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TUI Cadet Programme 2024 > Assessment centre prep. > Flashcards

Assessment centre prep. Flashcards

1
Q

What are the two main ways that you will be assessed?

A

Evidence-based answers.

Interaction with other candidates.

Heavy emphasis placed on these two things.

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2
Q

How can you best plan ahead for the day?

A

Read details of the day meticulously.

Plan journey, giving plenty of time for everything (day before, then hotel?).

Well-rested, fed, and watered.

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3
Q

Dress code

A

Smart business attire.

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4
Q

Who has the opportunity to assess you? What does this mean?

A

EVERYONE has the opportunity to make an informal assessment.

Reception staff, pre-assessment day phone calls, staff presenting information about the Airline.

This means any interactions are important- 7 seconds to make a first impression!

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5
Q

How can you make a good first impression?

A

Friendly and approachable, the philosophy for the day.

Confidence; not arrogance.

“Understated and humble”.

Could offer to buy other candidates or reception staff a cup of tea/coffee.

Be more of a listener than a talker. ASSESS OTHER CANDIDATES.

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6
Q

Why should you focus on making a good first impression?

A

If people see you as friendly and approachable, then they’re more likely to listen to and approach you in the group exercise.

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7
Q

Briefly, what should you consider when assessing others?

A

Who may need gentle encouragement during the task? Who might be difficult to manage?

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8
Q

Key points and phrases when meeting in person.

A

Polite

“It’s really great to meet you”

“Really looking forward to the day”

Don’t overdo it.

Don’t talk about yourself too much.

“What do you enjoy most about the company?”

“Any advice?”

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9
Q

Who will likely be present in the panel interview?

A

A combination of pilots and HR.

Don’t have any pre-conceptions about them… they could be from any demographic!

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10
Q

What is the mission of the panel staff interviewing you?

A

To assess your competence to successfully complete flying training and subsequent suitability for a role as a commercial pilot.

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11
Q

What is the panel interview a great opportunity for?

A

To show suitability to the company.

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12
Q

What should you do when you enter the interview setting?

A

Say goodbye to whoever you might have been talking to outside, before entering.

Be polite and courteous (respectful, considerate) - introduce yourself and wait until asked to sit down.

Assessment of your character starts from the very beginning.

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13
Q

What may happen as the interview progresses? How should you respond?

A

One person normally asks the questions, and one takes notes.

They may swap roles as the interview progresses.

Monitor who’s addressing you, predominantly engaging with them. Turn your body slightly towards them.

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14
Q

How should you come across in the panel interview?

A

Polite and conversational.

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15
Q

What is a competency?

A

A set of qualities and skills, both professional and personal.

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16
Q

What is one of the keys to success for the assessment day?

A

Evidencing competencies.

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17
Q

Professional competency examples.

DDB PMT

A

Dependability and responsibility; decision making; business knowledge and focus; personal standards; motivation; team skills and interpersonal behaviour.

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18
Q

Personal competency examples.

CCCAA

A

Character and emotions; customer focus; communication skills; attitude and approach; adaptability.

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19
Q

Motivation competency- things to consider.

A

Commitment to airline/training. Realistic career progression expectations. Retaining positivity throughout career. HOW WILL YOU REMAIN MOTIVATED?

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20
Q

Personal standards competency- things to consider.

A

How do you set and achieve high personal standards? Self-motivation? How do you act with purpose and determination?

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21
Q

Dependability and responsibility competency- things to consider.

A

You must be honest and display integrity. Are you able to accept responsibility for personal and professional mistakes? How do you act and deliver on your commitments?

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22
Q

Team skills and interpersonal behaviour competency- things to consider.

A

You must consider the needs of the team. Are you aware of your actions in relation to others? Be sensitive and considerate of others’ needs. Seeking feedback. Can you motivate and inspire members of the team?

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23
Q

Decision making competency- things to consider.

A

Balancing risk vs reward. Effective decision making under pressure. What are your views on SOPs? How do you integrate your decisions with others? How do you consider others’ decisions when formulating your own?

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24
Q

Business knowledge and focus competency- things to consider.

A

Do you understand competition, and recognise the need for a competitive advantage? DO you understand the need for the role of management in achieving this?

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25
Q

Character and emotions competency- things to consider.

A

Do you stay calm under pressure? Are you resilient during challenging times? How do you consider others when under pressure?

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26
Q

Attitude and approach competency- things to consider.

A

Do you approach challenges with positivity and energy? Can you perceive positive outcomes, rather than negative ones? Are you able to accept change?

