igned to prepore candidates for the Situational (STS) used in recvitment 4 the Europeon imoorton clement f Evrozean compettons. They enween oreseecton and the assesment cont in the peeselacion phate wil Fd themselves faced wth ther SIT results ot he ostessmen! phos, isnot enough, Candidates leo need fo have'o good gresp of ow the ‘This books designed to hele you mower he various eset of SIT “the fs secion cons of cornlate mathodelony hey knowledge end on unde'sioneing effective. resorse tho second port const of 60 sllowing you fo prepare years ‘Oniy tho beet prepared candidates are succesful SITUATIONAL JUDGEMENT TEST : for European institution competitions A methodology _ and 60 questions with answersFrance : ‘oRsEU 3 rue Bayard F-59000 LILLE Belgique orseu Avenus des Gaulois, 36 31040 BRUXELLES wwwrorseu-concours.com ISBN; 2918796022 (@ Other books published by ORSEU . Abstract reasoning MC@ for European institution competitions, Emmanuel HETRU ‘and Benoit CREPIN, Ari! 2010. Availoble in French ond English Verbal et numerical reasoning MCa New edition 2008 devised for computert Jeanuc BIZEUR, May 2008, 363 pages. Available in French and English European institution competions, sed tests, Emmanuel HETRU and How te poss the numerical reasoning MC@ for European insitution compettions, Emmanuel HETRU and Vanessa LEMAITRE, February 2007, 316 pages, Available in French and English. Whitten test for European instttution competitions, Emmanuel HETRU, May 2006, 380 pages, Availabie in French and English,Introduction Part 1 {@ Acknowledgements Chapter 1 Chapter 2 We would tke to express our sincere thanks to Vanessa LEMAITRE, Benoit CREPIN, ChapierS ‘Aurore ALBERT and Maité DE BRUVKER-FOSSE for their significant contributions cna ‘comments on this book @ Part 2 Chapter 4 Chapter 5 @ Parts Port 4 Brats Whowe are? [il CONTENT General presentation of the situational judgement tests. Situational judgement tests (ST General competencies required... Working within the European institutions... eeey: Winning strategies nn... tee 2? Logical ANH .ann paeree 2 Basic anaiysis ~ choosing a complex reducing stiaiegy. - 37 Answers fo tests a Tost 1 Test 2, TOSt Bonne Explanatory GNSWOtS..rusocmnn nnn Explanatory answers for question numbered from 10 20....91 Explanctory answers for question numbered fom 21 40 40 nun 97 Explanatory answers for question numbered for 41 40 60 wu 105INTRODUCTION The le of SJTs in European in: »n competitions. Situational judgement tests nave o particular ole in European institution competitions: + they are presented in the form of Multiple Choice Questions (MCs) in the preselection tests; ~ if the 2010 competitions, they are being used as cn additional non minatory element in the preselection phase. The results of the SITs wil be communicated fo the jury in an advisory form, Subsequently, they part of the eliminatory preselection phase. ‘These tests are therefore particularly important, as candidates who are successful in the preselection phase will find themselves faced with their SJT results at the ossessmnent phase. The SJ are therefore a kind of footbridge between preselection and the assessment centre. | EPSO: EPSO is the acronym of the European Personnel Selection Office. EPSO organises the competitions and selection procedures | Candidates register for European competitions vic EPSO's webste, The EPSO wetbsite | dso provides the best source of information, For further information on European institution competitions and EPSO, we advise candidstes to read: | "Administrative Procedures. European Personnel Selection Office” (2010/C 57 AN). Published in the Official Joumal of the European Union on 93.2010.Situational judgement Suis cte designed to assess behaviour in a wrking environment. Each question Gescrines @ workplace scenario ond sets out a block of four possible actions. The ‘candidate must consider these options and identity the action that is most effective AND the action that is least effective. Sus are set out in the form of MCQs. In general, candidates have 30 minutes to answer 20 S.T questions. Therefore, the cverage question analysis time is one minute and thirty seconds (lo find both answers). How procedures are changing Two key changes are being made to European insltution compettions from 2010 onwards: ~ knowledge of the European Union 's no longer tested in ts own right as port of the competition: ~ after preselection, there is now a selection phase at an assessment centre. EPSO sates that “the emphasis snow on job-related competency-based testing rather than on factual knowledge”. Sttuctiona’ judgement tests are therefore fundamental They form the initicl bas's for the assessment of competencies thot will be tested o second time at the selection phase, Keys to success Perforrning successfullyin §.1s requires candidtesto identify the correct responses. 