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May-June 2009 |
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Assessment Center Strategy and Tactics: Part 3
“Oral Communications”
Regardless of the rank being evaluated, the ability of a test candidate to organize and express their thoughts, ideas, and actions in an assessment center exam is a measurable skill that assessors will evaluate. The ability to clearly and persuasively present information to a group or an individual can be a difficult area to master, but if you spend the time to master this skill it will pay great dividends. Test candidates who can express themselves well during their exercise will not only score well within the oral communications dimension, but they will also make it easier for evaluators to identify whether or not they have the knowledge, skills, and abilities to carry out the responsibilities required by the position — or in other words, get promoted.
There are a number of methods and techniques that can be used to prepare candidates for their oral assessment regardless of the exercise. But for many who are new to the assessment process the challenges could be significant. We often see the most difficulty in the oral communications area with those candidates who are studying for their first promotional exam. We state this primarily from the fact that the firefighter position and the responsibilities associated with it generally don’t require members to possess many of the skills outlined in the oral communications dimension. Firefighters need to develop and practice many of the oral communication skills measured for the company officer position. This, accompanied with the anxiety of taking their first promotional exam, will often interfere with their ability to perform well in this area.
Oral assessment exercises will require you to verbally express your knowledge with the test material. This is no easy chore. But in order to do well, you need to understand and master a few prerequisites. The first approach to developing and delivering an affective oral presentation is a solid foundation and knowledge base within the test subject areas. As we have said in our previous promotional preparation articles, you need to have a thorough understanding of the test subject material. This is critical. Having a significant level of knowledge in all of the areas of responsibility for the position you are testing for can only enhance the confidence, conviction and clarity of your oral presentation. Any uncertainty with any of the material will definitely show through such dimensions as a lack of eye contact, a soft monotone voice, poor body language, and an unorganized approach to name a few. Preparing and developing a significant knowledge base with the test material and format will embolden you. But that by itself is not enough.
A second technique for developing and delivering an effective oral presentation is to know what the assessors are actually looking for. Now, this may seem sneaky and even difficult to attain considering the vast areas within this scoring dimension. But it isn’t. Much of it comes down to preparation, but also practice. Anyone who has scored well in an oral assessment exercise will tell you that they practiced their delivery or presentation, numerous times well before their exam date. This is a must; there is no way around it. You have to practice your presentation in the format you will be tested in. Whether it is a fire scene simulation, a subordinate coaching and counseling session or delivering a training exercise, you must practice, practice and practice some more. But as important as practice is, it must come with a creditable and measurable evaluation.
To assist you with your preparation, we have enclosed an actual scoring list of “what to do and what not to do.” These are the scoring sheets we actually use in our preparation seminars to evaluate a students oral communication skills. In many of the measurable areas listed you will see that for the most part that they are easily recognized, but often difficult to exhibit. I suggest you make a copy of the enclosed and use it as you practice your exercises.
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Oral
Communications: What to do:
What NOT to do:
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A third approach that is a simple, but effective strategy used to improve a candidate’s oral communications skills is referred to as the “Video Game Exercise.”
Video Game Exercise: The video game is a simple technique that any studier can use to further analyze his verbal and non-verbal skills. This technique involves a video camera and a practice oral scenario. As a candidate performs a sample oral scenario, a videotape is made of the exercise. After the taping, we suggest a two-step process with the videotape to gain a true perspective of what you need to improve upon.
Step 1: After viewing the videotape in its entirety, rewind the tape and play it again, but this time view it with NO volume. The objective of this viewing is to observe your body language. By viewing the tape with no volume, you will be able to get a clear picture of the positive or negative images you present as you respond to the question(s). Look for such things as little or no eye contact, distracting mannerisms, and unorganized pacing to name a few.
Step 2: Rewind the tape again. This time play the tape, but put your back to the TV so you can only hear, not see your presentation. By simply listening and not actually viewing the tape, your senses will be forced to concentrate on your oral communication skills. Attempt to focus on your organization and flow, as well as word usage, clarity, and conviction in your voice. Listening without seeing sends an entirely different message.
As simple as this game/technique may seem, it is a great tool that I have personally used and continue to use in our promotional seminars to assist our students. Try it!
