ANALYSIS OF THE WORKPLACE, CANDIDATE Web viewAuthor: Goran Damchevski E-mail:...

Chief Executive Tourism Institute Ljubljana 2016

2

ANALYSIS OF THE WORKPLACE, CANDIDATE SELECTION, EVALUATION OF WORK PREFORMANCE AND PLANNING EMPLOYEE MOTIVATION

2016

Assignment for the subject “Organizational Psychology”Goran Damchevski; E-mail: [email protected]

Menthor: dr. boštjan bajec | University of Ljubljana – Psychology department


1 CONTENTS1.1 Job analysis...........................................................................................................................3

1.1.1 Brief description of the work position..............................................................................3

1.2 Position analysis questionnaire.............................................................................................5

1.2.1 GRADING THE DIMENSIONS IN ACCORDING TO EACH CHAPTER (VAP.00.V5)...5

1.2.2 LIST OF THE MOST EXPRESSED DIMENSIONS AND THEIR ELEMENTS..............5

1.2.3 GRADING DIMENSIONS ACROSS THE WHOLE QUESTIONNAIRE (VAP.00.V5)....6

1.2.4 MOST EXPRESSED DIMENSIONS AND THEIR ELEMENTS.....................................6

1.3 Classical scheme for job analysis..........................................................................................6

1.3.1 Work area:......................................................................................................................7

1.3.2 Assessing the range of work:.........................................................................................7

1.4 O*Net...................................................................................................................................10

11-1011.00 - Chief Executives....................................................................................................10

1.4.1 Tasks:...........................................................................................................................10

1.4.2 Tools and technology:..................................................................................................11

1.4.3 Knowledge....................................................................................................................14

1.4.4 Skills.............................................................................................................................15

1.4.5 Abilities.........................................................................................................................16

1.4.6 Work activities..............................................................................................................17

1.4.7 Work context................................................................................................................18

1.4.8 Job zone.......................................................................................................................19

1.4.9 Interests........................................................................................................................19

1.4.10 Work styles...................................................................................................................19

1.4.11 Work values..................................................................................................................20

1.5 Competencies......................................................................................................................20

1.5.1 Competence description...............................................................................................20

1.5.2 Evaluating the competences........................................................................................23

1.6 Environmental requirements................................................................................................23

1.7 Requirements of the organization........................................................................................23

2 Selection procedure....................................................................................................................24

2.1 Job advertisement...............................................................................................................24

2.2 Personnel questionnaire......................................................................................................26

2.3 Set of characteristics tested................................................................................................27

2.4 Selection interview...............................................................................................................30

2.4.1 Quality control..............................................................................................................30

2.4.2 Conducting the interview..............................................................................................32

2.5 The final selection of the candidate.....................................................................................34

3


2.5.1 The vetting process......................................................................................................34

2.5.2 The chosen candidate:.................................................................................................34

2.5.3 Expected good performances......................................................................................37

2.5.4 Expected negative traits and ways of improvement.....................................................37

3 Work assessment.......................................................................................................................37

3.1 Criteria for the assessment for the purpose of rewarding...................................................37

3.2 Assessment procedures for the purpose of rewarding........................................................39

3.3 Form for evaluating performance........................................................................................40

3.3.1 Form 1: Performance evaluation..................................................................................41

3.3.2 Form 2: 360 – degree feedback...................................................................................43

1. USERNAME – CHOOSE AN ANNONYMOUS USERNAME ....................................................43

2. DATE – ENTER TODAY’S DATE .............................................................................................43

3. THE NAME OF THE PERSON YOU ARE EVALUATING .........................................................43

4. FEEDBACK ABOUT YOUR SUPERVISOR.............................................................................................43

5. YOUR COMMENTS.........................................................................................................................45

3.3.3 Grading the forms.........................................................................................................46

4 Work motivation..........................................................................................................................46

4.1 Rewards and benefits..........................................................................................................47

4.1.1 Power prestige & privileges..........................................................................................48

4.2 Job characteristics model....................................................................................................48

4.3 Payment..............................................................................................................................49

5 References.................................................................................................................................50

5.1.1 Academic references....................................................................................................50

5.1.2 Online sources.............................................................................................................50

4


1.1 JOB ANALYSISThe target organization of the assignment is the Public Institute for Tourism in Ljubljana.

The employment position that is the goal of this assignment is the Chief Executive Position.

Description:

The Public Institute for Tourism in Ljubljana is a local tourism organization that founded by the municipality of Ljubljana.

Its goals include facilitating growth and development of the tourism in Ljubljana, cooperation and collaboration with tourism agencies for improving the quality and quantity of tourism services in Ljubljana and central Slovenia.

The tasks of the institute include investing in the tourism infrastructure, realization of programs for improving tourist visits and educating tourist guides, organization, development, distribution tourist brochures and prospects, representing Ljubljana and the region on tourist forums and conferences, conducting marketing events and maintenance of the website www.visitljubljana.com

1.1.1 Brief description of the work positionSummary of primary job functions

The Chief Executive is responsible for establishing and executing major goals and objectives for the Institute. Implements policies that are congruent with the organization’s mission statement. Provides leadership, direction and guidance of the Institute’s activities. Analyzes and evaluates the effectiveness of all Institute operations. Develops and maintains organizational structure and effective personnel. Coordinates major activities through subordinates and appraises assigned personnel. Represents the Institute to regulatory bodies, other agencies, community and civic organizations, donors, funders and supporters, and the public.

Duties and responsibilitiesGeneral

Acts as the spokesperson for the Institute

Executes policies

Directs and oversees short and long term strategic plans

Attends Coordinative Meetings

Maintains a competent and effective managerial staff

Provides leadership to the Institute’s personnel through effective objective setting, delegation, and communication

Conducts staff meetings to disseminate pertinent information

Ensures that appropriate salary and wage structures are maintained

Delegates authority and responsibility to managerial staff

Coordinates and directs employees

Oversees the preparation of office procedure manuals, outlining specific duties and area responsibilities

Ensures that job descriptions are current

Conducts performance appraisals as required

Formulates and implements corrective action as needed

5


Administration Ensures administrative staff remains current to the Institute’s business directives that affect

their functions and areas of responsibility

Works with the Managerial team and staff on governance policy issues by providing support and by initiating approved recommendations or actions

Ensures compliance to minimum standards in accordance with all government legislation, regulations and guidelines pertinent to the Institute’s role as an employer and non-profit agency

Recommends changes to policies and procedures that would improve the Institute and its mission

Maintains an effective and cost efficient office environment

Develops, maintains, and up-dates job descriptions pertinent to the Institute

Determines staff training and/or equipment needs of clerical and administrative employees, taking into account annual budget allocations

Submits all information, reports and records as requested or required by law to appropriate government officials

Develops and implements operational plans, policies, and goals that further strategic objectives

Financial Maintains full awareness of the complete financial, statistical, and accounting records of the

Institute

Ensures that operating results established in the annual budget are achieved and the control of operating expenses are within budget

Ensures the accuracy, integrity, and timeliness of all financial accounting and reporting

Signs all accounts

Ensures the preparation of the annual budget for official approval

Branch related Directs focus and allocation of resources to a strategically important program for tourism

Determinates the yearly focus destination for touristic promotions

Develops the yearly Marketing and promotional program that is in congruence with the chosen field of interest and destination development strategy

Initiates and participates in projects that are of a fund-raising nature

Directs the work energy and resources of the institute in the previously chosen strategic fields

Promotes and establishes friendly relations with potential partners, clients, and funding opportunities

Critically evaluates the yearly accomplishments and uses them to build an improved future strategy

Compares and learns from foreign experiences by participating in programs, visits and seminars with the goal of experience transfer and utilization in the improvement of the Institute’s mission and goals

Manages the promotion of the Institute in front of potential donors, focus groups and the general public

6


Maintains and seeks to improve the prestige of the Institute and to promote its goals in the light of strategic and commercial importance for the development of the parent state

1.2 POSITION ANALYSIS QUESTIONNAIRE1.2.1 GRADING THE DIMENSIONS IN ACCORDING TO EACH CHAPTER

(VAP.00.V5)The presented table is sorted hierarchically by the importance of each dimension

0016 Graded by Goran Damchevski; Position: Chief Executive; 1 2 3 4 5 6 7 8 9 – Scale

Each dimension that scores a grade above or equal to seven is subject to further analysis.

D21= 2.69 ****************** (9) MENTAL WORKLOADD52= 2.40 **************** (8) UNCOMFORTABLE SOCIAL WORKPLACED61= 2.06 **************** (8) LEVEL OF REQUIRED CREATIVITYD13= 1.59 **************** (8) DIRECT INF. FROM SOC. AND ENVIRONMENTAL SOURCESD41= 1.57 **************** (8) COMMUNICATION IN RELATION TO DECISION MAKING AND JUDGMENTD33= 1.28 **************** (8) REQUIRED LEVEL OF PSYCHOMOTOR CAPABILITIESD12= .63 ************ (6) INDIRECT WORK INFORMATIOND14= .16 ************ (6) INF. OBTAINED FROM INSIDE THE ORGANISATIOND42= .14 ************ (6) COMMUNICATION WITH CLIENTSD51= -.40 ********** (5) UNCOMFORTABLE PHYSICAL WORKPLACED62= -.62 ******** (4) JOB MONOTONYD31= -.64 ******** (4) PHYSICAL LOADD11= -.69 ******** (4) DIRECT INFORMATION CONCERNING THE WORK OBJECTSD15= -.82 ******** (4) GRADING BASED ON SENSITIVE CRITERIAD32= -.82 ******** (4) OPERABILITYD34= -.98 **** (2) PRECISE HAND WORKD22= -1.06 ****** (3) DATA PROCESSING RANGE

1.2.2 LIST OF THE MOST EXPRESSED DIMENSIONS AND THEIR ELEMENTSD21 - MENTAL WORKLOAD: level of resonating whilst solving problems, level of decision

making, education, range of planning and programming capability, data and/or information analysis, information combination.

D52 - (FUNCTIONING IN) UNCOMFORTABLE SOCIAL WORKPLACE: handling difficult human relations, selflessness and self-sacrifice, handling interpersonal conflicts, frustrating situations, accepting community and state responsibility.

D61 - LEVEL OF REQUIRED CREATIVITY: trips, effective work structure, further development of work skills, handling unpredictable work hours, general responsibility, representative clothing, meeting all required licenses and permissions.

D13 - DIRECT INF. FROM SOCIAL AND ENVIRONMENTAL SOURCES: natural properties, behaviors, distinguishing sounds, environmental elements that are manmade, art and decoration, perception of bodily movements.

7


D41 - COMMUNICATION IN RELATION TO DECISION MAKING AND JUDGMENT: counselling, leadership, conducting interviews, influencing special interest parties, public speaking, exchange of complex and sensitive information, writing reports, writing scientific articles and essays, contact with the expert community.

D33 - REQUIRED LEVEL OF PSYCHOMOTOR CAPABILITIES: eye-hand- leg coordination, use of leg-controlled devices, fine bodily coordination, use of hand-controlled devices, steering wheel control, use of road/rail vehicles, and coordination of hands with sound.

1.2.3 GRADING DIMENSIONS ACROSS THE WHOLE QUESTIONNAIRE (VAP.00.V5)

0016 Graded by Goran Damchevski; Position: Chief Executive; 1 2 3 4 5 6 7 8 9 – Scale

Each dimension that scores a grade above or equal to seven is subject to further analysis.

F1= 2.40 ****************** (9) PROFESSIONAL TASK DIFFICULTYF4= .94 **************** (8) CONTROLLING MOVING DEVICESF6= .06 ********** (5) BODILY LOADF2= -.11 ********** (5) PHYSICAL WORKPLACE - CONTINUOUS CONCENTRATIONF5= -.30 ********** (5) LEADERSHIP AND MATERIAL RESPONSIBILITIESF3= -1.01 ****** (3) MANUAL LABOR

1.2.4 MOST EXPRESSED DIMENSIONS AND THEIR ELEMENTSF1 PROFESSIONAL TASK DIFFICULTY: counselling, exchange of complex information,

information combination, negotiation, problem solving, leaders and leadership staff in administrative positions, decision making, information and data analysis, range of planning.

F4 CONTROLLING MOVING DEVICES: use of road/rail vehicles, handling different weather situations, leg controlled devices - continuous and discontinuous, meeting required permits and permissions, trips, environmental elements.

