GroupExercise1 Recomendations

SECTION 1: Example Exercise Outcomes
SECTION 2: Competencies and Behavioural Indicators

Group Exercise 1
Candidate Guidance Booklet
Contents
SECTION 1: Example Exercise Discussion Points........................................................................ 2

SECTION 2: Competencies and Behavioural Indicators ............................................................. 6
AssessmentDay
Practice Aptitude Tests
SECTION 1: Example Exercise Discussion Points
In this section we present some example discussion points which could come up during this
group exercise. These points are designed to get you thinking about your own responses
and how you might react to other people’s ideas. This section should not be considered a
‘model’ answer as there will be numerous other suggestions and outcomes from the same
group exercise which are equally appropriate. Indeed, group exercises are designed not to
have one right answer, but to promote the discussion of ideas and resolution of differing
viewpoints. You may well come up with other ideas to ours, but much more important than
the ideas themselves are how you come up with them and how you interact with the group
to reach agreement.
1.1 Imugen’s environmental record
Positive Implications:
- Decreasing Imugen’s carbon footprint will help improve the company’s environmental record and
may save money through more efficient energy use. Recommendation: Ensure that Imugen
facilities are well insulated, preventing unnecessary heat loss and energy expenditure, lowering
carbon footprint.
-Cooperation with indigenous peoples may improve the company’s image, help avoid legal action
from indigenous peoples and may also enable dialogue in order to gather intelligence on the local
area. Recommendations: Send a corporate representative fluent in the local language to request
permission and engage in a dialogue with the local and indigenous people, and only begin research
with their consent.
-Launching environmental charities will help improve Imugen’s environmental record, may provide
an avenue for tax relief and may improve public relations status/ image. Recommendations: Bring
in experts in the field of environmentalism/sustainability to aid in the formation of new charities
and allot a budget to begin the charities operations.
-Environmental initiatives and indigenous/local people’s friendly practices will have a positive effect
on the environment and the lives of many people. Recommendation: Commit to these practices on
a long term basis to maximise the positive effect on stakeholders.
Negative Implications
-High profile environmental practices may give the impression of green-washing, making the media
cynical towards the intentions of the new initiatives. Recommendations: Avoid intentionally seeking
high publicity for new environmental initiatives, instead subtly raise awareness of these initiatives,
letting the media discover these actions independently.
- Relying on the consent and cooperation of indigenous and local peoples would mean more red
tape in research processes. Similarly, the indigenous population would have the right to stop
research programs from happening at all. Recommendations: Compensate local and indigenous
people for their cooperation and maintain regular dialogue to ensure a relationship is built between
Imugen and the local people, gaining mutual trust.
-Starting environmental charities is a time consuming process and Imugen may not have the
required knowledge of environmentalism and sustainability to successfully run such a charity.
Recommendation: Seek the help of experts in the field and once the charity is set up, fund the
charity’s operations through donations both from Imugen and other organisations/individuals as
For personal use only. Unauthorised copying or

distribution in printed, electronic, or any other
Page 2 AssessmentDay
form in whole or in part, is prohibited without Document last updated 11-03-2014 www.assessmentday.co.uk
prior written permission from AssessmentDay.
well, helping to make the charities less expensive for Imugen.
Additional environmentally friendly practices:

- Implementing a paperless office model by limiting the amounts of paper used throughout
Imugen’s departments. This will help combat deforestation, lower Imugen’s carbon footprint,
decrease waste and save Imugen money on paper/printer/photocopying expenses.
-Hold “walk/cycle to work days” in which staff are encouraged to avoid using personal or public
transport, encouraging more environmentally friendly methods of travel.
-Offer subsidised bicycles as part of employee’s compensation plans, encouraging the use of
environmentally friendly transport.
-Ensure that company cars offered to employees are environmentally friendly, i.e. only offer hybrid
cars.
-Hold telephone conferences and virtual meetings online instead of international/national level
meetings in order to limit the use of air travel, car travel and public transport.
1.2 The pros and cons of selling “suicide seeds”

