1-introducing assessment centres
TRANSCRIPT
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-Prof Radhika Gupta
INTRODUCING ASSESSMENT
CENTRES
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Transforming Business Performance
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Labor Market
Whos Got The Power?
Employers?
5
Employees?
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Managing The Talent War
The war for talent exists, organizations need to address the
workforce gaps and their future potential to remain competitive.
Issues that need to be addressed include:
How do I find and grow my knowledge workers and leaders?
How large is the gap between my needs and reality?
Buying talent will not be sufficient as a solution to meet my business needs.
Growing talent internally is key, but how?
We must retain talent, but how?
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Winning The Battle For
Hearts And Minds
In order to achieve increased performance
management must fully unlock the potential of their
people.
Organizations need to increase objectivity for internal promotion
They need to minimize poor hiring decisions
Identify high potentials for fast track development
Utilize a consistent and reliable measurement of important competencies
Create and deliver a powerful learning experience for participants
Provide transparency, equal opportunity & fairness for all
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The Importance Of CareerSource : Hudson / Vlerick Hipo Research Study
3.6 3.7 3.8 3.9 4 4.1 4.2 4.3
Degree of importance
Salary
Respect from others
Impact / Change
Company culture
Career
Re
wardinghipo's
Retention Factors
3,6 3,7 3,8 3,9 4 4,1 4,2 4,3
Degree of importance
Salary
Respect from others
Company Culture
Impact / Change
Career
Rewardinghipo's
Projection within 5 years
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Identifying & Developing Top Talent
100 100 100
150185
225
Productivity
Low Complexity Jobs
Productivity
Medium Complexity Jobs
Productivity
High Complexity Jobs
AveragePerformer
TopPerformer
AveragePerformer
TopPerformer
AveragePerformer
TopPerformer
Journal of Applied Psychology
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Clusters of HiPo Competencies
Research: University of Brussels
Through Principal Factor Analysis a cluster of three competencies was detected
explaining 70% of variance between HiPos and others
Source: The Journal of Management Development
Performance Strategic Change
Competency Competency Competency
Teamwork .854
Performance Motivation .669
Delegation .690
Leadership .680Impact .596
Creativeness .515
Company Identification .861
Flexibility .743
Vision .693
Cultural Awareness .803
Risk Taking .755Feedback (searching for and using) .689
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What Types of Assessment?
How can organizations assess existing staff to track high potentials
and ensure new hires meet the future needs of the business?
Assessment:
Online Psychometric Assessments Leadership/Management Assessment Batteries
Assessment and Development Centers
360 degree feedback surveys and business assessments
Competency model profiling, behavioral based interviews, multi-raterassessment tools
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Assessment Benchmarking
Gather performance datafor each employee
Each employee completesassessment(s)
Identifyappropriateassessments
Define
performancestandards
Identifyincumbent
sample
Match employeesperformance data withtheir assessment data
Statistically analyze data todetermine which
assessment(s) scale(s)predict on-the-job
performance Develop recommendationsand plans regarding futureassessment and selection
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Assessment Center Defined
An assessment center consists of a standardized
evaluation of behavior based on multiple inputs.
Multiple trained observers and techniques are
used. Judgments about behaviors are made, in
major part, from specifically developed
assessment simulations. These judgments are
pooled in a meeting among the assessors or by a
statistical integration process.
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Essential Features of an Assessment
Center
Systematic methods of recording behavior
Assessors prepare behavior reports in
preparation for integration
Integration of behaviors through:
- Pooling of information from assessors
and techniques; consensus,
discussion
-Statistical integration process
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These arent Assessment Centers
Multiple-interview processes (panel or sequential)
Paper-and-pencil test batteries
regardless of how scores are integrated
Individual clinical assessments Single work sample tests
Multiple measurement techniques without data
integration
nor is . . . labeling a building the Assessment Center
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Development Centres
do not have a pass/fail criteria
are geared towards developing the individual address a longer term need
have a 1:1 ratio of assessor to participant
do not have line managers as assessors
have a greater emphasis placed on self-assessment
focus on potential
are geared to meet needs of the individual as well as theorganisation
assign the role of facilitator to assessors
place emphasis on developmental feedback and follow upwith little or
no selection function
give feedback immediately
involve the individual having control over the informationobtained
have a substantial pre-centre briefing
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Trainable
Untraina
ble
Technical Skills
Discipline UnderstandingKnowledge & Experience
CapabilityDemonstrated competencies
AttributesBehaviours that infer potential
Motivational Fit
Career Fit
PreferentialInterviewing
BehaviouralInterviewing
Psych Assessment
Behavioural Interview
Resume ScreeningTechnical Tests
Preferential Interview
and Tools To Assess Each Area
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Assessment Centers
Advantage
Most powerful tool to predict profileyou hire saves money over time
Hiring managers can be involvedand refresh their own
assessment/coaching skills Performance and potential
Broad range of competences,individually or in group
Wealth of information available tofeedback to all involved
Offers great opportunity to sealpsychological contract
Disadvantage
Time investment requiredfrom candidate though theyget more in-depth feedback in
return and can also make aninformed decision
Relatively expensive in shortterm though saves moneyin the long run
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Case Study -
Assessment Centers ROI In The Selection Process
Client Issue:
Very high personnel turnover
Young graduates selection procedure
Only one interview
Or a full assessment center (interview, BAQ, RAT, simulation exercises, etc.)