1.3 CLASSICAL SCHEME FOR JOB ANALYSISThe report covers the following areas:

Work area

Assessment of the employee's functions in relation to data, people and thingsa) Estimates of work requirements in terms of general vocational preparationb) Assessment of specific vocational preparationc) Assessment of abilitiesd) Temperament assessmente) Interests assessmentf) Assessment of physical demandsg) Work conditionsh) Education requiredi) Instructions requiredj) Experiences requiredk) Possible special licenses

8


1.3.1 Work area:The work area is divided in financial, commerce and technical services (coordination,

management, leadership and lawful accountability for the management of the Institute. Rating of work functions in relation to:

a) Data – (1) Coordination: Assigning time, place and sequence of work and work related assignments that are required to be reported with the data analysis. Decision-making and reporting on events (the individual is responsible for financial handling of the company).

b) People – (0). Mentoring: dealing with individuals with the intent to notify, counsel and lead during problems and assignments that can be resolved using legal, scientific, clinical and other means (for example: paying attention to and notifying all concerned parties with updates for events).

c) Objects – (7). Handling: Using body extremities, to hold or to process specialized objects, to move or carrying objects or materials. Is not overly concerned with achieving standards for or choosing tools and materials (example: using a computer)

1.3.2 Assessing the range of work:a) Assessing specialized work related training requirements:

Thought level: (4) – The ability to use principles of »rational systems« (such as: accounting, revision, assessment, navigation, etc.) while dealing with practical problems as well as dealing with multiple variables in a given situation, which may or may not be fully standardized. The ability to interpret instructions that are presented in written, verbal, instructive and/or in form of charts and graphs.

Mathematical level: (3) – The ability to calculate problems on the level of basic algebra, decimals, percentiles, arithmetic. Especially in the fields of financial assignments.

Language abilities: (5) – The ability to prepare lectures, presentations on different topics and fields (Scientific, promotional, cultural, political, persuasive, commerce/marketing). The ability to effectively interview and counsel personnel and clients in affairs such as work motivation, professional growth, performance improvement, mental hygiene, relations in law. The ability to grade and assess technical and raw data which is instructed or verbally presented

b) Special vocational preparation (SVP):6 - Over one year up to and including two years

c) Ability/aptitude assessment:

G - Intelligence (General Learning Ability):

2 – Represents a high degree of aptitude or ability. Upper third of the population.

V - Verbal Aptitude2 – Represents a high degree of aptitude required. Upper third of the population.

N - Numerical Aptitude: (Perform arithmetic operations quickly and accurately):

3 – Represents an average degree of aptitude requirement. Middle third of the population.

S - Spatial Aptitude: (Comprehend forms in space and understand relationships to plane and solid objects):


P – Form Perception: (Ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures and widths and lengths of lines):


9


Q - Clerical Perception: (Ability to perceive pertinent detail in verbal or tabular material-proofread):

1 – Represents the Highest degree of aptitude and ability requirement. Upper 10% of the population.

K - Motor Coordination: (Ability to make a movement response quickly and accurately and coordinate eye-hand).

5 – Represents the lowest level of aptitude requirement. The lower 10% of the population.

F - Finger Dexterity: (Ability to move fingers and manipulate small objects rapidly and quickly).


M - Manual Dexterity: (Ability to move the hands easily and skillfully)


E - Eye-Hand-Foot Coordination: (Ability to coordinate these)

5 – Represents the lowest level of aptitude requirement. The lower 10% of the population.

C - Color Discrimination (Ability to perceive difference in colors, shades, or harmonious combinations or to match colors).


d) Temperament: Explanation of terms: Terms bolded and underlined are those deemed most pertinent to

temperament of the Chief Executive when performing the job a Chief Executive is expected to perform.

D Directing, controlling, or planning the activities of others

R Performing repetitive or short cycle work

I Influencing people in their opinions, attitudes or judgments

V Performing a variety of duties

E Expressing personal feelings

A Working alone or in part in physical isolation from others

S Performing effectively under stress

T Attaining precise set limits, tolerances, and standards

U Working under specific instructions

P Dealing with people

J Adaptability to making judgments and decisions based on sensory or judgmental criteria

M Adaptability to making judgements based on measurable or verifiable criteria

e) Interests6 – Situations, which require interest in activities, which concern people and idea communication.

2 – Situations, which require interest in activities that contain professional contact with people.

10


8 – Situations that require interest in activities that are of an abstract and creative nature.

4 – Situations, that require interest for activities of social nature, which include helping and managing people.

5 – Situations that require interest for activities, where success is measured by attaining prestige or respect from others.

f) Physical requirements1. Lifting, moving and handling. Activities that require physical power.

L – Light work: lifting up to 9kg, moving up to 4,5kg; the activity is doable both in sedately and stationary mode, may involve pulling and pushing objects.

4. Performing work with hands and fingers.

The ability to skillfully and smoothly utilize one’s own extremities to accomplish fine motor tasks.

5. Speech and listening.

The ability to physically declare thoughts via speech in an understandable manner and language.

6. Watching/observation.

Solid vision, with accompanied visual observational capabilities.

g) Environmental ConditionsWork location: inside/outside, both

Work setting: Office, en route, outside.

Includes: Exposure to weather (outside atmospheric conditions).

h) Required educationThe required education ranges from the minimally acceptable rank for the job title all the way to the mostly desired one

High school Bachelor Master’s degree

i) Required professional educationThe minimally acceptable professional education is a specialized high school in the fields of

tourism, administration or economics. Accompanied by extracurricular activities in the mentioned fields, as well as professional practice and attendance of seminars in the same fields. The number and quality of the additional activities in not specified and is subject to professional evaluation for every case separately.

j) Required work experienceWork experience is a requirement for the position, with 3 years being the minimally

acceptable threshold for work experience, 5- years being the optimal work experience in the field of tourism or a field that has tourism as a branch or subsection.

k) Required special permissionsN/A

1.4 O*NET

11-1011.00 - Chief Executives Summary:

11


The Chief Executive determines and formulates policies, provides overall direction of companies or private and public sector organizations within guidelines set up by a board of directors or similar governing body. They plan, direct, or coordinate operational activities at the highest level of management with the help of subordinate executives and staff managers.

Detailed Report:1.4.1 Tasks:

IMPORTANCE CATEGORY TASK

89 Core Direct or coordinate an organization's financial or budget activities to fund operations, maximize investments, or increase efficiency.

87 Core Appoint department heads or managers and assign or delegate responsibilities to them.

85 Core Analyze operations to evaluate performance of a company or its staff in meeting objectives or to determine areas of potential cost reduction, program improvement, or policy change.

85 Core Direct, plan, or implement policies, objectives, or activities of organizations or businesses to ensure continuing operations, to maximize returns on investments, or to increase productivity.

79 Core Prepare budgets for approval, including those for funding or implementation of programs.

79 Core Confer with board members, organization officials, or staff members to discuss issues, coordinate activities, or resolve problems.

78 Core Implement corrective action plans to solve organizational or departmental problems.

76 Core Direct human resources activities, including the approval of human resource plans or activities, the selection of directors or other high-level staff, or establishment or organization of major departments.

74 Core Establish departmental responsibilities and coordinate functions among departments and sites.

74 Core Preside over or serve on boards of directors, management committees, or other governing boards.

74 Core Negotiate or approve contracts or agreements with suppliers, distributors, federal or state agencies, or other organizational entities.

72 Core Coordinate the development or implementation of budgetary control systems, recordkeeping systems, or other administrative control processes.

71 Core Review reports submitted by staff members to recommend approval or to suggest changes.

68 Core Deliver speeches, write articles, or present information at meetings or conventions to promote services, exchange ideas, or accomplish objectives.

67 Core Interpret and explain policies, rules, regulations, or laws to organizations, government or corporate officials, or individuals.

66 Core Prepare or present reports concerning activities, expenses, budgets, government statutes or rulings, or other items affecting businesses or program services.

66 Core Review and analyze legislation, laws, or public policy and recommend changes to promote or support interests of the general population or special groups.

12


66 Core Administer programs for selection of sites, construction of buildings, or provision of equipment or supplies.

58 Core Direct or conduct studies or research on issues affecting areas of responsibility.

81 Supplemental Direct or coordinate activities of businesses or departments concerned with production, pricing, sales, or distribution of products.

73 Supplemental Make presentations to legislative or other government committees regarding policies, programs, or budgets.

73 Supplemental Refer major policy matters to elected representatives for final decisions.

72 Supplemental Direct or coordinate activities of businesses involved with buying or selling investment products or financial services.

69 Supplemental Conduct or direct investigations or hearings to resolve complaints or violations of laws or testify at such hearings.

69 Supplemental Direct non-merchandising departments, such as advertising, purchasing, credit, or accounting.

66 Supplemental Prepare bylaws approved by elected officials and ensure that bylaws are enforced.

64 Supplemental Serve as liaisons between organizations, shareholders, and outside organizations.

59 Supplemental Attend and participate in meetings of municipal councils or council committees.

58 Supplemental Represent organizations or promote their objectives at official functions or delegate representatives to do so.

53 Supplemental Organize or approve promotional campaigns.

45 Supplemental Nominate citizens to boards or commissions.

1.4.2 Tools and technology:Tools used in this occupation:

Desktop calculator — 10-key calculators

Desktop computers High capacity removable media drives — Universal serial bus USB flash drives

Mobile phones — Smartphones

Notebook computers — Laptop computers

Personal computers Personal digital assistant PDAs or organizers — Personal digital assistants PDA

Technology used in this occupation: Analytical or scientific software — Lyris HQ Web-Analytics Solution; Nedstat, Sitestat; Online

advertising reporting software.

1) Lyris is a global provider of digital marketing solutions that help companies engage with customers in meaningful ways. Lyris products and services empower marketers to design, automate, and optimize data-driven interactive marketing campaigns that facilitate customer engagement, increase conversions, and deliver measurable business value. Lyris' digital

13

http://www.emailvendorselection.com/emailvendors/lyris-listmanager/


marketing applications improve marketing efficiency by providing automated digital message delivery, segmentation, and real-time social, mobile, and interaction analytics.

2) Sitestat is part of the comScore, Inc. community, a leading global market research company that studies and reports on Internet trends and behavior. Sitestat conducts its business by collecting Internet web browsing data for the web sites tagged with the Sitestat analytics tag for sole use by the web site owners.

Customer relationship management CRM software — Oracle Siebel Server Sync

1) Whether end users are working with a task list, scheduling a meeting or recording a new business contact, Siebel's integration with Microsoft Outlook and Exchange provides users with the flexibility to quickly and easily gain real-time insight into customer interactions. Siebel integration with Microsoft Outlook and Exchange turns the creation of appointments, tasks, and contacts into a value-added activity that benefits all employees and drives user adoption and collaboration.

2) Server-based synchronization engine that runs in the background to synchronize calendar appointments, contacts, employees, and tasks with Siebel applications and Microsoft Exchange

3) Microsoft Outlook plug-in that allows users to link Microsoft Outlook contacts, tasks, and appointments to opportunities and service requests in Siebel applications

4) Ability to embed the Microsoft Outlook calendar within Siebel applications

Data base reporting software — Database reporting software: GNU PSPP, IBM SPSS, Microsoft Excel, Google Sheets.

1) GNU PSPP is a program for statistical analysis of sampled data. It is a free replacement for the proprietary program SPSS, and appears very similar to it with a few exceptions.

2) IBM SPSS predictive analytics software offers advanced techniques in an easy-to-use package to help analysts find new opportunities, improve efficiency and minimize risk.

3) Excel performs complex analyses and reports. It summarizes data with previews of pivot-table options, so one can compare them and select the most adequate one.

4) Google Sheets makes data pop with colorful charts and graphs. Built-in formulas, pivot tables and conditional formatting options save time and simplify common spreadsheet tasks. All for free.

Data base user interface and query software — Databox; Microsoft Access; Structured query language SQL

1) Databox is a decision-making platform designed to help understand what is going on with a business. It connects to cloud services, spreadsheets, databases and custom integrations to organize all business KPIs in one place. Databox will deliver KPIs via mobile, browser, big screen, Apple Watch® or Slack. Location in Europe: Osojnikova cesta 3 2250 Ptuj Slovenia.

2) Microsoft Access is a DBMS (also known as Database Management System) from Microsoft that combines the relational Microsoft Jet Database Engine with a graphical user interface and software-development tools. It is a member of the Microsoft Office suite of applications, included in the Professional and higher editions or sold separately.

3) SQL is a special-purpose programming language designed for managing data held in a relational database management system (RDBMS), or for stream processing in a relational data stream management system (RDSMS). One of the more frequented services that utilize this function is MySql

Desktop publishing software — Microsoft Publisher

14

https://www.mysql.com/

https://en.wikipedia.org/wiki/Relational_data_stream_management_system

https://en.wikipedia.org/wiki/Relational_data_stream_management_system

https://en.wikipedia.org/wiki/Relational_database_management_system

https://en.wikipedia.org/wiki/Special-purpose_programming_language

https://en.wikipedia.org/wiki/Microsoft_Office

https://en.wikipedia.org/wiki/Graphical_user_interface

https://en.wikipedia.org/wiki/Graphical_user_interface

https://en.wikipedia.org/wiki/Microsoft_Jet_Database_Engine

https://en.wikipedia.org/wiki/Relational_database

https://en.wikipedia.org/wiki/Microsoft

https://en.wikipedia.org/wiki/DBMS

https://products.office.com/en-us/access

https://databox.com/product/

https://products.office.com/en-us/access

https://databox.com/product/

https://www.google.com/sheets/about/

https://products.office.com/en/excel

http://www.ibm.com/analytics/us/en/technology/spss/#what-is-spss

https://www.gnu.org/software/pspp/

https://www.google.com/sheets/about/

https://products.office.com/en/excel

http://www.ibm.com/analytics/us/en/technology/spss/#what-is-spss

https://www.gnu.org/software/pspp/

http://www.oracle.com/us/products/applications/siebel/sales/exchange-server/overview/index.html

http://sitestat.com/privacy/


1) Microsoft Publisher is an entry-level desktop publishing application from Microsoft, differing from Microsoft Word in that the emphasis is placed on page layout and design rather than text composition and proofing.

