Group Process Spring 2014

January 29, 2014

January 29, 2014

Overview

• Logistics

• Group process schedule• Job assignments and descriptions

• Changes to group process• Reasoning behind changes• How to evaluate most effectively

• Anatomy of evaluation forms• Tips that promote fair grading

• Activity breakout session

January 29, 2014

Overview

• Logistics

• Group process schedule• Job assignments and descriptions

• Changes to group process• Reasoning behind changes• How to evaluate most effectively

• Anatomy of evaluation forms• Tips that promote fair grading

• Activity breakout session

January 29, 2014

Overview

• Logistics• Group process schedule

• Job assignments and descriptions• Changes to group process• Reasoning behind changes• How to evaluate most effectively

• Anatomy of evaluation forms• Tips that promote fair grading

• Activity breakout session

January 29, 2014

Overview

• Logistics• Group process schedule• Job assignments and descriptions

• Changes to group process• Reasoning behind changes• How to evaluate most effectively

• Anatomy of evaluation forms• Tips that promote fair grading

• Activity breakout session

January 29, 2014

Overview

• Logistics• Group process schedule• Job assignments and descriptions

• Changes to group process

• Reasoning behind changes• How to evaluate most effectively

• Anatomy of evaluation forms• Tips that promote fair grading

• Activity breakout session

January 29, 2014

Overview

• Logistics• Group process schedule• Job assignments and descriptions

• Changes to group process• Reasoning behind changes

• How to evaluate most effectively

• Anatomy of evaluation forms• Tips that promote fair grading

• Activity breakout session

January 29, 2014

Overview

• Logistics• Group process schedule• Job assignments and descriptions

• Changes to group process• Reasoning behind changes• How to evaluate most effectively

• Anatomy of evaluation forms• Tips that promote fair grading

• Activity breakout session

January 29, 2014

Overview

• Logistics• Group process schedule• Job assignments and descriptions

• Changes to group process• Reasoning behind changes• How to evaluate most effectively

• Anatomy of evaluation forms

• Tips that promote fair grading• Activity breakout session

January 29, 2014

Overview

• Logistics• Group process schedule• Job assignments and descriptions

• Changes to group process• Reasoning behind changes• How to evaluate most effectively

• Anatomy of evaluation forms• Tips that promote fair grading

• Activity breakout session

January 29, 2014

Overview

• Logistics• Group process schedule• Job assignments and descriptions

• Changes to group process• Reasoning behind changes• How to evaluate most effectively

• Anatomy of evaluation forms• Tips that promote fair grading

• Activity breakout session

January 29, 2014

Note on fairness

Do not disclose anythingdiscussed about group process.

January 29, 2014

Friday, January 31st schedule

Time Activity3:30 - 4:00 staff arrive and receive instructions4:00 - 4:20 introductions and candidate ice breaker4:20 - 4:30 break into groups4:30 - 4:50 activity 14:50 - 4:52 passing time4:52 - 5:12 activity 25:12 - 5:14 passing time5:14 - 5:34 activity 35:34 - 5:36 passing time5:36 - 5:56 activity 45:56 - 5:58 passing time5:58 - 6:18 activity 56:18 - 6:20 passing time6:20 - 6:40 activity 66:40 - 7:00 wrap up in main lecture hall7:00 - 8:00 clean up activity rooms

January 29, 2014

Saturday, February 1st schedule

Time Activity8:30 - 9:00 staff arrive and receive instructions9:00 - 9:20 introductions and candidate ice breaker9:20 - 9:30 break into groups9:30 - 9:50 activity 19:50 - 9:52 passing time

9:52 - 10:12 activity 210:12 - 10:14 passing time10:14 - 10:34 activity 310:34 - 10:36 passing time10:36 - 10:56 activity 410:56 - 10:58 passing time10:58 - 11:18 activity 511:18 - 11:20 passing time11:20 - 11:40 activity 611:40 - 12:00 wrap up in main lecture hall

12:00 - 1:00 clean up activity rooms

January 29, 2014

Job descriptionsJob Primary Responsibilities

(AC) RA actor Is an actor for activity 4, (conversation with a resident).(E1) Evaluator act 1

Evaluates candidates during one of the six activities andhelps keep time.