AC Objective:
Reduce the turnover of personnel
What is the percentage of young graduates who left the company within the
first 3 years?
What is the difference between the young graduates who were selected
versus an interview and the young graduates who were selected versus an
AC?
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Case Study B
Talent Management Assesses Future Leaders
Challenge
An organization, one of the worlds largest energy companies,had a program grooming high-potential employees for careeradvancement opportunities and broader leadership
responsibilities. In 2008, the company revamped the process used to select
employees for the program, making it more systematic andrigorous.
Co. hired a consultant for AC programs.
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Case Study B -
Talent Management Assesses Future Leaders
Results Comprehensive reports were provided about the candidates aptitude for
performing effectively in future leadership roles. Development efforts were
tailored to ensure their high-potential employees can continue to progress
throughout their careers.
Candidates many of whom had never been through an assessment program
before came away with a better understanding of their strengths, weaknessesand opportunities for personal development. Even those who did not make it into
the leadership program found the experience valuable.
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summary
Identifying talent is going to become more vital
with the predicted skills shortage and therefore
more science must be added to the selection
process
Although it may look like an additional cost,
adding science to selection can save thousandsin the future
It is important to identify the right solution for your
organization and the types of roles you hire
Whatever you do, always start with the right
competencies for each role and build from there Always remember, high potential is developed
through a solid understanding of competency and
behavior
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Early Roots (Pre-history)
Early psychometricians (Galton, Binet, Cattell)tended to use rather complex responses in their
tests
First tests for selection were of performance
variety (manipulative, dexterity, mechanical,visual/perceptual)
Early work samples
World War 1
Efficiency in screening/selection became critical
Group paper-and-pencil tests became dominant
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Off S
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British War Office Selection Boards
(1942 . . .)
Sir Andrew Thorne had observed German programs
WOSBs replaced a crude and ineffective selectionsystem for WWII officers
Clear conception of leadership characteristics to beevaluated
Level of function
Group cohesiveness
Stability
Psychiatric interviews, tests, many realistic group andindividual simulations
Psychologists & psychiatrists on assessment teamin charge was a senior officer who made finalsuitability decision
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British Civil Service Assessment
(1945. . .)
British Civil Service Commissionfirst non-
military use
Part of a multi-stage selection process
Screening tests and interviews
2-3 days of assessment (CSSB)
Final Selection Board (FSB) interview and decision
Criterion-related validity evidence
H d P h l i l Cli i St d
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Harvard Psychological Clinic Study
(1938)
Henry Murrays theory of personality
Sought understanding of life history, person in
totality
Studied 50 college-age subjects
Methods relevant to later AC developments
Multiple measurement procedures
Grounded in observed behavior Observations across different tasks and conditions
Multiple observers (5 judges)
Discussion to reduce rating errors of any single
judge
,f f th C t l I t lli A )P
http://en.wikipedia.org/wiki/Office_of_Strategic_Services -
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,forerunner of the Central Intelligence Agency )Program:
World War II
Goal: improved intelligence agent selection Extremely varied target jobsand candidates
Key players: Murray, McKinnon, Gardner
Needed a practical program, quick! Best attempts made at analysis of job requirements
Simulations developed as rough work samples
No time for pretesting
Changes made as experience gained 3 day program, candidates required to live a
cover story throughout
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OSS Program (cont.)