Document management software — Foxit Software (Including Foxit Reader, Web Forms, Phantom PDF)

Electronic mail software — Email software: G-mail; Microsoft Outlook

Enterprise resource planning ERP software — Microsoft Dynamics AX; Oracle E-Business Suite; Oracle PeopleSoft software ;

1) Enterprise resource planning (ERP) is a category of business-management software—typically a suite of integrated applications—that an organization can use to collect, store, manage and interpret data from many business activities, including:

Product planning, purchase

Manufacturing or service delivery

Marketing and sales

Inventory management

Shipping and payment

Microsoft Dynamics AX Offers all of these and more

2) Oracle E-Business Suite is the most comprehensive suite of integrated, global business applications that enable organizations to make better decisions, reduce costs, and increase performance.

3) Oracle's PeopleSoft Human Capital Management enables designing a global foundation for HR data and improved business processes. PeopleSoft Human Capital Management delivers a robust set of best-in-class human resources functionality that is meant to increase productivity, accelerate business performance, and lower the cost of ownership.

Graphics or photo imaging software — Graphic presentation software

Human resources software — Halogen e360; Halogen ePraisal; Human resource information system HRIS software;

1) Halogen e360 offers a 360-degree feedback with a system for collecting feedback from an employee’s work circle. This typically includes confidential and anonymous feedback from an employee’s manager or supervisor, peers and direct reports. The process can also be extended to gather feedback from suppliers, mentors and customers.

2) Halogen ePraisal features include: instant social feedback and recognition; faster, more detailed staff appraisals; competency management; goal tracking; career development and planning; overview of organizational structure and health; real-time reporting; activity trackers; e-mail reminders etc.

Internet browser software — Web browser software of choice (except Internet Explorer)

Office suite software — Microsoft Office software, LibreOffice software

Presentation software — Microsoft PowerPoint

Project management software — Microsoft Project; Google Calendar;

Spreadsheet software — Microsoft Excel

Time accounting software — Exact Software Macola ES Labor Performance; Norchard Solutions Succession Wizard

Word processing software — Microsoft Word

15

http://www.halogensoftware.com/uk/products/performance-management/features

http://www.halogensoftware.com/uk/products/360-feedback

https://www.bitrix24.com/solutions/hr/?gclid=CKqT48jpv8wCFesW0wodoFYFfA

https://www.bitrix24.com/solutions/hr/?gclid=CKqT48jpv8wCFesW0wodoFYFfA

http://www.halogensoftware.com/uk/products/performance-management/features

http://www.halogensoftware.com/uk/products/360-feedback

http://www.oracle.com/us/products/applications/peoplesoft-enterprise/overview/index.html

http://www.oracle.com/us/products/applications/ebusiness/overview/index.html

https://www.microsoft.com/en-us/dynamics/erp-ax-overview.aspx

https://en.wikipedia.org/wiki/Inventory_management

https://en.wikipedia.org/wiki/Sales

https://en.wikipedia.org/wiki/Marketing

https://en.wikipedia.org/wiki/Manufacturing

https://en.wikipedia.org/wiki/Product_planning

https://en.wikipedia.org/wiki/Business_sector

https://en.wikipedia.org/wiki/Application_software

https://en.wikipedia.org/wiki/Management

http://www.oracle.com/us/products/applications/peoplesoft-enterprise/overview/index.html



https://www.microsoft.com/en-us/dynamics/erp-ax-overview.aspx

https://www.microsoft.com/en-us/outlook-com/

https://mail.google.com/

https://www.foxitsoftware.com/

https://en.wikipedia.org/wiki/Microsoft_Word

https://en.wikipedia.org/wiki/Microsoft

https://en.wikipedia.org/wiki/Desktop_publishing

https://products.office.com/en/publisher


1.4.3 KnowledgeIMPORTANCE KNOWLEDGE KNOWLEDGE DESCRIPTION

94 Administration and Management

Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.

78 Personnel and Human Resources

Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.

77 Customer and Personal Service

Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.

77 English Language Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.

73 Law and Government

Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.

68 Economics and Accounting

Knowledge of economic and accounting principles, practices, the financial markets, banking, the analysis, and reporting of financial data.

60 Mathematics Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.

58 Public Safety and Security

Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.

56 Sales and Marketing Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.

56 Education and Training

Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.

53 Psychology Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.

43 Communications and Media

Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.

42 Clerical Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.

40 Sociology and Anthropology

Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.

31 Computers and Electronics

Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including

16


applications and programming.

30 Transportation Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits.

25 Therapy and Counseling

Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.

1.4.4 SkillsIMPORTANCE SKILL SKILL DESCRIPTION88 Judgment and

Decision MakingConsidering the relative costs and benefits of potential actions to choose the most appropriate one.

85 Speaking Talking to others to convey information effectively.

85 Critical Thinking Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.

85 Complex Problem Solving

Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.

81 Social Perceptiveness

Being aware of others' reactions and understanding why they react as they do.

81 Coordination Adjusting actions in relation to others' actions.

81 Management of Personnel Resources

Motivating, developing, and directing people as they work, identifying the best people for the job.

78 Reading Comprehension

Understanding written sentences and paragraphs in work related documents.

78 Active Listening Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.

78 Monitoring Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.

78 Persuasion Persuading others to change their minds or behavior.

78 Negotiation Bringing others together and trying to reconcile differences.

78 Systems Analysis Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.

78 Systems Evaluation Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.

78 Management of Financial Resources

Determining how money expenditure is conducted to get the work done, and accounting for these expenditures.

75 Writing Communicating effectively in writing as appropriate for

17


the needs of the audience.

75 Active Learning Understanding the implications of new information for both current and future problem solving and decision-making.

75 Time Management Managing one's own time and the time of others.

72 Management of Material Resources

Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work.

1.4.5 AbilitiesIMPORTANCE ABILITY ABILITY DESCRIPTION

88 Oral Comprehension

The ability to listen to and understand information and ideas presented through spoken words and sentences.

85 Oral Expression The ability to communicate information and ideas in speaking so others will understand.

81 Written Comprehension

The ability to read and understand information and ideas presented in writing.

78 Written Expression

The ability to communicate information and ideas in writing so others will understand.

78 Deductive Reasoning

The ability to apply general rules to specific problems to produce answers that make sense.

78 Speech Recognition

The ability to identify and understand the speech of another person.

78 Speech Clarity The ability to speak clearly, so others can understand you.

75 Problem Sensitivity

The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.

75 Inductive Reasoning

The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).

72 Fluency of Ideas The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).

72 Originality The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.

72 Near Vision The ability to see details at close range (within a few feet of the observer).

66 Information Ordering

The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).

63 Category Flexibility

The ability to generate or use different sets of rules for combining or grouping things in different ways.

60 Mathematical Reasoning

The ability to choose the right mathematical methods or formulas to solve a problem.

60 Flexibility of Closure

The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.

56 Number Facility The ability to add, subtract, multiply, or divide quickly and correctly.

18


53 Speed of Closure The ability to quickly make sense of, combine, and organize information into meaningful patterns.

53 Perceptual Speed

The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.

53 Visualization The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.

50 Memorization The ability to remember information such as words, numbers, pictures, and procedures.

50 Selective Attention

The ability to concentrate on a task over a period without being distracted.

50 Time Sharing The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).

1.4.6 Work activities94 Making Decisions and Solving Problems — Analyzing information and evaluating

results to choose the best solution and solve problems.

93 Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.

93 Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.

90 Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.

89 Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.

89 Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.

88 Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.

88 Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.

86 Monitoring and Controlling Resources — Monitoring and controlling resources and overseeing the spending of money.

84 Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.

19


1.4.7 Work contextElectronic Mail — How often do you use electronic mail in this job? 100 Every day

Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? 98 Every day

Structured versus Unstructured Work — To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals?

98 A lot of freedom

Telephone — How often do you have telephone conversations in this job? 100 Every day

Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer. 92 A lot of freedom

Frequency of Decision Making — How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization?

94 Every day

Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions 96 Every day

Impact of Decisions on Co-workers or Company Results — What results do your decisions usually have on other people or the image or reputation or financial resources of your employer?

87 Very important results

12 Important results

Contact With Others — How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it

82 Constant contact with others

15 Contact with others most of the time

Duration of Typical Work Week — Number of hours typically worked in one week. 94 More than 40 hours

1.4.8 Job zoneTitle Job Zone Five: Extensive Preparation Needed

Education Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree).

Related Experience

Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience.

20


Job Training Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training.

Job Zone Examples

These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include librarians, lawyers, sports medicine physicians, wildlife biologists, school psychologists, surgeons, treasurers, and controllers.

1.4.9 Interests100 Enterprising — Enterprising occupations frequently involve starting up and

carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.

72 Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.

45 Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.

1.4.10 Work styles99 Leadership — Job requires a willingness to lead, take charge, and offer opinions

and direction.

95 Integrity — Job requires being honest and ethical.

94 Initiative — Job requires a willingness to take on responsibilities and challenges.

94 Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.

91 Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.

89 Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.

89 Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.

88 Self-Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.

87 Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.

86 Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.

1.4.11 Work values100 Independence — Occupations that satisfy this work value allow employees to

work on their own and make decisions. Corresponding needs are Creativity,

21


Responsibility and Autonomy.

100 Recognition — Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status.

89 Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.

89 Working Conditions — Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.

72 Support — Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical.

67 Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.

1.5 COMPETENCIESThe perceived importance of each competence and the minimal level of proficiency for each

competence is listed hierarchically. A rationalization for the need for each competence is presented. The section is divided in two sub-sections. The first one describes what constitutes the presented competences. The second sub-section lists a variety of ways to set and evaluate the described competences. The competences and their evaluation is followed up in the selection procedure.

1.5.1 Competence descriptionEconomic rationalization of decision-making and investment transparency

There is always the question of economic responsibility in leading a state-funded institution and investing in growth for the improvement of the institution. The key competence, which the decision-making entity should embody, is a mix and balance of:

Economic responsibility and transparency

o Keeping the institute spending within budget, not going over budget without a good rationalization and a plan to account for the deficient spending; being transparent and providing access for the institute spending.

Healthy investment in short and long-term assets for the institute

o Understanding the concept of assets vs. liabilities, with assets being all investments both financial and social that gradually bring in finances to the Institute and liabilities being the investments that gradually drain finances from the Institute. Based on this, it is advisable to have a good ability to prioritize investing in assets rather than liabilities for the institute.

Minimizing the financial liabilities that drain the Institute’s budget without a foreseeable positive economic outcome.

o Delineation between the necessary liabilities, which the Institute cannot function without, and those that are the result of luxury spending.

Allocation of resources and utilization of technology to create an atmosphere of balanced progress with organizational maintenance and efficacy of functioning.

22


o The ability to distinguish for the need of making and investing in policies that are expensive and those that provide the same functionality for a more reasonable price. For example: Using non-expensive office appliances and technology that are just as effective and functional as the more expensive versions of the same technology (iPhone vs. a cheaper Smartphone, MAC vs PC, licensed software such as SPSS vs. PSSP and google sheets). Investing and creating events with a calculated risk-reward ratio vs. creating events to satisfy a quota, keeping experimentation with innovative ideas to a minimum but not abstaining from experimentation.

Initiative in taking calculated risks The position of Chief Executive demands innovation and constant risk taking for ensuring the

profitability, competitiveness and survival of a company, or in the current case – The Institute for Tourism. Although it is difficult to measure what is a “calculated risk” and where a decision-maker should make a judgement call to go forward with something, it is imperative that the person in the decision making position constantly battles the status Quo in their organization. Presenting a decision-making entity with a tool of analytically making a decision that will benefit the institute is paradoxical, since the ability to make a judgement call relies on making the best decision based on the absence of valid information and time for making an analytical decision. Therefore, the competence to take up initiative, demonstrate a good decision-making ability, and risk taking is somewhat vague but nonetheless necessary. Environmental pressures, opportunities and the narrative of current trends ultimately dictate this behavior; however, there is still need for a competence to steer away from the status Quo, and increase the chances to shift the Institute from a functioning institution to a prestigious one. In short, a decision-making entity is not there to preserve and prevent the downfall of the tourism branch covered by the institute, rather, they are there to make it progress and rise above the neighboring competition and rebrand it into a regionally and worldly recognized touristic destination.

A description of recommended behavior would be counter-productive for this key competence, but the absence of behavior indicates the lacking of the necessary competence.