Using Graphics: Depending upon the assessment center's design and the particular exercise being measured, candidates may also be given the opportunity to incorporate an audio-visual aid into their presentation. Some of the more common examples may include paper and easel or a chalk board. A common graphic used for an oral assessment is to have a candidate diagram and explain on a blackboard how they would cut the roof of a fire building or chart the delegation of resources on a command tracking and accountability board. The obvious advantage of using a visual aid is that, if it is planned, practiced, and organized, a visual aid can enhance your presentation. But if it is not planned and organized, it will detract from your presentation and adversely affect your score.
What immediately needs to be understood is that, if you are using graphics in your presentation, they must look neat and organized. You don’t have to be a graphic artist to effectively utilize a chalk board or a piece of paper, but you have to be aware of what will enhance your presentation and what will take away. It all starts with knowing what tools are available for you to use, as well as the environment/room you will be presenting in.
On an average, assessors could be as little as five feet from your delivery area to as much as ten feet or more. With that in mind, it is important that lettering, numbering and diagrams be large enough to be seen and understood by the assessors. Depending upon the assessment exercise, the use of graphics should be nothing more than a brief diagram describing the operation, with periodic gestures or references toward their display, nothing more. Many times, unprepared or uncertain candidates will use their graphic as a crutch, constantly looking and talking toward the graphic. This will obviously create a negative, distractive, and unprepared environment as you lose valuable points in your presentation. When they are allowed and used, assessors will be looking at your planning, organizing and presentation skills with your use of graphics. Short, neat, and brief with periodic references is more than enough.
Pacing strategies: Unless your oral presentation needs to be delivered in a seated position, you should not stand in one place during your entire presentation. In any oral presentation that allows you to stand, understanding the dynamics of effective movement is a great technique that we often use and concentrate on to enhance a candidates presentation. Staying in one place for the entire presentation can seem boring, limiting your ability for a spirited/animated presentation. Effective movement can assist you with drawing attention to detail, persuasiveness, and overall visual dynamics all in an attempt for a more interesting and motivated presentation. However, like any technique, you have to understand the “when,” “where,” and “how.”
The first criteria for its use is the setting or environment. In large rooms or settings where it is difficult to hear, or where the assessors themselves are set back from your presentation area, your movement may be restricted to a sound-powered podium. If these restrictions don’t exist and movement is allowed, it should be limited and timed to emphasis key points, to elicit a specific response, or to simply create a more professional environment.
For example, during the body of your presentation you should occasionally “pace” toward the audience or the individual posing a question, making sure that you stay in front of the assessors at all times. Additionally, if you are using graphics, splitting your presentation time to the left and then to the right side of your graphics gives a professionally controlled and organized environment. During the limited presentation time often associated with an oral exercise, you should move to the opposite side of your graphic once and only once. That is why we state spilt the time to the left and right equally. Any more than that may present an unorganized, nervous, distracting presentation.
It is also important to note with any organized pacing, that it should be at a speed that is in sync with the pace of your voice and in concert with your hand gestures and eye contact. Poor use of both will adversely affect your score. The following are pacing concerns you should avoid:
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Frantically moving back and forth.
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Dominating one side of the graphic or presentation area as compared to the other.
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Invading the assessors' space, getting too close. (Maintain a distance of 5-10 feet.)
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Moving too far from your graphics or presentation area. (Maintain a maximum distance of five feet from your graphics.)
Strategies with Eye Contact/Facial Expressions: Establishing eye contact early on with the assessment team is another example of how to make a good first impression. Eye contact with your assessors should start when you enter the room and should be maintained throughout your presentation. This doesn’t mean that you once you enter the room you need stare down the assessors and never take your eyes off them. This is obviously intimidating as well as little scary. What we mean by establishing eye contact with the assessors is, upon entering the room, glance toward them; let them know you are here. Show them that you are confident, ready, and enthusiast about being there.
During your presentation, not only do you need to maintain eye contact with your assessors, but also it is also important not to be fixed/focused on just one individual when there is more than one present in the room. In many exercises there will be more than one assessor evaluating your presentation. Depending upon the exercise, its design, and the number of measurable dimensions, there are at least two assessors that you must consider within your presentation. Each will have a certain list of dimensions assigned to them as they listen and respond to your presentation. To achieve the optimum results of this technique, your eye contact must alternate back and forth between them giving them each equal attention and respect during your presentation. Fixing your eyes on just one of them and not the other(s) could be perceived as a show of uncertainty, a lack of confidence with the material and subject matter, as well as taint your overall performance. Strong eye contact, a confident oral presentation, combined with skillful and timed facial expressions, are the most influencing characteristics an individual can possess.
