addendum: act talent assessment

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Career Coach Handbook

Addendum: ACT Talent Assessment

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ACT TALENT ASSESSMENTEmployers need a reliable way of predicting job performance beyond basic skills. The WorkKeys Talent Assessment measures a candidate’s work-related attitudes and behaviors. Personality tests, such as ACT Talent, are inventories used to measure someone’s personality characteristics. This can determine a person’s ability to successfully interact with others, achieve goals, and solve problems, among other things. These are important characteristics and essential to working in the energy industry.

The assessment measures a set of 12 personality characteristics that reflect a spectrum of behaviors and attitudes that are common in the workplace. These personality characteristics are important for two reasons. First, they are associated with a variety of work outcomes, such as job performance, organizational citizenship, counterproductive work behaviors, and teamwork. Second, they vary in importance depending on job demands and job complexity.

These characteristics/behaviors have been mapped to the Energy Industry Competency Model and are aligned to Tiers 1-3 of the model. Approximately 90% of the competencies found on the Energy Industry Competency Model, Tiers 1-3, are measured by the ACT Talent Assessment. (Appendix 1 – Energy Industry Competency Model; Appendix 2 – Energy Industry Competency Mapping Document)

The WorkKeys Talent Assessment measures these facets of personality:

• Carefulness—tendency to think and plan carefully before acting or speaking.• Cooperation—tendency to be likable and cordial in interpersonal situations.• Creativity—tendency to be imaginative and to think “outside the box.”• Discipline—tendency to be responsible, dependable, and follow through with tasks

without becoming distracted or bored.• Goodwill—tendency to be forgiving and to believe that others are well-intentioned.• Influence—tendency to impact and dominate social situations by speaking without

hesitation and often becoming a group leader.• Optimism—tendency toward having a positive outlook and confidence in

successful outcomes.• Order—tendency to be neat and well-organized.• Savvy—tendency to read other people’s motives, understand office politics, and

anticipate the needs and intentions of others.• Sociability—tendency to enjoy being in other people’s company and to work

with others.• Stability—tendency to maintain composure and rationality in situations of actual or

perceived stress.

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• Striving—tendency to have high aspiration levels and to work hard to achieve goals.

There are also four Personality Indices that include these characteristics. They are as follows:

Work DisciplineDependability, productivity, and discipline are some of the traits demonstrated by exceptional workers. This scale measures the inclination to meet deadlines, produce accurate work, follow procedures, and overcome obstacles, qualities that are vital to success in high-performing business environments.

Likely traits of high scorers on the Work Discipline index: • Dependable, productive, disciplined• Consistently meet deadlines• Thorough• Compliant• Reliable• Gives 110%• Positive

TeamworkPeople who work well with others are inclined to behave in a pleasant, helpful manner; are respectful of other perspectives and willing to compromise; and are empathic. This scale measures these kinds of qualities, along with behaviors that relate to communication skills and positive attitudes.

Likely traits of high scorers on the Teamwork index: • Pleasant, helpful, respectful• Flexible, empathic• Communication skills• Positive

Customer Service OrientationMeeting the demands of customer service emphasizes the ability to build personal relationships. This scale measures interpersonal skills, perseverance, and problem-solving as tools for resolving customer needs and providing excellent service.

Likely traits of high scorers on the Customer Service index: • Excel in customer service roles• Helpful, caring, attentive, positive• Determined, resourceful, thorough

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Managerial PotentialCharismatic and persuasive leaders rely on strong communication skills and project enthusiasm about their work and the organization. This scale measures these attributes and others that are related to problem-solving and the willingness to invest extra effort in achieving personal and business success.

Likely traits of high scorers on the Managerial Potential index: • Excel in supervisory/managerial roles• Strong leaders• Communication• Enthusiastic • Problem solvers• Extra effort

Describe How, Where, and When Students Can Take the Assessments

Students will take the ACT Talent assessment through a variety of avenues, dependent on the school. However, the assessment is administered electronically at all schools and administered as part of the Foundation Bundle.

