance panel before or prior to this time, also. Until then, the Union will be seeking immediate relief of this situation by other means. If you have any questions, feel free to contact me or one of the executive board members. In Service, Rudolf Baletino; President Firefighters Local #123 Cc: City Administrator 49

49 Grandview High School 1314 Viewsgrand Lane Grandview, MO June 23, 1998 Fire Chief City of Grandview 1200 Main Grandview, MO Dear Chief: It was a pleasure talking to you yesterday. Thank you for so graciously agreeing to speak at our Career Day Festival. As I told you during our phone conversation, you are expected this Wednesday, June 24 th at 9:00 AM to make a twenty-five to thirty minute presentation to our Explorers group. Todate, we have twenty-one Explorers who have registered to hear your presentation. This Explorers group ranges in age from 17 to 19 years old. I must tell you that our entire Explorer group is very excited about hearing and meeting you at this time. Several of the seniors from this group have expressed an interest in entering the Fire Service and I know you will be an inspiration to each of them to continue with their plans. If you have questions or need of additional information, please feel free to contact me. I look forward to meeting you. Sincerely, Rachel D. Mack, Principal Grandview High School MEMO TO: FIRE CHIEF FROM: Sandy Spane, Emergency Preparedness Chief DATE: June 22, 1998 This is a request for Family Medical Leave effective at noon today, June 22, I just found out that my son is ill and will be admitted to Research Hospital for surgery at Noon today. I anticipate after speaking to the physician that I will be needed to care for my son for the full twelve weeks that I am accorded under FML. Attached is the form as required by our policy. The doctor s office will fax the certification to this office by the end of the day. You won t be able to reach me today, but I will call you early tomorrow to see if the doctor s certification has been received. Please sign it and turn it in to Personnel as soon as possible. 50

50 MEMO TO: FIRE CHIEF FROM: Sandy Spane, License Bureau Supervisor DATE: June 22, 2000 This is a request for Family Medical Leave effective at noon today, June 22, I just found out that my son is ill and will be admitted to Research Hospital for surgery at Noon today. I anticipate after speaking to the physician that I will be needed to care for my son for the full twelve weeks that I am accorded under FML. Attached is the form as required by our policy. The doctor s office will fax the certification to this office by the end of the day. You won t be able to reach me today, but I will call you early tomorrow to see if the doctor s certification has been received. Please sign it and turn it in to Personnel as soon as possible. FIRE CHIEF IN-BASKET EXERCISE SUMMARY ACTIVITY 1 Request for info pertaining to letter &questions from Firefighters Union from alderman. ACTIVITY 2 Grievance of Albert Regan ACTIVITY 3 DOL investigation ACTIVITY 4 Request for presentation at high school ACTIVITY 5 Request for Family Medical Leave ACTIVITY 6 Request for Personnel Action Form ACTIVITY 7 Ambulance Contract Request to attend Council Meeting Activity 8 Safety Review Committee Activity 9 Request to attend training 51

51 Activity 10 Citizen complaint Activity 11 Letter from Finance Manager MEMO July 22, 1998 TO: FROM: SUBJECT: Fire Chief Cory Smith, City Administrator Ambulance Contract I agree with your recommendation to award our ambulance contract to Lifesaver Ambulance Company. I have instructed the City Clerk to place this item on the July 25 th Council meeting agenda. I anticipate Expedite Inc., their competitor to be present at this meeting in a last minute effort to dissuade the Council from awarding the contract to Lifesaver. Please be present at the 7 PM Council meeting to answer any questions that may arise. MEMO July 22, 1998 TO: FROM: SUBJECT: Fire Chief C. Smith, City Administrator Citizen Complaint Alderman Franks contacted me with a citizen complaint she had received. Mr. Dole claims that the Fire Department broke his window while gaining access to his locked house. Since this was a smoke investigation call, he does not understand why it was necessary to break the window. Please call Mr. Dole and explain why this action was necessary and inform me of the same. 52

52 MEMO TO: Fire Chief FROM: Alton Harvey, Safety Director DATE: July 22, 1998 RE: Workers Compensation Injuries and Vehicle/Property Damage I have attached for your perusal the statistics on last quarters Workers Comp pay-out for injuries on Fire Dept. staff. I have a concern that the Fire Department has had an extraordinary large number of injuries during the past two quarters. This seems to indicate the City needs to be more aggressive in lowering our injuries and accident rates with more training and discipline. I have suggested to the City Administrator that we take a proactive approach to addressing this issue by 1) initiating some type of safety reward program for departments with low accident and injury rates and 2) establishing a Safety Review Committee. The Safety Review Committee would be responsible for reviewing accident/injury reports; investigating on the job accidents/injuries; determining if the accident/injury was preventable; and recommending disciplinary action for employees who have had more than one preventable accident during any quarter. As Safety Director, it has been my experience that a good strong safety and discipline program can go a long way in reducing accident and injury rates. I have received the initial ok from the CA to look into this suggestion. I firmly believe we need to establish a Safety Review Committee and am working toward that end. What is your opinion on this? I would like to meet with a representative from the fire service by July 26 to outline how the Committee could best function. Would you supply a representative to meet with other departments on this issue? Let me know who I can expect at the July 26 th meeting. It will be held in the Mayor s conference room at 10 AM. TO: FROM: SUBJECT: Mayor Wilson, Board of Aldermen, and City Administrator Smith City of Grandview Department Directors Proposal regarding requirements for City Employees to reside within City limits Prior to the formal preparation of a petition on this subject, we feel it would be helpful to discuss the merits with you first. While each of us can appreciate the rational for a residential requirement policy, it does create some problems that the entire group of Department Directors would like to discuss. It is not our intent to antagonize you, however, we would like a opportunity to candidly address our concerns on the current policy. The following are arguments on both side of this issue. You will notice 53