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27
Q

Adaptability competency- things to consider.

A

Are you able to adopt a flexible approach? Are you tolerant, flexible, and open-minded? Are you approachable? Do you understand the level of flexibility required in your future career (base, fleet, etc.)?

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28
Q

Communication skills competency- things to consider.

A

Do you communicate clearly and articulately? Can you communicate plans effectively and engage with others clearly, and adapt your style of communication to others accordingly? Are you a calm, confident individual? Do you have a positive effect on a team? Can you influence others effectively?

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29
Q

Customer focus competency- things to consider.

A

Will you put an Airline’s valued customers first? Will you treat and Airline’s customers as individuals? Are you ethnically and culturally aware, and do you support diversity and inclusion? Will you promote an Airline, and drive future business?

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30
Q

When asked a question, what should you ask yourself?

A

“The interview language translator!”-

“Can I identify the competency or competencies where the majority of evidence is relevant?”.

“What additional competency or competencies are relevant here where I can provide some of the evidence?”.

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31
Q

Questions to RESEARCH: Airline & flight school ethos.

A

What competency areas are important?

Language used to describe competency areas.

Investigate all areas, not just pilot-related info.

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32
Q

Why is researching the Airline’s ethos important?

A

Helps you align yourself with the competencies that are important to the Airline.

Provides you with language to use in the interview.

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33
Q

What are the different categories of interview questions you may be asked?

A

Getting to know you.

Scenario based.

Airline industry.

Competency.

End of interview questions.

(Also brush up on technical knowledge).

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34
Q

What to include in “getting to know you” questions.

A

Competency evidence + your experience.

Link experience to appropriate competencies using the “interview language translator”.

Specific example from life isn’t needed, but you can show your knowledge by incorporating professional and personal competencies.

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35
Q

What is the interviewer looking for in “getting to know you” questions?

A

Evidence of your competence to be successful with flying training and career as a commercial pilot.

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36
Q

Structure for scenario-based questions.

A

Safety, resolution, brand.

Safety: what are the safety threats?

Resolution: technical elements (eg. setting parking brake), and evidence competencies.

Brand: impact of incident and how you’d protect brand image.

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37
Q

Characteristics of scenario-based questions.

A

Fictitious scenario.

Not all elements of “SRB” have to be used, and elements can be used more than once.

38
Q

Basic structure for Airline & industry questions.

A

Airline / industry solution (how does the Airline solve the issue), + your solution (your role in helping company combat these challenges).

39
Q

Areas to research for Airline & industry questions.

A

Where do pilots fit into the overall structure of the Airline / company structure

What value do pilots have other than ensuring a safe flight for customers?

How do flight operations play an important role in the day-to-day working life of pilots?

How do flight operations play an important role in the day-to-day working life of pilots?

Research latest industry and aircraft developments, which will help evidence motivation for becoming a pilot.

Have knowledge about current and future threats to industry, and the company.

40
Q

Questions for when researching the current and future threats of industry / company.

A

What and how does the airline mitigate against threat of competition?

What can you do to help?

How does competition threaten an airline?

Who are the Airline’s target customers?

What does the Airline do to retain customers?

What can the Airline do to retain customer satisfaction?

What do pilot’s do to retain customer satisfaction?

This research will help evidence motivation to become a commercial airline pilot and future asset to the airline.

41
Q

Framework for competency-based questions.

A

Situation, Task, Action, Result, (Review, Relate).

Only add “review” and “relate” if they improve answer or add something new.

42
Q

What does a competency-based question require?

A

A real-life situation that you experienced personally.

43
Q

How long should the answer to a competency-based question be?

A

2-3 mins

44
Q

Best way to prepare for a competency-based question.

A

Don’t rehearse; prepare answers and know which competencies to refer to.

45
Q

Key points when explaining the “situation”.

A

Get to the point that the question relates to.

Keep it easy to understand.

Only provide enough info. so the assessor can understand why the situation relates to the question they just asked.

46
Q

Key points when explaining the “task”.

A

Also relates back to the question.

Eg. Why was it important to “reduce the conflict”.

Eg. “To ensure safety wasn’t compromised”.

47
Q

Key points when explaining the “action”.

A

How did your actions achieve your task, given the situation you were in?

EVIDENCE COMPETENCIES and place the MOST EMPHASIS here.

48
Q

Key points when explaining the “result”.

A

What was the outcome of the situation, following the actions?

49
Q

Key points when explaining the “review”.

A

What would you do differently now?

50
Q

Key points when explaining the “relate”.

