Throughout LRI'S website – the following terms are used interchangeably: Workforce readiness skills, workplace success skills, soft skills, employability skills, interpersonal skills, workplace behaviors, behavioral competencies, social skills, career readiness skills and behavioral effectiveness skills. Skills and competencies are also used as synonyms.
soft skills training

Feedback Reports - Overview

LRI provides valid, criterion-referenced and nationally normed video-delivered programs to measure the soft skills required of most jobs and job-levels within an organization. These positions range from entry-level to highly skilled to managerial. The technology used is called AccuVision®

The assessment process used by LRI produces a Feedback Report, which summarize the results of an individual’s assessment. That is, these reports identify where individuals have effective workplace behaviors, where further development is needed and they provide strategies and resources to develop skill deficits. LRI programs compare individuals’ interpersonal competencies – their soft skills - to a national standard of effective workplace behaviors defined by employers. Over 4,000,000 applicants, incumbents and future workers have been assessed by LRI’s technology.

Feedback Reports provide objective data for developmental activities, the outcome goal of which is a closer alignment between the knowledge, skills and abilities of the individual with the competency requirements of a job. Any Feedback Report includes:

Cover Page: The name of the individual appears here, along with a statement indicating an individual's probability of success in a specified job. Versions of the report are available for new applicants or incumbents. In each case, a statement appears indicating, for example, that 5 out of 10 people with the same score as John/Jane Doe have been successful in performing the (behavioral skills) activities of their jobs. This page is specifically for the employer – or for those who want to insure that individuals admitted into a program have a minimum level of effective soft skills. We encourage that this page usually not be returned to the assessed person, since it tends to take the focus off of “where do I need to develop to become more effective” and on to a score, as though the score was the substance of the process.

Section I - Skills Ranking: This section provides a definition of the skills being measured and ranks the participant's performance of each skill from the strongest (ranked # 1) to the weakest. An "X" denotes those skills in which the participant's performance was above average.

Section II - Skills and Task Analysis: This section provides an analysis of the tasks that comprise each of the skills assessed by the system. The participant's performance in each task is reported as either being acceptable or needing development. This information can be used to identify training activities within each skill area. Here is an example taken from a customer service assessment program:

One of the tasks measured is Customer Relations, by which is meant an individual's ability to create and maintain a positive company image by interacting with others in a polite, professional, and proactive manner.

The following kind of information is provided, based upon the individual choices made during the assessment:

Situations In Which the Participant's Performance Was Acceptable:

  • Interacts with customers who make unreasonable demands or have unjustified complaints
  • Deals with customers regarding service/product complaints

Situations In Which The Participant's Performance Needs Development:

  • Explains policies and procedures to customers
  • Interacts with irate/angry customers in a polite and helpful manner
  • Contacts customers to discuss/resolve problems

Section III - Performance Development Strategies: This section suggests activities to help the participant improve performance in the areas most in need of development. These performance development strategies can be shared with others in the organization in the position to assist in implementing a developmental plan. These suggested strategies are intended to supplement and complement (not replace) other formal developmental activities, such as: training programs, local college courses, books, and other available resources.

In the Section II example, above, the individual needs to develop the ability to: Explain policies and procedures to customers. This individual's report would include the following developmental ideas:

  • Provide information in a simple and easy-to-understand manner. Avoid "technical" terms that the customer may not clearly understand
  • A large number of policies and procedures affect your interactions with customers. In addition to simply understanding the policies/procedures, it is important to understand why they exist
  • Bear in mind that although policies or procedures may not allow you to comply with a customer's direct request, alternative courses of action may allow you to fully or partially meet the actual needs of the customer
  • If a customer's request cannot be accommodated because of policy or procedure, attempt to explain why the policy/procedure exists. No customer wants to be told that a request can't be met simply because the request is "against our policy"
  • In many instances where a customer feels inconvenienced by policies/procedures, it may be possible to explain how the policy/procedure actually benefits the customer
  • Through discussions with your supervisor, develop a clear understanding of the policies/procedures that have some degree of flexibility versus those that do not, and clarify the limits of your personal authority to make exceptions
  • If you are unable to comply with a customer's request because of policy, try to create a positive image of the company by showing empathy for the customer's situation
  • Apologize for any inconvenience the customer may have as a result of the policy and your inability to meet his/her request
Note: Pages in Section III can be customized to include credit and non-credit course and training program information that is available within the assessing organization or the community.

Outcome Goals: Feedback Reports that are used most effectively provide the basis for development, which may take the form of focused discussion, work-experience activities, the integration of soft skills into existing academic or technical curricula, workshop or any other activities.

Feedback Reports that result in targeted developmental activities can then be followed by re-assessment, to determine how effective the developmental plans and their learning activities proved to be. Feedback Reports can provide organizations with an important continuous improvement resource by identifying where training or education is or is not adequately effective.