Warm inter-personal relations and social skillsConsidering that the tourism branch is highly people oriented, it is imperative that the Chief

Executive resembles an entity with a proficient ability to communicate, attract and persuade people. Good social skills are a key point in the areas of: marketing and presenting the Institute,

public relations both internal and external, fund-raising efforts and sponsor attractions, as well as proficiency in the art of the deal with both clients and partners. All of the above require the Chief Executive to be competent in persuasion, to have the awareness that he/she represents the Institute to a certain extent and to act accordingly. Having a large network of people and being positively accepted by the community is a good indicator of being well adjusted when it comes to people. Specific characteristics and skills that can be tested in order to evaluate this competence compilation are Emotional Intelligence (the ability to accurately understand, read and influence people’s emotional states), openness and extraversion (as personality dimensions), understanding and having experience with marketing and sales principles. Reputation among the community also plays a key role in being perceived as someone that is desired to be around people, therefore a candidate with some reputation already established is more recommended, than one that lacks it.

Salesmanship and marketingBesides good social skills, that are expected to facilitate the prestige, outlook and body of

partners and clients of the Institute, concrete capabilities from the field of sales and marketing are also crucial.

When discussing salesmanship and marketing, the candidate is expected to have a basic knowledge of sales and marketing techniques and principles, as well as formal and informal experience with them. Some of the basic principles that the candidate should be familiar with include:

23


Name recognition

Branding strategies

Sales promotions

Framed pricing, price inflation

Product framing, argument reframing

Scarcity

Contrast

Reciprocity

Social proof

Direct marketing

Guerilla marketing

Web 2.0

Social network utilization

Seasonal campaigns

Exclusivity

Traditional marketing

Market analytics and data mining

Client follow-up

Client “purchase cycle” (a.k.a. itch period)

Telemarketing

Systems approach

Consumer psychology

Open mindednessWhile open mindedness is one of the more vague terms that someone encounters in any

industry, there is good reason to adopt it in a branch that requires innovation to sustain progress, success and profit. Specifically, open mindedness here, refers to the absence of reluctance to observe the competition and rival organizations in their ways of conducting business and the ability to critically assess new ideas after one has the full set of information, and not starting a session with the premise of something not working beforehand. The need for open mindedness is specific (but not exclusive) to the tourism branch and the decision-making processes that go along with it, just as the need to present potential clients with new and feasible attractions relies on the mentioned competence. Demonstrating an open mind can be assessed by the attitude with which one engages in conversation and ideas and not with the outcome of the decision making process. Hence, open mindedness reflects the ability to take in information from different sources while being minimally biased, while the decision-making skills are presented in the former competences.

1.5.2 Evaluating the competencesThe described competences are complex and the ability to deliver the desired results can be

tested via:

Personality tests

24


Presenting the candidate with constructed or real situations from the past and inquiring what or how would they handle the situation. A good rationalization for their decision is also pertinent

Testing the candidate in the field (office) for a short period

Inquiry in their experience with similar situations and policies and the rationalization behind their behavior.

1.6 ENVIRONMENTAL REQUIREMENTSThe work environment is divided into the office work environment and the in-field work

environment. Both environments require a communication with people on a daily basis, with the difference being, an increased likelihood of communication with partners and clients in the field environment and an increased likelihood for communication with staff and subordinates in the office environment. The Chief Executive is at the top of the hierarchy, therefore it is expected that he/she will set the pace for the working dynamics in the work environment. To ensure a productive and successful institute, the Chief Executive must promote trust, cohesiveness, reliability, direction and initiative in the work environment. He/she must demand the timely completion of tasks and show leadership in order to inspire motivation in the staff for completing the set tasks. The Chief Executive is required to understand and successfully utilize all digital and electronic appliances in the Institute. Concerning the field environment, the Chief Executive is required to demonstrate a considerable mobility, coordination and spatial orientation. When with potential donors, partners or clients, it is pertinent for the Chief Executive to utilize his/her social skills, persuasiveness, the best logistical information available (either by experience or information from other sources) to properly and effectively represent the Institute.

Formulating a working dynamic with the team is key for the functioning of the Institute. The team needs to be provided a safe space that is free from distractions, the needs for lunch and other brakes must not be neglected, a healthy dose of communication between employees that doesn’t considerably hinder productivity should also be allowed.

1.7 REQUIREMENTS OF THE ORGANIZATION The organization requires the Chief Executive to:

Be constantly making sales calls

Arrange meetings in cooperation with the secretary and other staff

Conduct meetings and presentations inside the office and also in-field

Have the necessary documentation and information “at hand” before making a decision or signing off on a document (both digital and paper variants are important)

Give tasks to the employees and schedule long term activities

Organize events

Issue out press releases in coordination with her/his team

Submit all the reports and documentation that is required by law

Actively research and develop creative and economically sound strategies for the improvement of the Institute

Revise current policies and issue new ones

Be in a condition to travel

Understand and engage in Social networks for the promotion of the Institute (Facebook, Twitter)

25


2 SELECTION PROCEDUREThe selection procedures is consistent with the competences but considerably different from

the position analysis and O*Net descriptions. It does not differ from the properties that need to undergo evaluation; rather it differs from the approach with which it evaluates them. Parsimony is key to this process. The reason for this is, that only the perceived key properties of the position are evaluated in a way that seeks to deliver the most valid information in a time saving manner. The selection procedure takes into account the properties of the position, the nature of the Institute, and other characteristics that are important to similar industries but have implications here because of the weight of the offered position.

2.1 JOB ADVERTISEMENT

The job advertisement for the given position of Chief Executive will be conducted via three channels. Firstly, an/a ad/job opening is presented in the employment biro in order to contact and attract potential candidates. Secondly, the job can be presented in the Institute itself among those that have the ambition to climb the professional ladder. Lastly, the position can be offered via networking among well-established contacts that may know a suitable candidate for the Institute. Considering that the position is a high-ranking one, the recommended way to obtain the most suitable candidates would be first to check within the Institute for ambitious candidates and process them in the candidate-selection procedure. In the event that a suitable candidate failed to present; the second approach would be the networking one, whereby the screening team responsible for candidate-selection contacts similar institutions or prospects that have potential to work within the given branch and exposes them to the selection procedure. Regardless of the way in which potential candidates were informed about the job opening, a job advertisement will be officially listed in the public biro for employment.

The example below demonstrates how the advertisement that is submitted to the employment agency would look like.

26


Chief Executive - M/F

Employer title Public Institute for Tourism

Employer address Krekov trg 10, 1000 Ljubljana

Contact point for candidates Contact person: xxxxxxxxxx phone: 00000000 e-mail: [email protected]

Employment position Chief Executive - M/F

Work description and word assignments

Leading and representing the Public Institute for Tourism, the elected employee carries out all legal activities and coordinates policies that are in the sphere of the Institute which are mandated by the laws and statute of the said institute. Carries out and is responsible for fulfilling the goals, policies, strategies, plans and participation in the highest level of international and domestic workgroups. Monitors the legality of business affairs in the Public Institute for Tourism.

Administrative unit in which the position is located LJUBLJANA

Required education levelMaster’s degree (MA), University degree (old program) or similar adequate education. Required field of study: Tourism, Law, Social studies (further details not specified).

Employment period Fixed time period, 60 months

Working hours Full 8 hour work day

Work experience 3 years

Experience with computer programs

Advanced, knowledge of interpreting and formatting graphic, statistical, dynamic and text documents

Other conditions

Recommended majors: tourism, law, social sciences, administration, and other similar and appropriate majors. Conditions: Citizen of Slovenia, fluent in at least one world language (recommended English, French, Italian, Spanish, German) to go alongside a fluent knowledge and use of Slovenian. Undertaken a professional exam concordant with The Act of Professional Exams in ZRSZ, professional exam for administrative procedures (ZUP). At least 2 years working experience in an executive or other type of leadership position. Required submission of a long-term strategy for the development of the Public Institute for Tourism that encompasses the full mandated working era. The candidate must not be convicted or have otherwise a pending investigation undergoing. The candidate must not have a history of being involved in a bankruptcy procedure while they were executing any executive or other managerial position. The candidate must not have a history of where they are fined to repay creditors in a court case. The application along with all relevant documentation is to be submitted by mail in a closed envelope, no later than 30.08.2016 on the address: Javni zavod za turizem, Krekov trg 10, 1000 Ljubljana, with the description: ZA JAVNI RAZPIS GENERALNEGA DIREKTORJA JZT-"NE ODPIRAJ".

Application deadline 30.08.2016

Application contents Unstandardized CV with the candidate’s educational

27


background, work experience, language proficiencies, basic information, type of driver’s license. A motivational letter, explaining the candidates personal preferences in relation to the proposed position (not exceeding 300 words), copies of a court and police form stating that the candidates has and is not facing criminal charges, copy of the exam certificate of the ZUP, a long term strategy for the development of the Public Institute for Tourism, document stating that the candidate has not been involved in a bankruptcy procedure while they were in an active executive or managerial procedure. A list of at least three ex-coworkers/business partners with which your qualities are going to be checked (recommended number is five, just in case someone is unavailable).

Application by Candidates submit their application letter via Mail

Criteria for exclusion: The candidate must submit the required data without failing the deadline; an exception can be made if a candidate is late but offers a compelling rationalization for it.

If the candidate fails the formal criteria covered by law, with the exception of the educational standard, the candidate faces exclusion.

Submitting an incomplete set of documentation for the selection procedure will result with a telephone inquiry about the missing documents, which, depending on the outcome may or may not result in exclusion.

If the candidate’s data strays from the required legal, language, educational or other requirements, their selection procedure concludes.

2.2 PERSONNEL QUESTIONNAIREUpon receiving the application documents, the candidate is presented with a short personnel

questionnaire that determines whether they are suitable for the next phase of the selection procedure. The candidate is free to take the questions at home and mail them back at his leisure, not exceeding the deadline of two days. Otherwise, he/she is given an opportunity to complete the questions on site in the office and has 3 hours to do so.

The questionnaire is as follows:1. Which professional accomplishments are you particularly proud of?

2. How did you persevere and manage to create a success from a difficult situation? Use one situation from the previous accomplishments.

3. How do you see yourself in 5 years?

4. Describe yourself in three sentences.

5. If you were to sit down with the Chief Executive of a similar institution from another state and they have the inclination to tell you how wrong you are in pushing your current policies and how much of a disgrace your leadership of the Institute is, how would that meeting go?

6. Consider the following principles: Name recognition, branding strategies, sales events, framed pricing and price inflation, product framing, argument reframing, scarcity, contrast, reciprocity, social proof, direct marketing, guerilla marketing, web 2.0, social network utilization, seasonal campaigns, exclusivity, traditional marketing, market analytics and data mining, discounting and coupons, client follow-up, client “purchase cycle” (a.k.a. itch period), telemarketing, systems approach, consumer psychology. Provide a simple description of the terms that you recognize.

28


7. Provide one example of how would you use one or more of the principles provided in the previous question in the context of the Institute. Provide a rationale for implementing any of the chosen principles, and why did you decide to go with your chosen principle/s instead of the others.

The justification for each question is as follows:

1. In the first question, the history of the candidate is evaluated. A history of ambition, success and initiative taking is pertinent to the position.

2. In the second question, the way in which a candidate deals with difficulties is evaluated. His ability to sway people and overcome his shortcomings as well as the ways of dealing with difficult people are evaluated. Traits that demonstrate perseverance, persuasive abilities and long term planning are looked favorably upon.

3. In the third question, we evaluate the candidate’s ambitions, their focus and goals in life, the extent to which the candidate plans their future activities. A good planning capability, high ambition and a willingness to be selfless for a cause are looked favorably upon.

4. The forth question evaluates the candidates inclination to present him/herself in the brightest light and how much are they willing to inflate the reality of themselves to appeal to the selection board. A neat and to the point self-image is looked favorably upon.

5. The fifth challenge seeks an introspection into the candidate’s ability to keep an open mind towards rival and aggressive behavior. The ability of the candidate to derive information and intelligence while not being personally affected by criticism is key.

6. The sixth question, evaluates the salesmanship and marketing competence of the candidate. The more principles that the candidate can relate to and show an understanding of, the more qualified he/she is considered to be for the position.

7. The candidate is asked to use and justify the use of one or more of the given principles. This evaluates his capability to put his/hers acquired knowledge to practical use. In addition, it gives the opportunity to provide a rationale of why they choose a certain principle/s before the others.

Criteria for exclusion: The requirements of every question that the candidate must answer are presented above. The exclusion is ranked and the candidate with the worst or poorest quality of answers in comparison to the others is excluded. This is only valid, assuming that all candidates answered all the questions. Should a candidate fail to answer a question, they must provide a compelling reason as to why that is the case.

2.3 SET OF CHARACTERISTICS TESTEDIn this section, we test the competences of the candidate that are deemed pertinent to the

Chief Executive position. These are split into three categories but are evaluated across all of the selection procedure, including partly in the personnel questionnaire and job application documents.

