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A Careers Service Guide to

Assessment CentresTo book for this and other

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AssessmentCentres

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CONTENTS Introduction ................................................................................................. 1

What Will Happen at an Assessment Centre? .......................................... A: Individual Exercises ............................................................... B: Group Exercises ....................................................................

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What Selection Criteria Are Used At Assessment Centres? ....................... 9

Appendix 1: Additional Information ............................................................. Graduate Assessment Form ..................................................

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Further Information ...................................................................................... 13

Psychometric Test Practice ......................................................................... 13

Books on Psychometric Tests ..................................................................... 14

Further Help

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INTRODUCTION An assessment centre isn’t really a place; rather it is a lengthy process for selecting people for jobs. The process of selection may involve: • Assessment on a number of dimensions – for example: leadership ability,

team working, decision making. • A range of assessment techniques – for example: interviews, psychometric

tests, individual and group exercises. • A number of assessors or observers – this should in effect make the selection

process fairer. The decision to hire is made by consensus. • Several candidates being observed together – this makes the selection

process more meaningful as you can be assessed both individually and as part of a team.

WHAT WILL HAPPEN AT AN ASSESSMENT CENTRE? Familiar things like interviews and tests will take place. In addition you may be asked to take part in any of the following activities or exercises: A. INDIVIDUAL EXERCISES

Psychometric Tests There are two main types: • Aptitude Tests – typically assessing your numerical, verbal and

diagrammatic or spatial reasoning skills. • Personality Questionnaire – profiling your personality. Aptitude Tests Each test is presented under exam conditions with a strict time limit. There are a specific number of multiple choice questions, and you must answer as many as possible in the time allowed. Your score will be compared with those of a ‘norm’ group, usually made up of people already working in the industry to which you are applying. Employers use aptitude tests either as a small part of the interviewing process or to determine who they will interview i.e. those who achieve a certain mark. However, if the tests are presented to you as part of an assessment centre, it is unlikely to be on a pass/fail basis.

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Hints: • Obtain practice material from your university careers service. • Book a practice session at the Career Service. • You are not expected to answer all the questions – aim for at least 70 –

80%, and be as accurate as possible as you may have marks deducted for wrong answers.

• You haven’t got time to check each of your answers thoroughly so resist the

temptation. Personality Questionnaires Usually untimed, this type of questionnaire is used to determine how you might react in various situations. It looks at your personal characteristics, social skills, preferred style of working etc. This tool should be used simply to provide the employer with extra information about you. Hints: • Go with your initial reactions rather than thinking about each question in

detail. • Don’t try to guess what type of person they are looking for. • Employers are usually looking for several different profiles, and there may

be checks within the questionnaire to identify false answers.

©ULCS & AGCAS 2001 University Researchers and Job Market

“In-Tray” Exercises The in-tray exercise is designed to simulate the administrative features of a job. You will be asked to deal with a range of items. For example you may be given a mass of material such as e-mails, faxes, memos, letters, telephone messages, reports and computer printouts. You have to decide what needs doing first and then actually do it. The exercise is often complicated by a messenger, calling at your “office” every half hour or so, delivering more material. This kind of exercise measures your ability to prioritise as well as your judgement and more general communication, planning and organisational skills. There is seldom enough time to complete everything so it also acts as a measure of performance under pressure.

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Written Exercises You will usually be given a limited time to read through various pieces of information and produce a summary. • Drafting exercise – you are presented with sensitive information and asked

to draft a letter clearly and tactfully e.g. write a letter to an important customer explaining why you are unable to waive a bill they are querying.

• Case study exercise – you are given official reports, tables of figures,

newspaper cuttings, memos, etc. and a problem to solve. You must produce a written report covering your interpretation of the problem and possible solutions e.g. you must decide, using the information provided, whether a particular company should relocate, expand or do both.

There is often not one clear cut ‘correct’ answer in these exercises. Recruiters are assessing your ability to analyse problems, prioritise tasks and put forward effective arguments with clarity and tact. N.B. Employers are increasingly asking candidates to complete some exercises using a PC, and especially using e-mail. Hints: • Make sure you spend enough time looking at the information before you

start writing. • Be aware that some of the information will be less relevant to your task and

spend less time on it. • Ensure that you make definite recommendations, don’t be vague, and don’t

be afraid of choosing the wrong answer. • As long as your arguments are clear and persuasive you will still obtain

marks.