9 very limited cmount of me. The contect responses are linkedtto the competencies described by EPSO, but not exclusively itis also necessary to understand the way the European civ service operates and to show good verbal logic and common sense, This book is designed to help you master these different aspects. This aim of this book is therefore to provide basic {raining in the competencies targeted by SJTs, over ‘and above the reference material issued by EPSO. ‘An example of situational judgement test Questions proposed in this book have been developed by the cutnors. They take: into aocount information and examples provided by ESO andthe example of ctner SuT used elsewhere. They also reflect the experience of each author. Please consider the situation, and then select what you feel s the most effective AND the least effective response or cction from the four statements, Before to tur he page, please select the hwo responses that you think are correct.Responses Most effective by This snows a g Of intiative and the value you attach to team work. | Least effective ©) Lock of a spirt of intictive and a lack of personal involvement. i PARTI Performing successfully in SJTs requires GENERAL PRESENTATION OF THE SITUATIONAL candidates to handle with ease different methodologies. JUDGEMENT TESTS This book will help you to inctease your chances of success.NA eae emeunl 1._WHY USE SITUATIONAL JUDGEMENT TESTS 2 MAA DG EMENTTESIS? The basic nature of human resources Human Resource Monagement hos become one of the key challenges facing Ory organisation. Choosing an oppropricte assessment method is theretore of fundomenta! Importance (Balicco, 1997). Accuracy in precicting the sultabiity of a candidate's skils for & particular post has slonificent tepercussions for both the organisotion ond the candidate (Durivage & Petterson 2008). It Impacts directly on the organisction in terms ot cost, productivity ‘and quality of service, Increasing use of situ ional judgement testing Stvotionaljudgementtests, Ike allworkcbosed “tole play"tools ore beingincreasingly Used! in selection processes. They consist of situations that mi 5 that Candidates wil actually be required to perform ond therefore directly explore the ‘Candicicte’s suitably for the post in question. Various resus demonstiate the validity of suis ~ Rilshave ¢ predictive validity (capacty to precict a candidate's productivity ina pos equivalentto: structured interviews or role plays, while being much easier to administer and correct (Durivage & Petterson, 2008); ~ Used in addition to traditional metnods such as cognitive optitude tess Crteligence* tests) and personalty tests, STs improve selection valicity (Weekley & Ployart, 2006): ~ S18 have good apparent validity, ie they are perceived by candidates as providing @ good measure of what they appear to be measuring, Sits are fe more highly valued by candidates, who tend to challenge their results less thon those of other methods (Bauer & Truxito, 2006) ~ Candidates perceive SJIs as c fair ond equitable method of assessment (Bauer, et al, 1996; Kluger & Rothstein, 1993); ~ The results of Ss are less dependent on candidates’ ethnic origin. atleast in ‘he Unites Stotes (MeDaniel, Wetzel, Hartmnan, Nguyen & Grubb, 2005),in the fromework of European competitions, the decision to include situational judgement tests wes intended to “place greater emphasis on the recruitment of competent individuals regardless of their factual knowledge of the EU’ 2._ WHAT ARE SITUATIONAL JUDGEMENT TESTS? The recruitment stage Situational judgement tests, also known as practical intelligence tests or situation fesis, are @ selection metnod used during the recruitment process. They are used in ‘daition to more traditional assessment methods such as intelligence tes's, aptitude ‘ests and personality tests Work situations In a situational judgement test, candidates have to make @ judgement on cn imaginary stuation that they might find themselves in at work, They ore osked to ‘assess from c set of options the one that seems fo thern to be “the most effective” (and sometimes, as is the case in Eulopean competitions, “ihe least tfective’), What the test detects Stuational judgement tests aim to assess directly c candidate's sullabilly for a post bby focusing on his “practicar competencies. ‘To be successful, condidates must use reasoning fo judge the appropriateness of the options given. This judgement is based on: + the information given in the description of the suction; = the competencies needed for the postin question: ~ the candidate's behavioural competencies. The particular features of situational tests used in European competitions The SJTs used in European competitions are spect becouse: + they ate directed at szecttic behavioural competencies (detailed in the section below): they do net relate to a particular eccupation butte officials who will occupy very different posts cnd wil fla variety of missions curing the course of their career (a more detailed exolonation is given in the folowing section ot this book). “Traditional” situational tests target particulor job types: commercial, heatth professionals, HR