What is an in-basket exercise?

An in-basket exercise assesses a candidate's ability to perform a manager’s job from an

administrative perspective. In the exercise, the candidate is confronted with issues and
problems that have accumulated in the manager’s “in-basket” after returning to work
from an extended absence. A sample of in-basket items might include memos,
correspondence, e-mails, directives, requests, reports, forms, messages, minutes, hand-
written notes, etc., from management, supervisors, staff members, inmates, and other
stakeholders. The candidate's task is to review the in-basket items and then take action
on these varied issues and problems using action forms to record notes, comments, and
responses. These actions are then assessed and rated based on job related competencies
through a formal question and answer session by a group of trained raters. Standardized
criteria and predefined rating scales are used to assess the candidate.

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What does an in-basket exercise measure?

The in-basket exercise measures administrative skills that are critical for effective
performance in supervisory and managerial jobs.

The in-basket is a standardized, behaviorally based exercise. Multiple trained raters

assess and score candidates according to defined competencies of performance specific
to the in-basket exercise. After each candidate completes the in-basket exercise, a group
of trained raters conduct a question and answer session with the candidate to assess
performance on the exercise using a set of predefined rating scales based on job related
competencies (e.g., planning and evaluating, problem solving and decision making,
etc.). The end product of the in-basket exercise is that each candidate receives a
combined score from multiple raters based on standardized criteria.

The in-basket exercise is designed to test the candidate’s adaptive thinking, problem
analysis, judgment, administrative abilities, planning, organizing, delegating, and
integrative skills while under pressure dealing with memos, e-mails, requests, messages,
handwritten notes, etc.

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What competencies are measured in the in-basket exercise?

Like all tests, the in-basket exercise measure certain attributes or qualities. These
attributes or qualities are commonly referred to as competencies.

To provide an example, all competencies have both a title (e.g., oral communication)
and a definition (e.g., ability to communicate orally in clear, understandable, and polite
tones at the level of the listener giving clear instructions and detailed information). The
definition will list behaviors appropriate for that competency based on a job analysis.
Some examples of common oral communication behaviors expected are listed as
follows: clear and easy to understand, speaking at the level of the listener; fluent and
articulate, without frequent pauses; spoke at an appropriate rate (not too fast or slow);
information was in a logical order; volume of voice was appropriate, and used
appropriate inflection to emphasize main points, etc.

In any given in-basket exercise, various definitions may be combined or modified.

While the exact competencies will vary, the following competencies will be tested in the
in-basket exercise:

 Planning and Evaluating: Organizes work, sets priorities, determines resource

requirements; determines objectives and strategies to achieve them; monitors
and evaluates progress against goals.
 Problem Solving and Decision Making (judgment): Identifies problems;
gathers, interprets, and evaluates information to determine its accuracy and
relevance; generates and evaluates alternatives; makes sound and well-informed
decisions; and commits to action to accomplish organizational goals.
 Managing and Organizing Information: Identifies need for information;
analyzes and interprets data in complex situations involving conflicting
demands, needs, and priorities; determines its importance, accuracy, and
communicates it by a variety of methods.
 Self-Management (initiative): Show initiatives; sets well-defined and realistic
personal goals; monitors progress and is motivated to achieve; manages own
time and deals with stress effectively.

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How is an in-basket exercise developed?

Development of an in-basket exercise is a very expensive and time consuming process.

The following is a typical way an in-basket exercise is developed

1. Identify critical job tasks and competencies

 Job analysis
 Training Bureau’s core competencies
 Job code specifications (state job descriptions identifying knowledge,
skills, and abilities)
 ADC position description questionnaires (PDQs)
 Subject matter expert (SME) development sessions, e.g., input,
discussions, data collection, item development, review, feedback, etc.
2. Collect source materials

Variety of documents from all levels and locations

Related to competencies: problem solving, planning, evaluating,
delegating, etc.
 Kinds of information to collect: memos, reports, messages, e-mails,
calendars, forms, organizational charts, policies, news articles, plans,
staff schedules, training schedules, requests, flyers, etc.
3. Develop/write the scenario

 Information about position, issues, timeframes, etc.

 Set-up organizational charts for use in the in-basket
  Calendars for scheduling, planning, etc.
4. Develop document pool

Reports, e-mails, memos, incident reports, phone messages, etc.