Explain What the Items on the Assessment Will Be Like

Personality is measured by having a person respond to a series of statements written to identify specific personality traits. Unlike cognitive ability tests, there are no correct answers; test items are merely statements in which a person identifies how accurately a statement represents his or her personality. The assessment includes 165 survey items. It is delivered in a computerized format. The student either agrees or disagrees with the statements relating to everyday activities and habits related to the 12 personal characteristics mentioned above. Compound scales summarize the four areas common to most work environments: Work Discipline, Teamwork, Customer Service Orientation, and Managerial Potential.

The test is valid and reliable. Analyses of research repeatedly have shown the validity—the ability of a test to measure what it is intended to test—of personality tests for predicting all aspects of job performance. Personality tests can predict the quality and quantity of individual work performance, teamwork, leadership, turnover, absenteeism, counter-productive work behaviors, helping behaviors, quality of communication, job knowledge, and work safety behaviors.

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Sample Items from the Talent Assessment

Instructions: Listed below are statements you might use to describe your behaviors, feelings, and other characteristics.• Read each statement and indicate how well it describes you by filling in the appropriate oval

preceding each statement. Use the scale below to select your answer.• Read each statement carefully, but do not spend too much time deciding on any one answer.• Although some statements may seem similar, answer each without considering your

other answers.

SD – Strongly Disagree SLA – Slightly AgreeMD – Moderately Disagree MA – Moderately AgreeSLD – Slightly Disagree SA – Strongly Agree

Explain How to Prepare

It is not necessary to prepare to take the ACT Talent assessment, as there are no right or wrong answers. The best preparation is to be sure that the students review the sample questions so the student understands the format and knows what to expect.

SD MD SLD SLA MA SA

m m m m m mI like coming up with imaginative solutions.

m m m m m m I am not very creative.

m m m m m mIt’s hard for me to read social cues.

m m m m m m I am punctual.

m m m m m mToo much work tends to really stress me out.

m m m m m mI usually stay calm, even in stressful situations.

m m m m m m It’s okay to be disorganized.

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Explain When the Results Will Be Available and Who Will See Them

The ACT Talent assessment will be administered online. Students will get their overall results at the end of the assessment. The career coach should then print the Examinee’s Report, review the results, and be prepared to provide the report, as well as an interpretation of the results, to the student. (Appendix 3 – Sample Examinee Report)

Explain What Happens to the Results

Career coaches and students will use the scores to help students make decisions about occupations and training programs to be entered. The career coaches will also enter assessment results into Kuder.

Reviewing and Interpreting Assessment Results

The role of the career coach is to take the information from the career interest inventory, along with the results of the other assessments, to determine if in fact the energy industry is the best career option for the student.

The individual’s results are expressed as percentile rank scores. These scores show how a person compares to others who have taken the assessment. For example, a score of 70% means that 70% of persons receive scores that are the same as, or lower than, this person’s score. Thus, higher scores show relative strengths, whereas lower scores show relative weaknesses. Note that this is not the same as a “percent;” that is to say a percentile of 87 does not mean that the examinee answered 87% of the questions “right.” Percentiles are derived from raw scores using the norms obtained from the field study sample when the test was developed.

Based on the examinee’s scale scores, the Talent Assessment profile also provides interpretive statements for both Talent indices and the Talent scales, which are helpful in understanding the student’s strengths and areas of development in the “soft skills” required by the industry.

The report describes both the strengths and difficulties the students may be having. If the student scores low in one of these competencies, it is important that the student consider ways to improve those skills or determine if in fact the job is one where they will be successful, or enjoy.

Two of the four compound scales are critical for success in the energy industry. These are Work Discipline and Teamwork. Customer Service Orientation may also be important, but will depend on how much interaction the position will have with the customers.