53 that there many pluses for removing the residency requirement from the entire population of City employees, including Department Directors. ARGUMENTS IN FAVOR OF RESIDENCY REQUIREMENTS: 1. City employees feel more pride in the City because they live here. 2. City employees feel ownership in the City, i.e., their actions will tend to be consistent with the need to promote the community in which they live. 3. Public safety employees live closer to work and can respond more quickly to emergencies. 4. Police employees could be assigned out-of-service patrol vehicles for take home creating the impression of a safer neighborhood. ARGUMENTS AGAINST RESIDENCY REQUIREMENTS: 1. It will be very difficult to continue to recruit for some positions, particularly clerical and technical. The City could be forced to hire less qualified candidates. In other words, because of our size our labor pool within the City limits is small. 2. Most applicants for Department Director, technical, police and fire positions are from outside the community. Requiring City residency diminishes the number and quality of applicants. 3. New hires may commit to move to Grandview within required time period, then the employee cites numerous obstacles that prevent him/her from doing so. This could impact the person s longevity with the City, not to mention the lost investment the City sustains if the employees does not stay in the City s employment but for a brief period because of the requirement. 4. The City requires department directors to reside in the City. Does this not affect morale and productivity of the senior staff and their families because of their limited options? These are several pro-con statements on this subject. The Department Directors request your consideration in removing the residency requirements from all Grandview employees. ASSESSORS GENERAL INSTRUCTIONS ASSESSOR S INTRODUCTION The purpose of this assessment center is to determine how well candidates can perform in the position of Fire Chief. This will be accomplished by evaluating each candidate s skills and management expertise. Assessors are responsible for ranking the candidates in order of the overall management and administrative abilities demonstrated. 54

54 This assessment center attempts to duplicate, in miniature, the position of Fire Chief. While the time limitations may not be realistic, the exercises include situations that a Fire Chief would encounter and requires the administrative skills and abilities needed to successfully function in this position. A list of dimensions that represent the skills and abilities that should be displayed by the applicants and assessed by each assessor during the process are included in this packet. Please review them carefully. FIRE CHIEF ASSESSMENT CENTER Dimensions to Be Observed Throughout Process The following is a list of five (5) dimensions that assessors are asked to evaluate during the assessment process. Each dimension represents a skill or ability that is relevant to the success of a Fire Chief with the City of Grandview. 1. Planning and Organizing the ability to effectively analyze and plan to reach a satisfactory conclusion; to carefully layout work and delegate appropriately. The ability to anticipate and identify problems or potential problems, establish priorities, and utilize allotted time effectively. 2. Understanding of Position demonstration of the ability to make decisions, provide direction, allocate resources, delegate and resolve problems as the Fire Department administrator. 3. Decision-Making/Judgment the ability to analyze situations and reach logical, workable conclusions. 4. Oral Communication Skills the skillful expression of ideas and points verbally in a clear and concise manner. Language level, the use of non-verbals, and listening skills are used appropriately for the audience. The message communicated is effectively sent and received. 5. Stress Tolerance the ability to remain self-possessed in a variety of situations; to appear unflustered and exhibit confidence and self-control. GENERAL INSTRUCTIONS TO ASSESORS As an assessment center assessor, you are responsible for measuring the ability and potential demonstrated by applicants for the position of Fire Chief. Remember job knowledge is important, buy other qualities such as understanding of the position, self-confidence, interpersonal relations, and communication are equally important. Step 1. Observe the applicant s performance and behavior. You must be extremely attentive while observing an applicant in order to identify behaviors reflecting effectiveness or ineffectiveness. 55

55 Step 2. Record your observations on the Assessor s Rating Form. First indicate the applicant rating on a scale of 1 (Poor) to 5 (Outstanding). Ratings should be done according to the following criteria: 1- POOR: If the applicant s actions were nearly all ineffective with little to no effective actions. 2- BELOW AVERAGE: If the applicant s behavior was mostly ineffective but with some effective actions. 3- AVERAGE: If the applicant s actions were approximately evenly divided between effective and ineffective. 4- ABOVE AVERAGE: If the applicant s actions were mostly effective but with some ineffective actions. 5- OUTSTANDING: If the applicant s actions were nearly all effective with hardly any ineffective actions. Step 3. Justify this rating with written comments based on the behaviors you have observed. Be as explicit, clear and concise as possible in identifying behaviors that reflects the behaviors exhibited by each applicant. Legible writing is a necessity. ASSESSOR S RATING FORM Use back of this sheet, if additional space is needed Applicant s Name Date Assessor PLANNING AND ORGANIZAING Comments & Observations UNDERSTANDING OF POSITION Comments & Observations DECISION-MAKING/JUDGMENT Comments & Observations

56 ORAL COMMUNICATION SKILLS Comments & Observations STRESS TOLERANCE Comments & Observations Fire Chief Assessment Center & Interview Schedule September 4, 1998 Name In-basket Exercise Oral Presentation City Tour Lunch 1. Name 1 2. Name 2 Leaderless Group Exercise Interview 4. Name 4 5. Name 5 6. Name 6 August 21, 1998 Dear It is with great pleasure and anticipation I inform you, that you are one of six finalists for the position of Fire Chief for the City of Grandview, Missouri. As one of the finalist, I am inviting you to participate in an Assessment Center that has been scheduled for September 4, 1998 beginning at. Please plan to spend at least four hours of your day with us. Our assessment process will include an in-basket exercise, a tour of the City; an oral presentation; a group exercise; and an interview. You will be reimbursed for any costs your incur. 57

57 February 6, 2001 Accountant Interview Questions 1. Please give us a brief summary of your education and training as it relates to this position as described. 2. Give us some specific examples of your experience relative to a governmental accounting b account reconciliation, bank reconciliation, and general ledger c management d assisting external auditors e accounts receivables f compiling year-end reports g preparing financial reports 3. If you could design the perfect job for yourself, what would it be? 4. Rate your interpersonal skills. (1 5) What s your personal philosophy relative to getting along with people on the job? 5. Give an example of how you have handled a disagreement with a co-worker. Your supervisor? 6. What do you feel your strengths are as an employee? Your weaknesses? 7. Why do you want this position? What appeals to you most about the job, as you understand it? Where do you see yourself in five years? 8. How effective are you at multi-tasking? What kind of system do you use to complete a variety of tasks? 9. Evaluate your computer skills. What specific experience have you had with financial software? What programs do you feel most proficient? 10. This position requires a high level of problem solving skills. Would you share a problem, within the fiscal arena that you have encountered and 1) how it was resolved and 2) what part you had in its resolution? 11. Internal controls are an important part of our operation. What experience have you had in sitting or evaluation internal controls? 12. We expect all of our employees to make a commitment to fiscal responsibility. What does this mean to you? 58

58 City of Gresham John R. McMillan City of Gresham 1333 NW Eastman Parkway Gresham, OR Phone: (503) Fax: Fire Captain Assessment Center Assessment Elements The Assessment Center for the position of Fire Captain will consist of the following elements: Fire Problem: 20-minute role play requiring command of a first alarm assignment to a structure fire for a period of at least 10 minutes followed by transfer of command to a senior officer. Technical Interview: 30-minute interview focused on firefighting, emergency medical services, and related technical knowledge within a Fire Captain s scope of practice. Leadership Interview: 30-minute interview focusing on management and supervision, within a Fire Captain s scope of practice. Candidates will complete all elements of the assessment center prior to compilation of scores. Rating Scale Each element of the assessment process will be evaluated on multiple dimensions. Each dimension will be rated on a five-point scale from unacceptable to excellent. Successful completion of each element of the assessment process requires that candidates receive no more than one "marginal" rating on an individual event. 1 Unacceptable: The candidate fails to demonstrate minimum competency in the dimension. 2 Marginal: The candidate performed at a less than acceptable level. Additional training, coaching, and/or experience is required to improve performance. 3 Acceptable: The candidate performs to an acceptable level. 59