The first set is the components of the Big Five personality inventory, with the emphasis on high scores in:

Extraversion

Conscientiousness

Openness

The second set are the socio-emotional aspects of the candidate:

Emotional intelligence

Inter-personal relations

Social skills

29


The third category consists of the managerial, marketing and salesmanship capabilities of the candidate:

Economic rationalization of decision making

Investment transparency

Allocation of resources

Minimizing financial liabilities

Salesmanship

Taking initiative with calculated risks

Open mindedness

The way in which the candidate for the Chief Executive position is to be subjected to testing on these specific characteristics is by administering:

Personality and trait tests

Presenting the candidate with a constructed or real situation from the past and inquiring what or how would they handle the situation and requiring the rationalization for their decision

Inquiry in their experience with similar situations and policies and the rationalization behind their behavior.

A description follows, of how each trait will be evaluated separately:

For the evaluation of personality and leadership traits, an outsourced approach is proposed, whereby the candidate is administered an online questionnaire that combines the Big Five personality inventory, Jung’s theory of psychological types, Myers & Biggs personality questionnaire (links inserted in text). This toolkit can be freely accessed at www.16personalities.com and represents a fast an efficient way to screen candidates for the desired personality characteristics and traits. The specific characteristics that this tool can cover are:

Extraversion

Openness

Conscientiousness

Emotional intelligence (in combination with other types of evaluation)

Social skills (in combination with other types of evaluation)

Taking initiative (in combination with other types of evaluation)

Open mindedness (in combination with other types of evaluation)

Emotional IntelligenceAnother specific toolkit is used to measure emotional intelligence. The toolkit is outsourced

to a Canadian online company. The E-Questionnaire is called EI – 2.0 and can be accessed via this site: https://tap.mhs.com/Assessments.aspx. Should there be trouble accessing the paid services that the site provides, we will revert to an alternative paper version of the questionnaire, known as The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). The preferable candidate profile (derived only from the online version) consists of a high score (>110) on all of the dimensions of the scales: Self-Regard, Self-Actualization, Emotional Self-Awareness, Emotional Expression, Assertiveness, Independence, Interpersonal Relationships, Empathy, Social Responsibility, Problem Solving, Reality Testing, Impulse Control, Flexibility, Stress Tolerance, Optimism, Happiness. On the following scales, a low result is preferable: Positive/Negative Impression, Inconsistency Index. A short description of the scales is provided HERE

Leadership style

30

https://tap.mhs.com/Portals/0/Model%20Evolution%20Flyer-web.pdf

https://tap.mhs.com/Assessments.aspx

http://www.16personalities.com/

https://en.wikipedia.org/wiki/Myers%E2%80%93Briggs_Type_Indicator

https://en.wikipedia.org/wiki/Psychological_Types

https://en.wikipedia.org/wiki/Big_Five_personality_traits

https://en.wikipedia.org/wiki/Big_Five_personality_traits


Leadership style is also a central characteristic that allows for a decent prediction of the effectiveness of the chosen candidate. This style-trait is tested via The Multifactor Leadership Questionnaire (MLQ-Form 5X-Short; Avolio & Bass, 2004). The Multifactor Leadership Questionnaire™ (MLQ) measures a broad range of leadership types from passive leaders, to leaders who give contingent rewards to followers, to leaders who transform their followers into becoming leaders themselves. The MLQ was designed with the 360-degree feedback method, which will be later used for the work assessment procedures for the candidate that gets the position.

Behavioral evaluationFor the evaluation of on task performance and leadership capabilities, a set of behavioral

dilemmas are to be presented. The candidate is expected to write down their answers on site and in a limited amount of time, which is limited to two and a half hours.

Situation 1, where the candidate has to decide on a course of action and elaborate his decision, as well as his rationalization for the same:

“You are given an annual budget of *the previous annual budget figure of the Institute is presented in front of the candidate*, which are the major investments that you will engage in. Elaborate why you choose your investments and the rationale behind your decision.”

With this situation, we are looking for clear elaboration from the candidate on:

The way the candidate approaches investments

The number of investments the candidate engages in

The monetary V.S. labor stress that they emphasize on each investment

The extent to which the candidate engages in deficitary spending

The long and short term impacts that the candidate predicts from each investment

The amount and quality of risk concerning the prestige, finances and personal status, the candidate is willing to expose to with each investment.

The areas of impact of each investment (Organization focused, consumer focused, promotion/marketing focused, profit focused, etc.…)

The attention to detail that the candidate engages in while presenting an investment project both financially and with regard of predicted project activities.

Focusing on creativity vs. existing mainstream strategies and projects

Situation 2, where the promotional, salesmanship and social relations of a candidate are evaluated:

“You have a fundraiser scheduled in 1 month. How do you attract donors, what will be your approach to persuade the donors to your cause, how do you intend to approach the public/donors, what kind of resources are you going to implement in the event?”

This situation serves to evaluate the following characteristics and capabilities:

The ability of the candidate to plan and organize an event of a persuasive nature

The candidates capabilities to attract and impress the public and individual sponsors to their cause

The ability to take the lead and the responsibilities that come with organization and management of an event

The candidates PR capabilities to influence and improve the prestige of the Institute

The salesmanship capabilities of the candidate and their ability to close

31

http://www.mindgarden.com/16-multifactor-leadership-questionnaire



The candidates marketing capabilities, which include promoting an event trough different channels of media as well as utilizing personal influence and skill to attract a target audience.

To evaluate how much resources and individual effort the candidate plans to utilize for the success of such an event.

His or hers social social-skills as well as capability to stand up in front of a crowd and promote the event (partially evaluated).

Criteria for exclusion: There are three questionnaires and two behavioral situations in total. The questionnaires are administered on site and the results are instantly received, since the whole process is outsourced. Considering the questionnaires, there is no criteria for exclusion, rather they are used as a general pointer of what is to be expected from the candidate and how their profile compares to the rest. The person that is excluded in this step is the person that provides the poorest answers to the behavioral situations. By poor answers, we understand an inability to elaborate and rationalize the decisions that have been made, or that the decision’s rationalization strays far from the mission and goals of the Institute. A good rationalization implies that the candidate has managed to account for all the main points of the situation in a persuasive manner.

2.4 SELECTION INTERVIEWEvery candidate undergoes a semi-structured interview with a panel. The panel consists of

three members that will make the decision on the selection of a candidate based on the “majority vote” principle. All the panel members have the sequence of questions beforehand and are free to further explore the key questions with requesting elaboration or sub questions.

2.4.1 Quality controlBefore the selection interview, there is a briefing with the panel where the quality control of

the interview is assured. The panel members are informed about the candidates and are reminded of the possible biases that may arise during the interview. This includes:

Giving each panel member a copy of the CV of the candidates

Giving the panel members a copy of the possible biases that may affect them during the interview. The list and its descriptions is presented as follows:

Contrast biasContrast bias involves making an evaluation based on the standard of the preceding

applicant (Wexley, Sanders, & Yuki, 1973). This bias occurs when there is a particularly good or bad applicant who becomes the benchmark against which other applicants are evaluated, thereby distorting the interviewer's evaluation of subsequent applicants. For example, after evaluating a low caliber applicant, the interviewer may give the next applicant who is merely average and gets extremely high rating simply because he appears significantly better than the previous applicant.

Anchoring and adjustment biasThe anchoring and adjustment bias results from decision makers over-relying on a pre-

existing anchor, or initial estimation when making evaluations (Tverseky & Kahneman, 1974). Often, such evaluations tend to be biased towards the anchor (Kataoka, Latham, & Whyte, 1997).

For instance, interviewers that are given a high caliber anchor, such as a description of a perfect job applicant, gave significantly higher ratings to an average applicant than interviewers who are given a lower caliber anchor (Kataoka et al.,1997). Therefore, different interviewers who have different anchors when evaluating applicants would end up making significantly different evaluations of the applicants. The evaluation of the applicant is therefore no longer dependent on the applicant's competence but rather on the interviewer's anchors.

Order effects

32


The primacy and recency effect, collectively known as order effects, refer to the saliency of information based on the timing and order in which they are presented. The primacy effect can be seen when information first presented to the interviewer influences the final judgment more than information presented later during the session (Peters & Terborg, 1975). The reverse applies for the recency effect, where information presented later in the session has a greater influence on the final decision made (Morgeson & Campion, 2010). Either or both of these biases may occur to the detriment of information presented in the middle of a session.

Because of these effects, certain information may be given more weight than is justifiable, resulting in a bias in a particular direction. Order effects may bias the way an applicant's performance over the course of an interview session is evaluated or increase the amount of emphasis given to the first and last applicant in a sequential schedule of interviews. Furthermore, the primacy effect is particularly salient when initial information presented is negative, resulting in its over-emphasis in the evaluation process (Peters & Terborg, 1975).

Availability biasThe availability bias results from inaccurately basing the frequency of events on the ease

with which they can be recalled to memory (Morgeson & Campion, 2010). Aspects of the applicant, which are more unusual and therefore more memorable, will be recalled more easily and reported as occurring more frequently even though this may not be the case in reality.

This is particularly worrisome, as studies have found interviewers to be more influenced by negative and unfavorable information than by positive information (Constantin, 1976). For example, in a selection interview, an applicant's limitations are more likely to be remembered and used in making the final selection decision rather than his strengths. This would bias the final decision towards an unjustified negative conclusion.

Confirmation biasConfirmation bias refers to the tendency to seek evidence to confirm an initial preconception

and ignore any contradictory information (Dror & Fraser-McKenzie, 2008). This results from interviewers being overconfident in their initial evaluation and therefore reluctant to accept that their estimation may be inaccurate (Chadwick & Segall, 2010).

Most individuals unknowingly prefer information that confirms what they already believe, otherwise known as belief perseverance (Nisbett & Ross, 1980). Such information:

Is biased towards beliefs they hold

Reflects the outcomes they desire

Supports their own self-serving conclusions

Conforms to the social stereotypes they hold

In the context of a selection interview, belief perseverance occurs when the interviewer views the initial profile of the applicant and makes an immediate conclusion about the applicant. It also occurs when interviewers make snap evaluations based on first impressions of the applicant. Additional information will then be gathered during the interview to support this judgment and contrary information will either be ignored or explained away.

Representativeness biasRepresentativeness bias reflects the tendency of people to judge the degree of relationship

between two things based on their similarity to each other (Morgeson & Campion, 2010). This is particularly salient in individuals who have evaluated similar applicants in the past and therefore have implicit judgements and expectations regarding behavior and intentions. For example, an interviewer may form an unduly positive view that all applicants from a prestigious university are strong performers due to a particularly positive previous experience with another individual from the same university.

33


The representativeness bias may also inadvertently result in stereotyping. This is particularly problematic, as the interviewer may apply their preconceived stereotypes when evaluating an applicant. Factors such as an applicant's gender, race, physical disability, physical attractiveness, appearance or assertiveness may have a subconscious effect on the interviewer's final perception of the applicant (Riggio, 2009).

2.4.2 Conducting the interviewBefore answering the questions, the candidate is presented with the last situation whereby

he/she is forced to think on their feet and improvise. The last situation evaluates more concretely some of the salesmanship and social skills that are expected of the candidate. The situation is described in front of the candidate immediately upon arrival:

Situation 3: “For the event you were asked to plan (from Situation 2. in the tested characteristics), deliver a persuasive speech in front of the panel, then talk with individual members (a total of 3) to persuade them into donating for your cause.”

The candidate is not limited to how much time they are expected to spend on the speech or impressing the panel members. However, the panel members will regulate the time spent on discussing these qualities buy expressing boredom if the candidate takes more than 40 min to complete all of the actions.

After the initial phase, the semi structured interview questions are administered

1. From what you have so far been able to learn about the Institute, what do you see as the most important challenges that you will face?

This question is a good “Icebreaker”, which will also help to start assessing the candidate from a number of different perspectives. For example, how well have they done their homework on the Institute? Are they able to present their ideas clearly and persuasively? Are they able to think conceptually? Do they have a vision for the Institute? Are they a big picture person or are they likely to be drawn in the details of the operations? What have they learned from their previous experience, which they will be able to apply to the benefit of the Institute? What is their personal style - does it fit what the institute is likely to need going into the future?

Subsequent questions will help build on any initial impressions that flow from this question.

2. If you were in our position, and searching for the right individual to head the Institute, why would you say that you were the best qualified for the position?

Candidate’s answers will indicate the extent to which they know their own ability compared with others who they may think could do the job. Each candidate should be able to give some evidence of why he or she has some competitive advantage over others – for example, what do they feel they can contribute which others may not be able to.

Answers to this question will also give the panel some indication about the candidate’s level of self-awareness and their breadth of understanding of the challenges of this job. Self-awareness and emotional maturity are key variables in effective leadership and subsequent questions should aim to build to a confident assessment of these factors.

