Chapter 2a Scale Desc

CHAPTER 2 

Using Customer Contact HOW DO THE CUSTOMER CONTACT MODULES FIT TOGETHER?

!

!

!

Application Form

Styles Questionnaire

!

Interview Guide

CUSTOMER CONTACT COMPONENTS

Numerical Aptitude Tests

! Computer  Generated Reports

!

!

Verbal Aptitude Tests

360 Competency  Inventory °

! Competency  Development Profile

Each module within the Customer Contact portfolio can be used independently or in combination, and provides quite different kinds of information about individuals. For example, in a selection scenario we are looking to assess the strengths and limitations of applicants against a given person specification. Here, depending on the specific competencies required, one or two of the Aptitude Series tests and one of the Customer Contact Styles Questionnaires are likely to be most appropriate. These help us identify the potential of both experienced and inexperienced applicants for customer contact roles. In contrast, job-holders assessed for training or development purpose purp osess have have a track record, record, so the Custom Customer er Contact Contact Competency Compet ency Inve Inventory ntory (CCCI (CCCI)) would would give a more direct measure of performance. Results would also be useful for career counselling, internal selection and outplacement.

The value of including  Aptitude and Styles measures  in internal assessments is  that they help explain current  performance, as measured  by the CCCI, and guide  appropriate development  action.

Chapter 2

1

What is the difference between Style and Competency? While aptitudes and abilities are easy to distinguish, there is often confusion between the personality and competency domains. domains. The Customer Contact Styles Questionnaire (CCSQ) uses the same basic model as the general SHL Occupational Personality Questionnaire (OPQ). Personality is defined as a person’s person’s typical or preferred ways of behaving, thinking and feeling. feeling. In contrast, competencies are clusters of skills of skills and behaviours key to successful performance. performance. In general terms, competencies are the abilities, motivation, behaviour and knowledge which you bring to

Knowledge

your job. Where no direct measure of a person’s competence is

Personality

Ability

available, information about personality and abilities can be used to build a picture picture of potential. potential.

Motivation

The Custo Customer mer Contact competency competency modell is bas mode based ed on extens extensiv ivee research resear ch to establish establish the essential areas of performance in sales and customer service roles.

Figure 1 A Schema Schematic tic Representati Representation  on  Personality, Personality, or Style, is concerned with three main areas or of a Behavioural Competency  Competency  domains. Firstly, “Relationships with People” look lookss at how an individual relates to others. This can be characterised by such traits as persuasiveness, being sociable and showing empathy. Secondly, Secondly, “Thinking Style” covers traits such as analytical thinking, innovation, organising, and conscientiousness. Next there are the feelings and energies, the “Emotions” domain, including traits such as resilience, competitiveness and results orientation. It can be argued that energies and drives are a fourth domain. Energies affect the expression of traits in other domains. For instance a message put across with great energy may may havee a more persuasi hav persuasive ve effect effect on the audience. audience.

2

Chapter 2

What is the difference between Style and Competency? While aptitudes and abilities are easy to distinguish, there is often confusion between the personality and competency domains. domains. The Customer Contact Styles Questionnaire (CCSQ) uses the same basic model as the general SHL Occupational Personality Questionnaire (OPQ). Personality is defined as a person’s person’s typical or preferred ways of behaving, thinking and feeling. feeling. In contrast, competencies are clusters of skills of skills and behaviours key to successful performance. performance. In general terms, competencies are the abilities, motivation, behaviour and knowledge which you bring to

Knowledge

your job. Where no direct measure of a person’s competence is

Personality

Ability

available, information about personality and abilities can be used to build a picture picture of potential. potential.

Motivation

The Custo Customer mer Contact competency competency modell is bas mode based ed on extens extensiv ivee research resear ch to establish establish the essential areas of performance in sales and customer service roles.

Figure 1 A Schema Schematic tic Representati Representation  on  Personality, Personality, or Style, is concerned with three main areas or of a Behavioural Competency  Competency  domains. Firstly, “Relationships with People” look lookss at how an individual relates to others. This can be characterised by such traits as persuasiveness, being sociable and showing empathy. Secondly, Secondly, “Thinking Style” covers traits such as analytical thinking, innovation, organising, and conscientiousness. Next there are the feelings and energies, the “Emotions” domain, including traits such as resilience, competitiveness and results orientation. It can be argued that energies and drives are a fourth domain. Energies affect the expression of traits in other domains. For instance a message put across with great energy may may havee a more persuasi hav persuasive ve effect effect on the audience. audience.

2

Chapter 2

The SHL OPQ Model of Personality is illustrated in Figure 2 below:

        S

         E

R  e   l  a t   i  n    g  D   o m   a i  n  

Knowledge

                   I

       G 

        R           E

        N          E

Ability

Feeling Domain   i  n   m a  o  g  D   n   i   i  n  k   T  h

Motivation

Figure 2 The definition and structure of personality cited above is based on some general assumptions about the nature of personality.

The OPQ Model of Personality 

People vary in their behaviour. behaviour. There are both individual differences between people and the same person will not behave consistently consistently in all situations. situations. Situation and ‘mood’ of  individuals will have some impact upon their behaviour; however general style of behaviour will tend to show a degree of stability across time. Individuals typically have have a preferred style of behaviour which comes most naturally. naturally. The desired style of behaviour for given job activities can be difficult for some individuals to maintain, and so successful job-holders are most likely to be those for whom this style comes most easily. The CCSQ was developed as a way of assessing the personality traits relevant to the Customer Contact competencies. Both the CCCI and the Interview Guide can be used to assess competency more directly in appropriate contexts. Different elements of 

Full details of the  development of all the  Customer Contact instruments  can be found in Chapter 6.

Customer Contact Application Forms address both style and competency areas.

Chapter 2

3

DESCRIPTIONS OF THE CUSTOMER CONTACT COMPONENTS This section of the Manual and User’s Guide provides detailed descriptions of each of the modules within the Customer Contact portfolio.

APPLICATION FORM Usage: Selection A competency based application form, tailored to suit your organisation and designed to reduce overwhelming or time In the UK, please call the  SHL Duty Consult Consultant ant on on 0181 339 2222 for more  information.

consuming volumes of applications to manageable numbers for the next phase of selection. A tailored form can contain all or some of  the following sections: biographical information, self-report questions assessing preferred behavioural styles and open-ended competency related questions. The standardised scoring guidelines increase increa se objectivity objectivity,, fairne fairness ss and efficiency efficiency of sifting. By tailoring the application form to your organisation’s specific job and requirements, we can reflect your own corporate style and culture

Sagas Stores Ltd

whilst maximising the benefit of our

Hot Line Operator

expertise. The application

S e  el l  f   f    D  De  e  s  s  c  c  r  r  i i  p    t  t i io    n  o    n

form can

LE  S  E  R E  E  EA   D  T H  HE  E  S  S  E  I n  E    I N  n  h i is  NS  s    s e  S  T    R  T    U  ec    t t i i  o  R c UC    T  w h  C   I  n    y o  hi i  c  T ch  I  O    N  ou  h    n  on  O   S  u   a r re  N e    S   