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For example, if the student is interested in a nuclear plant operator position and scores low in Work Discipline or Teamwork, the position may not be one they will excel or be happy in. These are required skills in the energy industry. It is important that the student understand the importance of these competencies to the specific jobs they are interested in.

Customer Service is valuable for those in positions that may interact with the external customer. If the student is interested in a job that may require customer interaction, yet he or she scores low, this is a red flag that the coach should highlight.

Teamwork and Work Discipline are competencies that are important and required in the energy industry. These competencies have been mapped to the Energy Industry Competency Model, Tiers 1-3 (see Appendix 2).

Although most people tend to respond honestly when completing personality inventories, the ACT Talent assessment has built-in features that flag scores of respondents whose response patterns are inconsistent or unusual. Some individuals may respond to the items without careful consideration of the content, without reading them, or in a deliberate attempt to manipulate the outcome of the test. As a result, the responses may be inconsistent. In this case, the system will flag the report with an exclamation point. Thus, the Talent assessment reports provide a note to use caution when interpreting scores that have been flagged. The report will also include a message warning that the responses require caution during interpretation. We recommend that you discuss the inconsistencies with the student. The results may not be a true assessment of their competencies.

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APPENDIX 1

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APPENDIX 2

Alignment of CEWD Competencies and NCRC / Skills USA p. 1

Competencies NCRC Plus

(Applied Math)

NCRC Plus (Locating

Info)

NCRC Plus (Reading for

Info)

NCRC Plus (Talent

Assessment)

SkillsUSA Employability

Skills Tier 1: Personal Effectiveness 1. Interpersonal Skills: Displaying

skills to work with people X X

Shows sensitivity to others’ needs and feelings

X X

Shows understanding of others behavior by demonstrating appropriate responses

X X

Demonstrates respect for others opinions, perspectives, customs, and individual differences by including them in problem-solving and decision-making

X X

Communicates openly with others X X Recognizes and accurately interprets

the verbal and non-verbal behaviors of others

X X

Demonstrates flexibility and open-mindedness when dealing with others

X X

Listens to and considers others’ viewpoints and alters own opinion when appropriate

X X

2. Integrity: Displaying accepted social and work behaviors

Treats all in a fair and equitable manner

X X

Behaves ethically through responsible use of others’ time and property

X* X

Reports unethical behavior demonstrated by others

X* X

Appendix 2

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APPENDIX 2


Competencies NCRC (Applied

Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment

Employability Skills

3. Professionalism: Maintaining a professional presence and adhering to ethical standards

Demonstrates self-control by maintaining composure and keeping emotions in check even in difficult situations

X X

Maintains a professional appearance by dressing appropriately and maintaining personal hygiene

X X

Uses professional language when speaking with others

X X

Is free from substance abuse X X Maintains a positive attitude X X Takes pride in one’s work and the

work of the organization X X

4. Motivation: Demonstrating a commitment to effective job performance

Ensures that the job is done safely, accurately, and completely

X

Identifies new and better processes or procedures

X

Follows instructions and direction X X X X X Takes responsibility for completing

one’s own work assignment X X

5. Dependability/Reliability: Displaying responsible behaviors at work

Comes to work when scheduled and on time

X X

Complies with company policies X X

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APPENDIX 2



Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment


Does not attend to personal business while on the job

X X

Manages stressful situations effectively

X X

Fulfills obligations of the job X X 6. Self-Development: Demonstrating a

commitment to self-development and improvement

Identifies goals and career interests X X Demonstrates an interest in learning X X Seeks opportunities to learn new skills

and tasks X X

Participates in training to learn new skills and to refine current skills

X X

Adapts quickly to changes in process or technology

X X

Accepts help from others X X 7. Flexibility & Adaptability:

Adjusting to changing work requirements

Adjusts to changing priorities X X Identifies logical stopping points in

work X X

Refocuses attention to new assignments quickly

X X

Quickly learns new assignments X X Shifts gears and changes direction

when working on multiple projects X X

Anticipates and accepts changes in work

X X

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APPENDIX 2



Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment


8. Ability to Learn: Incorporating classroom and on-the-job training into work performance

Uses material taught in classroom and on-the-job training in work situations

X X

Applies information provided in training to work tasks

X X

Desires and shows willingness to learn new assignments, procedures, and technologies

