Government Economic Service (GES) Assessment Centre Economic Advice, Communication and Professional Judgement Flashcards

24 sample cards from the Economic Advice, Communication and Professional Judgement deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What discount rate does the HM Treasury Green Book recommend for social time preference, and why discount at all?

   A standard Social Time Preference Rate of 3.5% per year (for impacts up to ~30 years). Discounting reflects that society generally values benefits sooner over later and that future consumption is expected to be higher.

2. What does it mean to stress-test the assumptions in an analysis?

   Systematically varying the key assumptions to see how sensitive the conclusion is — through sensitivity analysis, scenario analysis, and switching-value tests — to learn whether the recommendation holds under plausible alternative inputs.

3. What is a 'switching value' in sensitivity analysis?

   The value an input would have to take for the decision to change (e.g. for NPV to fall to zero). It tells the decision-maker how much an assumption can move before the recommendation flips, focusing scrutiny on the assumptions that matter.

4. List four common dimensions for assessing data quality.

   Accuracy (is it correct?), completeness/coverage (any gaps or missing groups?), timeliness (is it current?), and relevance/comparability (does it measure the right concept on a consistent basis?). Also consider provenance and sampling method.

5. What is the difference between correlation and causation, and why does it matter for advice?

   Correlation means two variables move together; causation means one drives the other. Confusing them can lead to policies that target a symptom rather than a cause. Establishing causation needs identification (e.g. experiments, natural experiments, controls).

6. What does 'giving objective advice on a contested issue' require of a government economist?

   Presenting the evidence and analysis impartially, setting out options and their consequences without advocacy for a political outcome, being transparent about uncertainty, and separating the economic facts from value judgements that are for ministers.

7. What is the politics-evidence boundary, and where does an economist's role end?

   The line between what the evidence can tell you (likely effects, costs, trade-offs) and the value-laden political choice of which objective to prioritise. The economist supplies the evidence and analysis; the elected minister makes the value judgement and decision.

8. How should an economist respond if asked to produce analysis that supports a predetermined political conclusion?

   Maintain professional integrity: present the honest analysis including inconvenient findings, distinguish evidence from the minister's choice, and escalate through proper channels if pressed to misrepresent. The Civil Service Code values of honesty and objectivity govern this.

9. Which two of the four Civil Service Code core values most directly govern analytical advice, and what do they mean?

   Objectivity — basing advice on rigorous analysis of the evidence; and Honesty — being truthful and not misrepresenting facts. (The other two are Integrity and Impartiality.)

10. What does intellectual honesty about uncertainty require in a written brief?

    Stating the central estimate alongside its plausible range, being explicit about key assumptions and data limitations, distinguishing what is known from what is assumed, and not presenting a single number with false precision.

11. Why is transparency about methodology important even when the conclusion is unwelcome?

    It allows others to scrutinise and reproduce the analysis, builds long-term trust in the analytical function, and protects the decision-maker from being blindsided later. Hiding limitations erodes credibility once they surface.

12. What is an analytical 'blind spot' and how can diversity reduce it?

    A gap where shared assumptions or homogeneous perspectives cause a team to overlook impacts on certain groups or alternative explanations. Diverse teams and inclusive challenge surface different lived experiences and questions, improving the robustness of analysis.

13. How can distributional analysis improve inclusion in economic advice?

    By disaggregating impacts across groups (income decile, region, age, ethnicity, sex, disability) instead of reporting only the average, it reveals who gains and loses and helps meet obligations such as the Public Sector Equality Duty.

14. What is the STAR technique for behavioural interview answers?

    A structure for answering 'tell me about a time when...' questions: Situation (context), Task (your responsibility/goal), Action (what you specifically did), Result (the outcome, ideally quantified and with a brief reflection).

15. In a STAR answer, why should the 'Action' use 'I' rather than 'we'?

    Interviewers assess your individual contribution and behaviours; 'we' obscures what you personally did. Using 'I' clearly evidences your own actions and decisions against the competency or behaviour being tested.

16. How should you choose which 'Result' to emphasise in a STAR story?

    Pick a result that is concrete and, where possible, quantified, directly answers the competency asked about, and includes a short reflection on what you learned or would do differently — showing impact and growth.

17. What distinguishes a strengths-based interview from a competency (behavioural) interview?

    A strengths-based interview asks about what you enjoy and do naturally well ('What energises you?', 'What comes easily to you?') to assess authentic motivation and fit, rather than asking for evidence of past behaviours via examples.

18. How should you prepare for a strengths-based interview?

    Reflect honestly on activities that energise and drain you and where you perform at your best, so answers are spontaneous and authentic. Over-rehearsed STAR-style stories can feel rehearsed; the format rewards genuine, quick, consistent self-knowledge.

19. What is an e-tray (or in-tray) exercise in an assessment centre?

    A timed exercise simulating an inbox of emails, documents and competing demands. Candidates must read, prioritise, make decisions and draft responses under time pressure, testing judgement, prioritisation and written communication.

20. What is the recommended approach to managing time in an e-tray exercise?

    Quickly triage all items by urgency and importance before acting, allocate a time budget per item, deal with high-priority/high-impact items first, avoid perfectionism on minor items, and leave a buffer to review. Note dependencies between items.

21. Which prioritisation framework helps triage competing e-tray items, and what are its quadrants?

    The Eisenhower urgent/important matrix: urgent and important (do now), important not urgent (schedule), urgent not important (delegate), neither (drop). It separates what merely feels pressing from what truly matters.

22. Name two evidence-based techniques for managing interview or exercise nerves.

    Controlled diaphragmatic breathing to lower physiological arousal, and cognitive reframing of anxiety as excitement/readiness. Thorough preparation and rehearsal also reduce uncertainty, and pausing before answering buys composure.

23. What is reflective practice and which model is commonly used for structured reflection on feedback?

    Deliberately learning from experience to improve future performance. Gibbs' Reflective Cycle is widely used: Description, Feelings, Evaluation, Analysis, Conclusion, and Action plan — turning feedback into concrete next steps.

24. How should you respond to critical feedback in an assessment-centre or workplace setting to show continuous improvement?

    Listen without defensiveness, seek specifics, acknowledge valid points, identify a concrete action to address the gap, and follow up to demonstrate the change. Treating feedback as data for growth, not a personal verdict, signals a learning mindset.

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