Information from multiple sources (all levels and locations)
Representative sample of issues dealt with across locations
Ideas about what is the same, what is different across the job class (by
level, by geography, etc.)
 Actual documents related to real events that demonstrate the
competencies
 Participation from the field subject matter experts
5. Conduct first SME session

 Introduction to the in-basket

 Competency review
 Individual review of scenario and documents
 Individual evaluation of scenario and documents
 Group review and evaluation of documents
 Solicitation of competency-based responses to documents
6. Select documents and prepare item development plan

 Revise documents based on SME consensus and group discussion

 Revisions consistent with the evaluation criteria (more job-related,
clearer, more accurate, formatted correctly, etc.)
 Responses now can be focused on competency-based issues
 “Clean” documents--formatted appropriately, technically correct, and
job-related
 Competency-based reactions to each document provides justification for
writing items, response options, and justification for each
7. Write items and conduct internal technical review

Prepare item development plan (e.g., item writing, items linked to

competencies, etc.)
 Write items (questions)
 Conduct internal technical review (e.g., some items deal with multiple
documents, equal number of items across competencies, etc.)
8. Conduct second SME session

 Review competencies and definitions

 Review in-basket scenario and documents
 Individual and group evaluation of scenario and documents
 Review of questions, response options, and justifications
 Evaluate items (questions)
 Determine or verify key(s) for items
 Suggest revisions to items/documents as needed
 Review assessment materials (e.g., applicant instructions, etc.)
9. Pre-test the in-basket exercise

 Plan and schedule raters and test subjects

  Conduct an actual in-basket simulation
 Record results and feedback
10. Refine and conduct final review

 Adjust and refine in-basket exercise

 Conduct final review
 Proofread in-basket materials
 Print in-basket exercise
11. Prepare test documentation file

 Prepare and document in-basket development process

In-basket / Prioritizing Test 1

Farm Accountant Position, Wickstrom Dairy

Tim Wickstrom
November 1999

You have a maximum of 20 minutes to complete this task. Let us pretend you have
arrived for work today, Friday, at 8 AM, and you have a number of tasks to prioritize
(see items in the in-basket, below, section II). What task would you complete first,
second, and so on. If you do not have time to finish today, what task(s) would you leave
for tomorrow?

I. Here is additional data—that may or may not give pertinent information for this
assignment.

 You will be working 4 hours today (it is not an option for you to work longer or
shorter hours).
 You will also be working 4 hours tomorrow, Saturday.
 Your next day on the job will be Wednesday, next week.
 It takes about 5 minutes to pay each bill.
 Our philosophy is to pay bills so they are received the day they are due, or
earlier.
 We have a tradition of paying employees midday when payroll is due. Payroll is
due today and takes about 1 to 1 ½ hours to complete.
 The feed and cow inventory takes about 1 ½ to 2 ½ hours to complete. It is
critical to note that this task, once started, must be completed at one time and
may not be left to finish at another day. We would like, if at all possible, to have
this inventory completed today, but it is actually due tomorrow.
 Our veterinarian is punctual and paid by the hour.
 Tim Wickstrom goes to town once a day (at which time he delivers and gets
mail), at 10 AM. (For the purpose of this exercise, assume that this time is firm
and cannot be changed, and that it is not practical for someone else to go into
town.)
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  For the purpose of this exercise, let us pretend that additional distractions during
the day will be negligible, other than the tasks you have in the to-do or in-basket
now.

II. The following items are found in the in-basket (here they are described, but actually
consisted of paper notes including "work-order" forms, telephone message form, and
invoices).

 Work order form: From Tim. Submitted this Wednesday, completion wanted no
later than this Saturday. Priority, not marked on form. Regarding: cow/feed
inventory.
 Invoice from Turlock Dairy Feed dated 5 November 99, and due 11/22/99, for
$435.17.
 Phone call form: Dan Smith, State of California Cost Analysis Office, called
Thursday at 4:30 PM. Phone (916) 838-7733. Remarks: Needs to re-schedule
visit from next Tuesday to either next Monday or Wednesday. Sounds
desperate! Telephoned and please call boxes checked. Message taken by Tim.
 Work order form: From Vern (Tim’s dad). Submitted this Thursday, completion
wanted: not marked on form. Priority: low. Regarding: milk weights, please
enter milk weights into the computer as you have extra time (takes about 1 to 2
hours to complete).
 Invoice from Union Oil Company, dated 10 November 99 and due 6 December
99, for $786.22.
 Work order form: From Tim. Submitted this Thursday, completion wanted no
later than this Friday. Priority, not marked on form. Regarding: pregnancy/check
list, veterinarian is going to arrive at 11:30 PM. The list takes 1 ¾ to 2 hours to
prepare and print.
 Invoice from ABC Electric due 23 November 99, and dated 25 October 99, for
$212.55.
 Work order form: From Tim. Submitted this Wednesday, completion wanted no
later than this Friday. Priority, not marked on form. Regarding: working cow
report, herdsman needs report by 8:15 AM, and takes 5 to 15 minutes to
complete.
 Invoice from Hilmar Lumber, dated this Monday, 15 November 99, and due 12
December 99, for $125.89. (Today is November 19th.)
 Invoice from Hilmar Milk Equipment Supply due 11/22/99 and dated 1
November 99, for $2,245.00
 Invoice from A1 Veterinary Supplies for $212.55. Dated 5/10/99, due 22/11/99.