X X

Tier 2: Academic Competencies 1. Mathematics: Using mathematics to

solve problems Perform basic arithmetic functions

including:

addition X subtraction X multiplication X division X fractions and decimals X percentage X

Takes measurement of: time X temperature X distance X length X width X height X perimeter X

Correctly converts from one measurement to another

X

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APPENDIX 2



Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment


Translates practical problems into useful mathematical expressions and uses appropriate mathematical formulas and techniques

X

Solves simple algebraic equations X Is able to determine slope, midpoint,

and distance

Calculates perimeters, areas, and volumes of basic shapes and solids

X Reads, tracks, and calculates gauge

measurements X X

2. Locating, Reading, and Using Information: Knowing how to find information and identifying essential information

Sorts through distracting information X X X Scans written material for subject of

interest X X X

Is able to identify main ideas in written material

X X

Correctly interprets written material X X X Integrates what is learned from written

materials with prior knowledge X X X

Applies what is learned from the written material to complete specific tasks

X X X

3. Writing: Using standard business English to write messages to co-workers and reports to managers and associates

Creates documents such as work orders or memos

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APPENDIX 2



Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment


Uses standard syntax and sentence structure; correct spelling, punctuation, and capitalization; and appropriate grammar

Writes clearly and concisely in a professional and courteous manner

Writes effectively for a variety of audiences

Communicates thoughts, ideas, and information which may contain technical material in a logical, organized, and coherent manner

Clearly develops ideas and elaborates on them with relevant supporting examples and specific details

Shows insight, perception, and depth in writing

4. Listening: Listening carefully in order to incorporate information into work activities

Listens carefully to others Correctly interprets information

provided by others

Is able to incorporate information into actions

X

5. Speaking: Communicating in spoken English well enough to be understood by supervisors, co-workers, and customers

Uses standard sentence structure and appropriate grammar

X

Speaks clearly in precise language and in a logical, organized, and coherent manner

X

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APPENDIX 2



Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment


Keeps language simple and appropriate for the audience’s level of knowledge of the subject

X

6. Engineering and Technology: Possessing an appropriate mastery of knowledge, techniques, skills, modern tools, and advanced technology

Applies basic engineering principles X Applies the appropriate technical

solution X

Applies principles of engineering science and technology; techniques, procedures, and equipment to the design; and production of various goods and services

X

Applies the basics of electricity Identifies and selects the appropriate

hand or small electric tools or diagnostic equipment for the work

Solves problems where a variety of mechanical, electrical, thermal, or fluid faults could be the reason for the problem

7. Critical and Analytical Thinking: Using logical thought processes to analyze information and draw conclusions

Identifies inconsistent or missing information

X X X

Critically reviews, analyzes, synthesizes, compares, and interprets information

X X X

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APPENDIX 2



Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment


Draws conclusions from relevant and/or missing information

X X X

Tests possible hypotheses to ensure the problem is correctly diagnosed and the best solution is found

X X

Tier 3: Workplace Competencies 1. Business Fundamentals: Knowledge

of business and management principles. The knowledge and skills that enable individuals to understand the relationship between their own job and goals and operations of company and industry

Is able to articulate the organization’s mission and functions and its position in the marketplace

Recognizes one’s role in the functioning of the company

Applies interpersonal skills to work environment

X X

Complies with applicable laws and rules governing work and reports loss, waste, or theft of company property to appropriate personnel

X X

Acts in the best interest of the company, community, and environment

X X

2. Teamwork: Developed capacities used to work with others

Accepts membership in the team X Identifies with the goals, norms,

values, and customers of the team X

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APPENDIX 2



Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment


Uses a group approach to identify problems and develop solutions based on group consensus