m a  p r re  f  t h  ay  e  s  y    e  d  o f t  h e  s   e  en  e  s t t a  n   t te  e  d  at t  e  d    w  h    i i  cu  em   e  r a  at t   h  e  n  u  l l  t t  he  n  t t s  e  r r    t  f f f fi i  c  t t  m  m  s    i s  m  i i t th  l o  o  k s  ak  a  s  f  t h  os  o  k  e   p o  s  t t   l i i k  e    t  s  on  n  d  hr r  e  ke  d  e  e    y o  e  r r  i i   n  e  e  p l le  e    s t t a  n     e   o u   g  u a n  a a  at t e  s  e  s  a  e    t r ry  e  m    e  P l l e  t t  l e  nd  m d    w h  e  e  i  en  y    y o  e  n  n    t h  n  t t  s  hi i  ch  ou  s.  Y o  h  v e  u   r r  b e  n  i c  n  h   i s  c  t e  er r    a n  es  s  l e  u r r  t a  u  s  t t  . P l l  c  i r rc  ea  c  l l e  e   n   a  s  as  e    t o  y  s  t l  s  k  y y    t   l i ik  k    i s  o n  e  s e  e  o  s h  u r r  a  n e  k  e  s  t o  e  q u  e    y o  h  w  e   o  e c  i n  w  ou  ns  s  u   w w    s  t t  r ru  e e    o r rk  o  u   . S o  st t  i io  s  ci i d   e  w h  k    a s  u  c  r s  h i ic  s  t  o   n  c  t t   i io  om    e  e  n.  s   u i ic  c  h  m o   n  h    s t t a  ns  e    h  d  s    n d  h h    at t  e  c  k  e  n s  e  k  l l   y  em    e  d  e x  y  a s  m   n  i c  ce  s   e   w w    e  s  s   y o  xa    m  n   s    a   t t i    m   r  s h  ou  s  m o   p l le  u    he  I  a  e    n  i s  e    t  p r r  o   a m  s s    m  t h  t t    l  i i    t h  he  ke  k  ov  o  he  e    y o  e    s o  e    s w  v  i i   d  de    . or  o   e r  t  u u    t    o f   w   M  er r    s h  e  f   e r  F o  or r    e a  a n  h  e t t  n d  r s  so    n  d l e  a  h  o     w  n ea  a  s  s   t l  r e  u e  h o  ef f u  t  l i i k  o  . es  u   l ll l  y  s    o   n  ke  e    y o  y.  n s h  ou  u   ( L) . t t i io  A h  d e  e  i n  P l l e  w o  ea  o r rk  a  s  k  s  s   e  B  s    b e  e  r  n  e   st t   i n  s  d  t h  t r ri i   e  n t e  he  es  e    s    t o  ea    m  C  a   o b e  m   s  e  v e  er r  y  o u    u   y   n n    r e  2  e s  e  i s  s  a c  se  e    ck  k    a f f t te  AN S  A e  r r    s  t  S   W W    - -b  E  b    c k  i s  s  o  ks  B  s    M  d  a t n  E  t n e  o  s e  ee  e  s  A s    n e  C  t ti i  a  at t i i  n  ew      a l l  e  w n  B  t te  e  r r  n  n d  A d s  n  a  s  t o  a  t t   v  e  3  o l i iv  C  e  s  s    v  e  B  e  n   n  u  i iv  A C  i a  al l    c t t  r e  em    a  m a  i i   n  i i v  B  vi i   t ti i  e  M  ns  s    h e  es  s    l  e   i i    k k    e e    e e    r r    A f f    s s    ul l   w h  u  C  t o  o s t t r r  h e  en  B  n e  n    t h  c t t ur r  e  ee  A e  d  hi i n  d   s  n   g    s  e    t a  s  t o  as  s  o w  o  a  u  C  s   k  ks  s    B  t t  t h  r ro  o  n  he  n  g    e    p  p  A os  o  s  i i  t ti i  o  a t t e  on     es  n B  s    e i in  M      b e  n r  a a    r r    ea  A el l   y  e  a  t t e  C  y  s h  e  n  n    ho  o  w    s  w B  s    i m  l a  an  A m p    a  n  s  s    i m  5  at t   i ie  me    e  n  n    e  w  B  a r re  e  f f  u  ul l  l l y  i it t  h  A h o t th  y  h   e  e   v  r r    a a    s s    l l    u u    B  es  e  M  s    p  p  or r  t t   u  o  r o  od  un  A d   u  n  i i  t ti i  e  C  uc  c  e  e  s  es  s    r i i g  s    f or r    t  B    i in  o u  A ub  ea  e  n   a  b  l l  e  a  m      w  al l   i  e  o  m e  c h  6  he  or r  k  o  e  c  B  c  k    s     k k   s   f  o o    A r r  a c  cc    u  c   u   e  r r    a a    n n    cy  c   j o  oy  y    B  y  s  M  s    n e  e   © Saville & Holdsworth Limited, 1997  g  o t ti i  a  o  m a i i n  at t i i  n  A C  n  ns  s    p a  at t   i ie  B  m u  e    us  A s  t t   w i in  7  n    t  t  w i it t  h  h d i if f  f fi i   B  l l l  o s  c  l t t  c  A st t  s  C  s    p  l l     p e  e  e  en  n  d  B  d   s  M  s  t i im    m   e  o n  e  h e  e  k s  A n p r re  C  s  w o  e  p    a  or r  k  ar r  a    t t   i io  B  f i i n  k    c a  a n     A d d    o   a   s s    n n    r r    ef f  u  8  e a  am      w  e  ul l  l ly  C  m y    B  or r  k  o  k    e n  A n j  o  C  oy  y  a  a  b  e n  b  l l  e  n j  o  e  o y  B  ys  M  s    p r ro  o  b  b   l le  n  j o  e  m      s o  m A o y  C  y  i n  o l lv  nf f l l  u  v  i i   n  n  ue    B  i s  s  f t t e  A i n  en  n  t h  9  n    v  e  C  he  B  e  r r  s  r y  y  e x  s    xt t   r ro  A o  v  v  e  e  r r  t t e  l i i k  e  d  ke  d    e r rs  e  s  s    t  k  B  M    s  n  ee  e  p    t h  l  s  b  e  A C  h   er r  s  e  s    nt t e  c k  k  f  o  m  B  l w  e  r r  t t   a  wa      h  e n  A a  y  m ai i n  y  s  n  e  s    h  s  r ro  e  d  C  d    w i i n  B  e n  n  ne  e  r r  g    y  y  n  y a  an  n    e  M 

Application Form

4 

4

Chapter 2

A A

B  B 

C 

be hand scored or machine mac hine scored using the latest scanning technology.

INTERVIEW GUIDE  Usage: Selection The Interview Guide is accessible to anyone with basic interview skills. It provides all that is required to create a structured interview relating to any number of the 16 Customer Contact competencies, including specific questions to ask and guidelines on how to assess the evidence objectively. The User’s Notes provide a summary of best interview practice and the Final Assessment Sheets structure the scoring process, making decisions more reliable. With its user friendly and practical layout, it is ideal for line managers as well as more experienced Human Resource practitioners. The Interview Guide works equally well as a stand-alone tool to assist your selection and recruitment, or when integrated with the other Customer Contact instruments.

In the UK, please contact  SHL Client Support on 0181 339 2222 to see a specimen copy of the  Interview Guide.

Chapter 2

5

CUSTOMER CONTACT APTITUDE SERIES  Usage: Selection, Placement and Development  The Customer Contact Aptitude Series (CCAS) has been designed to measure the core reasoning abilities relating to jobs within sales and customer service. The CCAS tests cater for an ability range from those with no formal qualifications through to those of GCSE or ‘O’ Level, right up to ‘A’ Level and graduate standard (equivalent to the SHL Critical Reasoning Test Battery, CRTB). The tests are designed to be used separately or in combination. See Chapter 5 for training requirements to use the CCAS.

Choosing the Tests Choice of tests should be founded on careful job analysis to identify the abilities and attributes required to perform the job. The resulting job description and person specification, read in conjunction with the test descriptions, validity evidence etc. presented in this manual, should enable the selection of an appropriate combination of Customer Contact Aptitude Series tests. Wherever possible, local validity research should be conducted prior to the introduction of the tests to ensure that they are appropriate for their intended purpose and fair to all In the UK, please contact  SHL Client Support on 0181 339 2222 to see a specimen copy of the  question booklet itself.

applicants. More detailed descriptions of each of the four CCAS tests follow immediately below. In order to provide potential users with a clear understanding of the item format, examples from the practice leaflets for these tests are also included.

6

Chapter 2

Verbal Interpretation (VCC1) Verbal Interpretation measures the ability to understand written information in order to reach conclusions. The test consists of 9 passages, each of which is followed by four related statements. The task involves reading each passage and then evaluating whether each statement is true or false or whether there is insufficient information in the passage to say. Not only are individuals expected to demonstrate basic comprehension, but also to select pertinent information and to recognise simple underlying assumptions. The content of the test is based on written material used by a

This test is similar in format and difficulty to VS1, “ Using Written Information”  from the Selling Skills Series.

variety of customer contact staff but is sufficiently broad not to disadvantage those without specific customer contact experience. The test includes passages covering topics such as invoice error handling, hospitality budgets, telephone ordering, dress code, staff training and stock control procedures. The test is likely to be suitable for basic level customer contact staff such as retail sales staff, telesales executives or front-line customer advisors. No. of items

36

Time limit

12 minutes  

Total administration time  (including instructions, examples and the test questions)

approximately 25 minutes 

Educational range

from no qualifications to   GCSE/‘O’ Level or  equivalent 

Chapter 2

7

Example VCC1 Items  The international travel business has been hard hit in recent years, a problem that has impacted severely on the hotel industry. Despite this hotels are now fighting back by transferring attention from attracting tourists to attracting business travellers. One popular way of doing this is by creating an “Executive Floor”. These floors are specially designed to provide business people with communal facilities such as personal computers, facsimile machines and photocopiers. Rooms on “Executive Floors are supplied with complimentary business magazines and newspapers, and more money is spent on decorating and furnishing these rooms than on other hotel rooms. 1. Rooms on Executive Floors are decorated more economically than other parts of hotels. 2. More business travellers than ever before are now staying in hotels. 3. The hotel industry is now shifting its attention away from holiday makers. 4. Guests staying on the Non-Executive Floors” do not get free newspapers. Fill in circle A if the statement is True given the information or opinions contained in the passage. Fill in circle B if the statement is False given the information or opinions contained in the passage. Fill in circle C if you CANNOT SAY whether the statement is true or false without further information.

8

Chapter 2

Numerical Interpretation (NCC2) Numerical Interpretation measures the ability to understand and use numerical data in order to answer questions. The test consists of seven tables and graphs of information with five questions relating to each set of data. The task in each case involves locating the relevant data, identifying the appropriate method for calculation, working out the answer and then selecting the answer from five possible options. The data is typically presented in a straightforward way and the emphasis is on reasoning with data rather than computation and arithmetic. Accordingly, calculators are permitted and, indeed, recommended for this test. The content of the test tries to capture the kind of numerical data used by customer contact staff in their day-to-day work

This test is similar in format and difficulty to NS2, “Reasoning with Data”, from the Selling Skills  Series, although the use of  calculators is not allowed  with NS2.

without disadvantaging those who lack customer contact experience. The tables and graphs include data relating to sales figures, credit repayments, turnover figures and mileage. This test is likely to be suitable for basic level customer contact staff such as retail sales people, telesales executives or front-line customer advisors. No. of items

35  

Time limit

20 minutes  

Total administration time  (including instructions, examples  and the test questions)

approximately 30 minutes  

Educational range

from no qualifications to   GCSE/‘O’ Level or  equivalent 

Chapter 2

9

Example NCC2 Items 

COST OF PROMOTIONAL ACTIVITIES IN LAST FINANCIAL YEAR

Brochures

33%

Advertising

18% Stationery

9%

Leaflets

25%

Flyers

15%

1.

