Assessment Final Shashank

8/12/2019 Assessment Final Shashank

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Chapter 1:

Introduction to Assessment center:

An assessment centre is a place at which a person, such as a member of staff, is assessed

to determine their suitability for particular roles, especiallymanagementor military

command. The candidates'personalityandaptitudesare determined by a variety of

techniques including interviews, group exercises,examinationsandpsychometric testing.

History

Assessment centres were first created in World War IIto select officers. xamples

include the Admiralty Interview !oardof the "oyal #avyand the War $ffice %election

!oardof the !ritish Army

AT&Tcreated a building for recruitment of staff in the ()*s. This was called The

Assessment +entre and this was influential on subsequentpersonnelmethods in other

businesses

$ther companies use this method to recruit for their graduate programmes by assessing

the personality and intellect of potential employees who are fresh out of university and

have no wor history. Thebig four accountancy firmsconduct assessment centre days to

recruit their trainees. -/ of employers in the 01 and 0%A now use some form of

assessment centre as part of their recruitment2promotion process.In recent years

companies have been set up to support assessment centre coaching

3ro4ect on assessment5

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chapter 2

HRM :

Definition :

Theprocessof hiring and developingemployeesso that they become more valuable to

the organi6ation.

7uman "esource 8anagementincludes

conducting4obanalyses,planningpersonnelneeds,recruitingtherightpeople for the 4ob,

orienting and training, managingwagesand salaries,providingbenefitsand incentives,

evaluatingperformance, resolving disputes, and communicating with all employees at all

levels. xamplesof core qualitiesof 7" management are extensivenowledgeof

the industry, leadership,and effectivenegotiationsills. 9ormerlycalledpersonnel

management

Human resource management:HRM, or simply HR; is the managementof

anorgani6ation's worforce, orhuman resources. It is responsible for

the attraction, selection,training, assessment,andrewarding of employees, while also

overseeing organi6ationalleadershipand cultureand ensuring compliance

withemployment and labor laws.In circumstances where employees desire and are

legally authori6ed to hold a collective bargaining agreement,7" will also serve as the

company's primary liaison with the employees' representatives :usually a labor union;.