X

Effectively communicates with all members of the team to achieve goals

X

Develops constructive and cooperative working relationships with others

X

Shows sensitivity to the thoughts and opinions of others

X

Responds appropriately to positive and negative feedback

X

Encourages other to express their ideas and opinions

X

Learns from other team members X Applies interpersonal skills to help

team achieve goals X

Gives full attention to what others are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times

X

Keeps all parties informed of progress and all relevant changes to project timelines

X

Demonstrates loyalty to the team X 3. Following Directions: Receiving,

understanding, and carrying out assignments with minimal supervision

Receives, interprets, understands, and responds to verbal messages and other cues

X

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APPENDIX 2



Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment


Picks out important information in verbal messages

X

Interprets complex instructions and their relevance to the work assignment

X X X

Asks questions to clarify unclear directions

X

Acts upon the instruction to complete an assignment

X X X X

4. Planning/Organizing/Scheduling: Demonstrating the ability to work within a schedule using prescribed procedures

Prioritizes various competing tasks and performs them quickly and efficiently according to their urgency

X X

Finds new ways of organizing work area or planning work to accomplish work more efficiently

X

Estimates resources needed for project completion; allocates time and resources effectively

X

Anticipates obstacles to project completion and develops contingency plans to address them; takes necessary corrective action when projects go off-track

X

Plans and schedules tasks so that work is completed on time

X

Makes arrangements that fulfill all requirements as efficiently and economically as possible

X

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APPENDIX 2



Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment


Responds to the schedules of others affected by arrangements; informs others of arrangements, giving them complete, accurate, and timely information

X

Keeps track of details to ensure work is performed accurately and completely

X

Takes steps to verify all arrangements; recognizes problems; generates effective alternatives and takes corrective action

X

Effectively coordinates the transition of employees at the beginning and end of each work shift; disseminates crucial information in an organized manner to rapidly bring employees up to speed at the start of their shifts

5. Problem Solving/Decision Making: Applying problem-solving and critical-thinking skills to help grow the business and/or to resolve workplace conflict

X

Anticipates or recognizes the existence of a problem

X X X

Identifies the true nature of the problem by analyzing its component parts

X X X

Effectively uses both internal and external resources to:

locate and gather information; examine information obtained for relevance and completeness

X X X

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APPENDIX 2



Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment


recognize important gaps in existing information and take steps to eliminate those gaps

X X X

recall previously learned information that is relevant to the problem

X X

organize information as appropriate to gain a better understanding of the problem

X X X

Integrates previously learned and externally obtained information to:

generate a variety of high-quality alternative approaches to the problem

skillfully use logic and analysis to identify the strengths and weaknesses, the costs and benefits, and the short- and long-term consequences of different approaches

X X X

Decisively chooses the best solution after contemplating available approaches to the problem

X X X

Makes difficult decisions even in highly ambiguous or ill-defined situations

X X

Quickly chooses an effective solution without assistance when appropriate

X X X

Commits to a solution in a timely manner and develops a realistic approach for implementing the chosen solution

X X X

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APPENDIX 2



Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment


Observes and evaluates the outcomes of implementing the solution to assess the need for alternative approaches and to identify lessons learned

Uses scientific rules and methods to solve problems

X X

6. Working with Basic Hand and Power Tools and Technology: Having capability to operate and troubleshoot electric and electronic equipment, and mechanical and electrical products

Selects and applies appropriate tools or technological solutions to frequently encountered problems

Carefully considers which tools or technological solutions are appropriate for a given job and consistently chooses the best tool or technological solution for the problem at hand

Demonstrates an interest in learning about new and emerging tools and technologies

Seeks out opportunities to improve knowledge of tools and technologies that may assist in streamlining work and improving productivity

Knows how to maintain and troubleshoot tools and technologies

Uses basic computer technology to receive work orders, report progress, and maintain records

X

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APPENDIX 2



Math)

NCRC (Locating

Info)

NCRC (Reading for

Info)

Talent Assessment


Maintains current knowledge of regulatory procedures governing operations

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APPENDIX 3

Examinee Report

<ALL>Test Date: May 29, 2009Site:Report for:

Talent Assessment

Examinee:Examinee ID:

SAMPLE*****5555

© 2009 ACT, Inc. All rights reserved.