Total cost over  year: £80,000 

How much money was spent on promotional stationery in the last Financial Year?

2.

A

B

C

D

E

£4,900

£5,300

£6,800

£7,200

£7,400

If 50,000 brochures were printed, what was the approximate cost per brochure?

3.

A

B

C

D

E

26p

44p

53p

62p

78p

If the average cost of printing a flyer is 4p, how many were printed in the last Financial Year?

10

Chapter 2

A

B

C

D

E

200,000

300,000

400,000

600,000

900,000

Verbal Evaluation (VCC3) Verbal Evaluation measures the ability to understand and evaluate the logic of more complex written arguments. The test consists of 15 passages, each of which is followed by four statements related to the information contained within it. The task involves reading the passage and then evaluating each statement in terms of whether it, or its opposite, follows logically from the passage, or whether there is insufficient information to say. Not only are individuals expected to demonstrate their comprehension of the passage but also to select pertinent information, recognise assumptions and finally evaluate underlying logic. The content of the test reflects a generic customer contact focus

This test is similar in format  and difficulty to VC1.1, “Verbal Evaluation”, from the Critical Reasoning Test  Battery.

but is sufficiently broad not to disadvantage those who do not have specific customer contact experience. The test includes passages relating to topics such as “customer care”, handling car sales, merchandising, expense claims, staff training and jobrelated perks. The test is likely to be suitable for more senior or specialist customer contact staff such as financial advisors, technical sales advisors, account management executives or customer service supervisors. No. of items

60  

Time limit

30 minutes  

Total administration time  (including instructions, examples  and the test questions)

approximately 40 minutes 

Educational range

good GCSE/‘O’ Levels, ‘A’ Level, or equivalent  vocational qualifications  and some graduates 

Chapter 2

11

Example VCC3 Items  Despite their aesthetic landscaping, ease of access and generous parking, out-of-town business parks have not turned out to be the attractive proposition that speculative developers had hoped. Their polished appearance and spaciousness have failed to compensate for limited provision of basic infrastructure such as shops, banks and leisure facilities as less scrupulous developers reneged on earlier promises or struggled with cash flow problems and other difficulties. It is thought that an expansion of home working, relying on advanced communication systems and technology, would make visits to smaller head offices situated in the heart of town centres more acceptable. 1. Proximity to retail outlets is seen as an important issue when evaluating office locations. 2. The continued popularity of business parks will be reinforced by new technology. 3. Cash flow is the main problem for speculative developers. 4. In certain instances, there have been discrepancies between the original plans and the finished business park.

Fill in circle A if the statement is True given the information or opinions contained in the passage. Fill in circle B if the statement is False given the information or opinions contained in the passage. Fill in circle C if you CANNOT SAY whether the statement is true or false without further information.

12

Chapter 2

Numerical Evaluation (NCC4) Numerical Evaluation measures the ability to evaluate and make deductions from more complex data laid out in the form of tables or graphs. The test consists of 8 tables or graphs of information with five questions relating to each. The task in each case involves locating the relevant data, identifying the methods for calculation, working out an answer and then selecting it from five possible options. The emphasis in this test is on reasoning and evaluation rather more than calculation or arithmetic. Consequently calculators are permitted and indeed recommended for this test. The content of the test leans towards the kind of data handled

This test is similar in format  and difficulty to NC2.1 “Interpreting Data” from the Critical Reasoning Test  Battery, although the use of  calculators is not allowed  with NC2.1.

by more senior or specialised customer contact staff but is sufficiently broad not to disadvantage those who do not have specific customer contact experience. The test includes tables/  graphs relating to product pricing, product enquiries, sales proposals, customer satisfaction survey data, retail outlet sales and sales staffing. The test is likely to be suitable for more senior or more specialised customer contact staff such as financial services sales advisors, technical sales advisors, account management executives or customer service supervisors. No. of items

40  

Time limit

30 minutes  

Total administration time  (including instructions, examples  and the test questions)

approximately 40 minutes 

Educational range

good GCSE/‘O’ Level, ‘A’ Level or equivalent  vocational qualifications. Graduates from nonnumerate disciplines  will also find this test  challenging.

Chapter 2

13

Example NCC4 Items 

INTERNATIONAL PRODUCT SALES (Sales Revenue £000s) Product Stock Codes

1.

2.

Europe Last Year This Year

North America Last Year This Year

A002

17

31

410

354

B008

26

56

18

59

C015

21

69

27

71

D024

37

67

13

50

E001

31

32

19

37

F073

36

16

29

19

Of the following, which had the highest sales revenue last year? A

B

C

D

E

B008 in

D024 in

E001 in

C015 in

F073 in

Europe

N America Europe

N America Europe

If product E001 was sold at a price of £44.80 per unit this year, approximately how many units were sold in North America this year?

3.

A

B

C

D

E

826

1,250

1,272

2,656

2,509

What was the approximate % increase in revenue generated by European sales of D024 from last year to this?

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A

B

C

D

E

45%

55%

76%

81%

92%

The time limits and number of items for each test are shown in

Figure 3

Figure 3: Customer Contact  Aptitude Series tests 

Test VCC1

NCC2

VCC3

NCC4

Ability Area Verbal Interpretation Numerical Interpretation Verbal Evaluation Numerical Evaluation

Typical Educational Level Basic No qualifications up to GCSE/’O’ Level or equivalent

Further Education Good ‘O’ Levels, ‘A’ Level or equivalent and Graduates

Number of Items

Time of Test in Minutes

*Approx. Admin Time in Minutes

36

12

25

35

20

30

60

30

40

40

30

40

*  “Approximate Administration Time” includes time taken for  examples and test questions  excluding the introduction or  additional paperwork.

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CUSTOMER CONTACT STYLES QUESTIONNAIRE  Usage: Selection, Placement and Development  The Customer Contact Styles Questionnaire (CCSQ) provides information about an individual’s preferred or typical way of  behaving in a work context. It looks at 16 dimensions of  personality which are important for non-supervisory sales or customer service roles. The questionnaire can be used for developing and restructuring initiatives as well as the selection of staff. The normative version of the questionnaire (CCSQ5.2) has 136 questions See Chapter 3 for more  details of completion and  scoring options.

answered using a five point Likert scale and takes about 25 minutes to complete. The ipsative version (CCSQ7.2) has 32 sets of 4 questions and takes about 30 minutes to complete. Candidates rate each question on a five point Likert scale and then mark which one from the set of 4 is most and least like them. Although administered under controlled conditions, there are no time limits for completing the questionnaire. Both versions measure the same set of 16 scales. In addition the normative questionnaire has a ‘Social Desirability’ scale as an accuracy check and the ipsative questionnaire has a Consistency scale (see Appendix G). See Chapter 5 for training requirements to use these instruments.

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Styles Scale Descriptions The scales of the Customer Contact Styles Questionnaire (including high and low positions) are described below.

RELATIONSHIPS WITH PEOPLE 

PERSUASIVE (CR1) The PERSUASIVE scale is concerned with the extent to which individuals enjoy selling, negotiating, influencing and convincing others. A typical positive loading item is “persuades through convincing arguments”, while a typical negative loading item is “finds it difficult to influence the outcome of decisions”.

High Stens Likely to try to sell services or products and to convince and persuade customers over to their own views. Enjoy negotiating and arguing own case and will like to influence others and gain their commitment. Could be perceived as pushy or occasionally aggressive.

Low Stens May avoid selling situations and are perhaps more comfortable with established transactions than those which require influence. May find it hard to persuade others or to argue convincingly. Will not try to influence others’ opinions and may generally prefer to leave negotiations to others.

Females saw themselves as less Persuasive than the male  group on average. In addition customer service staff  perceived themselves to be far less Persuasive than those  working in a sales environment. Individuals with no  qualifications saw themselves as less Persuasive than those with ‘A’ Levels or degrees. No differences were  found between different age groups, or between those  with different ethnic backgrounds.

Correlations between scales  above 0.4 (on at least one of  the versions of the Styles  Questionnaire) are mentioned  here. The full correlation matrices can be found in Appendix A.

CORRELATIONS WITH OTHER SCALES:  Persuasive correlates highly with Sociable, Innovative, Competitive, Results Orientated, and Energetic. Chapter 2

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SELF-CONTROL (CR2) The SELF-CONTROL scale is concerned with how restrained the individual is in showing irritation or annoyance and how patient he/she remains when dealing with customers and colleagues. A typical positive loading item is “rarely shows impatience with others” and a typical negative loading item is “cannot always control feelings of anger in front of others”.

High Stens Likely to hide own irritation even when dealing with someone difficult. Retain self-control, remaining patient and polite in most situations. Unlikely to criticise colleagues or customers and are tolerant and considerate. May not be open with feelings to colleagues.