59 4 Superior: The candidate demonstrates a high level of proficiency and skill in the dimension being evaluated. 5 Excellent: The candidate demonstrates performance mastery in the dimension being evaluated. To provide guidance to the raters, descriptions are provided for unacceptable, acceptable, and excellent ratings in each dimension.assessment Center Schedule. Time Day 1 Activity Day 2 Activity Assessor Orientation Fire Problem Assessor Orientation Technical Interview Leadership Interview 60

60 LOGISTICS REQUIREMENTS The following materials are required for the Fire Captain Assessment Center (materials are identified by event) Fire Problem: The following equipment is required for the Fire Problem Role Play. LCD Projector Notebook Computer (PowerPoint) Fire Problem CD Screen Portable Radios for Role Players/Controllers Instructions for Role Players/Controllers Grading Sheets for Evaluators (3 per Candidate) Labeled Envelope for Completed Grading Sheets The Candidates are not provided with any information or materials in advance of this element of the Assessment. However, the following must be provided to each candidate at the start of the Fire Problem: Map Page for the incident location Pre-Plan for the fire building Command Board/Tactical Worksheet (with China Marker) Portable Radio Technical Interview: The Candidates are not provided with any information or materials in advance of this element of the Assessment. Grading Sheets for Evaluators (3 per Candidate) Labeled Envelope for Completed Grading Sheets Leadership Interview: The Candidates are not provided with any information or materials in advance of this element of the Assessment. Grading Sheets for Evaluators (3 per Candidate) Labeled Envelope for Completed Grading Sheets Candidates will complete all elements of the assessment center prior to compilation of scores. 61

61 FIRE PROBLEM Company Officers serve as the initial Incident Commander at most commercial or industrial fires. It is essential that they be able to quickly and effectively assess incident conditions, develop a plan of action, and implement that plan under stressful conditions. This element of the Assessment Center requires command of a first alarm assignment to a commercial or industrial fire for a period of at least 10 minutes and transfer of Command to a senior officer. The Fire Problem will be assessed on the basis of Size-Up, Incident Action Planning, Communication, Incident Organization, and Command Presence as outlined below. Size-Up N/A Size Up Value, Time, and Size Incident Action Plan Strategic Mode Strategies Tactics Safety Communication Size-Up Report Tactical Orders Reports on Conditions Incident Organization Organizational Structure NIIMS ICS Terminology Accountability Command Presence Command Presence Overall Rating This rating is not simply a numerical average. Consider performance in each rated dimension and develop an overall rating that is consistent with the candidate s performance. If performance is unacceptable in any of the following elements, the overall rating must also be unacceptable: Value, Time, and Size, Safety, and Accountability. Things done well Potential areas of improvement 62

62 FIRE PROBLEM EVALUATION RUBRIC Size-Up Size Up: Situation assessment must clearly identify the nature of the incident, problems presented, and hazards to responders. Excellent (5): Problems were clearly identified within the size-up report (or subsequent updates). Initial strategies and tactical assignments clearly addressed the major problems presented by the incident Acceptable (3): Most of the problems were clearly identified within the size-up report (or subsequent updates). However, initial strategies and tactical assignments clearly addressed all of the major problems presented by the incident. Unacceptable (1): Neither the size-up report (and subsequent updates) or initial strategies or tactical assignments addressed the major problems presented by the incident (i.e. failure to identify and address visible or possible occupants). Value, Time, and Size: Strategic decision-making must be driven by value, time, and size. Value is based on the presence of savable victims (first) and property (second). Time is based on fire development and impact of fire on structural supports. Size is expressed in terms of fire flow requirements (and the ability to meet those requirements). Excellent (5): Strategic mode, initial strategies and tactical assignments reflected consideration of value, time, and size. Value, time, and size were clearly articulated during the transfer of command briefing. Acceptable (3): Strategic mode, initial strategies and tactical assignments reflected consideration of value, time, and size. Value, time, and size articulate when prompted during the transfer of command briefing. Unacceptable (1): Strategic mode, initial strategies and tactical assignments did not accurately reflect value, time and size. Incident Action Plan Strategic Mode: Selection of an offensive or defensive strategic mode is driven by the stability of the structure, resource requirements, and availability of those resources. Transition from defense to offense (or offense to defense) may be appropriate based on changing value, time, or size or requirements for two in/two out. Excellent (5): Strategic mode (offense, transitional, defense) was consistent with value, time, size, available resources, and procedural requirements (i.e. two in/two out). Most effective strategic mode used based on incident conditions and available resources. Acceptable (3): Strategic mode (offense, transitional, defense) was consistent with value, time, size, available resources, and procedural requirements (i.e. two in/two out). Unacceptable (1): Strategic mode was not consistent with value, time, size, available resources, and procedural requirements (i.e. two in/two out) 63

63 Strategies: Strategies must address the problems presented by the incident and be consistent with the strategic mode. Excellent (5): Strategies (as evidenced by tactical assignments) were consistent with the major problems presented by the incident and strategic mode. The candidate clearly articulated strategies in the transfer of command briefing. Acceptable (3): Strategies (as evidenced by tactical assignments) were generally consistent with the major problems presented by the incident and strategic mode. The candidate articulated strategies when questioned during the transfer of command briefing. Unacceptable (1): Strategies were inconsistent with the problems presented by the incident, failed to address one or more major problems, or were not consistent with the strategic mode. Tactics: Tactical assignments must be achievable and based on identified strategies. Tactical assignments must address problems in order of importance based on the incident priorities (life safety, incident stabilization, and property conservation). Excellent (5): Tactical assignments were achievable and addressed the problems and potential problems presented by the incident in order of importance. Acceptable (3): Tactical assignments were achievable and addressed the problems presented by the incident in order of importance. Unacceptable (1): Tactical assignments were not achievable by assigned resources, did not address major problems presented by the incident, or addressed major problems out of sequence with the incident priorities. Safety: Command is responsible for the safety of responders as well as exposed, and potentially exposed civilians. Critical safety hazards must be communicated to responders and tactical assignments must address the safety of both responders and civilians. Excellent (5): Tactical assignments reflected an awareness of critical safety hazards (i.e. scene control, lightweight construction involved in fire, collapse zone, etc.). Critical safety hazards were communicated to responders. Tactical assignments maintained crew integrity. Met two in/two out requirements and provided a RIT. RIT tasked with proactive measures to ensure the safety of operating companies. Acceptable (3): Tactical assignments reflected an awareness of critical safety hazards (i.e. scene control, lightweight construction involved in fire, collapse zone, etc.). Tactical assignments maintained crew integrity. Met two in/two out requirements and provided a RIT. Unacceptable (1): Tactical assignments failed to address critical safety hazards (i.e. scene control, lightweight construction involved in fire, collapse zone, etc.). Communication. Size-Up Report: The size-up report identifies the nature of the incident and problems presented to later arriving companies and command officer(s). Excellent (5): Size-up report specified who was making the report, actual incident location, building or incident description (i.e. two story residential, lightweight wood frame construction, etc.), and problems presented (i.e. fire on Floor 1, Side A; smoke throughout, 64