© ULCS & AGCAS 2001 University Researchers and the Job Market

Presentations These can be very short lasting 1-2 minutes, or more involved, lasting 10-15 minutes and requiring quite extensive preparation. A common example of the short presentation is the ice-breaker exercise, where candidates stand up one at a time and introduce themselves to the group, talking for one minute. This can seem like quite a long time when you are unprepared! Hobbies or interests of your own choosing are other topics which may form the basis of a short presentation.

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Longer presentations usually involve fairly extensive preparation, either within the Assessment Centre schedule (after an evening socialising in the bar!) or in the time before you actually attend the Centre, in which case you will be sent a brief, in advance. Thorough preparation is needed, and you will need to give some thought to any visual aids you wish to use e.g. overhead projector, flip charts, white board etc. Make sure you know what resources are available to you at the Assessment Centre. Plan your presentation carefully, and if possible rehearse it in front of someone. It often takes much longer out loud than when you run through it in your head, and timing will be assessed. Make it as interesting as possible.

On the actual day, try to talk from brief notes whilst making eye contact with your audience, rather than reading aloud from a prepared script. This is infinitely more terrifying, but far more professional! OHP transparencies can be useful in this respect, in giving you an outline structure to talk to which is readily visible, and in helping to impress upon your audience the logical structure of your presentation. In making a presentation, you will be judged on:-

- communication skills - structure/planning of your talk - content - whether you speak ‘at’ or ‘to’ the audience - delivery - is it lively or dull? - timing

Hints: • Think about your audience – don’t use technical jargon if they are not

familiar with the terminology. On the other hand, don’t talk down to them. • Make sure your presentation has a clear structure to it. Introduce it by

explaining what you will be covering, deliver the talk and then summarise your main points.

• Be careful about telling jokes – not everyone may appreciate your sense of

humour. • Practise your talk in front of a mirror, or a friend. • Speak clearly and stick to the time limit.

© ULCS & AGCAS 2001 University Researchers and the Job Market.

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Role Play Scenarios These usually involve dealing with realistic situations. You may be confronted by a dissatisfied customer and asked to deal with him/her in an appropriate manner. Usually the other person/people are played by actors or some of the assessors. The task itself might be one of fact finding, decision making or negotiation. These exercises, again, focus on communication and presence. Hints: • Don’t over act – try to appear realistic. • Think about the skills you need to demonstrate e.g. negotiating,

communicating delivering good ‘customer’ care etc.

© ULCS & AGCAS 2001 University Researchers and the Job Market.

B. GROUP EXERCISES

These exercises are usually concerned with leadership, team membership, motivation and problem solving. Leaderless Discussion Group This involves candidates being placed in groups and each group discussing or debating a particular topic. Each person in the group is monitored by an assessor and once the task is started the group is left to organise itself. The assessors are looking for the emergence of a leader and the sort of roles that people adopt. This sort of exercise is used to assess action, team membership and communication skills.

Hints: • Try to join in early on, it gets harder the longer you leave it. • Contribute often but don’t dominate. • Listen and respond to what the other candidates are saying. • If you are in a leaderless discussion and you are short of ideas, offer to be

the timekeeper, or summarise some of the points made so far.

© ULCS & AGCAS 2001 University Researchers and the Job Market

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Assigned Role Groups This follows the same idea as the leaderless discussion group, but each team member is given a role to play. For example, each member might act the part of manager from a different part of the organisation. You are usually asked to negotiate with others in the group and argue a case for your own department. In this sort of exercise there will always be winners and losers. However it doesn’t matter whether you win or lose because it is the quality and structure of the argument that is important.

This sort of exercise is assessing communication skills, presence and action. Practical Team Exercises These can be undertaken both indoors and out. A typical indoor exercise is for the group to be given various materials and be given a task of constructing a bridge. The outdoor version may, for example, involve bridging a gap over an actual river. These exercises are aimed at identifying action competencies such as leadership, motivation and drive and sometimes creativity.

Hints: Within the framework of the group, you will need to approach the problem in a logical way e.g. 1. Understand the task

What are you being asked to do? Are there any time limits or other constraints?

2. Set goals

Decide and agree on the goals to be achieved. Consider allocating tasks to different members so that the time is used effectively.

3. Establish priorities

Agree on the order in which you should complete parts of the task. Are the skills of individual member’s being put to good use in getting the exercise done?