Low Stens Tend to be blunt with others and may be outspoken toward colleagues and customers. Will tend to be open with feelings. When provoked, may lose patience and show annoyance or even anger. May be seen as inconsiderate and intolerant by others.

Because many of the degree  level qualified respondents  were in a sales role, this  tendency to show lower  levels of Self-Control may  reflect the job role rather  than their qualification level per se.

Females saw themselves as slightly more self-controlled  than males. Another small difference in mean scores  was found between the sales and customer service staff, the latter showing slightly higher levels of Self-Control. Those with no qualifications described themselves as  having the highest levels of Self-Control, with degree  level respondents showing the lowest levels. No  differences were found for age or between those from different ethnic backgrounds. CORRELATIONS WITH OTHER SCALES:  Self-Control correlates highly with Empathic and the  Social Desirability scale.

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EMPATHIC (CR3) The EMPATHIC scale is concerned with how sensitive and understanding individuals are towards others as well as how prepared they are to go out of their way to help. A typical positive loading item is “is sensitive to others’ needs”, while a typical negative loading item is “dislikes listening to other people’s problems”.

High Stens Likely to have a genuine desire to help customers and will pay attention to others’ needs. Sensitive to others’ reactions, so are likely to notice when a customer is either enthusiastic or anxious. Likely to put others’ needs first, both with colleagues and clients, so come across as helpful and understanding. May find it difficult to enforce unpopular policies.

Low Stens Do not enjoy spending time trying to understand others’ behaviour or listening to their problems, so may miss cues on customers’ real feelings and points of view. May not always appreciate what customers really want. May appear to others as task rather than people orientated.

The female respondents typically scored higher on Empathic than the male respondents, as did those in customer service roles. Those with no qualifications  showed the lowest levels on Empathic. No significant  age or ethnic differences were found.

Because of the large  number of women occupying  customer service roles, this  tendency to show higher  levels of empathy may reflect  the job role rather than gender per se.

CORRELATIONS WITH OTHER SCALES:  Empathic correlates highly with Self-Control.

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MODEST (CR4) The MODEST scale is concerned with the extent to which individuals are reserved about personal achievements and whether they play down success, rather than showing off. A typical positive loading item is “keeps own achievements private”, while a typical negative loading one is “thrives on recognition”.

High Stens Unlikely to show off about sales successes or product knowledge, perhaps sharing credit with the team. Tend to shy away from attention and public recognition of achievements. May also show some reticence in describing products and services.

Low Stens Public recognition and attention is probably important. Thrive on praise and approval from colleagues or customers. Tend to take credit for personal successes and are likely to enjoy talking about self. This may also lead to enthusiasm in describing benefits of products.

Those in the older age bracket tended to score higher  on this scale, with no significant differences being found  between gender groups or customer service and sales  staff. Those with no qualifications tended to describe  themselves as more Modest than those with higher levels  of qualifications. White respondents tended to show  higher levels of Modesty than those from the ethnic  minority group. CORRELATIONS WITH OTHER SCALES:  Modest correlates highly with Competitive (negative).

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PARTICIPATIVE (CR5) The PARTICIPATIVE scale is concerned with the degree to which an individual enjoys team work and co-operative activities. A typical positive loading item is “much prefers to be part of a team” and a typical negative loading item is “prefers working alone”.

High Stens Tend to seek others’ company, preferring to work alongside others or in teams rather than alone. Likely to value and encourage team work. Dislike working alone.

Low Stens Enjoy working in isolation, likely to be self-sufficient and unperturbed by being alone. May feel distracted by constant company, preferring to work in a quiet area, or like working in their own way without interference.

Male respondents tended to describe themselves as less  Participative than females. No differences were found  with respect to customer service and sales groups, ethnic  groups or educational levels. Younger people typically  saw themselves as more Participative than older  respondents. CORRELATIONS WITH OTHER SCALES:  Participative did not correlate highly with any other scale.

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SOCIABLE (CR6) The SOCIABLE scale is concerned with how confident, extrovert and lively individuals are as well as how comfortable they feel in a range of social situations. A typical positive loading item is “is often a very extroverted person” and a typical negative loading item is “finds it hard to make conversation in large groups”.

High Stens Likely to be confident in dealing with different people and in meeting people for the first time. Find it easy to make conversation and have a talkative and lively social style. Can usually put people at ease but may not be good listeners.

Low Stens May feel awkward with strangers and lack confidence in some situations, or with certain people. Likely to take a back seat socially, preferring others to talk. Could come across as rather quiet and shy.

Those with more qualifications appeared to be a little more Sociable than those with no qualifications. No differences were found when comparing age, gender, ethnic background or customer service and sales staff. CORRELATIONS WITH OTHER SCALES:  The Sociable scale correlates highly with Persuasive, Innovative, Results Orientated and Energetic.

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THINKING STYLE 

ANALYTICAL (CT1) The ANALYTICAL scale is concerned with the degree to which an individual enjoys using information, working with data, probing the facts and solving problems. A typical positive loading item is “likes analysing information”, and a typical negative loading item is “prefers to let others probe the facts”.

High Stens Will probably tackle problems by collecting information based on fact rather than opinion, and will analyse the data logically. Are likely to probe facts and spot flaws in an argument. Enjoy handling and analysing information.

Low Stens May dislike data analysis. Tend to use intuition in problem solving, preferring to deal with opinions rather than searching extensively for hard facts. Judgements could therefore be based on limited rather than in-depth information.

Those with no qualifications showed a significantly  lower preference for analysing data, than those with qualifications. Degree level respondents displayed the  highest mean scores. Males saw themselves as slightly  more Analytical than females. No differences were  found for age, job role or ethnic background. CORRELATIONS WITH OTHER SCALES:  The Analytical scale correlates highly with Structured, Detail Conscious, and Results Orientated.

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INNOVATIVE (CT2) The INNOVATIVE scale is concerned with how imaginative and creative people are, and the extent to which they produce original or unusual solutions and ideas. A typical positive loading item is “comes up with lots of ideas”, while a typical negative loading item is “would not be described as inventive”.

High Stens Are likely to produce many creative and inventive ideas, either for new approaches or as solutions to problems. May make suggestions that are novel and ingenious, perhaps seeing new alternatives that others missed. May sometimes be fanciful or unrealistic in suggestions.

Low Stens Are unlikely to generate imaginative or original ideas, or to find new ways of solving a problem. May rely on others to be creative and come up with new approaches.

No differences were found for age, gender or job role. Gradually increasing levels of Innovation were displayed  as educational level increased. In addition ethnic  minority groups tended to see themselves as more  Innovative than white respondents. CORRELATIONS WITH OTHER SCALES:  The Innovative scale correlates highly with Persuasive, Sociable, Results Orientated and Energetic.

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FLEXIBLE (CT3) The FLEXIBLE scale is concerned with how open individuals are to new approaches and how readily they adapt to changing circumstances. A typical positive loading item is “welcomes change”, while a typical negative loading item is “prefers established methods of doing things”.

High Stens May prefer new methods to established routines, approaching tasks and situations in an open and adaptable way. Likely to be flexible in adopting new procedures or in coping with changes. May dislike working in repetitive, unchanging environments.

Low Stens Likely to prefer familiar and established work patterns, finding change disruptive. May have a rather rigid attitude when confronted with new methods or changing circumstances and find it difficult to adjust. Able to cope with routine.

There was a slight difference between those in sales and  customer service roles, with those in customer service  preferring a more Flexible approach. Those with no  qualifications described themselves as less Flexible than those with higher educational levels. No gender or  ethnic differences were found. There was some  tendency for younger people to report being more  Flexible than older respondents. CORRELATIONS WITH OTHER SCALES:  The Flexible scale correlates highly with Results  Orientated.

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STRUCTURED (CT4) The STRUCTURED scale is concerned with the extent to which individuals plan ahead and how far they prepare, prioritise and structure their work. A typical positive loading item is “likes to structure tasks” and a typical negative loading item is “does not like to plan things in advance”.

High Stens Tend to prepare well in advance, setting priorities and planning ahead. Likely to work in a structured and organised way. May dislike disruptions to system.

Low Stens Prefer to react to situations as they arise rather than planning and preparing beforehand. Flexible in response to changing circumstances. May be caught out by unforeseen events or make mistakes through lack of organisation.

Gradually increasing preferences for structure were  found as the educational level increased, with those with no qualifications showing a far lower preference than the  other groups. Those from ethnic minority groups also  preferred to adopt a less structured approach. No  gender or age differences were found, or indeed  differences between customer service and sales groups. CORRELATIONS WITH OTHER SCALES:  The Structured scale correlates highly with Analytical, Detail Conscious, Conscientious and Results Orientated.

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DETAIL CONSCIOUS (CT5) The DETAIL CONSCIOUS scale is concerned with the extent to which individuals like to be accurate in their work, check details carefully and are neat and tidy. A typical positive loading item is “likes work requiring precision” and a typical negative loading item is “finds checking tedious”.

High Stens Tend to take care with the detailed aspects of work, checking for accuracy, and avoid errors by being precise. Enjoy the type of work which needs a keen eye for detail. Likely to be neat and tidy. May find it difficult to ignore minor errors when necessary.

Low Stens Find tasks requiring accuracy and precision tedious, and prefer not to check every detail thoroughly. May like to take a broad overview rather than operate at a detailed level. Unlikely to be neat and tidy in their work and may make mistakes on occasion.