64 possible occupants, etc.). Established Command and specified location and provided additional information in a supplementary size-up report following reconnaissance (i.e. 360 o if possible). Acceptable (3): Size-up report specified who was making the report, building or incident description (i.e. two story residential, lightweight wood frame construction, etc.), and problems presented (i.e. fire on Floor 1, Side A; smoke throughout, possible occupants, etc.). Established Command. Unacceptable (1): Size-up report failed to provide building or incident description, problems presented, and to establish Command. Tactical Orders: Tactical orders must clearly communicate what action is to be taken, where it is to occur, and who is to perform it. Excellent (5): Tactical orders followed the order model. Orders clearly and concisely specified the action required and location it was to be performed. Orders clearly specified reporting and/or supervisory relationships and additional resources assigned (if applicable). Acceptable (3): Tactical orders followed the order model. Orders specified the action required and location it was to be performed. Orders specified reporting and/or supervisory relationships and additional resources assigned (if applicable). Unacceptable (1): Tactical orders were unclear. Reports on Conditions: Request for reports on conditions are a critical element of the Department's accountability system (knowing how long the resources working for you have been in the hazard zone and if they are OK and making progress). Reports on conditions are also central to the tactical benchmarks of All Clear, Fire Under Control, and Loss Stopped (Recall). Excellent (5): Reports on conditions were consistently requested from resources no later than 10 minutes after assignment inside the hazard zone (unless a report is received prior to that time). Reports on conditions requested if incident conditions change significantly (i.e. worsening of smoke conditions after initiating interior operations). Completion of tactical benchmarks communicated to Dispatch (if applicable). Acceptable (3): Reports on conditions were requested from resources no later 10 minutes after assignment inside the hazard zone (unless a report is received prior to that time). Unacceptable (1): Reports on conditions not requested. Incident Organization Organizational Structure: Organizational structure must provide for unity of command and an effective span of control. In addition, organizational structure must be consistent with application of NIIMS ICS. Use of consistent terminology (i.e. Divisions are geographic and responsible for all operations in that area unless otherwise specified, Groups are functional across geographic boundaries, etc.) Excellent (5): Organizational structure maintained unity of command and an effective span of control. Organizational elements and terminology was consistent with the application of NIIMS ICS and were based on strategies and tactical requirements. Organizational structure 65

65 implemented in anticipation of developing incident conditions (i.e. early use of Divisions in a multi-story commercial or apartment building). Acceptable (3): Organizational structure maintained unity of command and an effective span of control. Organizational structure and terminology was consistent with the application of NIIMS ICS and were based on strategies and tactical requirements. Unacceptable (1): Organizational structure failed to maintain unity of command, an effective span of control, and was not consistent with application of NIIMS ICS. Resource Management: Command must provide the appropriate number and types of resources to accomplish the strategies and tactics that the incident dictates. Excellent (5): Anticipated the resource needs of the incident and maintained staged resources to meet those needs. Command utilized ICS positions to help manage those resources (i.e. established an incident base, staging area and rehab area). Acceptable (3): Was able to staff tactical assignments when needed. Requested additional resources prior to commitment of all initial alarm resources. Unacceptable (1): Command was unable to forecast incident needs and provide resources to meet tactical requirements. Accountability: Command is responsible for assuring that supervisors know: Who is working for them? Where they are? What they are doing? How long have they been doing it? Are they making any progress? Excellent (5): Took positive steps to assure accountability (i.e. used job aids such as: Command Board; Passports; Unit Roster; etc.) Initiated PAR when required (i.e. Change of strategic mode, Lost or Missing Firefighter, etc.) Acceptable (3): Answered the five accountability questions following transfer of command briefing. Unacceptable (1): Unable to answer the five accountability questions following transfer of command or failed to initiate a PAR when required. Command Presence Command Presence: The Incident Commander must be in control of themselves as well as the resources being managed. Excellent (5): Established command and communicated the plan of action in a calm and confident manner (i.e. highly poised). Maintained effective ongoing control of incident operations and responded to changing incident conditions effectively and in a proactive manner. Acceptable (3): Established command and communicated the plan of action in a calm and confident manner. Unacceptable (1): Presented a significant lack of confidence in communicating the incident action plan. Did not gain control of incident operations or lost focus during the incident and was unable to reestablish control of ongoing operations. 66

66 Fire Problem Controller/Role Player Briefing Overview of the Fire Problem The fire problem is intended to assess the candidates ability to assess incident conditions, develop an initial action plan, communicate that plan to responding companies, and manage incident operations until the arrival of a Command Officer. General Description: The church complex occupies the entire block bounded by East Powell Boulevard (on the south), Linden Avenue (on the west), 2 nd Street on the North, and Juniper Avenue (on the east). The church is accessible on the south, west, and north from the parking lot. The east side of the church is accessible from Juniper Avenue. The Building: The building is a 90 x 180, single-story, L shaped, wood frame church with a full basement. The basement has an exterior access on east side of the church and two interior stairways (one located on the west side of the wing and the other on the north east corner of the wing). West Side (Faces NE Linden Avenue) 67