The next two questions are ideal follow-on questions:

3. What do you feel has been your greatest career accomplishment to date and how has it equipped you for this position?

This is an easy opportunity for candidates to speak to their strengths, and one they have more than likely prepared for. Ideally, they can demonstrate an achievement that has direct relevance to the position being offered. What is desired are signs of significant direct personal accomplishments that have resulted in some major lasting quality or benefit to the organizations concerned. A follow-up consists of asking for the names of people who can verify such achievements. It is important that what they have said is not just wishful thinking on their part.

34


A point to be wary of, are answers that are expressed solely in terms of “activity” or “process” or that simply reflect their “involvement” in a particular situation. The desired behavior consists of thinking in terms of results and the tangible impacts one can have or has had on organizational performance.

4. What has been the biggest disappointment in your career to date, and what did you learn from it?

Another relatively obvious question that they have probably anticipated. Trivial experience is a poor indicator here. It may signal their reluctance to admit any weakness. Everyone has had some career disappointments that are significant or meaningful. No successful chief executive is perfect and they need to be able to acknowledge their own comparative shortcomings so that they build a management team that complements their own strengths.

A follow-up question, or even an alternative, would be to ask: “What are the strengths you would seek in other members of your management team and how would these complement your own abilities?” Effective and self-aware chief executives are sufficiently confident in their own abilities that they feel able to appoint subordinates who are better than they are in important respects.

5. OK - assume you have got the job - what would you do on “Day One”? This is another question that offers a chance to learn how well they have investigated the

Institute, the environment it is operating in, and the amount of thought they have put into understanding the challenges of the position.

This question can also give an insight into the way (and the attitude with which) they approach a challenge and their thinking processes. It is likely to give a sense of their management “style” (e.g. are they likely to listen and consult or is their inclination to “dive” straight in?). There is also a chance to get a sense from this question as to how creative each candidate is likely to be in the position.

6. If those who you respect in your current work environment were asked their opinion of you, how would they be likely to describe you and your management ability?

This question gives another perspective on candidate’s self-awareness as well as getting them to describe the way they see (or would like to see) their management ability. Do they have an inflated view, or are they too hard on themselves? This offers a further insight into how realistic and self-confident the candidates are. Knowing that you are likely to check this assessment with their referees adds a further incentive to produce a frank and honest answer.

7. Is there anything that you have not told us about that we might uncover when we check you out with your referees, or that we might hear from another source, but which could be relevant to our decision whether to appoint you?

As this question may well put candidates on the “back foot”, how well they handle themselves in such a situation could be an important contribution to the hiring decision. This question allows, perhaps even forces, candidates to outline past incidents or problems that could cause embarrassment if they surfaced unexpectedly.

Candidates must be clear that their answers to this question will not be viewed as a “hanging offence”. Potentially embarrassing or compromising incidents or problems, once on the table and explained, are likely to be more acceptable to the panel than those not disclosed and later discovered indirectly.

8. Given what you know about the requirements of this role what resources will you need in order to achieve what is expected of you?

This helps assess the candidate’s ability to realistically project: the staffing, financial and other requirements that will allow them to accomplish specific goals. It also enables the panel to consider the inclination and capacity of the Institute to support the aspirations and judgment of the different candidates.

35


Criteria for exclusion: Considering the length and possible variety of answers in each interview, the outcome of the decision making process will be left to the members of the panel. Each question contains properties and ways in which a favored candidate should answer, but the compiling of the points and result is left to the members of the panel. As before, the length of an answer is not important to the decision making process, rather it is the persuasiveness and quality of an answer that matters. Each candidate is given the opportunity to answer all questions or to leave at any point. After the interview is concluded, the panel informs the candidate on how they will contact him/her in regards to the results.

When making the decision for selecting a candidate for the last phase, the panel members have in mind all the properties and requirements of the organization as well as the qualities that the candidate displayed on site.

2.5 THE FINAL SELECTION OF THE CANDIDATEThe final phase consists of thoroughly vetting the remaining pair of candidates with the

contacts that they have provided, giving them an opportunity to demonstrate a trial run in the position for the duration of one week.

2.5.1 The vetting processThe remaining candidates are vetted. The contacts that have been provided by the

candidate are called up by phone and a short discussion about the properties and qualities of the candidate takes place. The goal of this is to see if the candidate’s general story checks out, also to see if the answers to questions, 3, 6, and 7 are confirmed by the referents. The referents are also asked about a general impression of the candidate and some experiences with him/her.

After the vetting process is over and the stories check out, an infield testing begins whereby the remaining pair of candidates are given authority over the institute and are asked to direct its activities for the duration of one week. The candidate has all the decision making power and is able to conduct activities of any kind as long as the monthly spending allows for such activities or spending. After the one week trial run, the team with which the candidate worked with shares their experience with them and gives him/her a vote of confidence. Therefore, the subordinates of the future Chief Executive of the Institute are making the last step in the candidate selection process. The reasoning of this step is that if the team that works with the Chief Executive is given a role in the decision making process they are more likely to respect and cooperate with their Chief Executive. The other reason is that, most of the team knows the functioning and needs of the Institute better than any set of bureaucratic panels, thus making the most efficient choice for Chief Executive more likely.

2.5.2 The chosen candidate:The selection procedure that lead to the chosen candidate was later modified, making some

of the original answers to the personnel questionnaire, the tested characteristics, and the interview questions obsolete. The same candidate choice is retained; it is only the procedure that has been revised. In other words, the presented procedures in this report are the newest and revised version of the candidate selection process.

36


Curriculum Vitae

OSEBNI PODATKI

Ime, Priimek Kranjc Urša

Naslov Jadranska 5b, 8000 Novo mesto

Telefon +386 91 541 284

E-mail [email protected]

Državljanstvo Slovensko

Datum rojstva 1. september 1986

IZOBRAZBA

Oktober 2006 – Fakulteta za turizem; Brežice

September 2001 - Julij 2005

Gimnazijski maturant

Gimnazija Novo mesto

September 1993 - Julij 2001

Osnovna šola Grm, Novo mesto

DELOVNE IZKUŠNJE

2009-2010

April – Oktober 2007

Delo v Zavodu Šouhostel – Hostel Celica, Ljubljana

Delovne izkušnje v Zavodu Šouhostel – Hostel Celica, Ljubljana

2007-2009 Delovne izkušnje v Cankarjevem Domu, kulturni in kongresni center, Ljubljana in

Slovenskem Mladinskem gledališču, Ljubljana.

2006 - 2007 Občasno delo za Colgate-Palmolive Adria d.o.o.

Avgust 2005 Počitniško delo v Mercator samopostrežni Cikava, Novo mesto.

Avgust 2003 in 2004 Počitniško delo v Mercator samopostrežni Livada, Novo mesto.

VEŠČINE IN KOMPETENCE

MATERNI JEZIK SLOVENŠČINA

OSTALI JEZIKI ANGLEŠČINA – Odlično branje, pisanje in komuniciranje v angleškem jeziku.

NEMŠČINA – Osnovno branje, pisanje in komuniciranje v nemškem

37


jeziku.

DRUŽBENE IN ORGANIZACIJSKE VEŠČINE IN KOMPETENCE

- Odlične komunikacijske sposobnosti

- Delo na projektnem vodenju

- Menedžerske sposobnosti

- Kompetence pri delu v ekipi

DODATNO IZOBRAŽEVANJE - - Opravljen Nadaljevalni tečaj za prostovoljca l. 2009

TEHNIČNE VEŠČINE IN KOMPETENCE

- Odlično znanje in uporaba Microsoft Office, Word, Excel, PowerPoint.

- Poznavanje in uporaba Open Office programov. Odlično znanje in uporaba interneta.

ODGOVORI NA KADROVSKEM VPRAŠALNIKUKranjc Urša

Vprašanje 1: Opišite eno težjo situacijo katero ste uspešno zmagali

V Hostlu Celica so večjo skupino napačno bookirali, zato nisem imela dovolj postelj, ko so se gostje prišli prijavit. Le s hitrim ukrepanjem in razmišljanjem sem jim uspela najti primerna prenočišča v hostlih po Ljubljani.

Vprašanje 2: Kako doživljate vodstveni poziciji ?

Na vodstvenem položaju se dobro znajdem. Rada sem v vlogi vodje.

Vprašanje 3: Kaj menite da je najpomembna lastnost za nekoga ki je na vodstvena pozicija?

Znati mora prisluhniti svojim podrejenim, jih slišati, vendar mora na koncu uporabiti svoje znanje in vedenje pri odločanju.

Vprašanje 4: Zakaj ste aplicirali v naši organizaciji?

Menim, da bi bila zaradi svojih izkušenj v turizmu, pomemben člen in doprinos vaši organizaciji.

Vprašanje 5: Kako se vidite čez 1 leto?

Čez eno leto bom imela službo, v kateri bom uživala in s katero bom prispevala k razvoju turizma.

TESTIRANE LASTNOSTILastnost rezultat

Socialna inteligenca 46

Emocionalna inteligenca 60

Motivacija 89

Inteligentnost G-faktor 115

ODGOVORI NA SELEKCIJSKEM INTERVJUJUKako kompenzirate za vaši pomanjkljivosti?

38


Pomanjkljivosti poskušam nadomestiti v sodelovanju z drugimi ljudmi. Ves čas se učim in dodatno izobražujem.

Prosim, opišite se v en stavek

Vedno najdem pot do svojega cilja.

Raje iskate kompromis ali težje odstopate od vašo pozicijo?

Navadno iščem kompromise, vendar pri določenih stvareh ne smeš odstopiti od svojega mnenja.

Kakršni osebni lastnosti so vam najbolj všeč pri drugi ?

Odprtost, pripravljenost sodelovati, komunikativnost, učljivost.

V katero delovno področe ste bili do zdej najbolj uspešni in zakaj?

Najbolj uspešna sem bila pri zagotavljanju kvalitetnih prenočišč za zelo različne stranke.

2.5.3 Expected good performancesEven though this candidate has not completed her formal education, she demonstrates a

row of traits positively associated with leadership. These traits are expected to aid her in preforming the role of Chief Executive and promote productivity and success in the workplace. The demonstrated qualities include high motivation for the position, an energetic drive and proactive mentality, good emotional intelligence and social skills, a desire to prove herself and her capabilities, economic responsibility and engagement in calculated risks, etc.…

The candidate is also expected to transfer and improve upon her experiences with another tourism institute. She is also apt in the utilization and has creative ideas on where to direct the strategy of the institute to ensure its successful operation. Her language abilities as demonstrated on the selection interview left an ensuring impression that she has the capability to connect and cooperate with foreign organizations of a similar nature.

2.5.4 Expected negative traits and ways of improvementOne of the main negative aspects of this candidate is the fact that her higher education is

still ongoing. Therefore, she must make a plan and pledge that she will complete her higher education within her first term of office. Her experience is barely reaching the minimum requirements, but she successfully compensates for it with work enthusiasm and a realistic grasp on the needs of the Institute. She has a permanent residence in Novo Mesto, but has already found a temporary one in Ljubljana, which eliminates the need for a long commute. Even though her work related experience does not look best on paper, she has the most experience of all the candidates with touristic engagement. She knows about most of the attractions in Ljubljana and by traveling in more destinations in the world than her competition she shows an understanding of what tourists are looking for in their visits and also what are the most frequent problems that tourists face when visiting a city.

The candidate also pledges to undertake a professional exam concordant with The Act of Professional Exams in ZRSZ, and a professional exam for administrative procedures (ZUP).

A request for multiple pledges is not recommended since most of her attention is to be directed at her new position.

3 WORK ASSESSMENT3.1 CRITERIA FOR THE ASSESSMENT FOR THE PURPOSE OF REWARDING

Assessing the performance of the Chief Executive falls upon external entities, such as The Municipality of Ljubljana, all of the departments for inspection of public institutes, the current corresponding minister at his/her Ministry office. Since the Chief Executive is at the top of the hierarchy of the Public Institute for Tourism, they do not report to others in the Institute. Thus, the

39


behavior and rewards are regulated by the mentioned bodies as well as by a fixed term of office, which is four years.

Considering this, it would be useful for the Institute to form a regulatory body that would report the accomplishments of the Chief Executive and other members of the staff annually both to the Municipality and the appropriate Ministry. This evaluation is progress based and the accountant of the Institute in cooperation with the General Secretary submits the results. These reports should include data divided in the following categories:

TimelinessIs divided into 2 sub categories. Category A, refers to the frequency of times that the Chief

Executive has been late for work in an interval of min 15 to max 1 hour. Category B, refers to the frequency of times that the Chief Executive has been late to work for a time interval of >1 hour. The arrival at work is regulated by signing in into the work computer at the office. If the Chief Executive has a field day scheduled, they have to confirm the time of departure with the secretary and inform them to sign in as a substitute.

Exceeding financial projectionsThis category refers to the predicted incomes for each quarter of the annual budget of the

Institute. Specifically, the income from projects, state funding, donors, sponsors, and commercial activities. If the Chief Executive manages to bring up the projected quarterly income of the Institute exceeding the margin of error in the projections, then the excess sum is filed in the report along with the month when the income grew and the current activities that are undertaken by the institute in the said month.