A

Relate to future flying training or role as an f/o.

51
Q

Best way to prepare answers.

A

Don’t rehearse. Know the frameworks, competencies, and examples that evidence these competencies.

52
Q

What do you do if you can’t think of an answer?

A

Don’t panic, and ask if you can come back to that particular question.

53
Q

The interviewer keeps looking at the clock/watch!

A

Usually on behalf of the interviewers. You may be taking too long to answer. Don’t panic, and finish the answer properly. Ensure you take this into account on future answers.

54
Q

Best way to act and answer the questions.

A

Always be polite, and answer the question concisely and clearly.

55
Q

What to do if you’ve said something inappropriate.

A

Acknowledge it with the interviewers, and move on. Don’t dwell on it.

56
Q

What to do if things just don’t seem to be going well.

A

Be honest and tell the interviewers that you’re nervous, and really are doing your best as this is something you’ve worked really hard for.

Relax, smile, and move on.

57
Q

What to expect at the end of the interview.

A

Questions relating to training, should you be successful in the assessment.

58
Q

How to answer end-of-interview questions.

A

Be honest, but EVIDENCE COMPETENCIES.

Put a positive spin on answers.

You don’t yet know the outcome of the assessment, so sounding positive, asking questions, and displaying positive competency indicators is essential.

59
Q

Do you have any questions?

A

What they enjoy most about the airline.

Advice for you if successful.

Any other questions you have.

60
Q

Why is the group exercise used to assess you?

A

The group dynamics can be varied and complex, allowing further assessment of you. It’s hard to not be your true self in this environment.

Flight decks and commercial aircraft are inherently team driven.

Success of each day’s operation relies on you and team members that you may never have met before, working together to solve daily challenges.

How you work as a team is fundamental to the outcome of potential incidents being safe and successful.

61
Q

What’s involved in the group exercise?

A

Verbal brief, overviewing a fictitious scenario.

Given written information regarding the exercise.

This info. will have in it items that have an overall impact on the task.

Together, utilise all the info., both written and verbal, to try and solve this problem.

62
Q

What are some key skills that need to be demonstrated in the group exercise?

A

Communication.

Influencing others.

Valuing others.

Action orientation.

63
Q

Group ex.: positive examples of communication.

A

Appearing at ease in a team.

Maintaining eye contact, nodding, and smiling at the rest of the group.

Keeping your head up.

Clear, concise ideas, suggested at a suitable place.

Appropriate language.

64
Q

Group ex.: negative examples of communication.

A

Appearing nervous and uncomfortable.

Unresponsive to others’ suggestions.

Breaking eye contact, or staring.

Mumbling, hesitant.

Speaking too quickly, or for too long.

65
Q

Group ex.: positive examples of influencing others.

A

Asserting views confidently, but not aggressively.

Persuading using facts / figures, to influence outcome.

Defending ideas appropriately.

Ability to compromise.

66
Q

Group ex.: negative examples of influencing others.

A

Presenting views aggressively, or even APPOLOGETICALLY.

Attempting to state facts without supporting evidence.

Not backing down too easily when challenged.

Refusing to compromise.

67
Q

Group ex.: positive examples of valuing others.

A

Verbally supporting others.

Offering to help / interpret info.

Actively seeking ideas or feedback.

Polite to others.

Actively listen.

Ability to relate to others’ ideas.

68
Q

Group ex.: examples of not valuing others.

A

Unsupportive of others.

Not actively seeking feedback or ideas.

Not being polite to others.

Dismissive of others’ ideas and opinions.

Excluding or ignoring members of the group.

Talking over other members of the group.

Being rude and abrupt.

69
Q

Group ex.: positive examples of action orientation.

A

Prepared to take a prominent role.

Making relative contributions.

Keeping the group focused on the objective.

Ability to move the group on.

Encouraging compromise between members.

Being time aware.

70
Q

Group ex.: negative examples of action orientation.

A

Do you like to work alone?

Offering contributions that are of little relevance.

Imposing own agendas.

Dominating the group.

Little interest in time pressure.

Waiting for others to take initiative.

Being obstructive; do you try to prevent a concensus?

71
Q

Advice for successfully managing others throughout the group exercise.

A

Try to get to know some candidates ahead of the group exercise.

72
Q

How to assess group members before the exercise.

A

Make a brief assessment of their strengths, weaknesses, and personal character traits.

Hence the advice, “listen and ask questions rather than talk too much”.

Perhaps message on forums to get to know people?

73
Q

Group ex.: how to handle challenging characters.