postions, which have specific requirements. This is not the case with European competition Ss which focus essentially on individual behavioural logic: The notion of judgement It's tare thot the options for evaluation are picinly good or bad, Theoretically, the mojority ofthe solutions could !ead to 0 “resolution” of tne problem posed. The choice mede by the concidate will shed light on his capacity for analysis, organisation and reaction. Consequentiy, there is c not insignificant element of subjectivity in these tests book is intended to reduce the random element in how candidates select the answers in each SJT. Adapting to demand ‘Skuational judgement tests assess the judgement used by the cancidate in resolving the problems encountered in work situations. Assessing judgement means assessing a candidcte's abilly fo apply practical knowledge or a series of competencies effectively. Consequently, this Is not @ personally test $J7s assess a candidate's capacity to ‘evolve in the way required by the recruiting Insttution. in the following section, this ‘b00k therefore soeks to determine what is required ot European officials3._BIBLIOGRAPHY RELATING TO SITUATIONAL JUDGEMENT TESTS. :0, C. (1997) Les méthodes d’évalustion en ressources humaines: La fin des marchands de certitude. Paris: Editions o’Organisation, 242p. ISBN 2710820086. DM, (2006). Applicant reactions to situational judgment lated practical issues, in JA Weekly anc RE. Ployhart, (@ » Measurement and Application, Mahwah, New Jersey: Lawrence Erlbaum Associates, p. 233-249, Kluger, AN, Rothstein, H.R. (1993). The influence of selection test type on applicant reactions to employment testing, Joumal of Business and Psychology, vol. 8, p. 3:25, Laberon, 8, Lagabrielle, C. Vonthron, A-M, (2005). Examen des pratiques “Evaluation en recrutement et en bilan de compétences, Psychologie du Ta. des Organi McDaniel, MA, Whelzel, DL, Harlman, JC, Nguyen, NI. Grubb, WiL. (2006) Situational jucigment tests: Volidtty and an integrative model, in JA, Weekley, & Ployar,, RE, (ed). Situational Judgment Tests: Theory, Measurement and Application, Mahwah, New Jersey: Lawrence étibaum Associates, p. 182-203, Weekley, JA. Ployart, RE. Holtz, B.C. (2006). On the development of stuational judgment tests: issues in tem development, scaling and scoring, in JA Weekley, & Ployart, RE. (ed). Situational Judgment Tests: Theory, Measurement ond Application, Mahwah, New Jersey: Lawrence Erlbaum Associates, p, 167-182, Durvage A, Pettersen N. Etude de validation critériée ofun test de jugement stuationne! portant sur les habilstés de vente et élaboré suivant une approche mite, Actes du 19° Congrés de /AGRH, Dakar, 9-12 September 2008, CHAPTER 2 = GENERAL: COMPETENCIES REQUIRED European competition Sus do not aim to assess specttic employment competencies, They are designed to test candidates’ general behavioural competencies, The information in this chapier is token principally from inforration published by PSO on lis web portal, J. COMPETENCIES IDENTIFIED. The selection process putin place by EPSO aimsto assess the folowing competencies: = analysis and problem solving: = communicat ~ delivering quality and results; = learning and development; = prlortising and organising: ~ resilience; = working with others; = leadership (fer administrators oni), 2__DEFINING GENERAL SKILLS Analysing and problem solving: being able to determine the key points in complex, questions and draw up concrete and creative solutions, ‘Communicating: being able to communicate clearly and precisely both verbally ‘and in witting Delivering quality and results: oe in order to provide high quailty wor ble to assume responsibility and take initiatives ine with establisned procedures, Leaming and development: ueing able to develop and improve personal competencies and one’s knowledge of the organisation and the work environment,Priottising and organising: being abie to determine priotily tosis, work flexibly and organise one’s own work etfectively. Resilience: being able to remain effective when foced with @ heavy workload, overcome organisational problems positively and adapt to changes in one’s wore environment, Working with others: being abie to cooperate with one’s immediate colleagues and: ‘those in other departments ond respect individual dferences. Leadership: being able to rnanage, develop and motivate people to get them to achieve set objectives, 3._NOTES ON THE GENERAL SKILLS REQUIRED SE AEEMMAL SKILLS REQUIRED The skils descibed above ore quite obviously useful in a professional framework However itis difficult to decl with them effectively in an MCA selection process or at an assessment centre, [isindeediaifficullioimagine someone being recruited ifthey are notcommunicetive ‘oF tesul-orientated or ate unreceptive fo team work This is why we suggest that candidates prepare for the competion in @ number of ways: ~ by careful reading of the description of general competencies in order to ‘fomilicrise oneset! with the vacabulary