Engaging in debt and deficitory spendingThis category notes the frequency, amount and length with which the institute engages in

deficitory spending and debt accumulation. The reason for this is to note the programs and activities that have the most expenditure, and to see whether the Institute under the direction of the Chief Executive engages in impulsive economic behavior.

Gap time without ongoing projectsThis category evaluates the passivity of the Chief Executive. The reported data consists of

days in which the Institute did not engage in activities with potential clients, partners, donors, public, press and other entities. This category partly serves to evaluate the efficacy of the Chief Executive and his/hers influence on the Institute.

Number of projects ongoing per monthThis category notes the number of ongoing and pending projects in the current month. The

information from this report-section serves to compare the number of projects, workload, and income of the institute.

Financial incomeThis section comes with the regular quarterly financial reports of the Institute. It lists the

amount and sources of the income that the Institute derives. The income is used as a partial measure to assess the liquidity of the Institute as well as the economic responsibility and justification for its continuing operation.

Overtime takenConsidering that the Chief Executive is at the top of the hierarchy in the institute and also his

term of office is fixed by regulation, there is no reason to prevent the accounting of the overtime that he/she engages in. This is simply accounted from the timestamp of the logout in the office computer and the amount of time he spends traveling and in-field. Since the responsibility and weight of the Institute lies in the hands of the Chief Executive, there is good reason to presume that they may engage in informal overtime activity, rather than limiting this, an incentive is proposed for every hour spent in overtime. The engagement in overtime must be done responsibly, and if it is seen as

40


having a heavy impact on the finances of the Institute while the balance is negative, then all possible bonuses of overtime are forfeit.

The term “heavy impact” refers to expenditures of 7% while the budget balance is positive and expenditures of 4% while the budget balance is negative.

Number of sponsors and donators acquired for the instituteStrategic partnership is one of the cores in developing a successful, liquid and effective

Institute. Therefore, the number of signed sponsorships and listed donors in a year is accounted for in the annual report.

Income from donations and fundsThe monthly income from donations and funds is listed in a separate section. This is also

used as part of the evaluation of the effectiveness and feasibility of the Institute, under the rule of the current Chief Executive.

Number of organizations in cooperation withThe number of organizations that the institute engages in activities with is listed in the report.

This report is separated into 3 sub-categories:

Public organizations and their monthly contribution

Private organizations and their monthly contribution

International organizations and their monthly contribution

Time spent on activities outside the officeThis information refers to the total amount of: travel and field time in hours/work days. The

information is meant to help evaluate the level of reactiveness of the Chief Executive, and draw parallels of it and work performance and economic accountability.

360 – Degree feedback360-degree feedback will be utilized by the Institute to solicit information from a variety of

workplace sources on an employee's work-related behavior and/or performance. Information solicited in a 360-degree feedback process includes feedback from the Chief Executive’s subordinates, peers (colleagues), as well as a self-evaluation by the Chief Executive him or herself. It therefore may be contrasted with "upward feedback" delivered to supervisory or management employees by subordinates only. All the submissions with the exception of the self-report are anonymous.

3.2 ASSESSMENT PROCEDURES FOR THE PURPOSE OF REWARDINGThe assessment information submitted with an annual report that is presented to the Institute

by an external body. The report is divided in two parts.

The first part consists of the performance evaluation form that covers the categories:

Timeliness

exceeding financial projections

Engaging in debt and deficitory spending

Gap time without ongoing projects

Number of ongoing projects per month

Financial income

Overtime taken

Number of sponsors and donators acquired for the Institute

41


Income from donations and funds

Number of organizations in cooperation with

Time spent on activities outside the office.

This part is compiled annually by the Institute’s accountant and is sent both to the Municipality of Ljubljana and to the appropriate Ministry. The report data is entered monthly and the compiling and sending is annual.

The second part is the 360 – degree feedback report, which is distributed quarterly among all employees in the institute that have a direct connection or a subordinate role in regards to the Chief Executive, also the Chief Executive receives a copy of the form for self-evaluation purposes. Compilation of the 360 – degree feedback report is done by the accountant and is distributed to the appropriate Ministry, the Municipality of Ljubljana. The last place of the distribution is done by Institute’s General Secretary to the organization itself on a special annual meeting.

3.3 FORM FOR EVALUATING PERFORMANCEBoth proposed forms are presented in the following subsections. The last subsection

elaborates on the interpretation and grading of the combined form results. It is important to note that the forums are custom made. The first one created in excel, the second one is an adapted Likert scale grading questionnaire that was built upon the free resources that Microsoft Word© provides. Both forms are for internal purposes only. They are tailored to the specific purposes of the Institute and do not rely on scientific research such as principal component analysis for the 360 degree feedback form.

42

The last report is presented in the Institute’s annual meeting

Another is sent to the appropriate Ministry

One copy is sent to the Municipality of Ljubljana

The accountant compiles the two reports in to the final annual reportThe accountant fulfils the

performance evaluation report, monthly.

The employees and the Chief Executive, quarterly, fulfill the 360-d.f. report

An external body gives out the annual reports

3.3.1 Form 1: Performance evaluation

Form:Performance evaluation (Internal)

Date received:

Date submitted: Name: Signature:

Year:

Quarter: Q1 Q2 Q3 Q4

Month: January February March April May June July AugustSeptember October

November December Total

Exceeding financial projections

Projected income € (estimate)

Income from sponsors €

Income from donors €

Income from foundations €

Income from state funds €

Total Income €

Total – Projected Income €

Number of projects

ongoing per month

Gap time without

ongoing projects (days)

Active sources of income

Spending that results in debt

Frequency per month

Amount €

Chief Executive Tourism Institute Ljubljana 2016Length of "In debt" status (days)

Number of pledged donors

Number of pledged sponsors

Number of organizations in cooperation with

Public organizations

Monthly contribution €

Private organizations


International organizations


Overtime taken (hours)

Time spent in-field (hours)

Timeliness (f)

Category A

Category B

44

3.3.2 Form 2: 360 – degree feedback

Public Institute for Tourism in Ljubljana

1. USERNAME – CHOOSE AN ANNONYMOUS USERNAMEClick here to enter text.

2. DATE – ENTER TODAY’S DATEClick here to enter a date.

3. THE NAME OF THE PERSON YOU ARE EVALUATINGClick here to enter text.

4. FEEDBACK ABOUT YOUR SUPERVISORTHE PERSON I AM EVALUATING: FEEDBACK

Treats me fairly [Choose an item.]

Choose an item.Brings out the best in employees [Choose an item.]

Choose an item.Treats me with respect [Choose an item.]

Choose an item.Takes initiative when solving problems [Choose an item.]

Choose an item.Develops new strategies [Choose an item.]

Choose an item.Applies policies and regulations fairly [Choose an item.]

Choose an item.Is skilled in conflict resolution [Choose an item.]

Choose an item.Handles my work-related issues satisfactorily [Choose an item.]

Choose an item.Builds loyalty in others [Choose an item.]

Choose an item.Tells me when my work needs improvement [Choose an item.]

Choose an item.Expects and demands superior job performance [Choose an item.]

Choose an item.Explores new and exciting opportunities [Choose an item.]

Choose an item.Challenges the abilities of other employees [Choose an item.]

Choose an item.Tells me when I do my work well [Choose an item.]

Choose an item.Asks me for my input to help make decisions [Choose an item.]

Choose an item.Gives good, practical advice [Choose an item.]

Choose an item.Communicates decisions with confidence [Choose an item.]

Choose an item.Is open-minded [Choose an item.]

Choose an item.Handles disruptive employees effectively [Choose an item.]

Choose an item.Is well informed [Choose an item.]

Choose an item.Effectively settles disciplinary problems [Choose an item.]


THE PERSON I AM EVALUATING: FEEDBACK

Choose an item.Usually rewards hard work [Choose an item.]

Choose an item.Recognizes when I do a good job [Choose an item.]

Choose an item.Encourages me to create innovative solutions [Choose an item.]

Choose an item.Allows me to develop professionally [Choose an item.]

Choose an item.Allows me to obtain necessary training [Choose an item.]

Choose an item.Helps me to feel secure in my job [Choose an item.]

Choose an item.Sets high standards for themselves [Choose an item.]

Choose an item.Provides the necessary resources to perform my job [Choose an item.]

Choose an item.Makes good use of my skills and abilities [Choose an item.]

Choose an item.Thinks through alternatives [Choose an item.]

Choose an item.Enables me to be more effective in my job [Choose an item.]

Choose an item.Supports the use of technology to do my job [Choose an item.]

Choose an item.Establishes clear expectations [Choose an item.]

Choose an item.Provides the equipment I need to do my job well [Choose an item.]

Choose an item.Has a clear idea of my job responsibilities [Choose an item.]

Choose an item.Accepts constructive criticism [Choose an item.]

Choose an item.Leads by example [Choose an item.]

Choose an item.Offers me the flexibility I want [Choose an item.]

Choose an item.Provides me with adequate feedback [Choose an item.]

Choose an item.Holds me accountable for the work that I do [Choose an item.]

Choose an item.Rewards people according to their accomplishments [Choose an item.]

Choose an item.Sets challenging performance goals for my job [Choose an item.]

Choose an item.Evaluates all options before acting [Choose an item.]

Choose an item.Effectively resolves department conflicts [Choose an item.]

Choose an item.Is committed to organizational goals [Choose an item.]

Choose an item.Is an effective leader [Choose an item.]

Choose an item.Understands our needs [Choose an item.]

Choose an item.Communicates effectively [Choose an item.]

Choose an item.Develops innovative solutions [Choose an item.]

Choose an item.Is someone I trust [Choose an item.]

Choose an item.Sets a good example [Choose an item.]

Choose an item.Shows an eagerness to improve [Choose an item.]

Choose an item.Encourages my development [Choose an item.]

Choose an item.Inspires future success [Choose an item.]

Choose an item.Thinks before taking action [Choose an item.]

46


5. Choose an item.YOUR COMMENTS6. What is lacking in your work environment that might help you perform better?

[Response]

7. What would make our organization more effective?

[Response]

47


3.3.3 Grading the formsThe Performance Evaluation form is a custom-made form for which the final grade ranges

in three categories: Negative, Satisfactory, and Exceptional

The grade Negative is administered when 4 points are reached in the Negative index. 1 Negative index point is reached when the Chief Executive reaches 3 of the 5 listed criteria per quarter:

The Projected – Total Income has a negative balance

Number of ongoing projects is < 3

Gap time without ongoing projects is > 14 days

A debt ceiling of 500 € is reached or a debt of less than 500 € lingers for more than 1 Quarter

Timeliness category A has a frequency of > 7; Timeliness category B has a frequency of > 3.

An example of this can be calculated thusly: Q1= 5/5 criteria reached, resulting in 1 Negative Index point, in Q2 = 3/5 criteria reached, resulting in 1 NI point, Q3 4/5 criteria reached, = 1 NI point, Q4 = 5/5 = 1 NI point. Total is Q1+Q2+Q3+Q4= 4.

Result: The Negative grade has been administered, forfeiting all possibilities for an annual raise.

The grade Satisfactory is administered when the Negative grade is not reached.

The grade Exceptional is administered when 4 points are reached on the Positive index. 1 Positive index point is reached when the Chief Executive reaches 3 out of the 4 listed criteria per Quarter.

Total Projected – Total Income balance is positive and higher than 1 standard deviation from the projection per Quarter

Number of ongoing projects is > 7 per Quarter

The combination of public, private and international organizations that the institute cooperates with is >15 per Quarter

> 40 hours of Overtime per Quarter without it resulting in the “Heavy impact”

The 360 degrees feedback form is a five level Likert scale questionnaire that contains only positively framed statements. The final score is the rounded average of all the reports from the evaluations of the colleagues and subordinates (the self-reported average is used for internal purposes only). The report can be considered positive and submitted for purposes of reward only if the average grade ranges from 4 to 5 (Agree – Strongly Agree).

Obtaining a Satisfactory grade on the Performance Evaluation form results in the right to request an annual raise of 1 tier.

Obtaining an Exceptional grade on the Performance Evaluation form results in the right to request an annual raise of 2 tiers.

Obtaining a Negative grade on the Performance Evaluation form results in the denial of raise opportunity for 1 year. This grade denies validity to any other criteria or grade.

Obtaining an average grade of 4 or 5 on the 360-degree feedback report, results in the right to request an annual raise of 1 tier.

All combinations with the obtained grades result in a cumulative rise in the salary tier. For a further explanation on the raise and salary system, refer to chapter 4.3

48


4 WORK MOTIVATIONDuring the 20th century, it was believed that Chief Executive’s role was to delegate tasks and

activities to the workers in order to meet a desired goal. However, in the 21st century we have higher expectations. In order to satisfy this need, base salary is just the beginning, other smart incentives are needed as well. Therefore, in the next subchapters the incentives for the Chief Executive will be described.