67 North Side from the NW Corner (North Side faces NE 2 nd Street) North Side (faces NE 2 nd Street) 68

68 NE Corner (Ease Side faces NE Juniper Avenue) SE Corner (East Side faces NE Juniper Avenue) 69

69 South Side (from SW Corner, South Side faces East Powell) Fire Suppression System: Automatic sprinkler system with single inlet (partial coverage, basement only). The fire suppression system is not a significant factor in this problem. The Fire: First Alarm assignment is dispatched for a reported structure fire at 795 East Powell, 1800 hours on a Sunday. The caller reports smoke from the front of the church. Resources: Initial dispatch is a First Alarm assignment consisting of 5 Engines, 1 Truck, 1 Chief, and 1 Squad/Air Unit. The Second Alarm is 3 Engines, 1 Truck, and an additional Chief. The Third Alarm is 3 Engines, 1 Truck, and an additional Chief Preplan: Preplan Number 1486 provides limited information on this occupancy. Conditions: Upon arrival a large volume of gray smoke is visible from west and east sides of the building. Smoke is beginning to darken from the center window on the west side and a greater volume of dark gray to black smoke is visible on east side. At this point the fire involves a substantial area at the rear of the sanctuary and flashover is imminent. Water Supply: The two closest hydrants are on NE Linden Avenue at East Powell Boulevard (double outlet hydrant) and on NE Juniper at 2 nd Street (triple outlet hydrant). Additional hydrants are located on East Powell Boulevard to the east of the incident location and on NE Linden Avenue to the north of the incident location. Water supply in the area is estimated to be approximately 2500 gpm. Additional Information/Changing Conditions: Shortly after arrival, the smoke increases in velocity and begins to darken to black. If a company is committed to Floor 1 (i.e. from the west) they report intense heat, and no effect from their hoseline (assuming a flow rate of 300 gpm). Note: This problem is intended to provide the candidate with a marginal situation in which either offense or defense may be the appropriate initial response. It is anticipated that candidates may initially choose an offensive strategy. If so, they should quickly recognize that a shift to defense is necessary based on reports from companies tasked with interior operations (or potentially observations by RIT). 70

70 71

71 PREPLAN REDEEMER LUTHEREN CHURCH 795 E POWELL NE 2 ND 100' HYD 1486 DOWN FDC G E DOWN NE JUNIPER DOWN STAIRS MAIN HALL 200' HYD 90' EPOWELL (ONLY BASEMENT SPRINKLERED) 72

72 FIRE PHOTOS West Side on Arrival Northwest Corner on Arrival 73

73 North Side Shortly After Arrival Northwest Corner of Main Church Shortly After Arrival 74

74 Southeast Corner Shortly After Arrival South Side Shortly After Arrival 75

75 West Side Upon Flashover North Side After Assignment Shortly After Flashover (After Candidate is Assigned to Exposure Protection) 76

76 FIRE PROBLEM TIMELINE The timeline for first alarm resources is fixed. The timeline for additional resources starts when they are ordered from dispatch. Time Action 1800 KOB 647 with a Commercial Fire, INSERT ADDRESS. Receiving a water flow alarm and report of smoke from the church. Engines and 71 72, 73, 45, 75, Truck 71, Squad 72, and C Companies Responding. C701 responding from 257 th and Halsey Engine and Truck 71 on-scene 1805 Engine 72 on-scene (staged on the hydrant, E Powell and NE Cleveland) 1807 Engine 73 on-scene (staged at E Powell and NE Linden) 1807 Flashover (Unless a Master Stream is in Operation) 1807 Engine 45 on-scene (staged on the hydrant NE Linden and NE 2 nd ) Engine 75 on-scene (staged on the hydrant, NE Juniper and NE 2 nd ) 1809 Flashover (If fire flow is less than 1800 gpm at this point) 1810 C701 on-scene Action Elapsed Time Second Alarm Response Times Second Alarm Companies: Engines 76, 74, 41, Truck 41, C702 0:30 Engine 76 on-scene 5:00 Engine 74 on-scene 6:00 Engine and Truck 41 on-scene 12:00 C702 on-scene 10:00 Second Alarm Response Times Third Alarm Companies: Engines 2, 42, 140, Truck 2, C3 0:30 C3 on-scene 10:00 Engine 42on-scene 13:00 Engine 140 on-scene 14:00 Engine and Truck 2 on-scene 15:00 77

77 Action Elapsed Time Offensive Tactics Deployment of large handline (2-1/2 ) to Floor 1-West Side, effect Report of intense heat and limited effect on the fire shortly after entry (10 seconds). Second report a short time later (20 seconds), intense heat, and limited progress. After 2 minutes, interior crews report that they must withdraw due to untenable conditions (if not withdrawn previously) Key Success Factor: Recognition of the need for a defensive strategy, either initially or based on the report of the Engine Company assigned to deploy a handline to Floor 1. Vertical/Horizontal Ventilation: Vertical or horizontal (front window) ventilation of the main church, Effect Fire conditions will intensify, flashover will occur within 3 minutes of arrival if an offensive/handline option is selected. Key Success Factor: Recognition of the need for a defensive strategy, either initially or based on the report of crews assigned to offensive interior operations. Assignment of RIT: Report on 360 o Reconnaissance from RIT Key Success Factor: Assignment of RIT. The company assigned to this function will report heavy, black smoke windows on Floor 1, East Side. RIT will also report the location of the FDC (single inlet). The company assigned to this function will deploy a ladder to the roof and report it's location to the Truck and Command if vertical ventilation is in progress. 1:30 6:00 1:30 Transitional/Defensive Tactics Defensive Attack with a Portable Master Stream: Establishment of a water supply and deployment of a portable master stream through the windows or door on the West Side of the church. 2:00 Key Success Factor: Placement of apparatus outside the collapse zone and maximizing water supply (double outlet hydrant will only provide 1000 gpm via a single 2-1/2 outlet). If inline pumping, the apparatus will not be able to support additional hoselines. A flow rate of at least 1800 gpm will be required to control the fire in the church, if this is not achieved within 5 minutes of arrival, flashover will occur and control will be doubtful. Defensive Attack with a Apparatus Mounted Master Stream: Establishment of a water supply (i.e. forward lay wet) and deployment of an apparatus mounted master stream though the window on the West Side of the church. 1:00 Key Success Factor: Placement of the apparatus outside the collapse zone and maximizing water supply (double outlet hydrant will only provide 1000 gpm via a single 2-1/2 outlet). If inline pumping, the apparatus will not be able to support additional hoselines. A flow rate of at least 1800 gpm will be required to control the fire in the church, if this is not achieved within 5 minutes of arrival, flashover will occur and control will be doubtful. 78