Pros:
- The use of suicide seeds would lead to a large increase in revenue due to regular repeat business
- If other competitors (or indeed all of them) begin selling suicide seeds then Imugen will be on equal
footing and not at a disadvantage.
-Due to the need for repeat business from farmers, suicide seeds could be sold at lower prices than
non-suicide seeds, attracting more customers and establishing more relationships.
-Suicide seed plants would be unable to encroach into natural environments, preventing the spread
of transgenic plant material into the wilderness.
-Increased profits from suicide seeds could be used to fuel research, leading to improved quality
crops.
-“suicide plants” will only last as long as the first generation, so with regards to crop rotation the
farmers will know exactly how long the plants will last, saving them the effort of destroying the
plants manually when rotating crops.
Cons:
-The use of suicide seeds would put significant financial pressure on farmers, particularly in poorer
countries.
-This increased cost to farmers could lead to increased food prices, and even lead to food shortages
in poorer countries.
-Selling suicide seeds could negatively impact Imugen’s reputation and public relations
improvement efforts, particularly in light of the recent corporate social responsibility and
environmental initiatives. As well as appearing uncaring towards poor farmers, Imugen’s other
efforts may seem insincere as a result.
-The negative effect on farmers may have international consequences, harming relations with legal,
regional and even national level governments.
-Companies which do not sell suicide seeds may be considered preferable to farmers, decreasing
Imugen’s number of customers if some companies do not embrace the technology.
-Should suicide seeds become accidently mixed with natural/non suicide GM seeds, large portions of
a farmer’s crop may be unintentionally sterile, lowering crop yields.
-Although the development of this technology is now legal, many countries may ban the import or
export of this technology, barring Imugen from potentially lucrative markets.

Recommendations:
-Avoid developing/selling suicide seeds as the public relations ramifications could be
catastrophic, with the potential for the media, farmers and governments to view Imugen in
a negative light. The technology itself may prove unpopular, with farmers avoiding its use
due to excessive costs. The risks and the cons outweigh the benefits and the pros, therefore
Imugen should not utilise suicide seed technology
-Imugen should highlight the fact that it has rejected the use of suicide seed technology,
denouncing its use and re-iterating its commitment to corporate social responsibility and
the ethical use of biotechnology and genetic engineering.
-Should competitors introduce this technology, Imugen could lobby governments and
attempt to have the use of this technology banned or restricted.
1.3 Convincing senior management on Immunology funding

-Increasing immunology funding would help diversify the interest of Imugen. Although agricultural
products are the focus at present, market conditions could change at any time. Having more
immunology based products could hedge the company’s position, leaving Imugen less vulnerable to
changes in market conditions.
- The new senior management team and CEO have so far focused mostly on public relations issues
such as environmental record and social responsibility. Researching and introducing a new line of
immunological products could strengthen the senior management team’s credentials within the
Biotechnology R&D field.
-To decrease the risk involved in large R&D projects, outside investors could be brought in,
spreading the risk among multiple parties rather than solely on Imugen.
-Once the clinical trial stage is over, and a new product has been patented, production costs would
be relatively low, and profit margins would be highly lucrative.
-Due to the politically sensitive nature of other possible ventures and of current criminal accusations
i.e. suicide seeds and bio-piracy etc., politically neutral technologies could help avoid any more
public relations issues.
-Vaccines for the common cold and other widespread viruses would have an enormous target
market, being applicable to every human being on the planet.
-Successfully developing vaccines for common diseases could make Imugen the leading figure in the
biotech field, gaining significant recognition throughout business, government and academia.
-Successfully introducing vaccines for the common cold and other widespread illnesses would
significantly boost Imugen’s public relations status, and would be one of the greatest discoveries of
modern times.
-Developing vaccines, and offering them pro bono to individuals in poorer countries, while still
selling the vaccines for profit in wealthier countries could provide an avenue to gain substantial
publicity as a socially responsible entity, while still generating a significant return on investment.
1.4 Decreased risk tobacco

Positive implications:
-Lower risk tobacco could replace/compete with regular risk tobacco, lowering the risk of illness
associated with smoking.
-Should lower risk tobacco become popular, it may become a lucrative source of revenue for
Imugen.