used: by using the method of analysis we provide for MCQs: ite positions: ~ By Understanding the functions of Eufopean Institutions and the general ‘working rules in force; ~ By Using @ practical method for problem analysis based on verbal logic for stuational judgement MCQs, ior EES The information in this chapter is taken mainly from the Europa webste and trom an Gnalysis of he European civil service Staff Reguictions. The web addresses of these documents are given atthe end of the chapter, The information available relaies fo careers in the European Commission as there le information available on careers in the other institutions, However, we Delieve that he descriptions given here con be more generaly applied. Furthermore, the European Commission does not have a comprehensive reference source Gescrbing al he spectic functions and compelencies. Only middle management 's officially described. 1_DIFFERENT CAREER TYPES Seer ee EEE eee HEE HEE EEE HEE Assistonts Assistonts work in © very varied range of feds: secretarial, administrative, inancla, fommuntcation, policy development and implementation, etc. They also play on Important rol in the interna! management of ihe instfutions, notably in budgetary ond financial affeirs, Personnel work, computing and document management. Administrators Cemirisrator full o number of roles: implementing EU law, analysing and advising ‘An Geiministrator may find him/herself coorcinoting the broad economic and othey Policies of Member States, taking part in trade ney or representing the Institutions in inte ‘ishing fleets in the Member States. devel scientific {esearch programme, or dratting a decision by ihe European Court of Justice or the European Ombudsman, etc, Aste oles are extremely vatied. makes sense thot STs should be mainly focused on individual forms of behaviour,Middle and senior management Miccle management consists of administrators The head of unit establishes and reviews the objectives set down in the framework Gf the Directorate General's work programmes and global strategies. He is also ‘esponsibie for the follow-up and evaluation of resuits, Senior menagement is the domain of directors and directors generai The European Commission reauires middle management to be effective in the following areas: ~ specialised knowledge in their field: ~ educational advancement; + leadership qualties: ~ relational apt > communicating: + negotiating abitty. 2._EUROPEAN CIVIL SERVICE STAFF REGULATIONS RR ERVICE STAFF REGULATIONS ‘The new civ service Staff Reguiations are the principal legisiotive text on statt rights ‘and obligations. they came into force on 1 May 2004 and complete the modemisation Programme undergone by the European Commission’s HR department. The principal new features of the Statt Regulations are: ~ Gnew career structure; > Onew ossessment system; > @.culture of lifelong leaning: ~ Rew mobitty rules that encourage statt to change Job profile every two to five years. 3._ PRINCIPLES OF WORK WITHIN THE EUROPEAN COMMISSION SMU CWITHIN THE EUROPEAN COMMISSION _ The European Communty supports the principles of effectiveness, transparency, ethical conduct, equal opportunities ond responsibilly, European officils on therefore assessed or ‘acihere to these pr principles when being cansidered for promotion, Failure ples can lead to sanetions. Equal opportu The principle of equal opportunities is enshrined in European vil service stot Reguiations, infre appicotion of these Staff Requiations. any oscrimination basen any ground Such 8 £0% race, Colour anc or social origin, genetic features language, religion Gi Relet Poltica! or any other opinion, membership of o nations minoniy, prover, Dinh, ascbay, age, or sexual orientation shall be prohibited.” (Article 1 d). Gender equality 1 Rellon Programmes on equalty of opportunity cndlte promote womente managerial Postions have been in place since 1988, Since 1995, the Commission has set ormoct objectives for the recruitment and oppoinkment of women to adminsetor one managerial posts. Equaity of opportunity is also encouraged by flexible wocking conditions aimed et ‘working life ang private life.People with disabilities ‘The Commission gucrantess that all ctizens who have the requisite qualifications wi benefit ‘rom the same employment opportunities. This is based solely on thelr s Adpictions to their working environment are made it necessary. A code of good conduct for the employment of people with cisabities has been in place since 2003, Ethnic diversity Discrimination of any kind is prohioited under the Staff Regulations. The mix of staff in ‘the EU Institutions has to refect the mix of cultures and languages. Fight against harassment Everyone who works atthe Commission hes the right to work in cn environment that 's ree of ail forms of psychological and sexual harassment. Transparency Transpsrency is ¢ Commission operational guarantee. Two Important janimarks: = 2001 - the White Paper on European governance: ~ 2006 - the Commission