78 Action Defensive Attack with an Elevated Master Stream: Elevated master stream through the window on the West Side of the church. Key Success Factor: Placement of the apparatus outside the collapse zone and maximizing water supply. (double outlet hydrant will only provide 1000 gpm via a single 2-1/2 outlet). If inline pumping, the Engine supplying the truck will not be able to support additional hoselines. A flow rate of at least 1800 gpm will be required to control the fire in the church, if this is not achieved within 5 minutes of arrival, flashover will occur and control will be doubtful. Exposure Protection: Deployment of large handline (2-1/2 ) to the North (attached) exposure. Report of smoke entering the Exposure through an interior doorway. Key Success Factor: Placement of a hoseline in the North Exposure will initially hold the fire at the doorway. Multiple hoselines (interior and exterior) will be needed to protect the exposure (if fire control in the main church is not achieved). A second hoseline should also be deployed to the basement of the North Exposure. Strip Ventilation at North Exposure: Strip Ventilation at the North Exposure, Effect Fire will vent through the strip vent, but hoselines below will have success in holding the fire. Key Success Factor: If initiated within four minutes after arrival, this tactic will be successful (vent completed before fire begins to push hard against exposure protection efforts). Pressurization of the North Exposure: Establishment of positive pressure in the North Exposure, Effect Positive Pressure will have some effect at reducing smoke infiltration into the exposure. Key Success Factor: Initiation of positive pressure along with deployment of exposure protection handlines will assist in preventing extension. Water Supply Elapsed Time Water Supply Limitations: Apparatus inline pumping with a single 5 line off the double outlet hydrant on Linden Avenue at East Powell Boulevard will be limited to 1000 gpm. If direct pumping from any of the hydrants on the grid, Engines will be limited to 2000 gpm. Total flow available is approximately 2500 gpm. Attempts to deliver additional flow will result in a loss of residual pressure by operating companies (communicated via radio to Command). If other tactics are assigned, the simulation controllers will base the required elapsed time on generally accepted standards. 3:30 1:30 7:00 1:30 79

79 TECHNICAL INTERVIEW Demonstrate content knowledge and communications skills required of a Fire Captain with Gresham Fire and Emergency Services. nthe panel interview will be assessed on the basis of Verbal Communication Skills and Technical Knowledge as outlined below. Communication N/A Verbal Skills Technical Knowledge Question 1: Briefly describe the difference between counseling and discipline. Follow Up Question: At what point does due process become a concern? Question 2: Briefly describe Base and Staging and outline how these could be used at a commercial or apartment fire requiring a greater alarm. Question 3: Describe how you would apply the elements of AWARE in operations to rescue a missing or trapped Firefighter. Question 4: Briefly describe the difference between the terms Emergency Traffic and Mayday. Question 5: You are operating at a fire in a two story, garden style apartment building. The fire involves a unit on floor 1 with extension to the unit immediately above and the trussloft. You have been assigned as Division 2. What information do you need from Command to be able to carry out this assignment? Follow Up Question: Where would you position yourself (in general terms) to best accomplish this assignment? Question 6: You have been assigned as Water Supply Group Supervisor at a large commercial fire. Water supply is limited due to a small, dead end water main feeding hydrants near the fire. Hydrants on a larger main are located within How would you approach increasing the water supply available on the fireground? The following three questions are based on a photograph of a fire incident. Question 8: What type of building construction do you suspect is involved in this incident? What concerns would you have regarding construction characteristics during this incident? Question 9: Briefly describe the fire conditions you would expect based on observations from the exterior of the building. Follow Up Question: What changes to fire conditions would you anticipate occurring during initial operations? Question 7: If you were the first arriving Company Officer, what would your hoseline selection be? Follow Up Question: Why? Overall Content Knowledge Rating This rating is not simply a numerical average. Consider the responses to all questions (and the way in which they were scored) and develop an overall rating that is consistent with the candidate s performance. Things done well Potential areas of improvement Technical Interview Evaluation Rubric Communication Evaluation Criteria Verbal Skills: The candidate's oral presentation must be clear, easy to understand, and focused at the appropriate level for the audience. Excellent: The candidate spoke clearly and in an understandable manner and used appropriate terminology. The candidate focused the answer at an appropriate level. 80

80 Acceptable: The candidate spoke clearly and in an understandable manner and used appropriate terminology. The candidate focused the answer at an appropriate level. Unacceptable: The candidate did not speak clearly and in an understandable manner. The instructor used inappropriate (sexist, vulgar, or otherwise unacceptable) language, did not use the correct technical terminology where appropriate. The candidate presented information in an excessively simplistic or complex level. Content Knowledge Evaluation Criteria Requisite Knowledge: The candidate must have the requisite knowledge required of a Fire Captain and respond effectively to the technical questions presented by the panel. Excellent: The candidate was able to provide comprehensive answers to the question presented by the panel. Responses demonstrated a thorough understanding of the topic. Acceptable: The candidate was able to answer question presented by the panel. Unacceptable: The candidate was unable to answer the question presented by the panel. PANEL INTERVIEW EVALUATOR BRIEFING The following information provides guidance in evaluation candidates answers to the questions in the panel interview. It is not expected that the candidates will answer these questions "word for word" in a consistent manner with the "school solution" provided. Question 1: Briefly describe the difference between counseling and discipline. Counseling is working through problems with the employee on a one on one basis. This can be a verbal or written process that addresses the specific problem and the corrective action the employee needs to take. This can include an action plan with specific instructions on improving and how that is to be accomplished. Discipline is the action taken when counseling, oral reprimands and warnings are not correcting a problem. This step is taken as a last resort or the action is of a nature that no prior warning is necessary. No employee shall be disciplined except for just cause. Follow Up Question: At what point does due process become a concern? Due process becomes a factor when an employee may be subject to discipline greater than a written reprimand. In that event the "due process" procedure shall be followed. Question 2: Briefly describe Base and Staging and outline how these could be used at a commercial or apartment fire requiring a greater alarm. In typical incidents, Base is used as a location where resources are checked in, uncommitted companies (personnel and apparatus) are positioned, and unused apparatus is parked. This use of Base provides several advantages: Assists in maintaining accountability Provides flexibility in deployment of additional resources Reduces congestion in the immediate incident area Provides an area for incident support operations at long duration incidents 81