- The research could prove valuable academically, and pave the way for future technologies to
further reduce the risk of illness associated with tobacco smoking, possibly even making the activity
“safe”.
-Lower levels of carcinogenic compounds in tobacco would also decrease the risk of illness from
passive smoke, helping to protect second hand smokers, particularly in children.
- A significant proportion of smokers use unfiltered cigarettes. Lower risk tobacco would help ensure
that some safety measures are in place, regardless of whether individuals choose not to use filters.
-If other biotechnology companies engage in this research and introduce similar products to the
market, Imugen will be in a position to compete. If Imugen does not proceed with this product, this
will mean a greater market share for competitors in this market.
-If cigarettes and tobacco products become continually safer, governments may reduce the so called
“sin taxes” on such products, which are often considered regressive taxes towards poorer and lower
income individuals.
-Nicotine has been found to have neuro-protectant properties, helping protect against diseases such
as Alzheimer’s. Lowering the carcinogenic potential of tobacco would shift the risk-benefit ratio in a
positive way.
Negative implications:
-Lower risk tobacco product users may be lulled into a false sense of security, and begin smoking
more often, negating the benefits or even increasing the risk.
-Entering the tobacco industry may lead to negative public relations effects. Imugen has tasked
itself with focusing on social responsibility, and has traditionally produced products to improve
health, not put people at risk of illness. Entering the tobacco industry would undermine the public
relations work which has been done.
-Lower risk tobacco could make smoking more socially acceptable, increasing the number of
smokers and therefore increasing the incidence of smoking related illnesses around the world.
-Bioethics groups and anti-smoking groups could target Imugen and Imugen’s operations, launching
smear campaigns and negatively impact Imugen’s reputation.
-As with other major companies in the tobacco industry, individuals may attempt to launch lawsuits
against Imugen demanding compensation for illness developed as a result of smoking. Although
these individuals are unlikely to win such a lawsuit, this will result in lengthy legal processes and
substantial legal fees.
-Many anti-smoking laws inhibit the advertisement of tobacco products, making the product
difficult to introduce into the market.
-Production of genetically modified lower risk tobacco would be more expensive than traditional
tobacco due to the cost of recombinant DNA technology, possibly putting off consumers.
-With laws limiting tobacco use being implemented in increasing numbers, the tobacco industry
may be facing significant future problems, which Imugen would be subject to if they choose to enter
the market.
-In certain jurisdictions, laws limiting advertising for tobacco products may affect Imugen’s ability to
advertise non-tobacco based products, due to being a company that produces tobacco products.

SECTION 2: Competencies and Behavioural Indicators
This section identifies the key competencies an assessor will typically measure during this
group exercise, and a list of behavioural indicators highlighting that competency. The
competency framework in this exercise is designed to be typical of a real group exercise.
The first list describes positive indicators of that competency, showing behaviours which
indicate a high level of competence. The second list describes negative indicators of that
competency, showing behaviours which actively demonstrate a lack of that competence.
The following competencies are assessed in this exercise:
• Consideration
• Interpersonal skills
• Teamwork
• Initiative
• Decisiveness
• Problem solving

Competency: Interpersonal skills
POSITIVE INDICATORS
Engages with all members of the team and addresses each team member in a personal
fashion
For example you could ensure that you learn the names of each team member, and
subsequently refer to each team member by their name.
Shows empathy and understanding to other team members.

For example you could provide support to team members who are visibly struggling with
anxiety or with the task itself. To help achieve this mind-set, it is essential to put yourself in
their shoes to help show understanding and empathy.
Is polite to all members of the team.

For example you could ensure you show manners and courtesy to every team member,
regardless of how you are treated in return. It may be an instinct to act defensively when a
person is rude to you; however it will reflect badly if you react negatively to another
candidate.
Express concern and acknowledgement of other team member’s feelings.