WorkKeys TDA Review

Page 1 of 5

WorkKeys Talent Assessment measures personal and workplace behaviors and attitudes. This report is designed tohelp identify examinee strengths and weaknesses in order to ensure success in the workplace.

Your Talent Summary Profilescores are expressed aspercentiles. Percentilescores show how youcompare to others who havetaken the assessment.

For example, a score of 70means that 70% of personsreceived scores that are thesame as, or lower than, yourscore.

Carefulness

Cooperation

Creativity

Discipline

Goodwill

Influence

Optimism

Order

Savvy

Sociability

Stability

Striving

28

18

87

19

48

81

90

4

64

48

54

58

WorkKeys Talent Assessment ProfilePercentile Rank: Approximate percent at or below score

Teamwork

Work Discipline

Managerial Potential

Customer ServiceOrientation

29

30

55

49

Indices

Scales

24

APPENDIX 3

Examinee Report


Talent Assessment


SAMPLE*****5555


WorkKeys TDA Review

Page 2 of 5

Percentile Scale Definitions

Capitalize on Individual Strengths

Your responses suggest that you feel satisfied and have a positive general outlook. You are certain that your future is brightand have confidence in yourself in almost any situation. You feel secure about your competence and abilities in workplacesettings.

Optimism: Tendency toward having a positive outlook and confidence in successful outcomes. 90

These are your areas of strength, as measured by this assessment.

Talent IndicesThe Talent Indices are compound personality scales that combine elements of several personality characteristicspredictive of success across broad job outcomes, such as managerial potential or teamwork.

Percentile Scale Definitions

29Your responses suggest that you are likely to work fairly well with others and/or as part of a team. You are likely to bereasonably pleasant, helpful, respectful, and willing to compromise; have adequate communication skills (e.g.,professional tone, clarity); and usually maintain a positive attitude about the work, coworkers, and the organization.

30Your responses suggest that you are likely to show a reasonably dependable and disciplined attitude toward the jobmost of the time (e.g., meeting deadlines, completing work accurately, complying with rules and regulations). You areusually reliable, put forth the effort required to complete your work, and usually maintain a positive attitude about thework and the organization.

55Your responses suggest that you have the potential to perform adequately in supervisory/managerial roles. You arelikely to have adequate communication skills and a positive attitude about the work and the organization. Further, youare likely to be somewhat assertive and persuasive during interpersonal interactions, able to solve straightforwardproblems, and put forth a reasonable amount of effort.

49Your responses suggest that you have the potential to perform adequately in customer service roles. You are likely toprovide acceptable service to customers and clients by communicating in a professional and appropriate manner, and bygenerally helping customers with their problems and concerns.

Customer Service Orientation: The potential that an individual will show a high level of attentiveness, courtesy,and helpful service to customers.

Teamwork: The extent to which an individual will show compromise, cooperation, and interpersonalunderstanding when working in teams.

Work Discipline: The extent to which an individual will show dependability, as well as a disciplined andpositive attitude toward the job, rules and regulations, and the work environment.

Managerial Potential: The potential that an individual will show a high level of work performance insupervisory/managerial roles.

25

APPENDIX 3

Examinee Report


Talent Assessment


SAMPLE*****5555


WorkKeys TDA Review

Page 3 of 5

Your responses suggest that you are intellectually curious, reflective, and open to new ideas. You are imaginative and enjoyexploring complex ideas that can lead to innovation.

Your responses suggest that you are assertive in most social situations. You tend to command the respect of your peers andare usually willing to lead group discussions and projects. You are socially influential and are able to command attention ofcoworkers and management with relative ease.