81 Staging is a flexible organizational tool and it s application and use is based on it s function. The Staging Area is a location from which resources are readily available for assignment to tactical operations. In a highrise incident and at more typical structural firefighting operations, Staging is used as a location to pre-position Crews (independent of their apparatus) close to the incident scene. However if incident conditions dictate, a Company or Companies can be positioned in Staging (obviously this impacts on where Staging would be located). Base should be established any time that a greater alarm assignment is ordered to minimize congestion at the incident scene and facilitate accountability and resource management. Staging would be used to provide readily available resources directly at the incident location. If necessary, multiple Staging Areas could be established (different types of resources or simply different operating locations). Question 3: Briefly describe how you would apply the elements of AWARE in operations to rescue a missing or trapped Firefighter. AWARE is mnemonic for Air, Water, A Radio, and Extrication. Deployment of RIT generally addresses the first three elements of AWARE. However, extensive search or protection of the trapped firefighter may require commitment of additional companies (i.e. large area search, deployment of an Ackwood Distributor above the firefighters location, and/or operation of large handlines). Extrication may be relatively simple or may involve breaching or heavy lift operations. This may require a substantive commitment of resources. Note: Candidates may take a narrow interpretation of this question. If they do not address procedural requirements, probe with additional questions. The following outlines procedural requirements for Firefighter rescue: Command shall respond to a May Day by modifying the incident action plan to address both the firefighter rescue and firefighting operations. This plan must include: Commit the RIT: The first step in implementing the Firefighter rescue plan is to task the RIT to locate the missing or trapped Firefighter. RIT is sent to the last known location of the individual member or Company. It is essential to remember that the first responsibilities of the RIT are locating the member and AWARE! Extrication is a secondary responsibility. Establish a Defensible Space: RIT should deploy a hoseline if necessary to assist in providing a defensible space. Other Companies may be redeployed to support the rescue effort by positioning hand lines, distributors, and/or piercing nozzles to protect injured or trapped members. Responsibility for this task is shifted to the Rescue Branch when this function is staffed. Order Additional Resources: If the trapped or injured Firefighter cannot be immediately located and removed from the building, extrication can be resource and time intensive. As a general rule, two additional alarms should be ordered upon determining that a Firefighter is trapped or missing. ALS Ambulances must be ordered in addition to the greater alarm assignment. An additional air unit must be ordered based on the increased number of resources operating at the incident and potential for long duration operations. This resource order may be modified based on incident conditions and the need for specialized tools and equipment. Establish a Rescue Branch: Assign a Command Officer as Rescue Branch Director. The use of the standardized Rescue Branch function expedites assignment of resources and implementation of the Firefighter rescue elements of the incident action plan. The Rescue 82

82 Branch is comprised of five functional Groups (Search, Fire Control, Extrication, Medical, and Member Support) and a dedicated Rescue Branch Staging Area. Resources assigned to the Rescue Branch may report to Base but personnel and equipment will be moved to Rescue Branch Staging to speed deployment. Rescue Branch Staging will be located outside the collapse zone, but near the Branch s operational area. Maintain RIT: Implementing rescue operations do not lessen the need to maintain a RIT for ongoing operations (as well as to support the rescue effort). Assign a Separate Talk Group: A separate talk group should be assigned to the Rescue Branch to reduce the communications load and facilitate the rescue effort. The Rescue Branch Director will monitor both the Rescue Branch Talk Group and the Simplex Emergency Talk Group (Simplex 4). Assign a Safety Officer: Assign a Safety Officer to focus on Rescue Branch Operations. If an Incident Safety Officer has already been assigned, provide an Assistant Safety Officer for this task. Order Support Resources: Staffing of the Member Support Group will require notification of the Department Chaplain, TIP, etc. Specific resource requirements will depend on the nature of the incident and potential outcome. The operations of the Member Support Group will extend well beyond the incident scene (i.e. hospital, members homes, etc.). Question 4: Briefly describe the difference between the terms Emergency Traffic and Mayday. The signal phrase emergency traffic is used to request priority access for communications critical to life safety (with the exception of a trapped, injured, or severely threatened firefighter). Situations in which emergency traffic communications are indicated include (but are not limited to): Abandoning the hazard zone Reporting extreme safety hazards such as imminent structural collapse Changing strategy from offense to defense Requesting additional resources in a critical situation Emergency traffic has priority over all other radio communications (with the exception of a mayday message). All other radio traffic must cease and personnel must monitor the emergency traffic message. Emergency traffic communications follow the standard radio communications mode. The signal word May Day is used to clearly communicate that a firefighter is missing, trapped, or injured and in need of assistance. This word is used to differentiate this type of emergency from others that may be communicated using the emergency traffic signal phrase. When transmitting a mayday message, the location or last known location of the person or persons requiring assistance must be identified. Question 5: You are operating at a fire in a two story, garden style apartment building. The fire involves a unit on floor 1 with extension to the unit immediately above and the trussloft. You have been assigned as Division 2. What information do you need from Command to be able to carry out this assignment? 83

83 As a Division Supervisor, the following information is critical: The Incident Commanders strategy, geographic boundaries (in this case Floor 2 unless otherwise specified), resources assigned, tactical objectives, and other resources/organizational elements operating adjacent to or near the Division. Follow Up Question: Where would you position yourself (in general terms) to best accomplish this assignment? The Division Supervisor should generally be outside the immediate hazard area and located at the point of access/egress that will be used by resources assigned to the Division. This facilitates accountability and supervision. Question 6: You have been assigned as Water Supply Group Supervisor at a large commercial fire. Water supply is limited due to a small, dead end water main feeding hydrants near the fire. Hydrants on a larger main are located within How would you approach increasing the water supply available on the fireground? There are multiple approaches to resolving the water supply problem. Additional resources will be required to initiate supplemental pumping to support companies on poor hydrants close in to the fire. An alternative approach would be to establish a relay to provide a second source of water to the fireground (without augmenting Engines operating on poor hydrants). Given the proximity of the larger main, use of water tenders would not be as efficient as supplemental/relay pumping with large diameter hose. The following three questions are based on a photograph of a fire incident. Question 7: What type of building construction do you suspect is involved in this incident? What concerns would you have regarding construction characteristics during this incident? 84

84 It is difficult to determine the exact construction type. However, given the occupancy and general appearance, Lightweight Ordinary (masonry walls with lightweight (wood) truss) or Lightweight Wood Frame would be likely. In either case early collapse is a major concern (particularly in light of fire conditions in the building). Another concern would be significant fire development in the trussloft (prior to collapse). In this case, the extent of fire severity may not be visible from Floor 1. Question 8: Briefly describe the fire conditions you would expect based on observations from the exterior of the building. The location of the smoke visible from the exterior (pushing from the roofline) indicates that the fire involves the cockloft/trussloft. The brown smoke and dark gray smoke pushing from the roof indicates that the fire has progressed beyond a contents fire and is burning the structure. The dark smoke and it s density or texture are indicative of a ventilation controlled fire that will increase significantly in intensity when provided with additional air supply. Follow Up Question: What changes to fire conditions would you anticipate occurring during initial operations? When the building is opened up, either by Firefighters or as a result of structural failure (either the ceiling or roof) the fire will significantly increase in intensity. Question 9: If you were the first arriving Company Officer, what would your hoseline selection be? It is difficult to answer this question without additional information. If there is value due to life hazard, an offensive attack may be necessary to permit egress and if necessary search and rescue of occupants. The volume of fire in the cockloft/trussloft would necessitate multiple large (2-1/2 ) handlines. If there is no value selection of a defensive strategy would indicate the use of a master stream device to apply water from outside the collapse zone. Follow Up Question: Why? The volume of the cockloft/trussloft and substantial involvement indicated by smoke conditions would necessitate the flow and penetration provided by a large (2-1/2 ) handline for offensive attack. In a defensive strategic mode, positioning outside the collapse zone would necessitate the use of a master stream device based on the reach of the stream and increased fire flow requirements when the fire increases in intensity (due to self-ventilation). 85