approves the Green Paper on transparency. Ethics and conduct ‘Commission ethics are determined by a number of ules: ~ Open and transparent relations with the public: ina company deol ‘approval for external cctivities, ~ Fighting conficts of interest with, for examp'e, a bon on hoiding an interest | in the European Institutions, or the need for prior b ies and moral responsi Under the Stat? Regulations, Commission officials: + may be required to make good any damage suffered by the Communities (95.0 result of serious misconduct in the performance of theit duties + ate duty bound fo report possible troud of corruption dettimental to the interests of the Communities either within the Commission or directly 10 OLAF, Annual assessment and skill level ‘Commission officials undergo on annuat staff approisal. This appraisal monitors ‘achievements, skils ond conduct. f a member of staff finds it difficut to reach the standards required, he/she will b= expected to follow a remecial coaching programme, Where uncerperformance persists, a dismissal or downgrading procedure can be launched under Atticle 51 of the Statf Regulotions. 4,_ SUMMARY a See Ee eo ooo The European Community doesnot give out detailedinformetion onthe management ‘of competencies and careers within ts Insitutions. Furthetmore, the absence of job profiles for officials, or even profiles of me tasks associated with each of the posts, makes i difficult to identity the majer principles of resource management. ‘The European Community only provides informetion on: ~ the required competencies assessed in the competion; ~ compliance with the principles of a “modem” administration: ~ promotion through the gtadesin accordance with ser ‘and performance ‘evaluation, ‘The European Community emphasizes that life-long leaming is & basic principle of HR policy and each official must draw up @ training pion win his management at his annual staff oppraiscl. However, the method for assessing competencies ana the employee's performance is not specified, The fact that there is an appraisal does however raise the question of what reference source Is used for this assessment.|n.conclusion, this is what we have been able fo find on the European Communtty’s Human Resources portal regarding career management: “Our workin this area involves ensuring that the main planks of the careerdevelopmont system = training, staft appraisal, intemal mobility and promotions ~ are all mutually compatible. The goal is to ensure that the service provided by the Commission meets the highest standards, commensurate vith a European civil service that is at the some fime independent, permanent and competent, This requires staff with the 5. REFERENCE SOURCES RELATING TO WORKING WITHIN THE EUROPEAN INSTITUTIONS i ERROPEAN INSTITUTIONS Staff Regulations of ials of the European Community Links on the European Community website requistte quatficotions, skils ond motivation to executes the work of the Commission. Accoraiingly he Commission must be abie 10 offer its staff the sort of career prospects hey righifully expect “Discover EU careers / What has changed?"» hitp://eurore.eu/epso/discover/selection_proced/selectioryindex_enhim In this connection, the Commission promotes a policy of intemal mobilly based on, allowing our statt to particioate in lfefong leaming throughout their career andl so both maximise their potential and enjoy a stimulating working environment.” “What does a permanent official do?” hifp//ec.europa.eu/civi_service/job/officiol/index_en.him “What do managers in the Commission do?” http://ec-europe.eu/civil_service/job/ managers/index_en.him «1a Gestion des Compétences et cles Carigres » (Translator’s note: | can't race this ttle on the French page so can't give the English version ~ please check) hitoy/ec.europa.eu/civl_service/acmin/perforyindex fini Other references _ assis PESMAZOGLOU (1998) « 1993 ou Le chant du rouege » Paris, Editions du Gtiot f f b@ PARTI WINNING STRATEGIESie AWIES “elleeenuan nas Suls require you to identify the most effective and least effective responses from ‘he four options given. To do this, you need fo have a good understanding of the competencies required and the neture of the job in question, though that is not necessarly enough. To increase your chances of success, you also need to opply logical cnaiysts . J_IDENTIFYING COMPARABLE INTERMEDIARY RESPONSES ALE INTERMEDIARY RESPONSES In Sills tis offen the case that one of the statements stands out clearly, while the ther three are very di decide between. Here it is useful to identify the comparable infermediary solutions. These are responses that may be different in form but which are in fact of the same type (oassivily, absolute adherence to rules, fc), I two situations are intermediary and comparable, they cannot be the most effective or the loast effective solutions. Pease consider the situation ond then select what you feel is the most effective AND ___ the least effective response or action from the four statements,