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http://www.businessdictionary.com/definition/process.htmlhttp://www.businessdictionary.com/definition/developer.htmlhttp://www.businessdictionary.com/definition/employee.htmlhttp://www.businessdictionary.com/definition/employee.htmlhttp://www.businessdictionary.com/definition/organization.htmlhttp://www.businessdictionary.com/definition/management.htmlhttp://www.businessdictionary.com/definition/job.htmlhttp://www.businessdictionary.com/definition/planning.htmlhttp://www.businessdictionary.com/definition/planning.htmlhttp://www.businessdictionary.com/definition/personnel.htmlhttp://www.businessdictionary.com/definition/need.htmlhttp://www.businessdictionary.com/definition/need.htmlhttp://www.businessdictionary.com/definition/recruiter.htmlhttp://www.businessdictionary.com/definition/right.htmlhttp://www.businessdictionary.com/definition/right.htmlhttp://www.businessdictionary.com/definition/right.htmlhttp://www.businessdictionary.com/definition/training.htmlhttp://www.businessdictionary.com/definition/manager.htmlhttp://www.businessdictionary.com/definition/manager.htmlhttp://www.businessdictionary.com/definition/wages.htmlhttp://www.businessdictionary.com/definition/wages.htmlhttp://www.businessdictionary.com/definition/salary.htmlhttp://www.businessdictionary.com/definition/provider.htmlhttp://www.businessdictionary.com/definition/provider.htmlhttp://www.businessdictionary.com/definition/benefit.htmlhttp://www.businessdictionary.com/definition/benefit.htmlhttp://www.businessdictionary.com/definition/incentive.htmlhttp://www.businessdictionary.com/definition/incentive.htmlhttp://www.businessdictionary.com/definition/performance.htmlhttp://www.businessdictionary.com/definition/dispute.htmlhttp://www.businessdictionary.com/definition/examples.htmlhttp://www.businessdictionary.com/definition/examples.htmlhttp://www.businessdictionary.com/definition/quality.htmlhttp://www.businessdictionary.com/definition/knowledge.htmlhttp://www.businessdictionary.com/definition/knowledge.htmlhttp://www.businessdictionary.com/definition/knowledge.htmlhttp://www.businessdictionary.com/definition/industry.htmlhttp://www.businessdictionary.com/definition/leadership.htmlhttp://www.businessdictionary.com/definition/leadership.htmlhttp://www.businessdictionary.com/definition/effective.htmlhttp://www.businessdictionary.com/definition/negotiation.htmlhttp://www.businessdictionary.com/definition/negotiation.htmlhttp://www.businessdictionary.com/definition/skill.htmlhttp://www.businessdictionary.com/definition/skill.htmlhttp://www.businessdictionary.com/definition/call.htmlhttp://www.businessdictionary.com/definition/call.htmlhttp://www.businessdictionary.com/definition/call.htmlhttp://www.businessdictionary.com/definition/personnel-management.htmlhttp://www.businessdictionary.com/definition/personnel-management.htmlhttp://en.wikipedia.org/wiki/Managementhttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Workforcehttp://en.wikipedia.org/wiki/Human_resourceshttp://en.wikipedia.org/wiki/Employer_brandinghttp://en.wikipedia.org/wiki/Recruitmenthttp://en.wikipedia.org/wiki/Training_and_developmenthttp://en.wikipedia.org/wiki/Performance_appraisalhttp://en.wikipedia.org/wiki/Remunerationhttp://en.wikipedia.org/wiki/Leadershiphttp://en.wikipedia.org/wiki/Organizational_culturehttp://en.wikipedia.org/wiki/Labour_lawhttp://en.wikipedia.org/wiki/Collective_agreementhttp://en.wikipedia.org/wiki/Trade_unionhttp://www.businessdictionary.com/definition/process.htmlhttp://www.businessdictionary.com/definition/developer.htmlhttp://www.businessdictionary.com/definition/employee.htmlhttp://www.businessdictionary.com/definition/organization.htmlhttp://www.businessdictionary.com/definition/management.htmlhttp://www.businessdictionary.com/definition/job.htmlhttp://www.businessdictionary.com/definition/planning.htmlhttp://www.businessdictionary.com/definition/personnel.htmlhttp://www.businessdictionary.com/definition/need.htmlhttp://www.businessdictionary.com/definition/recruiter.htmlhttp://www.businessdictionary.com/definition/right.htmlhttp://www.businessdictionary.com/definition/training.htmlhttp://www.businessdictionary.com/definition/manager.htmlhttp://www.businessdictionary.com/definition/wages.htmlhttp://www.businessdictionary.com/definition/salary.htmlhttp://www.businessdictionary.com/definition/provider.htmlhttp://www.businessdictionary.com/definition/benefit.htmlhttp://www.businessdictionary.com/definition/incentive.htmlhttp://www.businessdictionary.com/definition/performance.htmlhttp://www.businessdictionary.com/definition/dispute.htmlhttp://www.businessdictionary.com/definition/examples.htmlhttp://www.businessdictionary.com/definition/quality.htmlhttp://www.businessdictionary.com/definition/knowledge.htmlhttp://www.businessdictionary.com/definition/industry.htmlhttp://www.businessdictionary.com/definition/leadership.htmlhttp://www.businessdictionary.com/definition/effective.htmlhttp://www.businessdictionary.com/definition/negotiation.htmlhttp://www.businessdictionary.com/definition/skill.htmlhttp://www.businessdictionary.com/definition/call.htmlhttp://www.businessdictionary.com/definition/personnel-management.htmlhttp://www.businessdictionary.com/definition/personnel-management.htmlhttp://en.wikipedia.org/wiki/Managementhttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Workforcehttp://en.wikipedia.org/wiki/Human_resourceshttp://en.wikipedia.org/wiki/Employer_brandinghttp://en.wikipedia.org/wiki/Recruitmenthttp://en.wikipedia.org/wiki/Training_and_developmenthttp://en.wikipedia.org/wiki/Performance_appraisalhttp://en.wikipedia.org/wiki/Remunerationhttp://en.wikipedia.org/wiki/Leadershiphttp://en.wikipedia.org/wiki/Organizational_culturehttp://en.wikipedia.org/wiki/Labour_lawhttp://en.wikipedia.org/wiki/Collective_agreementhttp://en.wikipedia.org/wiki/Trade_union


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7" is a product of the human relations movementof the early


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information from different applications into one universal database. The linage of its

financial and human resource modules through one database is the most important

distinction to the individually and proprietary developed predecessors, which maes this

software application both rigid and flexible.