Speaking of facial expressions, it is often said that facial expressions will come naturally; you can’t rehearse or time them. I disagree with the later. If you are aware of them, they’re meaning, as well as their effect on your presentation, they can definitely enhance your presentation. It is best to start with some of the most common and most influencing.
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Smiling: Use a smile when you enter the room as you meet and greet the assessment team; remember first impressions. Periodically use it within your presentation, especially when you are focusing on an accomplishment by you or by a role player. I also advise students to end a presentation on a positive note. When closing or summarizing, take advantage of the timing and attempt to lighten the moment and soften your expression. Smiling will actually demonstrate to the assessor interpersonal skills, composure, and confidence with your presentation.
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Raising and lowering of your eyebrows: Yes, I said eyebrows. Lowered eyebrows combined with narrowed eyes, will give the assessor the impression that you are lost, confused, and uncertain. You could exhibit this indirectly as you attempt to present the material, or can it be initiated by an uncertain or confusing question posed by the assessor. On the other hand, tactfully raising an eyebrow when highlighting a very important topic adds a dimension of enthusiasm, persuasiveness as well as technical knowledge to your presentation.
How dress affects performance
There are many misconceptions about this subject. Does how you dress, affect your scoring? The answer the professionals will say is NO. There is no dimension within an assessment center that scores you on the type and style of clothing. It should not make a difference if you are wearing the classic blue suit, white shirt and “red” tie, your fire department dress uniform and bell cap, or a pair dungarees and a t-shirt. But guess what, it does make a difference. Not directly, but indirectly. What do I mean by this? It makes a difference simply based on the impression you make. Other texts and consultants will immediately argue this. They will tell you it makes no difference at all, and they are right, it’s not suppose to.
As professional as some assessors can be and as disciplined as they are with their evaluating and scoring, dressing neatly and professionally shows that you are committed and organized with specific attention to detail. You cannot dispute the impression of a neatly pressed suit or uniform, a clean-shaven face and a neat haircut; compared to a wrinkled suit, an unshaven face, and clothes that obviously don’t fit. It is very true that in a professionally designed and administered assessment center you are scored directly from your knowledge, skills and abilities of the subject material and its measurable behaviors. But with all that you need to prepare for, why would even consider neglecting this part of your presentation. It is important to note that in many assessment centers, test designers will often utilize active or retired fire officers from other cities and states who are educated and trained to assess candidates in their presentations. As scripted and disciplined as they can be in their assessment of you, a neatly pressed suit or dress uniform gives a different impression when compared to one who’s dress is less than professional. Remember these officers have likely seen this type of neglected appearance before. “You need to be neat and professionally in your dress. Remember first impressions.”
Regarding what to wear, this is where you need to make a decision. In my personal experience in preparing for these exams as well as tutoring many in taking them, the conservative business suit or fire department dress uniform are the two most widely worn. Each is fitting for the environment, but each has limitations. If you are testing for a position in another fire department, the wearing of your current departments uniform is not wise — wear a business suit. The other deciding factor has to be what will be comfortable for you to wear given the assessment design, as well as what will empower you as make you presentation. Some will feel more confident and comfortable in a fire department dress uniform; others will prefer a suit and a tie. In either case, they need to be neat, clean, fit, and non-distracting.
In our preparation seminars, we often present a test simulation day where we ask our students to dress the way they would on test day. We have two objectives with this approach. The first is to recreate the testing environment in an attempt to quell the anxiety of test day. The second is to have the candidate evaluate whether their appearance and comfort enhanced or took away from their day.
Personally speaking, I’m a fan of the fire department dress uniform. It is our business suit. I think it empowers an individual and presents a very professional image. However, I must remind you of two important items. Fire department dress uniforms are not designed and fitted to be worn in a seated position. They could become very uncomfortable and distracting during a seated exercise. Secondly, the day of your exam is not the day to see how you look and feel in your uniform. If it has been some time since you've worn your dress uniform, chances are you may need to have it altered. The last thing you want to happen is to have a button hit the assessor in the eye as you attempt to sit down.
You need to evaluate your presentation as well as your appearance. To be able to compete and score well on your promotional exam, you need to practice like your going to have to present on test day. Practice does make perfect. It’s up to you!
Chief Terpak is the author of Assessment Center Strategy and Tactics and also Fireground Size-Up. To purchase, return to the Firenuggets Bookstore on the Main Page and click on the icons.
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