A

Use positive traits listed to help them turn their negative skills around, helping them to exhibit positive ones.

74
Q

Group ex.: how to handle over-confident team members.

A

They may exclude others’ ideas or solutions.

Agree on valuable inputs, and also assert alternative ideas confidently.

Use supporting evidence as to why you think that idea might be better.

Ask for feedback when finished. They may not agree with you, but you likely will have displayed some good skills.

How you interact is most important, not finding a solution.

75
Q

Group ex.: how to handle members’ questionable solutions.

A

Occasionally, someone may try to lead the group down a garden path.

They may have misread their info., or perhaps misinterpreted it.

Don’t be afraid to ask the group to pause the discussion and seek clarification.

Even if you think that you’re correct, seeking feedback from others first, in case you are incorrect.

76
Q

Group ex.: shutting down people’s ideas.

A

If you disagree with someone, do not shut down their idea.

If you see this happening, then resolve by valuing both team members’ inputs.

77
Q

Group ex.: what to do if a team member is talking about irrelevant or non-factual info.

A

They may have either misinterpreted some information, or are lost in the group ex.

Seek clarification of their info., based on facts, and support them if you think they have lost their way.

78
Q

Group ex.: how to address conflict between members in a group.

A

Try and effect a compromise.

May be between you and another group member, or some other group members that are in conflict.

79
Q

Should you speak first in a group ex.?

A

It doesn’t matter, although be prepared to take a prominent role.

By speaking first, you aren’t automatically assuming a leadership role, so don’t be scared.

“So everyone, what do we think the problem is?” can be a great opener.

80
Q

Group ex.: tips for timekeeping.

A

Use a stopwatch (on wristwatch, ideally), and suggest that others do the same.

Note the time the group ex. starts, as a group!

If new info. is received at any stage, then update the timeline.

Don’t assume everyone understands the timeline.

You must all be aware of the timeline and time, and don’t rely on one person to be a timekeeper. It saps their capacity and they may get the time wrong.

81
Q

What to do when given information in the group ex.

A

Carefully listen.

Collectively and carefully read any info.

Carefully diagnose all info. to evaluate it’s meaning and potential impact on scenario.

Don’t assume everyone’s information is the same.

Read individual information clearly and concisely to the rest of the group.

Ask what info. others have.

As a team, you’re getting a better idea of the whole picture.

Avoid doing anything on your own if you can help it.

Do everything as a team, including diagnosing written info.

82
Q

Group ex.: why to use open questions.

A

Can help somebody understand something they may have had trouble interpreting.

Open questions DO NOT generate a “yes” or “no” answer.

Excellent way to check your interpretation of info. is correct.

PRACTISE THIS!

83
Q

What is an “option” in the group exercise.

A

A strategy to achieve task / objective / mission.

84
Q

When do you start looking at options in the group ex.?

A

When all of the information that’s presented has been collectively diagnosed.

85
Q

How many options should you develop during a group ex.?

A

Multiple, as only generating one option is already a decision!

86
Q

Group ex.: framework for considering options.

A

BRAN.

Benefits, risks, alternatives, nothing (do nothing).

Only use “nothing” if there’s a lack of info., and you cannot think of any strategies.

In this case, go back as a group and look more closely at the diagnosis of the information.

87
Q

Group ex.: the perfect solution?

A

The perfect solution may or may not exist. You should try to get to a solution and enact it, but it’s the process of getting there that’s more important that the solution itself.

88
Q

When should you work as a group in the group ex.?

A

ALL THE TIME, permitted that the rules of the exercise allow.

89
Q

Actions to take when new information arrives in the group ex.

A

Note the time it arrived, and review and diagnose this new info. carefully.

It may have changed both your timeline, diagnosis of problem, and possibly some ideas generated so far.

90
Q

Group ex.: framework for solving the problem.

A

TDODAR.

Used to achieve a successful and safe outcome when provided with an unusual / complex problem or emergency.

Also an excellent tool for the group ex.

91
Q

Group ex.: TDODAR explanation.

A

Time; diagnosis; options; decide; act; review.

Time- how much time do we have? What factors might affect the timeline?

Diagnosis- what do we think the problem is? Crucially, what does this mean for us?

Options- what are our options? Generate more than one! BRAN for each!

Decide- decide on one!

Act- carry out selected option and assign tasks.

Review- may involve new info., and / or the ongoing result of your chosen option / actions.

92
Q

Group ex.: what to remember with TDODAR.

A

Not a set order; can be used interchangeably!

TUI Cadet Programme 2024 (6 decks)

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