The function of human resources :7"; departments is generally administrative and

common to all organi6ations. $rgani6ations may have formali6ed selection, evaluation,

and payroll processes. fficient and effective management of >human capital> progressed

to an increasingly imperative and complex process. The 7" function consists of tracing

existing employee data which traditionally includes personal histories, sills, capabilities,

accomplishments and salary. To reduce the manual worload of these administrative

activities, organi6ations began to electronically automate many of these processes by

introducing speciali6ed human resource management systems. 7" executives rely on

internal or external IT professionals to develop and maintain an integrated 7"8%. !efore

the clientserverarchitecture evolved in the late (*s, many 7" automation processes

were relegated to mainframe computers that could handle large amounts of data

transactions. In consequence of the high capital investment necessary to buy or program

proprietary software, these internally developed 7"8% were limited to organi6ations that

possessed a large amount of capital. The advent of client?server,application service

provider, and software as a service:%aa%; or human resource management systems

enabled increasingly higher administrative control of such systems. +urrently human

resource management systems encompass@citation needed5

. 3ayroll


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3. 3erformance appraisal

B. !enefits administration

). 7" management information system

6. "ecruiting2Cearning management

D. 3erformance record

8. mployee self=service

(. %cheduling

*.Absence management

.Analytics

The payro modueautomates the pay process by gathering data on employee time and

attendance, calculating various deductions and taxes, and generating periodic pay

cheques and employee tax reports. Eata is generally fed from the human resources and

time eeping modules to calculate automatic deposit and manual cheque writing

capabilities. This module can encompass all employee=related transactions as well as

integrate with existing financial management systems.

The time and attendance moduegathers standardi6ed time and wor related efforts.

The most advanced modules provide broad flexibility in data collection methods, labor

distribution capabilities and data analysis features. +ost analysis and efficiency metrics

are the primary functions.

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The !enefits administration modueprovides a system for organi6ations to administer

and trac employee participation in benefits programs. These typically encompass

insurance, compensation, profit sharing and retirement.

The HR management modueis a component covering many other 7" aspects from

application to retirement. The system records basic demographic and address data,

selection, training and development, capabilities and sills management, compensation

planning records and other related activities. Ceading edge systems provide the ability to

>read> applications and enter relevant data to applicable database fields, notify employers

and provide position management and position control. 7uman resource management

function involves the recruitment, placement, evaluation, compensation and development

of the employees of an organi6ation. Initially, businesses used computer based

information systems to5

produce pay checs and payroll reportsF

maintain personnel recordsF

pursue talent management.

$nline recruitinghas become one of the primary methods employed by 7" departments

to garner potential candidates for available positions within an organi6ation. Talent

management systems typically encompass5

analy6ing personnel usage within an organi6ationF

identifying potential applicantsF

recruiting through company=facing listingsF

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recruiting through online recruiting sites or publications that maret to both

recruiters and applicants.

The significant cost incurred in maintaining an organi6ed recruitment effort, cross=

posting within and across general or industry=specific 4ob boards and maintaining a

competitive exposure of availabilities has given rise to the development of a

dedicated applicant tracing system, or 'AT%', module.

The training modueprovides a system for organi6ations to administer and trac

employee training and development efforts. The system, normally called a >learning

management system> :C8%; if a stand alone product, allows 7" to trac education,

qualifications and sills of the employees, as well as outlining what training courses,

boos, +Es, web based learning or materials are available to develop which sills.

+ourses can then be offered in date specific sessions, with delegates and training

resources being mapped and managed within the same system. %ophisticated C8% allow

managers to approve training, budgets and calendars alongside performance management

and appraisal metrics.

The empoyee sef"ser#ice modueallows employees to query 7" related data and

perform some 7" transactions over the system. mployees may query their attendance

record from the system without asing the information from 7" personnel. The module

also lets supervisors approve $.T. requests from their subordinates through the system

without overloading the tas on 7" department.

8any organi6ations have gone beyond the traditional functions and developed human

resource management information systems, which support recruitment, selection, hiring,

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4ob placement, performance appraisals, employee benefit analysis, health, safety and

security, while others integrate an outsourced applicant tracing system that encompasses

a subset of the above.