(E2) Evaluator act 2(E3) Evaluator act 3(E4) Evaluator act 4(E5) Evaluator act 5(E6) Evaluator act 6(G1) Group leader 1

Leads a group of candidates from activity to activityand helps keep time.

(G2) Group leader 2(G3) Group leader 3(G4) Group leader 4(G5) Group leader 5(G6) Group leader 6

(RN) Runner Brings completed evaluation forms to the score tabula-tion room.

(SC) Score counter Checks and records scores given to candidates duringactivities.

January 29, 2014

Changes to group process

• Changes from last year

• Six activities• Emphasis on quantification

• Reasoning behind changes

• Test more skills• Make group process more fair• Make group process more useful

January 29, 2014

Changes to group process

• Changes from last year

• Six activities• Emphasis on quantification

• Reasoning behind changes

• Test more skills• Make group process more fair• Make group process more useful

January 29, 2014

Changes to group process

• Changes from last year• Six activities

• Emphasis on quantification• Reasoning behind changes

• Test more skills• Make group process more fair• Make group process more useful

January 29, 2014

Changes to group process

• Changes from last year• Six activities• Emphasis on quantification

• Reasoning behind changes

• Test more skills• Make group process more fair• Make group process more useful

January 29, 2014

Changes to group process

• Changes from last year• Six activities• Emphasis on quantification

• Reasoning behind changes

• Test more skills• Make group process more fair• Make group process more useful

January 29, 2014

Changes to group process

• Changes from last year• Six activities• Emphasis on quantification

• Reasoning behind changes• Test more skills

• Make group process more fair• Make group process more useful

January 29, 2014

Changes to group process

• Changes from last year• Six activities• Emphasis on quantification

• Reasoning behind changes• Test more skills• Make group process more fair

• Make group process more useful

January 29, 2014

Changes to group process

• Changes from last year• Six activities• Emphasis on quantification

• Reasoning behind changes• Test more skills• Make group process more fair• Make group process more useful

January 29, 2014

Importance of consistent grading

• Group process scores matter

• Points scored during GP affect hiring

• Each activity probes a specific skill

• Gives each candidate a chance to excel• Want to give candidates credit when possible

January 29, 2014

Importance of consistent grading

• Group process scores matter

• Points scored during GP affect hiring• Each activity probes a specific skill

• Gives each candidate a chance to excel• Want to give candidates credit when possible

January 29, 2014

Importance of consistent grading

• Group process scores matter• Points scored during GP affect hiring

• Each activity probes a specific skill

• Gives each candidate a chance to excel• Want to give candidates credit when possible

January 29, 2014

Importance of consistent grading

• Group process scores matter• Points scored during GP affect hiring

• Each activity probes a specific skill

• Gives each candidate a chance to excel• Want to give candidates credit when possible

January 29, 2014

Importance of consistent grading

• Group process scores matter• Points scored during GP affect hiring

• Each activity probes a specific skill• Gives each candidate a chance to excel

• Want to give candidates credit when possible

January 29, 2014

Importance of consistent grading

• Group process scores matter• Points scored during GP affect hiring

• Each activity probes a specific skill• Gives each candidate a chance to excel• Want to give candidates credit when possible

January 29, 2014

Anatomy of an evaluation form

Name of Evaluator Name of Candidate

(1) RA Sales Pitch

Activity Description

RA candidates will be split up into pairs (if there is an odd number, one group will have three candidates) and instructed todiscuss reasons they would be a good RA with each other. After five minutes, each candidate will give a brief sales pitch infront of the group, explaining why their partner should be a RA.