Customer service staff were far more Detail Conscious  than the sales group, and women also showed higher  levels on this scale than men. No differences were found  between those in different age brackets or with different  educational levels or ethnic background. CORRELATIONS WITH OTHER SCALES:  The Detail Conscious scale correlates highly with Analytical, Structured, Conscientious and Social  Desirability.

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27

CONSCIENTIOUS (CT6) The CONSCIENTIOUS scale is concerned with an individual’s willingness to persevere, to keep firmly to deadlines and to see tasks through to completion. A typical positive loading item is “adheres strictly to a deadline” and a typical negative loading item is “sometimes leaves work unfinished”.

High Stens Likely to complete jobs on time, and persist with all tasks until they are finished. Will probably see meeting deadlines as very important. Likely to be reliable in delivering work completed and on time.

Low Stens May tend to leave a task before it is finished and move to another. Deadlines are seen as flexible rather than absolute and they may find it hard to persist with unpleasant or uninteresting tasks.

Males tended to see themselves as less Conscientious  than the female group, and those from sales occupations  had lower average scores than those from customer  service roles. White respondents described themselves  as more Conscientious than the ethnic minority  respondents did. There were no differences found  between educational levels or between different age  groups. CORRELATIONS WITH OTHER SCALES:  The Conscientious scale correlates highly with Structured, Detail Conscious and Social Desirability.

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EMOTIONS 

RESILIENCE (CE1) The RESILIENCE scale is concerned with how easily individuals cope with pressure or stressful situations, remaining untroubled, cheerful and calm. A typical positive loading item is “remains cheerful when things go wrong” and a typical negative loading one is “becomes distressed by unfair comments”.

High Stens Tend to remain unruffled in difficult conditions, remaining positive even when things go wrong. Brush off criticism or setbacks and remain calm under pressure. Tend to forget about worries rather than dwell on them, so present themselves as positive. May underestimate approaching difficulties.

Low Stens Tend to feel anxious when conditions are difficult and dwell on worries and pressures rather than setting them aside. May become upset by criticism or setbacks. Performance could be affected adversely when under extreme pressure. May be more sensitive to signs of potential problems.

Male respondents tended to show higher scores on this  scale. However, no differences were found for ethnic  background, job role, age or educational level. CORRELATIONS WITH OTHER SCALES:  The Resilience scale correlates highly with Energetic.

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COMPETITIVE (CE2) The COMPETITIVE scale is concerned with how much individuals feel that they need to win at all costs, hate to lose and like to come top. A typical positive loading item is “always plays to win”, while a typical negative loading item is “feels that taking part is more important than winning”.

High Stens Coming first is very important, so may seek out competition and are likely to put considerable efforts into beating others. See success as doing better than the opposition. Resent losing and always play to win.

Low Stens Tend not to use others’ achievements as a benchmark for own successes. Feel that taking part is more important than winning and are not driven by the need to win. May dislike working in a competitive environment.

More men are employed in sales roles and more women in customer service roles. Therefore sex differences may  be the result of self selection for jobs.

Males saw themselves as far more Competitive than females. In addition those in sales related roles were  significantly more Competitive than those in customer  service. Respondents with no educational qualifications  were far less Competitive than those with ‘A’ Levels or  degrees. No ethnic or age differences were found. CORRELATIONS WITH OTHER SCALES:  The Competitive scale correlates highly with Persuasive, Modest (negative) and Results Orientated.

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RESULTS ORIENTATED (CE3) The RESULTS ORIENTATED scale is concerned with how high individuals set their personal targets, how much they are stimulated by challenging goals and how keen they are to improve their performance. A typical positive loading item is “sets ambitious personal targets” and a typical negative loading item is “does not seek additional challenges”.

High Stens Tend to respond well to clear goal setting and stretching targets. Likely to set difficult goals for self and be motivated to achieve challenging objectives. May be constantly alert for opportunities to improve own performance and to succeed. May become dissatisfied when job is not stretching.

Low Stens Likely to prefer easier goals and working within a less demanding environment. Could be demotivated by very difficult targets and may not have a strong drive for success. Are often content with current performance rather than wanting to improve it. People who score low on this scale may prefer not to have to use their initiative.

Older respondents described themselves as significantly  less Results Orientated than the younger group. Those  with no qualifications were far less Results Orientated  than those with more education. No gender, job role  or ethnic differences were found. CORRELATIONS WITH OTHER SCALES:  The Results Orientated scale correlates highly with Persuasive, Sociable, Analytical, Innovative, Flexible, Structured, Competitive and Energetic.

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ENERGETIC (CE4) The ENERGETIC scale is concerned with the extent to which individuals enjoy being active and sustain a high level of energy over a long time. A typical positive loading item is “has lots of  energy”, while a typical negative loading item is “has difficulty sustaining high levels of activity”.

High Stens Likely to bring considerable amounts of energy and stamina to their work. May enjoy tasks which demand intense or sustained activity. Feel tired less often than others.

Low Stens Likely to feel tired fairly often and find it less easy than others to maintain their energy. May lack stamina when required to work energetically over a period of time. Can prefer a moderate pace of work.

Males tended to describe themselves as slightly more  Energetic than females. Those with no qualifications  demonstrated slightly lower mean scores than those with more education. No difference was found for sales and  customer service staff, age or ethnic background. CORRELATIONS WITH OTHER SCALES:  The Energetic scale correlates highly with Persuasive, Sociable, Innovative, Resilience and Results Orientated.

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SOCIAL DESIRABILITY (CSD) CCSQ5.2 (Normative) only The SOCIAL DESIRABILITY scale looks at the extent to which individuals have been critical of themselves in their response to the questions. A typical positive loading item is “always follows rules strictly”, while a typical negative loading item is “sometimes makes mistakes”.

High Stens Suggests an uncritical response pattern and may indicate a tendency for respondents to be overly positive and perhaps for their scores to be falsely inflated. People with this scoring pattern can have a great desire to please or feel a strong degree of self esteem.

Low Stens Indicates a rather self critical attitude which may be the result of low standards or a lack of belief in self.

Older respondents tended to show slightly higher scores  on this scale. No differences were found for gender, ethnic background, job role or educational level. CORRELATIONS WITH OTHER SCALES:  The Social Desirability scale correlates highly with SelfControl, Detail Conscious and Conscientious.

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CONSISTENCY (CCO) CCSQ7.2 (Ipsative) only The CONSISTENCY scale looks at the extent to which individuals have answered in a consistent manner across the questionnaire. See Appendix G for more information on how it is calculated.

High Stens Indicate a high degree of consistency in their responses.

Low Stens Indicate an inconsistent response pattern which may affect the reliability of other scale scores. Low Consistency may result from a lack of understanding of the task or an attempt to distort the response pattern. It can also be the result of a lack of selfinsight by the individual completing the CCSQ.

Females had very slightly higher Consistency scores than males. No differences were seen for age, ethnic  background, job type or educational level.

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CUSTOMER CONTACT  COMPETENCY INVENTORY  Usage: Development, Appraisal, or Re-structuring Roles  The Customer Contact Competency Inventory provides a direct rating of an individual’s performance broken down by the 16 Customer Contact competencies. The questionnaire can be completed by the individual, his/her manager, supervisor, peers or other suitable contacts allowing full 360° profiling if desired. Each respondent completing the inventory, rates the individual on 32 sets of 4 statements and then also gives “Most” and “Least” rankings. The statements all list behaviours typical of  the given competency and ratings are made on a 5 point scale relating to the frequency with which the type of behaviour is exhibited. Computer analysis produces profiles from each perspective for feedback and developmental use. Where there are multiple responses from one type of respondent (e.g. the person has been rated by 3 peers), a single profile giving the average for the group is provided.

See Chapter 3 for completion options and Chapter 5 for  training requirements to  use this instrument.

The Competency Inventory Development Profile allows the individual and manager to work through a number of stages which help them to understand the results and to plan personal development activities to improve performance.

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Competency Scale Descriptions The following pages provide descriptions of each of the CCCI Raw scores are discussed  further in Chapter 10. Comparisons of scales for  other groups are discussed  in Chapter 9.

dimensions, including contrasts of high and low sten scores. As the instrument is normed separately for self rating and managers’ ratings there will be no differences in average profiles for the two sets of raters. However, examination of raw scores for the two groups reveals some differences.

PEOPLE FOCUS 

RELATING TO CUSTOMERS (P1) The RELATING TO CUSTOMERS scale is concerned with the extent to which individuals can quickly build rapport and establish relationships with their customers. Typical items include, “listens to customers”, “makes customers feel welcome” and “treats customers as individuals”.

High Stens Easily build relationships with customers, listen to customers, are able to reduce customer frustration and can put new customers at ease.

Low Stens Often fail to build rapport, treat all customers in a similar way and take no particular steps to make customers feel welcome.

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CONVINCING (P2) The CONVINCING scale is concerned with the extent to which individuals can present the key points of an argument, gain agreement and convince others. Typical items include “influences the outcomes of negotiations”, “changes people’s views” and “answers objections convincingly”.

High Stens Can typically change people’s views, gain the agreement of  others and act in a persuasive and influential way.

Low Stens Often lack the ability to steer a discussion, fail to put over the essential points of an argument, are unable to answer objections or get people to accept their point of view.

