Company X is located in China and occupies a total area of 3, 330, 000 m2, with a floor space of 900, 000 m2. Currently having a product line-up made up of six series out of five passenger car platforms, company X is one of the largest car-making bases in China with an annual production capacity of over 450, 000 units.

The Problem

Although the Economic Times (10/17/2007) reported a 22.4% rise in general car sales in China that year, Company X experienced a loss in market share resulting in a decline in revenue.
With this decline, Company X recognized the need to improve the effectiveness of its distribution channel by investing in the capability development of its dealers’ management team.


DIBTA in partnership with Britay Asia was brought in by Company X to improve the performance capability of the distribution channel and to enhance the core capabilities of the key members through assessment, redistribution and development.
This project was to assess the 5 key positions of dealers’ management team.


DIBTA implemented the Learning Leader Model which was customized based on the organizational knowledge of Company X.

-The Learning Leader Model
DIBTA’s Learning Leader Model intensely develops and transforms the Will and the Skill of both the Leader and its People through a systematic yet profoundly powerful approach. The 5 Critical Competencies Model of a Gen-Y Leader as illustrated above begins with the core of Personal Mastery. Moving on to master the art and science of inspiring people, utilize resources, manage processes, the Leader then finds networking and partnering with others, natural and easy.

The 5 competencies of a leader are as follows:
a) Competencies required to manage a required process
b) Competencies required to utilize the needed resources
c) Competencies required to inspire people
d) Competencies required to develop social network and partnerships
e) Competencies required to add value to self, family, organization and society

Based on the above model, DIBTA’s plan for Company X was to:

   - Conduct Assessment to evaluate

  • Individual Potential
  • Individual capability and perform gap analysis

   - Develop Training & Development Plan

  • Develop training & development plan for those talents with potential
  • Raise the performance of the Dealer Management team members

   - Redistribute Personnel

  • Redistribute Dealer management key members based on assessment

The Assessment

An assessment centre was set up to assess a total of 2100 employees from 5 key positions of the dealers’ management team. There were two types of assessors. The Internal assessor were selected from Company X and specially trained by DIBTA where else the External Assessors were from consultants from DIBTA. 420 employees were selected for each position. The 5 positions assessed were:
     I.     General Manager
     II.    Sales Manager
     III.  Showroom Manager
     IV.  Marketing Manager
     V.   Finance Manager

During the assessment, the general managers, sales managers and showroom managers were selected in batches of 40 and were assessed at the assessment centre. The marketing managers and finance managers were assessed on site.
The purpose of this assessment was to determine the strength and weaknesses of the employees as well as analyze the competency of each position.

Tools used in the assessment were:


a) Knowledge Test
This is a test is used to determine whether a candidate has the underpinning knowledge required to perform the skills and tasks outlined in the required competencies for the job position. A Knowledge Test is an appropriate method of assessment to evaluate job competency levels.
For Company X, an online test was designed and implemented. Employees were required to logon to a website. 50 questions appeared on screen. 25 questions for managing process and 25 for utilizing resource and employees were given a one hour time limit to complete this test.

The Knowledge Test provided by DIBTA has the following features:
- Clear identification of the content domain from which test questions will be constructed
- Ensure that the identified task elements are rated as to their importance and frequency of use in the job
- Have questions which are clear and well designed
- Covers all aspects of the required knowledge

Basic structure for online knowledge test:

Although these written tests are seen as practical for measuring job performance because of the relatively low cost and ease of their administration (Dubois & Shalin, 1995), we at DIBTA believe that this type of test may be limited because it captures only declarative and procedural knowledge that relate to the task. That is, this “traditional” type of test captures only information about what to do within the task and how to do it. We believe that any test of job knowledge must include also relevant decision-making information. This is where the second tool comes into hand.

b) Case Study
Case studies provide opportunities for individuals or small groups to explore real or simulated issues and problems.
Employees were given a case study providing a background and scenario of real people-based issues or problems in the organization. Key questions on the case were then posed to the employees for consideration and they responded with actions they would take to resolve the issue/problem. The answers to questions given by them were marked and ratings given according to the Competency Assessment Protocol.

The ratings achieved by the employee established whether they have the required competency.

The case study was also done using an online system.

Basic Structure for online Case Study assessment:

This simulation exercise attempts to identify what an employee would be most likely to do when presented with a scenario typical of what could occur in a work situation at Company X. These typical work situations may involve planning and organising work and resources, dealing effectively with other people, ensuring that high standards are achieved in the workplace or demonstrating the appropriate level of decisiveness, as and when necessary.

Simulation is one of the most accurate ways of measuring certain competencies, such as leadership skills and sales skills. Presenting participants with realistic situations, and observing their behaviors, provides a great deal of assessment fidelity and depth. A wide variety of situations can be presented which measure different skills important to success on the job. This is the concept behind an assessment center – observing an individual’s performance in several job-related exercises.

c) Structured Interview
A structured interview (also known as a standardized interview or a researcher-administered survey) is a quantitative research method. The aim of this approach is to ensure that each interviewee is presented with exactly the same questions in the same order.

The structured interview also standardizes the order in which questions are asked of survey respondents, so the questions are always answered within the same context. This is important for minimizing the impact of context effects, where the answers given to a survey question can depend on the nature of preceding questions. Though context effects can never be avoided, it is often desirable to hold them constant across all respondents.

The structured interview was used as a powerful form of formative assessment for Company X as it ensured that answers could be reliably aggregated and that comparisons were made with confidence.

Reports and Findings

Once the assessments were complete, the data was analyzed and reports were generated by DIBTA’s custom made software. The reports and data analysis were based on the The 5 Critical Competencies Model.



a) Summary Report


For the first generated report, the individual score of the respective employee for each competency is recorded and compared against the average and highest points scored by employees in that particular job group. A total of 2100 individual reports were generated for Company X. Since Company X was located in China, DIBTA’s system was customized to produce the report in Mandarin.

Here is an in depth explanation on the graph:

  The first graph shows the employees score (red), the benchmark score and the average score of all employees based on the 5 competencies.


The second graph shows the normal distribution of the group and which percentile does the individual fall into in accordance the distribution.


In Example:

Based on the graph beside, the average score of employees are 6. The current employee’s average score is 5. Based on this graph, Company X will be able to single out employees with potential and employees that fall short of an average performer.




b) Individual Competency Reports

This reports further analyses the performance of employees based on each competencies. The competencies are broken down to sub-competencies to further evaluate the employees’ performance. Below are sub-competencies for each competency.



1. Manage Process (MP):


    a. Managing Overall Performance

    b. Managing Growth

    c. Managing Customers Satisfaction

    d. Managing Employee Satisfaction

    e. Managing Stakeholders Satisfaction


2. Utilize Resource (UR):


    a. Market Share Growth

    b. Managing Profitability

    c. Improving Productivity


3. Inspire People (IP):


    a. Inspire the team for positive actions

    b. Manage team and individual performance

    c. Train/coach/develop individuals and teams

    d. Communicating with individuals and Groups

    e. Enfore policies and procedures


4. Teaming:


    a. Develop internal working teams

    b. Promote teamwork among the employee

    c. Effective utilize external relationship network

    d. Form Strategic Alliance

    e. Develop Internal working teams


5. Personal Mastery:


    a. Being Responsible

    b. Hard Will

    c. Become a value added staff

    d. Managing image and etiquette

    e. Manage Time and Property

    f. Role Model Commitments

    g. Managing Self-Learning

    h. Unite

    i. Steady

    j. Conventional


Each report generated by DIBTA’s unique system provided a written summary on the employees overall evaluation. This summary was produced for each competency report.