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have freedom to choose their own behaviour roles, lay down their own priorities for action and engage
themselves in collective group-activity, promptively or otherwise, influencing each other and bringing
about modifications in their own behaviour and in the behaviour of other individuals. The assessment of
behaviour is made on the overall integrated activity rather than on the basis of addition of scores of
specified test situations. Hence, these are called tasks and not tests.

These tasks require the individual to solve specific concrete problems by actual
participation. These tasks are therefore, action–oriented and release considerable measure of
dynamic forces from each participating member. In designing situational tasks, attempts are
made to reproduce the conditions under which the individual will eventually perform. Since it
is not possible to predict all the forms of numerous situations, an individual will encounter in
future, the candidate is exposed to situations that he is likely to meet in his normal life.
A Test
I shall now give you an example of one of the tests which I give to enable you to have some idea
and understanding of our appraisal system.
A situational problem is given to the candidate on a model. The problem affords a selection of
possible solutions and different ways of approach. This task is carried out in two phases—
(a) The individual planning phase when each candidate is required to write down his own solution
to the problems in about 10 minutes without any mutual discussion, and
(b) The 2nd phase is the group planning phase when the candidates are made to mutually discuss
the problem and to work out a corporate solution and plan of action. The value of this test lies on the
solution offered and also the emphasis is on the plan made by the individual.
In asking for a group solution, emphasis is laid on team endeavour. Yet the need for a common
solution introduces a sense of competition, as each candidate tries to secure the acceptance of his own
plans. The discussion in this exercise is therefore purposeful and its purpose is :—

(a) To create an inter-dependent (b) To make one competitively inter-
interaction promotively in a social related with other, with a view to
,
situation. achieve recognition of one s ideas and
plans. In the group and to have the
same accepted. The idea is to find the
solution that is the best for everyone in
the group to which all or most are
committed.
The resultant interplay of conflicting wishes and ideas enables us to observe how the individual
strives to impress himself on others and whether or not he shows signs of beginning to adapt himself to
being a member of the group.
I look for the extent of objectivity in each candidate, his open-mindedness to the problem, his
good will towards others, and his contribution towards a collective solution. One may make an
excellent plan but may fail to convince the group; another person may carry the group with an
inferior plan, still another may seize the plans of others and attempt to get credit for himself. A
better leader will objectively evaluate his own ideas and those of others, select and co-ordinate
best of those and give credit to each for his contribution. Thereby, he will demonstrate both,
his planning and organising ability, his functional ability and group cohesiveness.
By comparing the written plan of a candidate with his contribution during the discussion stage of
the plan, I am able to know how well the candidate planned and to what extent he was able to make use
of it in the dicussion.