Used interviews, tests, situational exercises Brook exercise
Wall exercise
Construction exercise (behind the barn)
Obstacle exercise
Group discussions
Map test
Stress interview
A number of personality/behavioral variables
were assessed
Professional staff used (many leading
psychologists)
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AT&T M P S d
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AT&T Management Progress Study
Assessment Techniques Interview
In-basket exercise
Business game
Leaderless group discussion(assigned role)
Projective tests (TAT)
Paper and pencil tests (cognitive and personality)
Personal history questionnaire
Autobiographical sketch
& S
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AT&T Management Progress Study
Evaluation of Participants
Written reports/ratings after each exercise or test
Multiple observers for LGD and business game
Specialization of assessors by technique
Peer ratings and rankings after group exercises Extensive consideration of each candidate
Presentation and discussion of all data
Independent ratings on each of the 25 characteristics
Discussion, with opportunity for rating adjustments Rating profile of average scores
Two overall ratings: would and/or should make middlemanagement
Mi hi B ll P l A t
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Michigan Bell Personnel Assessment
Program (1958)
First industrial application: Select 1st-line supervisorsfrom craft population
Staffed by internal company managers, not
psychologists Extensive training
Removed motivational and personality tests (keptcognitive)
Behavioral simulations played even larger role
Dimensions based upon job analysis
Focus upon behavior predicting behavior
Standardized rating and consensus process
Model spread rapidly throughout the Bell System
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E l i i th 70
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Explosion in the 70s
1970: Byham article in Harvard Business Review 1973: 1st International Congress on the Assessment
Center Method
Consulting firms established (DDI, ADI, etc.)
1975: first set of guidelines & ethical standardspublished
By end of decade, over 1,000 organizations
established AC programs
Expansion of use:
Early identification of potential
Other job levels (mid- and upper management) and
types (sales)
U.S. model spreads internationally
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es gn epen s upon
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es gn epen s uponPurpose!
Selection Diagnosis Development
Participants High potentialemployees or
applicants
All interestedemployees
All interestedemployees
Target Positions Position opening to
be filled
Current or future
position
Current or future
position
Dimensions Few Global traits Many, specific,
developable,
distinct
Few, developable,
very specific
Exercises Few (3-5), generic Many (6-8),
moderate similarity
to job
Many, work
samples
Length - 1 day 1.5 2 days 1.5 3 daysKey Outcome Overall rating Dimension profile Behavioral
suggestions
Feedback to Participant,
Manager up 2
levels
Participant,
immediate
manager
Participant
Feedback type Short, descriptive Specific, diagnostic Immediate verbal
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A T k
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Assessor Tasks
Observe participant behavior in simulationexercises
Record observed behavior on prepared forms
Classify observed behaviors into appropriatedimensions
Rate dimensions based upon behavioralevidence
Share ratings and behavioral evidence in theconsensus meeting
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Why focus on behavior?
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Why focus on behavior?
Assessors rely on each others observations todevelop final evaluations
Assessors must give clear descriptions of
participants actions
Avoids judgmental statements
Avoids misinterpretation
Answers questions:
How did participant do that? Why do you say that?
What evidence do you have to support that
conclusion?
Dimension
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Dimension
Definition: A category of behavior associated withsuccess or failure in a job, under which specific
examples of behavior can be logically grouped
and reliably classified
identified through job analysis
level of specificity must fit assessment purpose
A Typical Dimension
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A Typical Dimension
Planning and Organizing: Efficiently establishinga course of action foroneself and/or others in orderto efficiently accomplish a specific goal. Properlyassigning routine work and making appropriate use ofresources.
Correctly sets priorities Coordinates the work of all involved parties Plans work in a logical and orderly manner Organizes and plans own actions and those of others Properly assigns routine work to subordinates Plans follow-up of routinely assigned items Sets specific dates for meetings, replies, actions, etc. Requests to be kept informed Uses calendar, develops to-do lists or tickler files in
order to accomplish goals
Sample scale for rating dimensions
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Sample scale for rating dimensions
5: Much more than acceptable: Significantly abovecriteria required forsuccessful job performance
4: More than acceptable: Generally exceeds criteriarelative to quality andquantity of behavior required for
successful job performance3: Acceptable: Meets criteria relative to quality and
quantity of behaviorrequired for successful jobperformance
2: Less than acceptable: Generally does not meetcriteria relative to qualityand quantity of behaviorrequired for successful job performance
1: Much less than acceptable: Significantly below
criteria required forsuccessful job performance
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