Assigning "esponsibilities +ommunication between the mployees.

The Anayticsmodule enables organi6ations to extend the value of an 7"8%

implementation by extracting 7" related data for use with other business intelligence

platforms. 9or example, organi6ations combine 7" metrics with other business data to

identify trends and anomalies in headcount in order to better predict the impact of

employee turnover on future output.

Recruitment :

"ecruitment refers to the process of attracting, screening, selecting, and onboarding a

qualified person for a4ob.At the strategic level it may involve the development of

anemployer brandwhich includes an 'employee offering'.

The stages of the recruitment process include5 4ob analysis and developing a person

specificationF the sourcing of candidates by networing, advertising,or other search

methodsF matching candidates to 4ob requirements and screening individuals using testing

:sills or personality assessment;F assessment of candidates' motivations and their fit with

organisational requirements by interviewing and other assessment techniques. The

recruitment process also includes the maing and finalising of 4ob offers and the

induction and onboarding of new employees.@

Eepending on the si6e and culture of the organisation recruitment may be undertaen in=

house by managers, human resource generalists and 2 or recruitment specialists.

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Alternatively parts of all of the process might be undertaen by either public sector

employment agencies, or commercial recruitment agencies, or specialist search

consultancies.

Recruitment methods:

1. Recruitment by Campus method

+ampus is the location of a university, college, or schoolGs main buildings. This method

is based on recruitment at university, collegesH

2.Recruitment by Job centers

ob centers often speciali6e in recruitment for specific sectors. They usually provide a

shortlist of candidates based on the people registered with the agency. They also supply

temporary or interim employees.

3. Head hunting.

7ead hunting are recruitment agents who provide a more speciali6ed approach to the

recruitment of ey employees and2or senior management.

4. Recruitment by Advertisements

They can be found in many places such as5

J #ewspaper

J ob posting on 4ob sites

J Ads on websites related to positions recruited.

5. Database search on ob sites.

+ompany can buy data from 4ob websites for a wee or a month to search candidates.

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!."mp#oyee re$erra#

This method often refer to as Kword of mouthG and can be a recommendation from a

colleague at wor.

%. Contract sta$$ing.

+ompany can buy staffing contract from 7" outsourcing.

&. 'ord(o$(mouth recruitment

). *ree on#ine ads

Lou can post your recruitment ads at free websites such as forums, blogsH

1+. ,nterna# recruitment

Internal recruitment can conduct by types of5

J 3resent permanent employees :based on programs of career development;.

J 3resent temporary 2 casual employees.

J "etired employees.

J Eependents of deceased disabled, retired and present employees.

Importance of recruitment :

Attract and encourage more and more candidates to apply in the organisation.

+reate a talent pool of candidates to enable the selection of best candidates for the

organisation.

Eetermine present and future requirements of the organi6ation in con4unction with

its personnel planning and 4ob analysis activities.

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"ecruitment is the process which lins the employers with the employees.

Increase the pool of 4ob candidates at minimum cost.

7elp increase the success rate of selection process by decreasing number of visibly

under qualified or overqualified 4ob applicants.

7elp reduce the probability that 4ob applicants once recruited and selected will leave

the organi6ation only after a short period of time.

8eet the organi6ations legal and social obligations regarding the composition of its

worforce.

!egin identifying and preparing potential 4ob applicants who will be appropriate

candidates.

Increase organi6ation and individual effectiveness of various recruiting techniques

and sources for all types of 4ob applicants

Chapter $:

%rocess of assessment center :

8TA% Assessment 3rocess5

Therefore, any 8TA% Assessment +enter should be accomplished using the

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guideline of the

Assessment +enter 8ethod. very assessment will begin with a 4ob analysis.

+ompetencies will be

developed for each position. 8ultiple instruments will be used to evaluate the

competencies.

