How to build a Situational Judgment recruiter and the candidate
How to build a Situational Judgment Test that delivers real value to the recruiter and the candidate Eugene Burke & Carly Vaughan SIOPSA July 2011 ©2011 SHL Group Limited A story in three parts The state of the science of SJTs The practical and investment decisions in implementing an SJT Question & answer session framed around key issues ©2011 SHL Group Limited 2 The science of SJTs ©2011 SHL Group Limited 3 • Considerable debate around • What SJTs measure • Most effective methods for building SJTs • Lack of psychometric properties for SJTs with analogous case of the assessment centre raised • Differences in relationships with other measures as well as impacts such as ethnic and gender differences • Little information on the generalisability of SJTs across languages and cultures ©2011 SHL Group Limited 4 So in Part 1 we will address these issues ©2011 SHL Group Limited 5 Let us start with a brief history of SJTs ©2011 SHL Group Limited 6 History of SJTs (1) • US Civil Service Exams (1870s) • A banking company asks protection for a certain device, as a trade-mark, which they propose to put upon their notes. What action would you take in the application • Binet (1905) • When a person has offended you and comes to offer his apologies, what would you do? • Ansbacher (1941) • Your sports club is planning a trip to Berlin to attend the Germany-England football game, which will take place in 2 weeks. You have been entrusted with the preparations and entire management of the trip. What do you intend to do? ©2011 SHL Group Limited 7 History of SJTs (2) • Closed ended response options started to be introduced: • George Washington Social Intelligence Test • Criticism that they were very highly correlated with general intelligence • Motowidlo, Dunnette & Carter (1990) re-opened the discussion of SJTs • Low fidelity simulation for entry-level managers in telecommunications industry • Hypothetical work behaviour can predict performance (correlations ranged between .28 and .37) • In the last 20 years, research published into SJTs has grown • Lievens quotes 2 publications per year 1990–2002 and 10 publications in 2006 alone ©2011 SHL Group Limited 8 Why are SJTs becoming more popular? ©2011 SHL Group Limited 9 SJT’s are becoming popular • They are seen to have high relevance to the job/ organisation by stakeholders • Rated highly as a preferred method of assessment in research on candidate perceptions of assessment methods • Seen as highly relevant by line managers • Evidence shows that they are fair • Small to zero differences between males and females, between age groups and between ethnic groups • Strong evidence showing that they are good predictors of job performance • Low fakability when using the answer format developed for EPSO ©2011 SHL Group Limited 10 Is the candidate also a customer? • Consider the case of a retailer or service provider • Consider the case of recruitment to a front line operational role and volume recruitment • The applicant may be an existing or potential future customer Is the candidate experience going to be important? Would a highly credible and realistic assessment help manage the dual needs of a measure that is predictive and promotes the company brand? ©2011 SHL Group Limited 11 But what is an SJT? ©2011 SHL Group Limited 12 • A candidate is presented with a variety of realistic situations likely to be encountered ‘on the job’ • Typically gathered via a job analysis method like critical incidents • Each situation is accompanied by a number of different responses that could be applied to the situation • The candidate is asked to either • Choose which is the most effective response • The response they would most likely choose • Rate response options on a Likert scale ©2011 SHL Group Limited 13 In addition to response formats, the framing and scoring of the SJT needs to be considered ©2011 SHL Group Limited 14 • Behavioural tendency (BT) • The respondent is asked for their preferred response to the situation • This will tell you about their style but does it tell you whether they understand what an effective response would be? • Subject matter scoring (SMS) • Subject matter experts (SMEs) are asked to rate which responses are more effective or preferred • The validity of this approach depends on the framing of the SME task and the nature of those defined as SMEs • Knowledge instructions (KI) • Refers to a format the requires the respondent to declare the most effective and/or least effective responses rather than any prior job knowledge ©2011 SHL Group Limited 15 Possible response instructions One response scored Two responses scored All responses scored Behavioural Tendency (BT) Choose your preferred answer. What would you like to do? What would you most prefer to do? What would you least prefer to do? Rate each response option for how likely you would respond that way Knowledge Instructions (KI) Choose the most effective answer. What should you do? Pick