1-Introducing Assessment Centres

7/31/2019 1-Introducing Assessment Centres

1/57

-Prof Radhika Gupta

INTRODUCING ASSESSMENT

CENTRES


2/57

2

Transforming Business Performance


3/57

3

Labor Market

Whos Got The Power?

Employers?

5

Employees?


4/57

4

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?


5/57

5

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


6/57


7/57

7

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


8/57

8

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


9/57

9

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


10/57


11/57

11

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


12/57

12

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


13/57


14/57


15/57


16/57

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.


17/57


18/57

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


19/57

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


20/57


21/57

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


22/57


23/57


24/57

24

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


25/57

25

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


26/57

26

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?


27/57


28/57

28

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.


29/57


30/57

30

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.


31/57

31

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


32/57


33/57

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


34/57

Off S


35/57

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


36/57


37/57

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


38/57

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


39/57

,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


40/57

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)


41/57


42/57

AT&T M P S d


43/57

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


44/57

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


45/57

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


46/57

E l i i th 70


47/57

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


48/57

es gn epen s upon


49/57

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


50/57

A T k


51/57

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


52/57

Why focus on behavior?


53/57

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


54/57

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


55/57

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


56/57

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


57/57

Documents

1-Introducing Assessment Centres