Creativity: Tendency to be imaginative and to think "outside the box."

Influence: Tendency to impact and dominate social situations by speaking without hesitation and often becoming agroup leader.

87

81

Continue to Cultivate Individual Skills

These are your areas in which your skills could benefit from additional development.

Scale Definitions

Savvy: Tendency to read other people's motives, understand office politics, and anticipate the needs and intentionsof others.

Striving: Tendency to have high aspiration levels and to work hard to achieve goals.

Stability: Tendency to maintain composure and rationality in situations of actual or perceived stress.

Goodwill: Tendency to be forgiving and to believe that others are well-intentioned.

Your responses suggest that you tend to accurately perceive the motives of others. You sometimes anticipate what othersmay be thinking or feeling and can adapt to social situations as a result. Your level of perception may be helpful in takingappropriate action in different social and professional settings.

Your responses suggest that you are generally driven and ambitious. You tend to strive for competence in your work,although you may not consistently work hard to achieve your desired results. You have a good sense of direction in life and atwork, and are usually motivated to achieve your goals.

Your responses suggest that you try to maintain your composure and temper in situations of high stress. Your conduct tendsto remain calm and even-tempered, but your confidence in your ability to handle pressure may diminish during particularlystressful situations.

Your responses suggest that you normally treat others kindly and are willing to lend your support to coworkers when you can.You usually trust that others are well intentioned, and you treat colleagues with compassion when you feel they deserve it.

64

58

54

48

Percentile

26

APPENDIX 3

Examinee Report


Talent Assessment


SAMPLE*****5555


WorkKeys TDA Review

Page 4 of 5

Sociability: Tendency to enjoy being in other people's company and to work with others.

Carefulness: Tendency to think and plan carefully before acting or speaking.

Your responses suggest that you are usually social and enjoy interacting with people under most circumstances. You areusually comfortable with people in diverse social and professional situations. You can be expressive and can buildconnections with individuals with whom you are frequently in contact.

Your responses suggest that you are usually cautious, deliberate, and pay attention to detail in the workplace. You usuallythink carefully before acting or speaking. You consider the consequences of your actions, but you can sometimes be hasty inyour decision making.

48

28

Construct Plans for Individual Improvement

These are areas that you will definitely need to develop further in order to improve your skills.

Your responses suggest that you may have difficulty staying committed until the completion of your duties. You tend to beeasily distracted, and cannot always be relied upon to get your work done on time. You may get discouraged during a projectif unforeseen difficulties arise.

Your responses suggest that you may not get along with others as well as most people do. You may prefer to work aloneinstead of cooperate with others.

Your responses suggest that you are often not organized, and your physical surroundings can be untidy and disordered. Youmay find it challenging to maintain a neat and structured professional environment.

Discipline: Tendency to be responsible, dependable, and follow through with tasks without becoming distracted orbored.

Cooperation: Tendency to be likable and cordial in interpersonal situations.

Order: Tendency to be neat and well organized.

19

18

4

Scale DefinitionsPercentile

27

APPENDIX 3

Examinee Report


Talent Assessment


SAMPLE*****5555


WorkKeys TDA Review

Page 5 of 5

Your primary occupation is in BOLD.

Occupations Specified by Examinee:Code Title

25-9099.99-00 Education, Training, and Library Workers, All Other

Recommended Plan of Action

-Develop strategies for improvement. Take advantage of organization resources available to you. Talk to your supervisor to discuss specificsteps you can take to improve.

-Capitalize on your strengths. Talk to your supervisor about ways to take advantage of your strengths.

Equal Opportunity Employer/ProgramAuxiliary aids and services are available upon request to individuals with disabilities.

ASC-GIEC programs and services are funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. Program materials were created by the grantee and do not necessarily reflect the official position of the U.S. Department of Labor.

This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 United States License. http://creativecommons.org/licenses/by-sa/3.0/us/deed.en_US

addendum: act talent assessment

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