For example you could ensure that you recognise when a team member is upset or
frustrated, and try to remedy the situation by expressing understanding.
Is able to handle interpersonal issues such as low morale, tension and conflict within the
group.
For example you could actively try to rally support by providing encouragement, help put
everyone at ease and act as a mediator between two arguing team members. Motivating
the group is a great way to avoid tension, low morale and conflict due to awkward silences
and feelings of unease.
Encourages participation from the entire team and does not show favouritism towards one
or more team members.
For example you could try and make sure that everyone is listened to in turn, without leaving
certain team members out of the process. Naturally you will feel more inclined towards
certain people than others, however getting everyone involved is essential to the exercise.
Is strategic in the choice of words, phrases and sentences used, in order to avoid causing
conflicts.
For example you would avoid using direct criticism of a team member or their ideas, and
instead provide constructive feedback. Conflict is likely to occur if you simply rubbish a
person’s ideas, instead provide constructive criticism or critique.
Actively shows agreement or acknowledgement of the points brought up by other team

members.
For example you could use active listening techniques and ask probing questions to show
that you have understood the points expressed. Using nonverbal cues such as nodding your
head can be a useful method of showing agreement without interrupting the team member.

Uses diplomacy skills and tact when addressing sensitive issues or managing conflict within
the team.
For example when mediating a conflict between two team members, you word your
sentences to avoid expressing bias towards one side of the argument. For example you could
ensure that you do not state that one team member is wrong, and the other is right, instead
phrase sentences in order to avoid picking sides.
Competency: Interpersonal skills

NEGATIVE INDICATORS
Acts bluntly, rudely or is dismissive of the ideas generated by other team members.
For example you may directly state that a team member’s idea is bad, ineffective or
intentionally ignore a point raised.
Acts to annoy, upset or provoke other members of the team.

For example you could intentionally try to irritate or undermine a team member, inciting a
conflict.
Acts aggressively towards other team members

For example you could shout or swear at a fellow team member during a conflict or heated
discussion.
Focuses on their own personal ambitions and aims, with little or no regard for the rest of the
team.
For example you could act to “impress” assessors by trying to show off at the expense of
other members of the team.
Does not take into account the “human” considerations of the task or of the group.
For example during the exercise you may fail to take into account the people side of making
organisational decisions. Similarly during the exercise you may not take into account the
feelings of your team members.
Does not react to signals from other team members that are not happy with the progress of
the exercise.
For example your team members may be giving subtle hints and signals to you to encourage
you to change your behaviour during the exercise.

Competency: Consideration
POSITIVE INDICATORS
Seeks clarification by asking probing questions

For example you could ask probing questions such as “tell me more about...” etc. Asking
probing questions about specific aspects of a point will acknowledge that you have listened.
Asking broad/simple questions about a point raised however may seem like you have not
listened.
Uses active listening techniques

For example you could clarify and summarise the point that was just made to relay that you
have listened to the point made. Using nonverbal communication such as nodding and
making eye contact also confirms to the team member that you are listening.
Takes notes for the points raised

For example you could write minutes to the meeting, and arrange that a team member be
designated as the note taker for the minutes. It is still wise to make notes on outcomes
regardless of whether you have been selected to record the minutes. Conversely, do not write
notes at the expense of participation; try to strike a balance. Assessors will need to see you
demonstrate your ability and if you spend the whole exercise writing, they won’t have much
of your behaviour to go on.
Is able to repeat and re-iterate points raised by others

For example, after hearing a point raised by another team member, you could bring up that
point later in the meeting and combine it with other points. It is important to remember who
brought up the point, and refer to them when re-iterating their point in order to avoid
accusations of merely parroting others.
Explores and builds upon the ideas generated by others

For example when a team member brings up a useful point you could rally the team to
expand upon it. It is important to recognise that it is still the idea of the team member that
generated the point, and try not to steal the idea and improve upon it, in an attempt to take
credit for it.
Uses body language and nonverbal communication to highlight that they are listening
For example you could ensure that you maintain eye contact with the person whom you are
talking to, and position yourself so that you are facing them directly. Nodding when a team
member is talking to you helps make them aware that you are listening.
Provides team members with the time and space to express their points
For example, you could try not to interrupt team members when they are speaking, and
allow them time to make their points. Interrupting, even to show agreement with a point
raised may put off the team member, preventing the flow of ideas.