the most and the least effective answer. Rank the responses from the most effective to last effective ©2011 SHL Group Limited 16 How do SJT scores relate to other assessments? ©2011 SHL Group Limited 17 The answer partly depends on how you build an SJT? ©2011 SHL Group Limited 18 Can-do and will-do correlations Knowledge Instructions (KI) Behavioral Tendency (BT) Cognitive ability 0.35 0.19 Conscientiousness 0.24 0.34 Agreeableness 0.19 0.37 Emotional Stability 0.12 0.35 From McDaniel et al., 2007 ©2011 SHL Group Limited 19 Other factors related to instructions (McDaniel, 2007) Knowledge Instructions (KI) Behavioral Tendency (BT) Mean scores Higher Lower Ethnic differences Larger Smaller Less More ρ = .26 ρ = .26 Fakability Validity ©2011 SHL Group Limited 20 We advocate the KI format which we will describe in more detail ©2011 SHL Group Limited 21 An example (KI) item A customer has accidentally broken a bottle of oil. There is broken glass and the oil is quickly spreading across the floor. One of your colleagues is helping the customer. You still have to re-fill a lot of shelves before your break. Watch your colleague for a moment to see if your help is needed. Help your colleague deal with the situation by calling the cleaning staff. Stay focused on completing your current task of re-filling the shelves in time. ©2011 SHL Group Limited 22 A key question is what do SJTs measure? ©2011 SHL Group Limited 23 Some common problems with SJTs • No clear logic in the design and construction of content • Based on a subjective view of the job or role • Highly inductive and not generalizable • Not clear what the constructs are • Scoring is highly empirical • Based the “best” answers on a sample of employees • Short validity half-life as the scoring key reflects only a snapshot in time (i.e. the specific sample the scoring key was developed on) • Not designed to cover key behaviours and to allow content to be configured to meet changing organisational needs • Not designed to meet localisation needs • The need for versions in other languages is an after thought • No definition of whether the content functions in an equivalent way across languages ©2011 SHL Group Limited 24 But there is hope! ©2011 SHL Group Limited 25 The deductive (construct) driven approach to designing SJTs ©2011 SHL Group Limited 26 Deductive approach to SJTs • Founded on a theory of the job • Uses a behavioural taxonomy to define the critical behaviours that underpin effective performance • Uses the links between behaviours and attributes of people to define the constructs to be measured by the SJT • This is the criterion-centric approach • Evaluates the generalisability of the constructs • Captured through deploying the criterion-centric model across geographies and settings • Incorporated in the localisation process through linguist and subject matter expert reviews • This is a combined emic-etic approach ©2011 SHL Group Limited 27 Assessing what drives a judgment Competency can only be evaluated from the evidence provided by an action The action will be evidenced in the form of an observed behaviour Behaviours therefore provide evidence of judgments SJTs can be designed to predict which behaviours are most likely to influence the judgments of the candidate ©2011 SHL Group Limited 28 An example item You work as part of a technical support team that produces work internally for an organisation. You have noticed that often work is not performed correctly or a step has been omitted from a procedure. You are aware that some individuals are more at fault than others as they do not make the effort to produce high quality results and they work in a disorganised way. a. Explain to your team why these procedures are important and what the consequences are of not performing these correctly. b. Try to arrange for your team to observe another team in the organisation who produce high quality work. c. Check your own work and that of everyone else in the team to make sure any errors are found. d. Suggest that the team tries many different ways to approach their work to see if they can find a method where fewer mistakes are made. ©2011 SHL Group Limited 29 Situation presenting candidate with a dilemma to be resolved ©2011 SHL Group Limited 30 Multiple answer options to capture judgment on most versus least effective responses ©2011 SHL Group Limited 31 Designed to tap into judgments You work as part of a technical support team that produces work internally for an organisation. You have noticed that often work is not performed correctly or a step has been omitted from a procedure. You are aware that some individuals are more at fault than others as they do not make the effort to produce high quality results and they work in a disorganised way. • The situations follow scientific principles of judgment theory • The focus in this situation is on the quality of work and how effectively work is organised • The dilemma for the candidate is how to engage in this situation to address these