COMMUNICATING ORALLY (P3) The COMMUNICATING ORALLY scale is concerned with the extent to which individuals are fluent and articulate in oral communications and keep the attention of others. Typical items include, “is fluent in speech”, “talks to others at a suitable pace” and “speaks expressively”.

High Stens Are effective oral communicators. Speak clearly, expressively and fluently, and hold the attention of others when speaking. Can put forward a message in a straightforward but engaging manner.

Low Stens Have difficulty communicating orally. May speak too hesitantly or too quickly, express themselves in a flat or monotonous tone, or complicate their message unnecessarily.

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COMMUNICATING IN WRITING (P4) The COMMUNICATING IN WRITING scale is concerned with the extent to which individuals can express themselves clearly, fluently and succinctly in writing. Typical items include “writes in an uncomplicated way”, “produces logically structured correspondence” and “uses correct spelling and grammar in writing”.

High Stens Produce logically structured memos, avoid jargon, write to others fluently but succinctly taking into account the reader’s level of understanding.

Low Stens Do not express ideas clearly in writing. Often fail to write at the level of their readers, take little time to structure their correspondence, allow the intrusion of jargon and write unclearly. May make grammatical and spelling errors.

TEAM WORKING (P5) The TEAM WORKING scale is concerned with the extent to which individuals fit in with the team, show consideration towards their colleagues and support team objectives. Typical items include “is considerate towards work colleagues”, “helps others to achieve team objectives” and “relates well to team members”.

High Stens Are supportive of team colleagues, fit in and identify with the team and work to foster a sense of harmony and team spirit.

Low Stens Are more likely to withhold support from others, consider personal goals before those of the team and remain remote or distant from collective team objectives.

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INFORMATION HANDLING 

FACT FINDING (I1) The FACT FINDING scale is concerned with the extent to which an individual can retrieve relevant information, check facts and absorb key points. Typical items include “retrieves appropriate facts”, “notices gaps in information” and “absorbs relevant facts quickly”.

High Stens Probe and seek out relevant information, notice gaps or changes in data and absorb and remember key facts.

Low Stens Can overlook significant information, not check or probe contradictory facts and can be slow at remembering or retrieving key data.

PROBLEM SOLVING (I2) The PROBLEM SOLVING scale is concerned with the extent to which individuals can identify and analyse work-related problems and generate innovative or appropriate solutions. Typical items include “identifies potential difficulties”, “analyses problems in depth” and “generates workable solutions”.

High Stens Analyse problems in depth, identify and establish the main causes, produce a range of options and come up with workable and effective solutions.

Low Stens May fail to recognise or fully analyse the key issues in a situation, are unable to offer alternatives and hence only come up with limited or impractical solutions.

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BUSINESS AWARENESS (I3) The BUSINESS AWARENESS scale is concerned with the extent to which individuals view their work and the work of their organisation in terms of profits, costs and competitor activity. Typical items include “appreciates the impact of own work on profits”, “tries to reduce costs”, “is aware of competitor activity” and “is aware of market trends”.

High Stens Understand the business significance of their work, are profit and cost conscious, know the market and who their competitors are.

Low Stens Typically fail to grasp the business significance of their activities, may overlook opportunities to increase profits, and are unfamiliar with external competitors or market trends as a whole.

SPECIALIST KNOWLEDGE (I4) The SPECIALIST KNOWLEDGE scale is concerned with the extent to which individuals have the knowledge, skills and expertise associated with their own product or service area. Typical items include “knows the features of own products and services”, “knows the advantages of own products and services” and “is equipped to answer specialist questions”.

High Stens Are viewed as having expertise in their area, demonstrate a good knowledge of their products or services, understand the product benefits, and keep up-to-date with product advances.

Low Stens Often lack detailed product knowledge, will not necessarily be able to cope with customer questions, are unaware of particular features or benefits of products, are unlikely to take steps to keep their knowledge up-to-date.

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DEPENDABILITY 

QUALITY ORIENTATION (D1) The QUALITY ORIENTATION scale is concerned with the extent to which individuals maintain and pay attention to issues of  quality and high standards. Typical items include “produces very high quality work”, “ensures work is totally correct” and “pays close attention to quality issues”.

High Stens Are aware of the importance of quality and maintain high professional standards. Ensure that their work is accurate and correct.

Low Stens Tend to be less concerned about quality, do not always check on the accuracy of their own output, and may be tempted to take shortcuts and produce work of a variable standard.

ORGANISATION (D2) The ORGANISATION scale is concerned with the extent to which individuals plan, organise and structure their time and activities. Typical items include “prioritises tasks accurately”, “prepares in advance” and “creates schedules for tasks”.

High Stens Organise their time effectively, schedule and prioritise tasks, plan ahead in the short and medium term and set realistic time scales.

Low Stens Tend to be somewhat haphazard about planning, misjudge priorities or time scales, and fail to structure their time properly.

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RELIABILITY (D3) The RELIABILITY scale is concerned with the individual’s commitment and respect for the organisation and its procedures. Typical items include “arrives promptly at work”, “completes tasks on time” and “follows directions from supervisors”.

High Stens Respect company policies and procedures, are punctual, follow instructions from above and diligently see tasks through to completion.

Low Stens Are less likely to accept the need for formal procedures, may not always persevere with tasks, may fail to carry out all their obligations or demonstrate particular loyalty to their organisation.

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ENERGY 

CUSTOMER FOCUS (E1) The CUSTOMER FOCUS scale is concerned with being eager to please customers, looking after their interests, and working hard to put them first. Typical items include “works hard to meet customer needs”, “aims to please the customer” and “protects the customer’s interest within the organisation.”

High Stens Are typically focused on, and driven by, customer demands. Work hard to ensure total customer satisfaction. May act as the customer’s advocate ensuring the organisation meets the customer’s needs.

Low Stens Are less likely to focus on the needs of particular customers, may be indifferent to the way that customers are handled by the organisation and derive no special pleasure from pleasing customers or receiving positive feedback from them.

RESILIENT (E2) The RESILIENT scale is concerned with the extent to which individuals can cope with pressure, setbacks and difficulties. Typical items include “stays calm under pressure”, “recovers from setbacks easily” and “stays optimistic”.

High Stens Stay calm and self-controlled during crises, shrug off or cope with setbacks and keep difficulties in perspective. Remain positive, resilient and cope well with change.

Low Stens Are more likely to express negative reactions when put under pressure, lose their composure and are adversely affected by disappointments or setbacks.

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RESULTS DRIVEN (E3) The RESULTS DRIVEN scale is concerned with the extent to which individuals meet their targets, show drive in their work and willingly take on demanding tasks or additional responsibilities. Typical items include “gets outstanding results”, “willingly accepts difficult targets” and “works hard to develop new skills”.

High Stens Consistently meet or even exceed their targets. Have a goalfocused approach to work, develop new skills, seek responsibility and aim to achieve targets and improve on past performance.

Low Stens Tend to avoid difficult or demanding work, are complacent and shy away from additional responsibility or challenge.

USING INITIATIVE (E4) The USING INITIATIVE scale is concerned with the extent to which individuals are prepared to act on their own initiative, are decisive and take responsibility for their actions. Typical items include “can make decisions without referring to others”, “acts without being prompted” and “only refers upwards when absolutely necessary”.

High Stens Are typically prepared to act on their own account, handle issues with minimal guidance and take initiatives even if the responsibility for them is not clear. Can be relied on to take action when necessary without prompting.

Low Stens Will hesitate to act without authority, hold back on decisionmaking, and avoid risk. May need prompting to take action.

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CONSISTENCY (CON) The CONSISTENCY scale looks at the extent to which individuals have answered in a consistent manner across the questionnaire. See Appendix G for more information on how it is calculated.

High Stens Indicate a high degree of consistency in their responses.

Low Stens Indicate an inconsistent response pattern which may affect the reliability of other scale scores. Low Consistency may result from a lack of understanding of the task or an attempt to distort the response pattern.

Chapter 2

45

CUSTOMER CONTACT STYLES QUESTIONNAIRE EXPERT INTERPRETATION SYSTEMS The SHL Expert Interpretation System is a computer system which generates written reports. It interprets questionnaire data  just as a human expert, but produces more consistent results in  just a fraction of the time. It is particularly useful when: !

detailed analysis is required very quickly

!

consistency between interpreters is essential

!

extra guidance on interpretation is needed

!

additional information is needed which is not available by another means

46

Chapter 2

The Customer Contact portfolio includes three different Expert interpretation reports:

Customer Contact Styles “Executive Overview” Report A one page summary report based on the Customer Contact Styles Questionnaire. This outlines potential performance against 16 core customer service and sales competencies. In addition to text, it also provides a 1-5 rating of predicted fit with either a customer service or sales role. Length:

1 page

 

Usage:

Selection and Development  

 m i t h  s a n S  M s S u

 / 9 6  1 8 / 1 0

 i e s  e t e n c  r v i e w  e O v e i n s t C o m p   v   i  t  u  c  a  E x e  a n c e a g   r m P e r f o  l   a   i  t  n   e  t  o  P 18/10/96

S m i t h  u s a n  6 S  s  M  8 / 1 0 / 9  1

Ms Susan Smith

Executive Overview :- Potential Performance against Competencies Competence

Indication of Ms Susan Smith’s potential performance:

Relating to Customers

Although likely to build rapport fairly quickly with different types of customer and show sensitivity to their needs, this may be limited by her tendency to be quite open with her own views when irritated by others.