© ULCS & AGCAS 2001 University Researchers and the Job Market

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Social Events From the moment that you report to reception until you leave, you will be under scrutiny as part of the selection procedure - so the way you behave at all times is important. You will be expected to cope with general socialising amongst other candidates as well as with management and will be observed at meal times and when ‘relaxing’ in the bar. Don’t let your hair down too much and go steady on the food and drink! Try to be natural and friendly but not over familiar. Use the opportunity to find out as much informally about the organisation as you can. Remember, however confident and poised the others look, they too are likely to feel a little apprehensive and nervous. Interviews This will not be a rerun of your first interview! Expect to be interviewed a few times, some may be technical, others in front of an individual or panel.

Making the Most of Group Exercises There are two aspects to most types of group exercise – what you contribute in terms of completing the task set, and the way in which you contribute to the group overall. Each of these is important, with the latter often being the most critical part of the group selection process. Play to your strengths The selectors are not expecting you to be an expert on the subject under discussion or the task to complete, but they do want to see evidence that you can make an effective contribution to the group. It is important to get involved but avoid the temptation to dominate the group. There are many valid ways to make an effective contribution to a group - for example: • By including others in the discussions. • By making sure the group keeps to time and completes the task in hand. • By coming up with creative ideas. • By organising people. • By checking details. It is often an ineffective use of resources in a group if you all try to do the same things, wasting time and causing unnecessary duplication. Split up large tasks and allocate different parts to those best suited to them. This does require that you take care to co-ordinate the group and have regular review and check points, so you don’t find out at the last minute that you have all been working at cross purposes.

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However, using the diverse strengths of the group members and delegating tasks can often achieve quicker, better results and is an important part of effective teamwork.

© University of Manchester & UMIST Careers Service : Reproduced with Permission

Make A Positive Impact You can improve your chances of being selected by the impact you make in any group activity. Think about the way you interact with others, how you can influence them and how you can ensure the group achieves its goal, even if your personal approach would have been different. • Keep your contributions short Your point is more likely to be understood and to have impact if you keep it

reasonably short. • Avoid interrupting others to make your contribution and do not let

others interrupt you In some discussions it is difficult to make your contribution. Once speaking

there is a temptation to make several points for fear of not getting in again! This creates a vicious circle. Avoid it.

• Keep your non-verbal behaviour assertive Both the volume and tone of voice are important here. Speak too quietly and

you will lose impact and be open to interruptions. Use eye contact to “catch the Chairperson’s eye” to get your contribution in,

then distribute your eye contact amongst members. Direct it to members for whom it is most relevant. This enables you to judge how your contribution is being received.

• Timing your contribution If you want to influence a discussion it is not just what you say that counts

but also when you say it. Raise points at the relevant time for maximum impact. Don’t wait until the last minute before airing an opposing view – if others are on the verge of making a decision they will be irritated if you suddenly come up with opposition.

• Getting a reaction to your contribution If you follow the first two suggestions you stand a good chance of getting a

reaction. If, however, no one reacts - then ask the group or an individual for a reaction.

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• Changing your mind This is a valid thing to do. Especially in light of new information or better

ideas. Be honest and open about it – not apologetic. • Not falling in with an apparent majority You have a responsibility to make your doubts and disagreements known. It

is important not to let the discussion be dominated by others whose point of view may be less valid than your own.

• Falling in with the majority If, however, after exploring all the options you find yourself holding a

‘minority’ viewpoint and time is pressing – it can be assertive to “fall in” with the majority rather than prevent the meeting from progressing.

• Deciding which issues to make a stand on If in a discussion you find yourself out of line with the majority view being

expressed, there will be many issues on which you could take a stand. If you do this on every issue it will become counter-productive and you will be labelled awkward and negative. Make sure you know what you are talking about if you decide to make an individual stand on an issue and remember that there may be a time limit within which a decision has to be made. Sometimes agreement has to be reached in order to meet a deadline!

WHAT SELECTION CRITERIA ARE USED AT ASSESSMENT CENTRES? Each employer will draw up their own list of areas of competence to select against. Here are a couple of examples. (See the company brochure or website for the company which you are applying to check on what they are looking for.) EXAMPLE ONE 1. Adaptability:

Responds to various environments, people, tasks and responsibilities while maintaining consistent level of effectiveness.

2. Judgement:

Makes decisions which are logical, rational and free from undue risk. Is reflective rather than impulsive.

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3. Energy:

Maintains a high level of alertness and activity. 4. Entrepreneurial Awareness:

Perceives opportunities for a new product or business to be created or for an existing business to expand in a new direction.

5. Environmental Awareness:

In making decision, takes into account external factors which may create problems or provide opportunities for the organisation. (For example, industrial relations, economic conditions or public sentiment).