issues • The response alternatives are structured around a behavioural model of choices for resolving this situation ©2011 SHL Group Limited 32 Constructing answer keys • The answer alternatives are written to reflect different behaviours • Those behaviours have been defined to reflect key competencies in the client development programme • Answer choices provide data on whether judgments are likely to be in line with the client’s competencies a. Explain to your team why these procedures are important and what the consequences are of not performing these correctly. b. Try to arrange for your team to observe another team in the organisation who produce high quality work. c. Check your own work and that of everyone else in the team to make sure any errors are found. d. Suggest that the team tries many different ways to approach their work to see if they can find a method where fewer mistakes are made. ©2011 SHL Group Limited 33 Systematic process (1) • Step 1: Start with a focus on the critical behaviours – Mappings to competencies and specific behaviours ensure that there is a clear theory of behaviour built into the assessment • Step 2: Ensure that there is a clear measurement model underpinning the content – Target behaviours are mapped to specific qualities of people so we know what is being measured and how • Step 3: Make sure it makes sense to key stakeholders – Through a simple and efficient process, ensure that managers and other stakeholders understand the relevance of the answer key to effective performance ©2011 SHL Group Limited 34 Systematic process (2) • Step 4: Check that the answer key fits the theory – We test this thoroughly through subject matter expert (SME) reviews early in the construction process • Step 5: Validate the performance of the items and their fairness – The mathematical properties of items are evaluated empirically and checked for equivalence across different demographic groups (gender, age and ethnicity) • Step 6: Address language and cultural issues from the start – Through our localisation processes and translation partners, we are able to assess language and culture issues early in the programme – Equivalent mathematical properties across languages is part of the empirical evaluation process ©2011 SHL Group Limited 35 Developing an SJT 1. Construct Design Learning about the role 2. Content Creation Generating the scenarios Establishing the response options 3. Trialling Rating the response options Trialling the final item models 4. Data Analysis 5. Quality Assurance 6. Handover Analysis Handover & QA ©2011 SHL Group Limited 36 Imagine you are asked to: Design 1,625 SJT items 125 items delivered every 6 weeks That map to five competencies And have to operate in 27 languages ©2011 SHL Group Limited 37 Building blocks for the solution Leading & Deciding Deciding & Initiating Action Leading & Supervising Supporting & Cooperating Working with People Adhering to Principles & Values Interacting & Presenting Relating & Networking Persuading & Influencing Presenting & Communicating Analysing & Interpreting Writing & Reporting Applying Expertise & Technology Analysing Creating & Conceptualising Learning & Researching Creating & Innovating Formulating Concepts & Strategies Organising & Executing Planning & Organising Delivering & Meeting Expectations Following Instructions & Procedures Adapting & Coping Adapting & Responding to Change Coping with Pressure Enterprising & Performing Achieving Goals & Objectives Entrepreneurial & Commercial Thinking Universal Competency Framework ©2011 SHL Group Limited 38 Competencies covered • Analysis and problem solving: Identifies the critical facts in complex issues and develops creative and practical solutions • Prioritising and organising: Prioritises the most important tasks, works flexibly and organises own workload effectively • Delivering quality and results: Takes personal responsibility and initiative for delivering work to a high standard of quality within set procedures • Resilience: Remains effective under heavy workload, handles organisational frustrations positively and adapts to a changing working environment • Working with others: Works co-operatively with others in teams and across organisational boundaries, and respects differences between people ©2011 SHL Group Limited 39 Mapping to client’s competencies Leading & Deciding Supporting & Cooperating Working With Others Interacting & Presenting Analysing & Interpreting Analysing & Problem Solving Creating & Conceptualising Organising & Executing Prioritising & Organising Adapting & Coping Resilience Enterprising & Performing ©2011 SHL Group Limited Delivering Quality & Results Delivering Quality & Results 40 Behavioural blueprint for items Behaviour matrix Analysing & Problem Solving EPSO Competency Making Judgements UCF Behavioural Component Positive indicator Negative indicator Takes all available information into account when making judgements Makes quick judgements based upon incomplete information