Her ability to convince and negotiate is likely to be driven by some desire to achieve results as well as her sociable style,rather than through a direct interest in persuading others.



She describes herself as a quite confident speaker who adapts her style to the needs of her listeners. However,her communication may be more entertaining than persuasive.



C     U          S Convincing S          U T          C      O O     Communicating      F f r o m   o n   i Orally  s M          E  f o r m a t M  t e s i n  m m a r y o f      L  r a  g   e   n t  u      P i E     s  t Communicating  u c e a      O  e m. I R      t S y s t  e d ) t o p r o d  o d e l.   f      E  n i  e inWriting  s t  m t e  a n a g e i n c l u d  n c y M  b i l i t y      P  i e w C      v  u r c e M  e t e s t s (  i f  c t C o m p e t e  a n d a  t m u s t n o t (   r  s o  r  e  e  v   o u R  s O  h a v i a r e a s, b u  r e  i  m a n a p t i t u d  e r C o n t a  e  a i  u b t h O      n d  f H  n n a o  r t  s e  s t i o S H L  C C S Q  )  e C u s t o m Team Working t o U s e o f t h e  r t q  u e  e l f r e p o  n g t h e  r e (  N      t t h  H o w  d o n s  i a l i n e a c h  y s e l f - r e p o  t e d u s i  u e s t i o n n a i  o n s a g a i n s  s b a s e  h  e n e r a  i  t e n t  f a n T     w a s g  c t S t y l e s Q   n d l i m i t a t o f e a c o p i n i o n  n d e n t ’ s p o  m i t a t i o n s o  e  r t   s  t  c  n  n  p o A       a a  a  t  s e  o   i  d l  e  e v  s p  T h i s r e  o m e r C o n  y s t r e n g t h s  e b a s e  r t r e p r i n t o t h e r e  a k e n o f t h e t h e r e l  e t e n c      G C      s t  b l i s h  p      I  s r e p o  t  e t      N Fact Finding  t h e C u  m i t h ’ s l i k e l  s e s t a  c k o r c o m  h a t t h i  a b l e i n s i g h  d m u s t b S T          L  a  e r e d t  a r  i s a t i o n  u  S u s a n o r g a n  h a s f e e d b      D  m e m b g i v e a v a l  c t. D u e r e g  t   e r  a   h  e t      N  t i a l  s u c S     (   u l d b  h i c h c a n  e n t o f f a  n  e  n  h o  s s   o s   i      A  I t w  m Problem Solving i t i s e i n f o r m a t T      e t e d ) a s t a t e  s d a t a.      H  g.  c h, b u t  n d  c o m p l  d u p o n a s Y      e s e a r  v i d e n c e a  o n m a k i n o f t h i      N  i e e  r i c a l r  c i s i  b e r e l  n t e r p r e t a t i o n      O Business L          I  n e m p i  s. F u r t h e r i n a n y d e o i  d   h e  s e  d      T  a  d Awareness  i n t E      a i s b  r o w n n e e  r e i t i s u s e      A  o  i t ’ d a t  e i      M S      T h e ‘ F  e n c y t o t h s o u g h t b e f      R  e b Specialist  e t      O  c o m p  w ) s h o u l d Q     Knowledge      F  i e  i n t e r v      N U          I E     t h e  n s t o S      d d i t i o  l l e & a n d a . Quality      Y S a v i  e r T      e n t s      T Orientation  m  m   e  n d  s t a m e  r     Is y  a r t y w h e t h  r IO          m a k e  e c o m p u t e     L      I  r p  f o  r e c a n t h  y o t h e t h e u s e o  t  o f t w a o u t p u t o f  r t o r t o a n     B s N          Ao u t o f   h e  l d n o t  g Organisation  r o f  g e d  f t h i s r e p o  r a r i s i n     D  d s h o u  s e  a n u  h N      t i a l a n  e n  l y - t h e  c t t h e u n c  h e u s e r s o a n y m a t t e  n f      N  l   d  a i   c  i      E t o t A     r e f l e i s c o      P  c t r o n  t o f  e d e l e m a y n o t n o l i a b i l i t y i n r e s p e c  h i s r e p o r t      E T  e n e r a t  t s  r IR           i s e Reliability      D b e e n g t h e c o n t e n  p a n i e s i n c u  ) o r o t h e r w a n y p a r t y.  r t h a s  R  d  m b y  o  c e  n   t  p o c  n a  o r r e   g e E      r t   e d   i  p   s  T 7 0 S  p o  g l  i a t  T h i t h i s r e  r r e y K  h e r e a s s o c  i n g n e

She is unlikely to pay particular attention to producing documents which are well structured or persuasive,although they will invariably be checked through for detail.

 ®



Her apparent enthusiasm for working with information and careful attention to detail implies that,in the main, she will enjoy fact-finding. However, she may be less motivated to deal with information in a systematic way.



Her problem-solving is likely to benefit from her ability to generate a wide range of  ideas and to take a highly analytical approach, albeit in a somewhat unstructured way.



Her strong interest in working with facts and figures and her focus on outperforming the competition suggests a keen commercial emphasis.



Her careful attention to detail, perseverance and commitment to deadlines implies a professional standard of service. However, her less than systematic approach may interfere with the quality of the output. She is likely to pay great attention to the detail of her work and places considerable emphasis upon completing projects. However,her disinclination to plan or prioritise tasks may prevent their smooth implementation. Despite her frankness and spontaneous approach,her strong personal drive to finish tasks suggests she is likely to be seen as reliable and committed to the organisation.

Using Initiative



She tends to be quite keen on team working, is fairly confident in group situations, and is also considerate to others. Her openness about her own opinions, however,will add an edge to her team contributions.

She should be fairly motivated to acquire knowledge which would help her be effective. Her analytical approach and attention to detail should make this easier for her. In addition she will be attracted to new ways of doing things.

 o m S u  f t  u d  n d  t e x t o  o r t h L t d a  n t o r t (  i n c l d e r i v e d f r D i t t o n, i  o n  h a m e s Customer Focus  H o l d s w  o n t r a c t o r i n f o r m a t i  e e t, T   r  t S c  e  h   n   h t  g  i t i s i  t a t i o n o f  r t, H i  r e  y w a y.  C C o u A 3  i n t e r p  i s h e d i n a n      Y Resilient  f f i c e, v 1. 2  b l  e a d O P a c k  b e p u      G  n t a c t U K H  8 9 5 4 4      R  e r C o  ) L t d, 3 9      E  u s t o m  h (  U K + 4 4 1 8 1  C  t  r      N  o  w Results Driven  o l d s  1 7 0, F a x :      E 4  e & H  S a v i l l  4 4 1 8 1 3 9 8  T e l : +  6

, 1 9 9  t h L t d  l d s w o r & H o   e   l   l  i  v  © S a v 1. 2 i  t  E x p e r

FIT

Due to her fairly energetic approach, her need to achieve results, and a definitely helpful,sensitive nature, she is likely to come across as prepared to work hard to look  after customer interests.











Whilst she prefers familiar work routines and can be fairly open about her feelings,she copes with external stressors by being calm and optimistic in outlook.



When necessary she can sustain high levels of activity and is determined to stick at tasks until she gets results. Additionally,she can happily take on challenges.



Her fairly energetic approach and reasonable ambition suggests some desire to take the initiative. This should be complemented by her analytical approach and the ease with whichshe generates alternatives.



Key to ‘FIT’Column: Strong Concern =

,

Some Concern = , Acceptable =

© Saville & Holdsworth Ltd,1996 Expert v1.2i

,

G oo d Fi t = , Excell ent Fit =

¸

Customer Contact Pack v1.2

Chapter 2

47

Customer Contact Expert Interview Guide The guide uses the results of the Customer Contact Styles Questionnaire to generate a series of short, bullet point comments, structured under the Customer Contact competency headings. These highlight “apparent strengths” and “areas to probe” at interview. In addition it provides a pool of interview questions to assist in the interpretation of the candidate’s responses. Length:

approximately 17 pages  

Usage:

Selection and Development  

 M P T S  W P R O  T E R V I E I N &  E P O R T  T I O N R  o m  S E L E C s c o r e s f r  m u s i ng  n d

 l y a S y s t e  t r o n i c a l  h i s g e m e n t  e M a n a  n g e n e r a t e d e l e c o f t R e s o u r c  e t h e u s e  n b e  a o f  s  s  u m h a  e S H L H  s r e p o r t  n s e q  u e n c  m.  e d b y t h e  t i o n n a i r e. A s t h i  l i t y f o r t h e c o c o m p u t e r s y s t e  t  r a  n e  b i  h e  r t w a s g e  e s Q  u e s  n a c c e p t n o l i a  t p u t o f t  T h i s r e p o  e r C o n t a c t S t y l  ng e d o u  L c a  o m  n t s, S H  s a r e t h e u n c h a  t h e C u s t  a k e a m e n d m e  e n t  t  o n c m  e  n   h t  u s e r s c a g u a r a n t e e t h a t  r  r e p o r t n o