85 LEADERSHIP INTERVIEW Demonstrate the communications skills and leadership ability required of a Fire Captain with Gresham Fire and Emergency Services. The panel interview will be assessed on the basis of Verbal Communication Skills and Leadership as outlined below. Communication N/A Verbal Skills Technical Knowledge Question 1: What do you think will be the most challenging leadership obstacle you will face if you are selected for the position of Fire Captain? How do you plan to overcome it? Question 2: Describe a leadership deficiency that you have identified for yourself and explain what you are doing to change that behavior. Question 3: From your perspective, what does the following statement mean? Leadership is an influence process? Question 4: Please give an example of how you hold people accountable for meeting their stated expectations and why you feel this is the best method. Question 5: As a Fire Captain, how will you plan to mentor the officers that work for you towards Organizational Commitment? Question 6: How would you evaluate your ability to handle organizational uncertainty and change? What behaviors must a leader recognize and respond to when a shift or company is experiencing resistance to change or struggling with change? Question 8: Please cite a specific incident where you where able to create a win-win situation our of conflict resolution and would you have done it differently now? Overall Leadership Rating This rating is not simply a numerical average. Consider the responses to all questions (and the way in which they were scored) and develop an overall rating that is consistent with the candidate s performance. Things done well Potential areas of improvement 86

86 LEADERSHIP INTERVIEW EVALUATION RUBRIC Communication Evaluation Criteria Verbal Skills: The candidate's oral presentation must be clear, easy to understand, and focused at the appropriate level for the audience. Excellent: The candidate spoke clearly and in an understandable manner and used appropriate terminology. The candidate focused the answer at an appropriate level. Acceptable: The candidate spoke clearly and in an understandable manner and used appropriate terminology. The candidate focused the answer at an appropriate level. Unacceptable: The candidate did not speak clearly and in an understandable manner. The instructor used inappropriate (sexist, vulgar, or otherwise unacceptable) language, did not use the correct technical terminology where appropriate. The candidate presented information in an excessively simplistic or complex level. Leadership Evaluation Criteria Leadership: There are many qualities that contribute to success as a leader. Candidates responses to the questions presented in by the panel should at a minimum address the following: When making decisions that affect people, those affected should have input whenever possible. Help members develop in their current position and for future advancement Be aware of and develop positive internal and external relationships. Communicate clearly, honestly, and diplomatically. Be aware of the big picture and the impact of your actions on the organization. Excellent: The candidate provided a thoughtful response that illustrated superior leadership supported by examples. Responses addressed all of the leadership principles identified above (where applicable). Acceptable: The candidate s answer demonstrated leadership supported by examples. Responses addressed most of the leadership principles identified above (where applicable). Unacceptable: The candidate s answer did not demonstrate leadership or the candidate failed to provide examples of how they had applied these principles and concepts. No School Solution is provided for the Leadership Panel Interview Q 87

87 Appendix - Assessment Consultants Note: This is a partial list of Assessment Center Consultants. This list is provided for informational purposes only. IPMA does not endorse any of the following consultants, companies or their products. 1. Applied Personnel Research 27 Judith Road Newton, MA / Fax: 617/ [email protected] 2. CWH Management Solutions East Rice Place Aurora, GO / Fax: 303/ cwhms.aol.com Web: 3. Ralph Andersen & Associates 4240 Rocklin Road, Suite 11 Rocklin, CA / Fax: 916/ [email protected] 4. Jack Clancy & Associates PO Box 1658 Fair Oaks, CA Phone: 916/ Fax: 916/ [email protected] 5. CPS Human Resource Services Contact: Matt Gruver 241 Lathrop Way Sacramento, CA, Phone: 916/ Fax: Web: 88

88 6. Darany and Associates 1250 San Pablo Ave.Redlands, CA, 92373, Phone: 909/ , Fax: 909/ Dennis A. Joiner & Associates 4975 Daru Way Fair Oaks, CA Phone:916/ Fax: 916/ ESS Corp Maitland Center Parkway, Suite 212 Maitland, FL / FAX: 407/ Local Government Institute 4009 Bridgeport Way West, Suite E WA / / Fax: 206/ [email protected] Web: McCann Associates, Inc. 603 Corporate Drive West Langhorne, PA / William L. Mitchell & Associates 1031 Wintergreen Terrace Rockville, MD Wisconsin. 301/ Fax: 301/ O'Leary, Brokaw & Associates, Inc Watson Road, Suite 157 St. Louis, MO /

89 13. Organizational Assessment & Development, Inc Miracle Lane, Suite 100 Falls Church, VA / Fax: 703/ Personnel Performance 8089 Windward Key Drive Chesapeake Beach, MD / Personnel Assessment Systems, Inc S. Highview Lane, # 310 Alexandria, VA / FAX: 703/ [email protected] 16. Personnel Decisions International 2000 Plaza VII Tower 45 South Seventh Street Minneapolis, MN / Fax: 612/ pdi-corp.com 17. PRI Associates Two Hannover Square, 7th Floor Raleigh, NC Phone: (toll free) Phone: Fax: Psychological Consultants, Inc Patterson Avenue Richmond, VA Psycho-Medical Chirologists Lockwood Drive, Suite 103 Silver Spring, MD /

90 20. Saville & Holdsworth, Ltd 575 Boylston Street Boston, MA / Fax: 617/ Web: Seberhagen & Associates 9021 Trailridge Court Vienna, VA / Fax: 703/ Slavin Management Consultants 3040 Holcomb Bridge Road, Suite B1, Norcross, Georgia ; Phone: ; FAX: The Hawver Group 21 Park Place West, Cranbury, NJ Phone: Fax: WMS & Company, Inc Valley Forge Circle Suite 128 King of Prussia, PA /