Passage with statements ©2011 SHL Group Limited 41 We will now look at an example • Analysis and problem solving: Identifies the critical facts in complex issues and develops creative and practical solutions • Prioritising and organising: Prioritises the most important tasks, works flexibly and organises own workload effectively • Delivering quality and results: Takes personal responsibility and initiative for delivering work to a high standard of quality within set procedures • Resilience: Remains effective under heavy workload, handles organisational frustrations positively and adapts to a changing working environment • Working with others: Works co-operatively with others in teams and across organisational boundaries, and respects differences between people ©2011 SHL Group Limited 42 Delivering quality and results You work as part of a technical support team that produces work internally for an organisation. You have noticed that often work is not performed correctly or a step has been omitted from a procedure. You are aware that some individuals are more at fault than others as they do not make the effort to produce high quality results and they work in a disorganised way. a. Explain to your team why these procedures are important and what the consequences are of not performing these correctly. b. Try to arrange for your team to observe another team in the organisation who produce high quality work. c. Check your own work and that of everyone else in the team to make sure any errors are found. d. Suggest that the team tries many different ways to approach their work to see if they can find a method where fewer mistakes are made. ©2011 SHL Group Limited 43 Qualities of SJTs deployed • 40 equivalent forms deployed for graduate entry and 40 for administrative entry • Test lengths of 20 items with 4 items per competency • From data on 38,000 applicants processed in 2010 • Internal consistencies of 0.8 across all forms • Means and standard deviations within standard errors (i.e. equivalent) • Overall, use of the SJTs seen to improve the fairness of the selection process • Improved gender balance is applicants called forward for final assessment centre stage • Positive reactions from applicants ©2011 SHL Group Limited 44 Applying this approach to customer roles ©2011 SHL Group Limited 45 Of these competency dimensions Leading & Deciding Deciding & Initiating Action Leading & Supervising Supporting & Cooperating Working with People Adhering to Principles & Values Interacting & Presenting Relating & Networking Persuading & Influencing Presenting & Communicating Analysing & Interpreting Writing & Reporting Applying Expertise & Technology Analysing Creating & Conceptualising Learning & Researching Creating & Innovating Formulating Concepts & Strategies Organising & Executing Planning & Organising Delivering & Meeting Expectations Following Instructions & Procedures Adapting & Coping Adapting & Responding to Change Coping with Pressure Enterprising & Performing Achieving Goals & Objectives Entrepreneurial & Commercial Thinking ©2011 SHL Group Limited 46 These were selected Supporting & Cooperating Working with People Interacting & Presenting Relating & Networking Delivering & Meeting Expectations Organising & Executing Adapting & Coping ©2011 SHL Group Limited Adhering to Principles & Values Adapting & Responding to Change Coping with Pressure 47 An example for customer roles A customer has accidentally broken a bottle of oil. There is broken glass and the oil is quickly spreading across the floor. One of your colleagues is helping the customer. You still have to re-fill a lot of shelves before your break. Watch your colleague for a moment to see if your help is needed. Help your colleague deal with the situation by calling the cleaning staff. Stay focused on completing your current task of re-filling the shelves in time. ©2011 SHL Group Limited 48 Qualities of SJT deployed • Single form with 17 items providing an omnibus assessment across critical competencies • Internal consistency of 0.72 • Deployed in online in UK (first deployments) and US, and paper-and-pencil format in Turkey • Positive reactions from applicants • Client calculated that the SJT reduced the cost of opening a new store in the UK by £1.2 million • Reduced the number of interviews to successful hires from 6:1 to 2:1 • This is an estimated reduction of 73,000 hours of management time ©2011 SHL Group Limited 49 Differences in employee quality 70 60 Lowest scorers on the SJT 5 : 1 being lowest performers on the job 50 40 Highest scorers on the SJT 12 : 1 being highest performers on the job 30 20 10 0 Lowest Quartile SJT Lower Quartile Employee ©2011 SHL Group Limited Highest Quartile SJT Upper Quartile Employee 50 Cross validation UK Concurrent (N=78) UK Predictive (N=70) Turkey Concurrent (N=93) US Concurrent (N=101) Sample Weighted Average (N=342) Working with People 0.35 0.38 0.31 0.25 0.32 Adhering to Principles & Values 0.28 0.18 0.55 0.21 0.32 Relating and Networking 