C     U      Customer Contact Styles 5.2  h Ms Susan Smith : 18/10/95 S       a n S m i t T       M s S u s  / 9 6 O     M       1 8 / 1 0 SELECTION REPORT & INTERVIEW PROMPTS E      R      v i o u r C     Quickly builds rapport and establishes relationships with  r r e d b e h a  p FOCUS AREA: M s  S  well to different types of customer; o r p r e f e  i PEOPLE customers. Relates O     us   an    c e g r o u t y p i c a l  r Competency:  r v Relating  e h e s  r  e o f to Customers mi  th listens and gets on with S  them.     : 1   s t o m  e p o r t  s c u   - r  e s   f  d N       l  c  e s a n 8  /  1 0 /    r o p   s  9 5  s a l e s  m i t h ’  v i e w  e S   e r   s  rg  t   a   n t  a n l i  e n a  u s  m T      t h e  s S  n t s:  e o f  t a t e g h s  o i M  o s P   h  o u   v e t  o n   i  y   t   h r   h t  e   t u p   n i  i  K A      s e d d e f i  d w  r m e d  i b a  r e  a n  n f   s   h i  p a t c o  r  r t  o m r e p o r a t h e  e n c  d a n d   s  e C     b e   a l   i  h i  e   o b T  n t  d s  v   e p r  a  t  e e Interview Prompts: Example Questions h  • p o  s S E L   d b e  m e n t n r e s p o n s e  n s h o u l T       i c a t o r s o f EC    T  d e v e l o p  • T h e  n a s i n d  i o n s h o w  ng a n d IO   N     R  i n f o r m a t  d s h o u l d b e s e e c o n f i d e n t i a l l y Apparent Strengths Please select your questions  t i a l t r a i n i S       • T h e  i s e  a t e d  h e p o t e n EP    O  r a t   r e   s t   o A C u st      n t  i   n t i b e R  p o EA   :  a recent situation when you T      om   e   ig h t   r  R T  &    n s s h o u l d i K Tell me about • open and frank with customers   e  • T h e   o n   i  b l C on  t  a   t  a  c    C o m  v a l u a Y       e   v i n f o r m I NT t S t  y l  g i   E  h e  n T  a  p  had to buildet a erelationship a new P with    R  es    5 .2   • E OP   i o n c    a t   n   • sensitive and considerate toward s L      m c     o r  y  LE     F  V   i n f  t h  ng customer (contact).:  I     r e  t E   s R   • T h e  n d i v i d u a l. O     a l W   E        i customers el  a  t   in CU   S   t e n t   p o P  i    s   o f   e • Why was the relations hip impo rtant?   h e R    g  t  s  r i  a  o f t o  C u  O   a r e S       i v e s e  l,  e M   n s  o d  h e  e m  t s   P  of  p rcustomers’needs  m •B eHow   e  T S   n t a c • understanding Q ui   ck       av    did you develop the relationship? to   rs    h  s a c o m  m a t i o n a b o u t i  ur   a    b   o m e r C o Q       o v i d e d i go c us   to    l y  • Whato feedback ui   l ds    l  I n d  did you receive from the  u i d e t h e C u s t  n t s. A l s o p r  l i n f o r f o r • will often to m   dhelp    p o  ic   at   o   n f r o m  i  v i d e l i st   e n  er  s   . R e  r a p   d e u s e f uout of her way  s e t h i s G U      customer (person)? r s:    s  a nd    la   t es    rt    a nd    e s   i e s c h o s e  r i e s o f b u l l e t p o l i k e l y t o p r o v i  n d s p a c e i s p r o  o w t o U  n c   e  H  t t   g  w   p e a   e   a e   b   • generally ts    o n  l  l is   he  s    a s e c o m a r e E      K  Q   s t i o n s confident and friendly towards w i t h  l  t o  d i ff    h o f t h e  ng a r e g i v e n a s  d p r o m p t s t h a t  e f e r r e d q  u ecustomers ui c  k inl  y  t he   m    e re   nt    r el   at   i on  s    K What, view, makes P os   it    it difficult to   your  F o r e a c  i  e S      p r . hi    t  y  p e s  b ui   ld  s    iv  e    K  G   ’, t o a s s o c i a t  c t t h e i r  s f o r p r o b o f   c u  p s  w it   h  et  s    t well r a p  relate (people)?    p customers  n d a t i o n T      st   om  a n d a r e a  s q  u e s t i o n s a n d  i e w e r s c a n s e l e  m e o  k no to  certain or  t       er     o m • usuall y develo ps some rapport  e c K  R ;    e w    r v  r s  p l   e  t • a What ofew M  IO            people  i e w e  c us    are particularly ke  s    t h types n   r v   e  o f e x a m  e t e n c e a r e a. I n  n t ‘ I t om   e  r    em   to  k e d  f  e get K  S  difficult to know?  p  a r  m m s   c o e    w, h   e   h l   ow   s  as   il  y    e m  w el   co    N ot   e   e a c N        poor  x b e l o b o s   • What have you done to improve Areas to Probe . m   .   h e  p  t K  e   e s at  h    R el  a  t    t o u s e w r i t e u p N       b r i e f n o t es    w e   y  with other people in the past?  e r v i e w  a y w i s h K  M  relationships ll    t o  a  • may be blunt or outspoken towards ; y o u m o f t h e i n t a •ke  s How A     l l  k in relations   p eo    are those  w r a t i ng  h e e n d d  s    o f   hips now? K  A  p l e  f  e  customers  I n t e r v i e  u r d e c i s i o n a t t  n d  e p eo   p  I R           m w    le    e    m a   l  l ik  e    re    o f   y o  l y R e c o tme  he    t  y  i nof an example  i n d i c a t e d  i v  ai d time d if Kf   S t r o ng   i cu Give • will easily show irritation  p es    o    a  l  s   when you had l    E      f  pe  o    to aucustomer K  D  tot listen very carefully  d a t i o n  r v a t i o n s  h R e s e  o m m e n  e n d w i t  e r ’ s R e c R e c o m m  I n t e r v i e w  e d  m m e n d  N o t r e c o

• her interest in people may cause her to be distracted from the task in hand

if  f     u 

 p le    t h 

se  s    a n  at    t he     g er    a  d if  f    y  f  i nd      i cu  l (someone). n  f  r u  tell you? t•    i nWhat   didd they K  L  is  t   en   s  d iv   id  u   al   s  s tr  a  t   io  n   ;  p la  c had •ar  e How did you check you grasped all c    a   K  M    t   f    e u l l y  s      information? a ke  s    of the d ur  i   n  y ou  ,  t h e  i   g  t he •  Howndid t   er  v  yo   u show you were listening?

 h e • could waste time trying to meet d u r i ng t  r m a n c e unreasonablet h e customer  i r p e r f odemands  t e s o n   d a  d i ie  w i n te  r  v      e  r  ,   a n c  o ie  w f  e el    a       d b a c k t • may be uncomfortable with certain  s t  e you K Describe a situation when as   e  have had to o f f e r f e e customers  k D e t a i l t h a t y o u  d K   n  e d a  F e e d b a c  n d  e  o m deal with a particularly angry customer  m m T ak  e  s     c o K i n g  d r e  d  e   t   y  l  i N   n t   ng im   e  e  g at   i    t o(person). t h e U   n K  i   2 v   .    I t i s s t r o  o c e s s.  d e    e v1 U  g   r  e et    t o  n co   m  p r  a c t P a c k k nwere i s r e g  i s t fo     rt  a  b   • Why  ow     p they angry? K   e r C o n t  s e l e c t i o n  9 6  d w h i c h L t d, 1 9  o r t h L t  d s w o r t h  a v i l e & H o l d s w  l e & H o l S  © S a v i l t r a d e m a r k o f a   s i  S H L  o u n t r i e s.  o t h e r c  2 i v 1.  E x p e r t

 C u s t o m

l e  ei    L ea  v  e    eo   p    le    to calm them down? did you begin n g    w  s  o t he    • b How it   h s    rs    f     an similar •e el If ine   in   g  vi d     yout   wereom ew    p e  situation again, he  r    u  you do t ow   a  r    en   ce    o f  b  whatr awould o p    le    differently? nc  o  m d s  o th    ei  n   g    f  o    e s     rt  a  b    K  O   p ec  i  a    nl  y  l e    r el    er  s    l   l    y  s en  s   iof at  e  s    t  K Give me an example when you have K  R    t   o   i   v   ar  e  l  y  c  e   ehandled r  t  a  i  n    a shy or anxious customer (person).   t  y  p es    i nd  i v  i    t ai   lo  r  s    h is    o f  pthe  / h•e  r   What du  a  l     eo   p  was background to the   le    w a y  K  C    o f   an   f  e  s  gr  e  e  t   i  situation? el    i nt    n g     p eo   p  i mi  da    • What did you   le    do? t   e   d   o r  d ef     K  F a  il  s    t o  e ndid • How s   iv  e  they   w i t react to you? c al   m  K  D  h  a n g  c e    r y  oe  s  n   ’    t  l is   te    rt  a  i  n    p eo   p    l e  d  K  L  n   a  os  e  s    y  ct  i  v  e  l    ow   n     y  t o y  i nt e  r  v    ou  r    s  y m p  o u i n    a   i ew     t h y    o r  t he    i n  t er  v   ie    s u p     p or    w  t  d ur  i    n g    t h  I n te   r  e  vi  e   w  w ri   te    u  p :  K  N  o  e 

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Chapter 2

v 1.2