Competency: Consideration
NEGATIVE INDICATORS
Asks questions that have already been answered

For example you could have asked a question which has already been asked or answered by
another team member, indicating that you were not listening previously.
Cannot understand or interpret the points of others due to lack of attention

For example you may end up asking team members to repeat their point due to not listening
in the first place.
Ignores the contributions of others and instead solely gives their own points
For example you may choose to not include the contributions of other team members, and
instead try to market only your solutions.
Ignores the points raised by other candidates when taking notes

For example when taking notes you do not listen to any new points that are being raised.
Often interrupts other team members
For example you may try to talk over or try and stop candidates making their point in order
to make yours.

Competency: Team working
POSITIVE INDICATORS
Shows a greater concern for the group rather than for self-interest.
For example you could focus on working as a team rather than trying to compete with other
team members (this is certainly true for group exercises where participants are not assigned
roles; sometimes you will be asked to negotiate the best outcome for your character). You
should be open to changing your mind on an issue if the team present a solution which
appears to satisfy the brief and has been argued strongly.
Offers knowledge and expertise to the benefit of the group.

For example you could provide ideas and unique insight that you may have gained through
your personal experience. Some group exercises deliberately give different pieces of
information to different participants so that each person has something which needs to be
communicated.
Encourages team members to build upon their ideas.

For example you could recognise when a team member has generated a good idea and
discuss with them how to expand upon it. Ensuring you do not try and steal the team
member’s idea is essential; instead help them to generate their own ideas.
Listens to the points of others and gives constructive feedback when appropriate.
For example you could pay close attention to points raised by others and politely help refine
those points using your own knowledge and expertise. If an idea put forward doesn’t satisfy
an aspect of the brief, you should point this out without being dismissive or critical.
Provides regular contributions towards group discussion.

For example you could ensure that you bring up different points throughout the discussion
rather than repeating the same points made by others. Making original points and helping to
expand on other peoples points are both important parts of the exercise.
Actively tries to improve and maintain morale and enthusiasm within the group.
For example you could try and encourage a more open and collaborative environment and
avoid letting the group feel tense and uneasy. Sometimes the atmosphere can get tense, and
if you add a light-hearted comment with a smile this helps to keep the group as a
collaborative team.
Provides support for decisions made by the group when voting.

For example you could avoid being overly challenging and staunchly disagreeing when the
rest of the team has made a decision. Being a “team player” is important in this exercise, and
acting in the best interests of the group is vital. Instead provide backing to decisions made by
the group, helping come to firm conclusions.

Is flexible and does not oppose group decisions at the expense of the rest of the
team.
For example you could avoid spending too long voicing disagreements at the expense of
covering other issues. Not covering all of the issues in the meeting would negatively impact
every team member, including you.
Competency: Team working

NEGATIVE INDICATORS
Offers little or no contributions to the group.

For example you could have remained silent or offered few contributions in discussion.
Causes disputes or conflict within the team.

For example you could have argued with team members over particular issues rather than
discussed them.
Is overly critical and/or frequently disagrees with other members of the group.
For example you could have been rude to other team members when voicing a
disagreement.
Acts in self-interest rather than in the interests of the team.

For example you could have tried to interrupt other team members in order to undercut their
contributions.

