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This is the latest version of our 5 factor personality analysis which gives an insight into the individual’s personality traits and likely behaviour in the job role. The results will indicate the likely behaviour patterns shown when working on their own or when interacting with others. It will also indicate those situations that the person copes with easily and those where they have more difficulty. In addition, PI-5 calculates an assessment of Image Management, which indicates how the candidate is likely to have portrayed themselves. Personality is less likely to change to a significant degree after the early 30s.

This questionnaire identifies the behaviours and attitudes which the candidate believes are most important at work. They are asked to consider what values they think SHOULD be in their place of work regardless of whether they occurred in any company in which they were employed. The questionnaire compares seven values which have been identified as being key characteristics of organisations.

This questionnaire identifies the values which the candidate believes are most important in the context of starting their own business. Depending on the values selected, the individual is characterised as Strongly Entrepreneurial, Enterpriser, Corporate, Expert.

Management Style upwards can be changed as a result of training or experience. An assessment of current style can indicate training needs and pinpoint areas of concern. The RI assesses a manager’s typical responses to superiors in terms of three styles:

• Confrontative
• Co-operative
• Conciliatory

Management Style downwards can be changed as a result of training or experience. An assessment of current style can indicate training needs and pinpoint areas of concern. The SAS assesses a manager’s typical responses to subordinates in terms of three styles:

• Authoritarian
• Equalitarian
• Permissive

This assessment identifies the dominant styles which a person is likely to use when leading a group of people. It uses a scenario approach to present a series of situations which require a series of decisions. Various options are made available from which the person has to choose their preferred decision. The outcome can be one where the issue presented is successfully resolved or the outcome can be the escalation of the problem as a result of the decision made.
The analysis identifies the proportion of decisions which are made which relate to each of the four leadership styles, namely:

• Laissez Faire
• Negative Transactional
• Positive Transactional
• Transformational

This questionnaire is most suitable for helping school leavers and young adults to identify their preference for an occupational area. It also provides some suggestions for job roles associated with the occupational areas. It is very useful for career counsellors and career guidance officers to structure a discussion about what kind of job roles would most interest the person. There are twelve occupational areas defined. An analysis of the person’s responses to the questionnaire provides a rank order of the occupational areas and a percentile ranking of the occupational areas relative to an appropriate norm group. The results are presented graphically. An explanatory narrative of the most and least preferred occupational areas is provided.

This questionnaire identifies which of five work related values provide an individual’s major source of motivation at work. These motivational values strongly influence the approach that a person takes to a job role. It is suitable for use with adults as part of a selection process for a job as well as for career guidance for promotion opportunities and for school leavers when choosing a career.

This test identifies those individuals with the work approach characteristics and values which will be effective in a sales role where selling is an important component.

This test measures an individual’s ability to focus on specific features of a situation and ignore distracting or irrelevant information. It discriminates between people who need frequent and prolonged training and practice to maintain a certain level of motor skill and those who need little or intermittent practice. Performance on this test is unlikely to improve with training or practice.

This is a measure of accuracy and speed in spotting errors in tables of numbers. It is a useful indicator of attention to detail and potential for effectiveness in roles which involve data entry or numerical checking. Performance on this test can be improved to some extent by practice.

This tests a candidate’s accuracy and speed with comparing sets of letters randomly located in columns of similar letter sets. It is useful for identifying people who are good at inputting written information or checking the detail of printed word documents such as proof readers or people who prepare proposals. Performance on this test can be improved to some extent by practice.

The General Reasoning Test is indicative of the speed and accuracy with which a person will analyse numerical and verbal data, learn new concepts and understand the key requirements of new situations. It is a measure of basic ability and potential to learn, not a measure of current knowledge. Performance in this test is unlikely to improve significantly through training or practice.

The S-GRIT test is designed to assess the ability to understand and manipulate words and numbers as well as the ability to use and visualize shapes and diagrams. These general reasoning abilities are indicative of the ease with which a person will learn new skills and concepts. It is a measure of basic ability and potential to learn, not a measure of current knowledge. Performance in this test is unlikely to improve significantly through training or practice.

The GRITA test is designed to assess the ability to understand and manipulate words and numbers as well as the ability to use and visualize shapes and diagrams. These general reasoning abilities are indicative of the ease with which a person will learn new skills and concepts. It is a measure of basic ability and potential to learn, not a measure of current knowledge. Performance in this test is unlikely to improve significantly through training or practice.

The ability to both understand and project clear messages is very important in many work roles. Measuring the ability to pick up the important information in a spoken or written argument and derive a valid conclusion will result in better communication and understanding. This is a measure of current knowledge and skill. Performance can be improved by training.

Also referred to as problem solving skill – this test measures the individual’s skill and knowledge of how to understand, analyse and interpret data presented numerically and in graphs and diagrams. This is a measure of the application of their knowledge and skill to problem solving. Performance can be improved by training.

This test offers a numerical reasoning test designed to assess arithmetic and mathematical knowledge. Performance can be improved by training.

This test measures the knowledge of how to plan and organise a project in a logical and practical way. Candidates’ responses are compared against those of experts. This is a measure of current knowledge. Performance can be improved by training.

This test assesses the level of proficiency in English and places the person in one of 4 groups that the candidate’s level of English is most similar to – Basic; Practised; Advanced; Native.