III. Prioritize

A. Prioritize tasks for today (which would you complete first, second, etc.)

1. ____________________________________________________

2. ____________________________________________________

3. ____________________________________________________
4. ____________________________________________________

5. ____________________________________________________

6. ____________________________________________________

7. ____________________________________________________

8. ____________________________________________________

9. ____________________________________________________

B. Task(s) left for tomorrow (no need to prioritize these):

1. ____________________________________________________

2. ____________________________________________________

3. ____________________________________________________

Assessment Methods: Simulations 2

In-Baskets - Sample Test Item Instructions 

The following sample instructions would be used for written documents included in the paper
"in-basket" portion of the exercise and would be attached to the relevant documents. Other
activities such as interruptions by a co-worker or subordinate in person or on the telephone (see
"Role Plays" for further information) or an e-mail requiring answering immediately would also be
incorporated into an in-basket exercise particularly given the types of skills noted as being
assessed).

In-Basket Exercise Item #1- Telephone Message

Instructions:

 Prioritize this task relative to all other tasks in your basket.

 Don’t actually do the task … but tell us what you would do.

 Tell us why you would take this course of action.

Material/Item Attached: Photocopy of a Telephone Message Form

http://www.hrtoolkit.gov.bc.ca/staffing/staffing_steps/assess_methods/Simulations/InBasket/ib_sa
mple_test_items.htm
Task: Telephone call from Mr. Harry Watkins of Province-Wide Industries taken by the office
receptionist at 3:30 pm ____________, 20__ (the afternoon before the test date). Mr Watkins
states that it is urgent. You don’t know who Mr. Watkins is nor anything about his company.

Priority Assigned: I would prioritize this as Task # ___ of _____.

Response Notes: (What you would do, and why you would take this course of action)

In-Basket Exercise Item #2: Working Group Report

Instructions:

 Prioritize this task relative to all other tasks in your basket.

 Actually complete the task.

Material/Item Attached: Working Group Report

Task: You have to prepare a summary of a document prepared earlier by representatives of a

human resources working committee for distribution to the executive / management group. This
summary is to be no more than 300 words in length (roughly equivalent to one page of double
spaced typing). The double-spaced report is attached. You must review, summarize and rewrite
to contents so that it can be finalized and distributed.

Priority Assigned: I would prioritize this as Task # ___ of _____.

In-Basket Exercise Item #3: Project Plan 

Instructions:

 Prioritize this task relative to all other tasks in your basket.

 Don’t actually do the task … but tell us what you would do.

Material/Item Attached: Project Plan

Task: You have assigned responsibility for a project to your assistant to co-ordinate and
implement. You note that several key deadlines appear to have been missed.

Priority Assigned: I would prioritize this as Task # ____ of _____.

Response Notes: (What you would do)

In-Basket Exercise Item #4: E-Mail  

Instructions:

 Prioritize this task relative to all other tasks in your basket.

  Don’t actually do the task … but tell us what you would do.

 Tell us why you would take this course of action.

Material/Item Attached: Copy of an Email from Sally Jones, Manager of Organization and
Classification with your ministry.

Task: She has asked to schedule a meeting with you to discuss several issues you have made
recommendations on recently. She does not agree with some of the recommendations. You
know that the program manager is anxious for a final decision so that he can initiate action.

Priority Assigned: I would prioritize this as Task # ___ of _____.

Response Notes: (What you would do, and why you would take this course of action)

In-Basket Exercise Item #5: Note from an Assistant

Instructions:

 Prioritize this task relative to all other tasks in your basket.

 Don’t actually do the task … but tell us what you would do.

 Tell us why you would take this course of action.

Material/Item Attached: Note from the assistant in your office telling you that she has put a
stack of paperwork to be signed on your side table and reminding you that a deadline for
finalizing some key documents is 10 am tomorrow morning.