4.1 REWARDS AND BENEFITSInstead of randomly listing rewards and benefits, a more structured way would be to follow

the Maslow’s pyramid of needs. By using this model, the rewards and benefits would be listed and the model itself would justify why those incentives were chosen.

As we start from the bottom of the pyramid, we try to satisfy the physiological needs such as access to food and water. By law, it is required that full time workers must be given at least one break and one meal during their working hours. Therefore, the Chief Executive would have 30 min. break for working 8 hours. For every additional hour overtime, he/she would be given 5 min. break. Moreover, of course, small emergency breaks would be allowed as well. The time at which the break would start will not be fixed however, it would be based on the amount of work. This means when there are no urgent matters that require the presence of the Chief Executive, only then he/she would be allowed to take a break. As for the meal, there would be a fixed amount of money that would cover the cost for food and it would be up to the Chief Executive to decide how he/she would spend that amount.

Next, we must address the safety needs and the way we would address them would be by providing health insurance and paid sick leave. Once again, law also requires this for every full time worker. In addition, the Chief Executive would receive a higher than the average national salary and a working contract for a set amount of years would be signed as well. Being able to pay the bills, put food on the table and knowing that tomorrow work is waiting, would surely satisfy the need for safety.

As we move higher on the pyramid of needs, we come to the need of belonging. First, at the work place the Chief Executive should have friendly interactions with his/her coworkers. In order to achieve this some guidelines would be recommended such as open door policy, use of informal language, discussing events that occurred in their personal life, outside of the workplace. Alternatively, the Chief Executive would be given freedom to implement his/her own strategy if he/she has one. Second, family and friends are important as well therefor, the Chief Executive would be allowed to take time during work hours in cases of family related emergencies such as: taking a relative to the hospital, transport the kids to school, etc. Such activities are not expected to occur often and when they do occur, they should not take too much time. Moreover, if such events occur the Chief Executive would be defocused which would make him/her less productive, so taking some time to attend those matters would allow him/her to focus on the work again and be as productive as possible.

In some companies, Chief Executives reward their employees by publicly announcing the “employee of the month”. The same thing could be done for the Chief Executive. Whenever he/she successfully finishes a project, or meets a desired goal, he/she would be publicly praised for his/her achievement. Also, celebration of certain milestones would also be encouraged where the Chief Executive would be asked to give a speech in front of his/her subordinates. By doing this, we are addressing the need for esteem or to be more specific we reward the Chief Executive for his/her achievements, increase the respect of others and gain the respect of others.

Finally, we come to the last stage and that is self-actualization. The Chief Executive would be given freedom to be as creative as possible and to solve problems. Moreover, if the institute is successful and reaches its goals, than that could be related to the performance of the Chief Executive and could be seen as a motivator. In addition, promotions such as bonuses and salary increase are a viable option as well. However, they have an effect only in the short term. Finally yet

49


importantly, empowering employees would be also encouraged, and by doing this, the Chief Executive would have a chance to coach and teach his/her subordinates how to be successful. If his/her actions inspire those below him, he would be motivated to continue striving.

Out of all the motivators mentioned so far, the most challenging one would be the freedom to be creative as possible. It is important to note, that being creative does not mean engaging in unrealistic activities or activities that are financially unhealthy for the organization. Therefore, for each project, before the start of that project, the Chief Executive would be asked to justify his plan on tackling certain issues. However, it is expected this to have a slight negative effect, but overall it should be seen as a positive motivator and an insurance that the organization is headed in the right direction.

4.1.1 Power prestige & privilegesThe position of Chief Executive by itself holds a certain quality of attractiveness. The Chief

Executive has a good amount of power over people and finances, is holding the most prestigious position in the Institute and has the Institute’s resources at his/her disposal, along with the privileges that come by being a Chief Executive.

Looking at the power dimension, it is obvious that the Chief Executive can exercise a decent amount of power upon his/hers subordinates. Whether he/she will choose to use this power to lead the Institute to success or to usurp it into fulfilling their personal agenda is mostly up to them. However, the rewards and consequences of such actions tend to follow close by.

The prestige that comes with the position of Chief Executive usually means that the person will be elevated in the eyes of society, since they are by default regarded as a productive or valuable member of it. There is a good chance that he/she will be seen as an authority figure by the people he/she interacts with, and his personal circle and circle of friends and acquaintances will have good opportunities to expand. This also ties to his/hers personal reputation, hence, with the prestige comes the presumption of quality performance in the eyes of the public. Consequently, making the right decisions will elevate the Chief Executive’s reputation and making the wrong decisions will devalue the same. It is up to the Chief Executive however, to decide what “a right decision” is.

Privileges that come with the position are numerous. The Chief Executive has an abundant choice of activities and projects to take part in. He/she will have ample opportunity to interact with influential, interesting and important people. They will have a professional network of people feeding them valuable information on a daily bases. Perhaps most important is the fact that this position is challenging and if the person chooses so, it can be unpredictable.

All of the above make the position of Chief Executive a motivator in and of itself, perhaps even a more powerful one than the amount of salary and bonuses he/she will be entitled to during the mandate.

4.2 JOB CHARACTERISTICS MODELWhen deciding on how to make a job position more attractive the first thing that comes to

mind is to give a high salary. However, money is not the best motivator. It is not a bad motivator either, but it only works in the short run and not so much for job positions that require creative thinking and problem solving.

Thus, in order to make the job as attractive as possible, the Chief Executive would be given autonomy that would allow him/her to monitor and stir the organization in the right direction. This would create the feeling that he/she is in control and that he/she is responsible for the performance of the organization. The Chief Executive would also have the freedom to come up with creative ideas which would allow him/her to unleash his/her creative potential. In addition, the job itself requires a lot of problem solving which means that that the job will not become monotonous and boring however, always with new challenges and difficulties to overcome.

50


Moreover, his/her office would be made as comfortable as possible which would also have a positive impact on visitors from and outside the organization, where meetings would be held and important issues would be discussed. Furthermore, an assistant would be employed as well to help the Chief Executive to schedule meeting, organize documents and other administrative work. Not only this would make it easier for the Chief Executive, but also he would be able to focus on tasks that are more important. In addition, the Chief Executive would have access to adequate hardware with suitable software and an option to take courses in learning new skills that would allow him/her to do his/her work more efficiently.

All of these benefits are with the intention to make this position as attractive as possible and at the same time to increase the productivity of the Chief Executive.

4.3 PAYMENT The payment for this position is calculated based upon the state policy for salaries in the

public domain. In this regard, the Chief Executive position occupies the 35 th salary tier in the category for public institutes. The base salary for this tier is 1650.480€ per month. This is the starting salary without accounting for possible raises. Each raise in appointed from the corresponding ministry and results in a rise in the salary tier by one rank, which in turn results in an increase of the foreseen amount by the new tier in the corresponding year. The decision for a raise is based on the annual reports that the Institute submits to the appropriate Ministry and the Municipality of Ljubljana.

Zap. št. DM/N Šifra DM DELOVNO MESTO TR Šifra

N

Plačni razred brez napredovanjeMIN

Plačni razred z napredovanjeMAX

Velja od

161 B017850DIREKTOR JAVNEGA ZAVODA S PODROČJA TURIZMA

VII/2 0 35 48 01/01/2009

The minimal tier of salary for the position of Chief Executive of the Public Institute for Tourism in Ljubljana is tier 35. The decision to start-off with the absolute minimum is dependent on two criteria.

The first is the recommendation by the ministry. Specifically, in the absence of a recommendation, the minimum is the default option.

The second is the salary negotiation with the employee. For the second criteria, the selected candidate is informed about the default salary by phone after the interview process. If they accept, then the candidate selection procedure is complete and the candidate receives a work contract. If they decline the salary proposal, it is up to the negotiator to determine how high they will rise the salary tier during the negotiations, or they may also choose to put the process on pause and continue no later than one week after the last phone conversation. The negotiator is not obligated to inform the candidate that they have the right to negotiate for their salary beforehand.

The reason for this strategy is to minimize state budget spending while also keeping the employee satisfied. Future opportunities for a raise give the chosen candidate motivation to self-improve, rather than giving a larger salary up-front, for which the employee had not invested any additional effort.

51


5 REFERENCES5.1.1 Academic referencesAntonakis J., Avolio B. J., Sivasubramaniam N., (2003). Context and leadership: an examination of the nine-factor full-range leadership theory using the Multifactor Leadership Questionnaire. The Leadership Quarterly 14 (2003) 261–295.

Bass, B. M., & Avolio, B. J. (2000). Manual for the multifactor leadership questionnaire. Redwood City, CA: Mindgarden.

Chadwick, A. T., & Segall, M. D. (2010). Overcoming psychological barriers to good discovery decisions. Drug Discovery Today, 15(13–14), 561–569.

Constantin, S. W. (1976). An investigation of information favourability in the employment interview. Journal of Applied Psychology, 61, 743–749.

Dror, I. E., & Fraser-MacKenzie, P. A. F. (2008). Cognitive biases in human perception, judgment and decision making: bridging theory and the real world. In K. Rossmo (Ed.), Criminal investigative failures (pp. 53–67). London: Taylor & Francis.

Frank J. Landy, Jeffrey M. Conte (2013). Work in the 21st Century: An Introduction to Industrial and Organizational Psychology, 5th Edition. Wiley India Pvt. Limited, 2013.

Kataoka, H. C., Latham, G. P., & Whyte, G. (1997). The relative resistance of the situational, patterned behaviour and conventional structured interviews to anchoring effects. Human Performance, 10(1), 47–63.

Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). Mayer – Salovey – Caruso Emotional Intelligence Test (MSCEIT). Toronto, Canada: Multi-Health Systems.

Morgeson, F. P., & Campion, M. A. (2010). A framework of sources of inaccuracy in job analysis in M. Wilson, R. Harvey, G. Alliger and W. Bennett (Eds.), The handbook of work analysis: The methods, systems, applications, and science of work measurement in organizations. New York: Psychology Press/Taylor and Francis Group.

Nisbett, R. E., & Ross, L. D. (1980). Human inference: Strategies and shortcomings of social judgment. Englewood Cliffs, NJ: Prentice–Hall.

Peters, L. H., & Terborg, J. R. (1975). The effects of temporal placement of unfavourable information and of attitude similarity on personnel selection decisions. Organizational Behaviour and Human Performance, 13, 279–293.

Riggio, R. (2009). Introduction to industrial / organizational psychology. New Jersey: Pearson Education Inc.

Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 85, 1124–1131.

Wexley, K. N., Sanders, R. E., & Yuki, G. A. (1973). Training interviewers to eliminate contrast effects in employment interview. Journal of Applied Psychology, 57, 233–236.

5.1.2 Online sourcesAverage salary in Slovenia compared to the EU https://www.reinisfischer.com/average-salary-european-union-2015

Additional motivators http://smallbusiness.chron.com/motivates-ceo-34633.html

Current salary sums per tier http://www.mju.gov.si/si/delovna_podrocja/place_v_javnem_sektorju/veljavna_placna_lestvica/

Emotional Intelligence questionnaire https://tap.mhs.com/EQi20.aspx

Institute for Tourism Ljubljana https://www.visitljubljana.com/en/visitors/

52

https://www.visitljubljana.com/en/visitors/

https://tap.mhs.com/EQi20.aspx

http://www.mju.gov.si/si/delovna_podrocja/place_v_javnem_sektorju/veljavna_placna_lestvica/

http://www.mju.gov.si/si/delovna_podrocja/place_v_javnem_sektorju/veljavna_placna_lestvica/

http://smallbusiness.chron.com/motivates-ceo-34633.html

https://www.reinisfischer.com/average-salary-european-union-2015

https://www.reinisfischer.com/average-salary-european-union-2015


List of functions, occupations, and their corresponding salary tiers http://www.mju.gov.si/si/delovna_podrocja/place_v_javnem_sektorju/katalog_funkcij_delovnih_mest_in_nazivov/

Multifactor Leadership Questionnaire http://www.mindgarden.com/16-multifactor-leadership-questionnaire

O*NET https://www.onetonline.org/

Personality questionnaire www.16personalities.com

Paid sick leave http://www.mojaplaca.si/domov/delovno-pravo/bolniski-stalez

53

http://www.mojaplaca.si/domov/delovno-pravo/bolniski-stalez

http://www.16personalities.com/

https://www.onetonline.org/



http://www.mju.gov.si/si/delovna_podrocja/place_v_javnem_sektorju/katalog_funkcij_delovnih_mest_in_nazivov/

http://www.mju.gov.si/si/delovna_podrocja/place_v_javnem_sektorju/katalog_funkcij_delovnih_mest_in_nazivov/

ANALYSIS OF THE WORKPLACE, CANDIDATE Web viewAuthor: Goran Damchevski E-mail:...

Documents

Transcript of ANALYSIS OF THE WORKPLACE, CANDIDATE Web viewAuthor: Goran Damchevski E-mail:...