8ultiple assessors from other cities will be used. Assessors for each 8TA%

Assessment +enter will

undergo thorough training and must be able to demonstrate an understanding of

competencies and

their relationship to evaluating an applicantGs performance on an assessment

instrument. 8TA% staff

will wor with assessors to integrate behavior information and prepare the final

reports. The

following contains a summary of the components of a MvalidN Assessment +enter to

be used in any

8TA% Assessment +enter.O

ob Analysis5

A 4ob analysis is a systematic collection and analysis of information about a 4ob. It

provides

the foundation for the development of a number of personnel instruments, including

the 4ob

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description. The focus of a 4ob analysis is on performance and the nowledge, sills,

abilities

:1%As;, and motivation needed to do the 4ob. The primary goal of the 4ob analysis is

to provide

enough information to create a model of performance and to determine causes of

good and bad

performance. Penerally, in building the model, one would collect information about5

:; the

organi6ational context of the 4ob = its purpose, ma4or responsibilities, and the

environmentF :


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+ompetencies are the elements the assessors will be evaluating during the

Assessment +enter.

In the development of competencies, information from the 4ob analysis and expert

interviews

is groups according to sills required to excellent performance. The intent of the

grouping is to

document that certain sills are 4udged to be necessary for the performance of the

more important

tass of the 4ob. The grouping is also useful in designing assessment center

simulation exercises.

8easurements5

$nce the 4ob analysis is completed, a determination must be made about the specific

instruments to use to measure the desired competency. The goal is to develop

exercises that simulate

the sill requirements of the 4ob. There are a number of different instruments that

may be used to

measure the competency of an individual. These range from pen and pencil tests to

group interviews

to simulations. A good practice is to chart the most important competencies and the

measurement

instrument that best evaluates the competency.

%imulations5

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A simulation is an imitation of a Mreal=lifeN experience. It can tae the form of a

group discussing a Mreal=lifeN problemF a role=playing setting where individuals Mact

outN

behaviors in response to stimuliF a presentation designed to represent a wor=related

speechF

an in=baset exercise to demonstrate how candidates mae decisions about wor

activities

or wor flowF or case studies where the candidate solve real wor=related problems.

7ere

are some examples5B

Ceaderless Proup xercise = Ceaderless Proup xercises are good tests of

leadership sills. They generally fall into two distinct areas5 :; assigned rolesF and

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an employee. They are instructed to interview and counsel the employee. +andidates

should be able to point out the seriousness and consequences of continued behaviors.

3resentations = +andidates are required to mae a speech lasting five to ten minutes

on a management topic or sub4ect area related to a particular 4ob. The candidates are

given the same topic. At the conclusion of each presentation, assessors as questions

of the candidates. Another example of the presentation might be displayed in a Mpress

conference.N The behaviors generated by a manager during a press conference are

strong indicators of the abilities of the candidate as a leader.

In=!aset = The in=baset exercise is by far the most popular exercise used in the

Assessment +enter process. +andidates are given a set of materials that might be

found in a managerGs in=baset. Typically, the instructions for the exercise tell the

candidate that he2she has 4ust been promoted to the new position and that his2her

predecessor has left a rather large amount of material in his2her in=baset. The

inbaset contains memos, letters, and reports of varying importance. The candidate

must write down every action he2she would tae, including notes, letters, conference

agenda, phone calls, etc. The in=baset scenario forces candidates to handle their

inbaset as best they can, demonstrating their approach to problem=solving,

decisionmaing, delegation, written communication sills, etc., rather than permitting

them

to avoid the in=baset problems by claiming they would handle them later.

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Wor %ample5

:case study; = The wor sample is one of the most involved of the

Assessment +enter exercises. 8ost wor samples require two :


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3erformance = 3erformance tests require the candidate to perform a tas rather than

answer questions. They are usually administered individually so that the examiner

can count the number of errors committed by the student and can mae assumptions

about future performance of the candidate.

3ersonality = 3ersonality tests attempt to measure a number of different MtraitsN or

characteristics that individuals might possess. In principle this does not differ from

testing achievement, intelligence, attitude, or any other attributes since tests are

samples of behavior and are necessarily limited in content.

Interviews5

The Assessment +enter interview is a structured interview, meaning that all

candidates are ased the same questions. Assessors, however, are free to followup on

candidate responses and see out additional information pertaining to the interview

questions.

The interview questions should be related to the specific competencies being

measured. The questions should be designed to illicit information about how the

candidate

handles certain 4ob=related situations and to determine past behaviors in dealing with

certain

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4ob=related situations. Questions should follow the following format5 :; %etupF :


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understanding of the inds

of behaviors that pertain to the assessment competencies. Assessors need to be

sillful in recording

and classifying behavior into assessment competencies. In effect, assessors need to

be able to

quicly identify which behaviors are relevant to the assessment process and now

which

competencies they pertain to.