Task: You have briefly reviewed some of the paperwork to be signed and note that you have
some questions on a few and have found what appear to be some errors in others. You have
not reviewed all the files yet.

Priority Assigned: I would prioritize this as Task # ___ of _____.

Response Notes: (What you would do, and why you would take this course of action)
Practice In-basket Exercise3

Introduction

This Practice In-basket Exercise was produced to help applicants to the Career Assignment
Program (CAP) prepare for the CAP In-basket Exercise 827. This exercise is intended to
provide candidates with an opportunity to familiarize themselves with the types of situations
presented in an In-basket Exercise. It is not
intended to act as a reliable measure of management ability.

In order to become familiar with this type of assessment tool, it is recommended that you follow
all the instructions.

What is an In-basket Exercise?

An In-basket Exercise places you in a management position in a simulated organization. At the

time of the assessment, you are provided with basic information including a description of the
organization and its mandate, your role in the organization, and an organizational chart. You are
also presented with typical
management situations. These situations consist of groups of items dealing with common
issues or themes. Situations are made up of 2 to 5 separate documents such as e-mails, letters,
and memos which present related issues and problems from key stakeholders of the
organization, including employees, your superior, indirect employees, and clients (internal and
external). You are asked to respond to each item in writing in a standard
response booklet. A calendar is included for your convenience.

A specified amount of time is allowed to complete the exercise. During this time, you are
expected to become familiar with the organization and the situations and handle them as if you
were actually on the job. You should handle as many of the issues presented as possible.

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How Should I Respond to the In-basket Exercise Situations and Items?

This Practice In-basket Exercise contains 6 situations and a total of 18 items. To simulate the
actual testing conditions, you should allow yourself 1 hour and 30 minutes to complete the
Practice In-basket Exercise.

During this exercise, respond as if you were on the job. It is very important to clearly indicate the
decisions and actions you would take and your rationale for these actions. The assessment is
based solely on what you indicate in writing in the standard response booklet.

Tips on How to Respond to In-basket Exercise Situations and Items

 Do what a successful manager would need to do to handle the issues presented.
 If you set a meeting, you might consider some of the following: Do people
attending need to
prepare ahead? What information do you need before the meeting? Has
everyone who could
be affected by a decision on this matter been invited? Who else possesses the
necessary
knowledge to move this forward?. Then, explain why you took those actions.
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  Analyze each item thoroughly. Ask yourself: Who in the organization is best
suited to help me
in this area?
 All situations in an organization are linked but of course some are more linked
than others.
The items have been grouped within situations because they present common
themes.
However, as in real life, situations overlap. Keep this in mind as you work
through the
exercise.
 To simulate the actual testing conditions, you should allow yourself 1 hour and 30
minutes to
complete the practice exercise. Budget your time appropriately. Allow yourself
approximately 20-30
minutes to read the instructions and background materials. The rest of the time should
be spent
handling the various issues. There are 6 situations presented in this practice exercise.
Each situation
presents 2 to 5 separate documents related to a similar issue or theme.
 Allow yourself approximately 10 minutes to respond to each situation. The situations are
identified
as follows: Situation 1: Item 1 of 5. This informs you that there are 5 items in Situation 1
and that you
are on item 1.
 Know your organization. Keep the organizational chart separate from other documents
and close at
hand so you can quickly find out "who's who". Note that each memo, e-mail, and
correspondence,
includes a date, sender information as well as a subject, where appropriate.
 Use your calendar. Given the time limitations you might want to jot down the important
meetings.
This way you will avoid "being at two places at the same time".
 Do not assume anything that is not directly stated. You do not need more information
than is
provided to deal with the situations. You might ask however, for more information from
those who can
provide it to you.
 Respond as if you were on the job. This will provide the best assessment of your
competencies. The
Practice In-basket Exercise includes common job-related situations such as dealing
with performance
problems, operational crises, and potential public relations embarrassment. Address
these issues in a
manner that will help the organization move forward.
 Respond to each separate item within a situation. Although items are grouped within a
situation,
you are expected to deal with each one. If you take one action to deal with all the items
in a situation,
you need to indicate clearly why this is most appropriate.
 Clearly indicate the actions you feel are most appropriate for each item within each
situation.
Then, indicate why. This is very important, because the assessment takes into
consideration not only
what you have done, but also why. Explaining what action you have taken and why you
 have taken
that specific action will facilitate the assessment of your ability to manage.
 Write everything that will help the in-basket scorer understand how you analyzed the
situation
on the form provided. The assessment is based solely on what you will indicate in
writing in the
standard response booklet.