Instructions for Evaluators

This activity is designed to test a candidate’s interpersonal abilities. Make observations on how well candidates interact withone another and how well they communicate with the larger audience. Pay close attention to body language.

Tell candidates that they will be evaluated only on their performance when speaking to the group, NOT on their partner(s)sales pitch.

Rate this candidate on the listed attributes; a higher score is better. Be sure to mark either hire, hire with reservations, ordo not hire below.

Interpersonal Communication Ability

1. How engaged was this candidate when speaking with their partner 0 1 2 3

2. To what extent did this candidate exhibit respectful language 0 1

21 3

2

3. Did this candidate contribute meaningfully to the discussion 0 1

2

Presentation Ability

1. How well did this candidate engage the audience 0 1 2 3

2. To what extent did this candidate’s body language illustrate confidence 0 1 2 3

3. Rate how calm and collected this candidate was when giving their sales pitch 0 1 2 3

4. How well did this candidate sell his or her partner 0 1

21 3

2

5. Did this candidate appear comfortable speaking in front of the group 0 1

2

Other Points of Interest

1. How well could this candidate engage a large group of residents 0 1 2 3

2. Would residents respect/listen to this candidate during an incident 0 1

2

3. Would this candidate be comfortable contributing to a group discussion (e.g. a staff meeting) 0 1

2

Additional comments:Hire:

Hire with reservations:

Do not hire:

TOTAL SCORE:

January 29, 2014

Promoting fair and useful evaluations

• Two flavors of evaluations

• 4-point scale• present/not present

• Ideas to keep in mind

• Consider what skill(s) each question is trying to probe• Complete evaluation forms question-by-question• Evaluate purely on merit• Remain positive when grading

January 29, 2014

Promoting fair and useful evaluations

• Two flavors of evaluations

• 4-point scale• present/not present

• Ideas to keep in mind

• Consider what skill(s) each question is trying to probe• Complete evaluation forms question-by-question• Evaluate purely on merit• Remain positive when grading

January 29, 2014

Promoting fair and useful evaluations

• Two flavors of evaluations• 4-point scale

• present/not present• Ideas to keep in mind

• Consider what skill(s) each question is trying to probe• Complete evaluation forms question-by-question• Evaluate purely on merit• Remain positive when grading

January 29, 2014

Promoting fair and useful evaluations

• Two flavors of evaluations• 4-point scale• present/not present

• Ideas to keep in mind

• Consider what skill(s) each question is trying to probe• Complete evaluation forms question-by-question• Evaluate purely on merit• Remain positive when grading

January 29, 2014

Promoting fair and useful evaluations

• Two flavors of evaluations• 4-point scale• present/not present

• Ideas to keep in mind

• Consider what skill(s) each question is trying to probe• Complete evaluation forms question-by-question• Evaluate purely on merit• Remain positive when grading

January 29, 2014

Promoting fair and useful evaluations

• Two flavors of evaluations• 4-point scale• present/not present

• Ideas to keep in mind• Consider what skill(s) each question is trying to probe

• Complete evaluation forms question-by-question• Evaluate purely on merit• Remain positive when grading

January 29, 2014

Promoting fair and useful evaluations

• Two flavors of evaluations• 4-point scale• present/not present

• Ideas to keep in mind• Consider what skill(s) each question is trying to probe• Complete evaluation forms question-by-question

• Evaluate purely on merit• Remain positive when grading

January 29, 2014

Promoting fair and useful evaluations

• Two flavors of evaluations• 4-point scale• present/not present

• Ideas to keep in mind• Consider what skill(s) each question is trying to probe• Complete evaluation forms question-by-question• Evaluate purely on merit

• Remain positive when grading

January 29, 2014

Promoting fair and useful evaluations

• Two flavors of evaluations• 4-point scale• present/not present

• Ideas to keep in mind• Consider what skill(s) each question is trying to probe• Complete evaluation forms question-by-question• Evaluate purely on merit• Remain positive when grading

January 29, 2014

Activity breakout session

Begin group discussion

January 29, 2014