0.37 0.52 0.36 0.29 0.38 Meeting Customer Expectations 0.46 0.28 0.22 0.26 0.30 Adapting to Change 0.38 0.19 0.26 0.32 0.29 Coping with Pressure 0.38 0.18 0.43 0.10 0.28 Overall Job Performance 0.47 0.40 0.36 0.28 0.37 Criterion Measure ©2011 SHL Group Limited 51 The practical and investment decisions in implementing an SJT ©2011 SHL Group Limited 52 Why use an SJT? ©2011 SHL Group Limited 53 Is the candidate also a customer? • Consider the case of a retailer or service provider • Consider the case of recruitment to a front line operational role and volume recruitment • The applicant may be an existing or potential future customer • Is the candidate experience going to be important • Would a highly credible and realistic assessment help manage the dual needs of a measure that is predictive and promotes the company brand? ©2011 SHL Group Limited 54 As we saw earlier … Knowledge Instructions (KI) Behavioral Tendency (BT) Cognitive ability 0.35 0.19 Conscientiousness 0.24 0.34 Agreeableness 0.19 0.37 Emotional Stability 0.12 0.35 From McDaniel et al., 2007 Whether it is a KI or BT format, the correlations with cognitive ability and personality are modest ©2011 SHL Group Limited 55 Global professional services firm Cognitive Ability Can Do Personality Will Do SJT Will Fit Use all three types of assessment to provide a holistic and fair basis for graduate hire ©2011 SHL Group Limited 56 A “dialogue” with the candidate • Think of a client who is competing for the very best graduates… • … who wants to engage a candidate… • … and ensure they complete the selection process… • Imagine being able to show a candidate what it is like to work in your organisation… • … what the values are of your organisation… • … and it is closely aligned to your brand… • An SJT can do this…and it can ensure the candidates that end up in your organisation display the right behaviours too… ©2011 SHL Group Limited 57 Where SJTs add specific value • Makes the selection process more credible in terms of the perceived link between the assessment and the job • Strengthen the read of a candidate by supplementing other measures such as cognitive and personality measures • Extending the utility to a tool such as an RJP in order to engage candidates and keep them motivated throughout the process • Tool to communicate organisational values, culture and brand ©2011 SHL Group Limited 58 Creating a dialogue framed by what you expect them to do SJT approach applied to a Realistic Job Preview (RJP) ©2011 SHL Group Limited 59 Helping the candidate decide (1) • A big 4 consultancy hires grads in to 5 main areas of the business • Audit • Consulting • Financial Advisory • Tax • Enterprise Risk Services • Challenge they are facing is that graduates are applying for the more ‘exciting’ areas and are more suited to other areas • It needs to be deployed via a mobile phone • How can an RJP help? ©2011 SHL Group Limited 60 Helping the candidate decide (2) • One RJP • 4 items per business area, 20 overall • Overall fit score that provides feedback to the candidate on which area they are most suited to… Good Fit Great answers! Your responses to these initial questions suggest that you are likely to be a relatively good fit to our Financial Advisory business function! You seem to understand what is important to perform well in roles in this business function and this indicates that you have potential to do well in this area. Therefore, we would be delighted if you continued your application to the Financial Advisory teams. For more information about vacancies, please visit (insert link). Thank you for your interest in (client) careers. ©2011 SHL Group Limited 61 Which candidates are committed to you? No Shows At Interview Stage 100 90 80 70 60 50 50% 40 30 20 10 10% 0 No Shows Before RJP ©2011 SHL Group Limited No Shows after RJP 62 Let’s go through some other issues to consider and decisions to be made ©2011 SHL Group Limited 63 Consider the case … • Consider the case of a multinational company • Assessments to support consistent talent acquisition need to be run in several countries, languages and cultures • One Size Will Fit All: Do they develop their SJT in one country and language and then export it (force it) into the other languages? • Everyone Is Different: Do they develop different SJTs in each language? ©2011 SHL Group Limited 64 And if you are going online, they need to be fake resistant and secure as well ©2011 SHL Group Limited 65 Technology and SJTs ©2011 SHL Group Limited 66 Text based A customer has accidentally broken a bottle of oil. There is broken glass and the oil is quickly spreading across the floor. One of your colleagues is helping the customer. You still have to re-fill a lot of shelves before your break. Watch your colleague for a moment to see if your help is needed. Help your colleague deal with the situation by calling the cleaning staff. Stay focused on completing your current task of re-filling the shelves in time. The measurement model must work whatever the