Competency: Initiative
POSITIVE INDICATORS
Raises practical solutions which satisfy multiple aims

For example you could identify solutions to multiple issues simultaneously, rather than
generate solutions which only address one specific issue, trying to find solutions that “kill two
birds with one stone”.
Searches for mutually-beneficial outcomes to problems

For example you try and identify solutions which may satisfy the needs of multiple parties
involved, both within the exercise and between team members.
Generates innovative and original solutions to issues

For example you could try to introduce new ideas or approaches which have not been
mentioned. Creative ideas which show you have thought outside of the box may get credited
here even if they are not necessarily practical. The exercises instructions are there to be
followed, but where there is opportunity to think laterally, try to question any assumptions
inherent in the exercise.
Is able to steer the direction of the meeting, helping the group address different
issues
For example you could ensure that all the necessary topics are discussed and solutions are
systematically provided. This might include recognising when someone is about to go off on
a tangent to the problem in hand, and bringing them back to the most important issues.
Improves upon the ideas generated by the team

For example you could recognise a good idea and say “that’s a good idea, and I think it could
be improved further by dong this…”

Competency: Initiative
NEGATIVE INDICATORS
Does not contribute towards the content or direction of the discussion

For example you could have remained silent or have been obstructive during the exercise.
Does not explore issues within the discussion through questions

For example you could have avoided going into depth with other team members or could
have accepted an opposing view without seeking justification.
Needs to be prompted by other team members in order to offer suggestions

For example you could have only spoken when spoken to and only provided input when put
under pressure.

Competency: Decisiveness
POSITIVE INDICATORS
Helps the group to come to conclusions quickly and efficiently

For example you could combine team member’s ideas to form a practical solution and a way
forward. Similarly you may combine other member’s ideas with your own in order to
efficiently generation solutions.
Looks to agree on key issues and appropriate solutions

For example you could swiftly express your agreement when a particularly good idea or key
issue is identified by a team member. For example you could say “I don’t think we can come
up with a better idea than that, shall we go with that and move on?”
Is often quick to generate ideas and provide contributions to the group

For example you could voice good ideas as soon as they are incepted. This also helps set the
pace of the group discussion to be focused and productive.
Seeks to address conflicting opinions within the group in order to reach a common
agreement
For example you could try and find common ground between opposing team members.
Conflict can be costly, and may lead to wasted time.
Can identify a good idea or solution quickly and readily incorporates it into a
practical solution
For example you could say something like “so given this is the best idea, the next step for
implementing it could be…”
Moves on swiftly from issues which the group has agreed upon
For example you could summarise and conclude main points to allow the discussion to focus
on something new.

Competency: Decisiveness
NEGATIVE INDICATORS
Shows difficulty in coming to firm conclusions

For example you could have appeared troubled and unsure of what to do when presented
with more than one option.
Spends excess time dwelling on single issues

For example you could have spent too much time deliberating over the details of one
particular aspect at the expense of making a decision.
Holds the group back from coming to conclusions and moving on to new issues
For example you could have tried to keep the discussion on one area when the group was
trying to progress the discussion.
Fails to resolve major differences of opinion with the group

For example you could have stubbornly held on to an opposing position against the rest of
the group, preventing a firm conclusion being agreed upon. Not “agreeing to disagree” for
the sake of time.

Competency: Problem solving
POSITIVE INDICATORS
Is able to identify important information from the text provided

For example you could pick out the crucial issues in the exercise text and draw the group’s
attention to these key elements. For example you could make a list of the most important
problems facing the situation. Sometimes exercises deliberately include a conflict for
candidates to recognise and overcome.
Thinks strategically and takes a long-term view

For example you could recognise the implications of the group’s decisions in years to come.
Or you could think about wider strategic issues instead of just the single issue at hand.
Looks at problems and solutions from multiple viewpoints

For example you could look at the problem, and subsequent solution, from the perspectives
of multiple individuals. In this exercise you could view issues from the perspective of the
company itself, its customers and its competitors to get a wider view on the subject.
Identifies potential side effects and indirect consequences

For example use lateral thinking to identify potential side effects and externalities that may
occur from an action. For example selling suicide seeds may have a negative effect on the
economies of agricultural countries, which may affect trade relations with the third world
etc.
Identifies the causes of problems and the inhibitors of success

For example you could identify what and who is likely to prevent the success of a particular
initiative. This skill shows you are able to see not only what might happen, but why. Often in
this exercise the company’s own management are inhibitors of success.
Searches for more information

For example you could ask many questions and seek insight from everyone in the team. You
could also critically assess the information (or lack of information) presented in the exercise.
With this competency in particular it will help to imagine yourself facing the exercise
situation in real life; so as in real life you will probably want to establish a few more facts
before making an important decision.
Thinks and acts objectively and does not make decisions based on subjective biases
For example you could avoid basing decisions on stereotypes, gut feelings and biases. It is
recommended that you try to utilise the facts presented in order to make decisions, and
recognise when there is insufficient information to make a decision objectively.