6. Impact:

Presents a positive first impression, and then sustains others’ attention and respect. Is able to quickly build rapport with others.

7. Initiative:

Sees what needs to be done and takes action. Seizes opportunities and actively influences events.

8. Intellectual Capacity:

Able to assimilate information quickly and to benefit from the training the organisation will provide.

9. Oral Communication: Communicates effectively in both individual and group situations.

10. Written Communication: Clearly expresses facts and ideas in written form. Uses correct grammar and effective layout with appropriate tone and level of language.

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EXAMPLE TWO The following ‘final marking grid’ used at another Assessment Centre illustrates how different elements are accorded different weightings. The ‘divide by’ figure underneath the total score shows the relative weightings of individual tasks. See further examples in Appendix 1.

COMPETENCES FIRST

ROUND INTERVIEW

GROUP EXERCISE

INDIVIDUAL EXERCISES INTERVIEW COMPETENCY AVERAGE

STOCKWOOD SHIPTON

INFORMATION GATHERING

PROBLEMSOLVING

DECISIVENESS

LEADERSHIP

TEAMSKILLS

PERSONAL IMPACT

GIVING INFORMATION

MOTIVATION

BREADTH OF EXPERIENCE

COMMITMENT TO A CAREER

TOTAL SCORE

DIVIDE BY 5 8 5 5 7 25

EXERCISE AVERAGE

ASSESSOR

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APPENDIX 1 - ADDITIONAL INFORMATION

GRADUATE ASSESSMENT FORM

Name: ……………………………… University: ………………………… Interviewer Initials: ………

Key: 1. Exceptional 2. Good 3. Satisfactory 4. Unacceptable 5. Not Applicable/ No evidence

INFLUENTIAL LEADERSHIP 1 2 3 4 5 Evidence

Personal dynamism, impact and presence Ability to persuade and influence Ability to communicate effectively : verbal : written Able to delegate or direct

RELATIONSHIPS Evidence

Able to work well within teams : sport : other Interpersonal style: sensitivity/listening skills Appreciation of verbal/non-verbal messages Gregarious Ability to building relationships/partnerships

PROBLEM ANALYSIS Evidence

Ability to analyse hard and soft data Ability to think tactically / strategically Ability to synthesise, simplify and interpret data

Ability to think laterally

STRUCTURE Evidence

Able to plan, prioritise and monitor progress Practical time management skills Ability to organise others and follow-through Attention to detail

IMAGINATION Evidence

Innovative approach to problem-solving Ability to develop / adapt to new ideas Relishes change and variety

DRIVE Evidence

Determination, persistence and tenacity Not easily deflected from end-goal Makes things happen – ‘Can-do’ attitude Opportunistic

RESILIENCE / MATURITY Evidence

Physical and mental stamina, stress tolerance

Ability to work under pressure, resilience Copes with setbacks, learns from experience

Realistic about personal strengths, humility

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FURTHER INFORMATION In the Careers Service Going for Interviews – An AGCAS Booklet containing a section on Assessment Centres - free from the Careers Service Library. Improve Your Numeracy - A booklet costing approx £1.25 from the Careers Service Library. Aptitude Tests and Successful Applications & Interviews – Two Reference files available in the Careers Service Library. Assessment Centre Workshops - Half day workshops run by the Careers Service at various times of year at which you practise the activities outlined in this booklet. Making an Impact : The Graduate Job Interview DVD – Shows real students and graduates being interviewed by actual recruiters. The Assessment Centre Video – 20-minute video made by AGCAS showing what you can expect, and what the assessors are looking for. Why Ask Me That? – 20-minute video made by AGCAS showing a typical interview situation. On-line Psychometric and Other Tests – Links to on-line practice tests from Cardiff University Careers Service ww.cardiff.ac.uk/carsv/forstudgrad/index/html Civil Service - www.faststream.gov.uk./index.asp?txtNavID=97 - Guide to Civil Service Fast Stream application process including example of an E-tray exercise. PSYCHOMETRIC TEST PRACTICE Psychometric (or aptitude) tests are an increasingly common part of the recruitment process. Many students report that they find them difficult, and express concern about their under-performance. It is widely believed that practice of this type of test improves general performance and this can go along way to boosting confidence levels. With this in mind, the Careers Service is currently able to offer free, on-line practice examples of verbal and numerical tests. You can register to take the PSL/Kenexa Managerial and Graduate Practice Test by e-mailing careers@cardiff.ac.uk putting ‘Aptitude Tests’ in the subject header and letting us know your surname, your first name and your gender. You will need to use your Cardiff University e-mail address. In a short time, you will be e-mailed back details of how to access the University’s testing account. Full feedback will be sent to you, direct from the test provider.