medium ©2011 SHL Group Limited 67 More immersive versions Swarovski_5r2. wmv Driver video for ppt. wmv ©2011 SHL Group Limited 68 ©2011 SHL Group Limited 69 Level of Fidelity How much investment? Video 3D animation 2D animation Text based ©2011 SHL Group Limited 70 Bang for your buck Level of Fidelity How much investment? Video 3D animation 2D animation Text based ©2011 SHL Group Limited 71 Let’s walk through two client projects ©2011 SHL Group Limited 72 ©2011 SHL Group Limited 73 Case study 1 – Marks and Spencer • Marks and Spencer are a global retailer • Text based SJT existed as part of the original process • Key challenge to them was to provide a candidate experience that is engaging and promotes their brand - candidates are customers too • Key requirements for the solution: – Easy to roll out in other languages – Long term investment – Consistent with and enhance their brand ©2011 SHL Group Limited 74 Case study 1 – Marks and Spencer • Marks and Spencer are a global retailer • Text based SJT existed as part of the original process • Key challenge to them was to provide a candidate experience that is engaging and promotes their brand - candidates are customers too’ • Key requirements for the solution: – Easy to roll out in other languages – Long term investment – Consistent with and enhance their brand Decision = 2D animation ©2011 SHL Group Limited 75 Pros & cons of solution • Pros • Easy to localise • Less likely to age over time • Engaging experience for candidates • Cons • May not be seen by all clients to fit their brand image ©2011 SHL Group Limited 76 Case study 2 – global retail bank • Key challenge – how to attract the best graduates in a sector that is very competitive • Requirements • Engaging candidate experience • Initial roll out in the UK • Different to competitors • What happened when the brand police were engaged? • Client wants to be portrayed as safe and reliable in the current climate • Animation deemed too ‘risky’ ©2011 SHL Group Limited 77 Case study 2 – global retail bank • Key challenge – how to attract the best graduates in a sector that is very competitive • Requirements • Engaging candidate experience • Initial roll out in the UK • Different to competitors • What happened when the brand police were engaged? • Client wants to be portrayed as safe and reliable in the current climate • Animation deemed too ‘risky’ Decision = Video ©2011 SHL Group Limited 78 Pros & cons of solution • Pros • Real people which present a more professional brand • Higher fidelity • Cons • Higher investment to roll out in other languages • Look and feel can date more quickly ©2011 SHL Group Limited 79 It is all about choice Text 2D Animation 3D Animation Video Development Costs ♦ ♦♦ ♦♦♦ ♦♦♦♦ Development Time Requirements Localization Costs ♦ ♦♦ ♦♦♦ ♦♦♦♦ ♦ ♦♦ ♦♦♦ ♦♦♦♦ Level of Realism ♦ ♦♦ ♦♦♦ ♦♦♦♦ Validity ♦♦♦ ♦♦♦♦ ♦♦♦♦ ♦♦♦♦ Lack of Adverse Impact ♦♦♦ ♦♦♦♦ ♦♦♦♦ ♦♦♦♦ ♦♦ ♦♦♦ ♦♦♦♦ ♦♦♦♦ Consideration Applicant Reactions ©2011 SHL Group Limited 80 Considerations for the client • What are we trying to achieve? • This isn’t just about predicting job performance, this is about brand and candidate experience • What is your candidate demographic and how does this need to be represented? • What countries/languages will this need to be deployed in? • What is the infrastructure in all the countries involved? • Which solution will best represent your organisation • How branded does it need to be – how closely aligned to your values and culture? Is this a key driver? • Who are the key internal stakeholders that need to be engaged and how do we engage them? ©2011 SHL Group Limited 81 Part 3 A walk through the key items in designing, building and deploying an SJT ©2011 SHL Group Limited 82 Why would an SJT be attractive to your organisation or your client? What would it offer over the assessments already in place? What would the SJT need to demonstrate and achieve over and above psychometric qualities (e.g. reliability, validity)? ©2011 SHL Group Limited 83 Who would the SJT be designed for? What roles in the organisation need to be covered? What is the demographic of the target applicant population? ©2011 SHL Group Limited 84 What are the key deployment issues that would need to be addressed? What level of fidelity would best support the employer brand? What infrastructure issues would need to be taken into account? ©2011 SHL Group Limited 85 Who are the key stakeholders who need to be engaged? What is their stake in the programme? What is their role in the decisions to be made? ©2011 SHL Group Limited 86 What would success look like? What metrics would show value to the user (efficiency and effectiveness)? What other objectives would show that the SJT has delivered value? ©2011 SHL Group Limited 87 What other issues need to be taken into account? ©2011 SHL Group Limited 88 Thank you eugene.burke@shlgroup.com carly.vaughan@shlgroup.com You will also find us on ©2011 SHL Group Limited 89
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