Competency: Problem solving
NEGATIVE INDICATORS
Does not identify the key issues

For example you could have focused on irrelevant issues and overlooked important issues.
Does not seek more information

For example you could have based your decisions purely on your own thoughts, without
gaining insight from others or without suggesting further research.
Looks at the problem from a very narrow-minded perspective

For example you could have avoided looking at the situation from other peoples’ standpoints
and busied yourself with one aspect of the problem.
Cannot identify the causes of problems

For example you could have ignored the cause of the problem when addressing the solution.
Provides irrelevant or impractical solutions

For example you could have generated ideas which are of no use, or are known not to be
practically applicable in the given situation.


GroupExercise1 Recomendations

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GroupExercise1 Recomendations

Uploaded by

Copyright:

Available Formats

SECTION 1: Example Exercise Outcomes

SECTION 2: Competencies and Behavioural Indicators

SECTION 1: Example Exercise Discussion Points........................................................................ 2

1.1 Imugen’s environmental record

For personal use only. Unauthorised copying or

Additional environmentally friendly practices:

1.2 The pros and cons of selling “suicide seeds”

For personal use only. Unauthorised copying or

1.3 Convincing senior management on Immunology funding

1.4 Decreased risk tobacco

For personal use only. Unauthorised copying or

For personal use only. Unauthorised copying or

For personal use only. Unauthorised copying or

Shows empathy and understanding to other team members.

Is polite to all members of the team.

Express concern and acknowledgement of other team member’s feelings.

Actively shows agreement or acknowledgement of the points brought up by other team

For personal use only. Unauthorised copying or

Competency: Interpersonal skills

Acts to annoy, upset or provoke other members of the team.

Acts aggressively towards other team members

For personal use only. Unauthorised copying or

Seeks clarification by asking probing questions

Uses active listening techniques

Takes notes for the points raised

Is able to repeat and re-iterate points raised by others

Explores and builds upon the ideas generated by others

For personal use only. Unauthorised copying or

Asks questions that have already been answered

Cannot understand or interpret the points of others due to lack of attention

Ignores the points raised by other candidates when taking notes

Often interrupts other team members

For personal use only. Unauthorised copying or

Offers knowledge and expertise to the benefit of the group.

Encourages team members to build upon their ideas.

Provides regular contributions towards group discussion.

Provides support for decisions made by the group when voting.

For personal use only. Unauthorised copying or

Competency: Team working

Offers little or no contributions to the group.

Causes disputes or conflict within the team.

Acts in self-interest rather than in the interests of the team.

For personal use only. Unauthorised copying or

Raises practical solutions which satisfy multiple aims

Searches for mutually-beneficial outcomes to problems

Generates innovative and original solutions to issues

Improves upon the ideas generated by the team

For personal use only. Unauthorised copying or

Does not contribute towards the content or direction of the discussion

Does not explore issues within the discussion through questions

Needs to be prompted by other team members in order to offer suggestions

For personal use only. Unauthorised copying or

Helps the group to come to conclusions quickly and efficiently

Looks to agree on key issues and appropriate solutions

Is often quick to generate ideas and provide contributions to the group

For personal use only. Unauthorised copying or

Shows difficulty in coming to firm conclusions

Spends excess time dwelling on single issues

Fails to resolve major differences of opinion with the group

For personal use only. Unauthorised copying or

Is able to identify important information from the text provided

Thinks strategically and takes a long-term view

Looks at problems and solutions from multiple viewpoints