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Any concerns that you have regarding feedback you receive can be discussed, in confidence, with a Career Consultant via the Quick Enquiry Desk. The Careers Service holds an extensive range of reference titles, encompassing the majority of aspects of the testing process. Other Useful Psychometric Test Websites www.psychtesting.org.uk/ - British Psychological Society’s psychological Testing Centre – for all matters relating to psychological testing. www.shldirect.com/ - SHL Director – practice tests with feedback. www.opp.com/ - OPP – information about ABLE (Aptitude for Business Learning Exercises). www.aptitudeonline.com/ - AptitudeOnline.com – over 500 practice questions and answers for a moderate fee.

BOOKS ON PSYCHOMETRIC TESTS (Available in the Careers Service Library)

How to Pass Graduate Psychometric Tests (2nd Edition) Mike Bryon Pub Kogan Page How to Pass Selection Tests Mike Bryon and Sanjay Modha Pub Kogan Page How to Succeed in Psychometric Tests David Cohen Pub Sheldon Press How to Pass Civil Service Qualifying Tests Mike Bryon Pub Kogan Page How to Pass Verbal Reasoning Tests (2nd Edition) Harry Tolley and Ken Thomas Pub Kogan Page How to Pass Numeracy Tests (2nd Edition) Harry Tolley and Ken Thomas Pub Kogan Page How to Master Psychometric Tests (2nd Edition) Mark Parkinson Pub Kogan Page Successful Presentation Skills Andrew Bradbury Pub Kogan Page How to Succeed at an Assessment Centre Harry Tolley and Robert Wood Pub Kogan Page

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How to Pass Professional Level Psychometric Tests Sam Al-Jajjoka Pub Kogan Page Test Yourself! Jim Barrett Pub Kogan Page How to Pass the Police Initial Recruitment Test Ken Thomas, Catherine Tolley and Harry Tolley Pub Kogan Page Check website Advanced Verbal Reasoning Test Mike Bryon Pub Kogan Page

Fcl R:\General\literature\Assessment Centre booklet updated by HMc June 09.doc

FURTHER HELP

If you have found this booklet useful, you may want to pick up or download our other booklets, from:

www.cardiff.ac.uk/carsv The Careers Service also runs a series of workshops in conjunction with these booklets. You can find out more about these on our website. We offer Career Management Skills (CMS) Workshops in many Departments. To find out if your Department hosts these sessions, contact your Department or School Office.

THIS BOOKLET IS AVAILABLE IN WELSH AND ON CD on request at the Careers Library

The Careers Service aims to offer a fair and equal service to all its clients, regardless of their sex, ethnic origin, age, sexuality, religion or disability. We are able to offer additional support to students who may benefit from extra help. Please contact us for further details. DISCLAIMER The information and advice provided by the Careers Service is given in good faith and all reasonable efforts have been made to ensure accuracy. Neither Cardiff University nor the individual members of staff shall be liable to any person in contract, tort, statute or otherwise for any loss, distress or damage of any kind howsoever caused (except for death or personal injury caused by the negligence of Cardiff University or the individual members of staff). All information and advice is provided only on the basis of this disclaimer.

5 Corbett Road, Cardiff CF10 3EBTel: (029) 2087 4828 Fax: (029) 2087 4229

e-mail: careers@cardiff.ac.uk web: www.cardiff.ac.uk/carsv/

What is the Careers Service?

The Careers Service is part of the University’s Registry, Governance & Students Directorate. The Service is designed to provide you with the professional careers-related support you need during your studies and beyond. . The Careers Service is free for you to use and is open weekdays from 9am - 5pm throughout the year. Whether you are just beginning to think about your future, have made some plans or simply haven’t a clue what you want to do there is an array of help available to you so please make use of it. Start today by reading this booklet and utilising the events and services on offer.

Where is the Careers Service?

5 Corbett Road, Cathays Park, Cardiff

• Just down from Barclays Bank, Law and Music Buildings and next door to Aberdare Hall.

• Minutes from the Students’ Union. • A short walk from most Academic Schools. • Well worth a visit! We also have our Centre for Work Experience and GO Wales situated at 56 Park Place, Cardiff, as well as services at the Student Support Centre, Cardigan House, Heath Park Campus. Please see the Web for further details: www.cardiff.ac.uk/carsv

Careers Service

City Hall

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Main Building

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