The amount of assessor training required is not rigid but depends on issues, such as

whether

the trainees have had any prior similar training in assessment techniques, the

bacground of the

trainees :e.g., whether they are professionals;, and their nowledge of and2or

experience with the

organi6ation and the position being assessed. The precise minimum number of hours

needed for

adequate assessor training cannot be setF however, when training individuals with no

prior assessor

experience, it is desirable :not required; to have two days of training for each day of

assessment.

After an individual is trained as an assessor, the individual should serve as an

assessor in an

Assessment +enter within six monthsF otherwise, a refresher course should be

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attended before

actually serving. If an individual serves as an assessor fewer than two times over two

consecutive

years, the individual should attend a refresher course before serving again as an

assessor.

$bserving and "ecording !ehavior5

Assessors will observe candidates in a variety of assessment exercises. The assessor

must be trained to observe candidate=behavior actively rather than passively. The

behavior

that assessors observe must be recorded. Assessors must write what are referred to as

Mbehavior observation statements.N These statements should include specific,

observable

behaviors demonstrated by the candidate in the assessment exercise. It is crucial to

train

assessors to avoid maing evaluations during the stage of observing and recording

behavior.

Thus, instead of simply sitting bac and observing candidates without taing notes,

assessors

should be actively engaged in documenting the behavior of the candidates.

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+lassifying !ehavior

The basis for rating candidates in an Assessment +enter is the behavior that they

demonstrate with regard to the critical assessment competency being evaluated. Thus,

it is

necessary to identify which behaviors are relevant to which assessment

competencies. 9or

each recorded behavior, assessor training should classify the behavior into the

assessment

competencies represented by the behavior.

"ating !ehavior5

After behavior has been observed and classified, it must be evaluated. Assessors must

mae 4udgements about the degree of the competency demonstrated through the

behaviorFD

that is, they must rate the effectiveness of the behavior in terms of the competencies.

It is

essential that assessor ratings be consistent and reliable. Therefore, it is advisable to

require

that all assessor ratings be within one point where a five=point rating scale is used.

In the actual Assessment +enter, assessors will evaluate all of the behaviors

demonstrated with regard to each of the assessment competencies and mae one

single rating

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for the competency. The underlying basis for maing such ratings, however, is an

understanding of each specific behavior. Assessors must develop a common

understanding

about what types of behavior should be rated MO> or M)> on a rating scale.

Implementation5

In a one=day assessment, it is generally feasible to administer four :B; exercises for

up to

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R %tructured Interview = The structured interview should tae approximately O*=B)

minutes.

Assessors5

There should be one assessor for every two candidates. Euring group discussion

exercises, it is important that assessors have frontal views of the candidates they are

assigned

to observe. Assessors should seat themselves a comfortable distance from the

candidates, yet

close enough to hear the conversation with ease. +andidates should be specifically

instructed

to avoid informal discussion with assessors on breas or in other unplanned

encounters.

9ollowing group discussion exercises, assessors should complete the Assessor "ating

9orm. Assessors should ran the candidates based on5 :; the quality of the ideals

that they

demonstrated, and :


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assessment information, but the ey point is that simply MaveragingN assigned ratings

by

different assessors does not constitute a pooling of information. The pooling and

integration

of information by assessors is what separates Assessment +enters from other testing

procedures. Assessors share the information they have collected to develop an

overall,

comprehensive picture of each candidate.

The primary approach to the integration of information is based on the specific

exercise, with scores assigned to each competency in each exercise. :The total score

is some

mathematical combination of these ratings.; Assessors who were present during the

exercise

should pool their information and rate the candidate :in=baset;. It is important to

understand

that while the assessors who observed are important, the assessor who too notes on

a

particular candidate plays no greater role in determining that candidateGs rating than

the

other assessors. This ensures that the assessors wor as a team to review the available

information and mae fair and valid ratings.

While the assessors who observed a particular candidate read his2her behavioral data,

the other assessors tae notes of points on which they need clarification of the

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candidateGs

behavior. When the behavior data has been reported, the other assessors should as

questions

if necessary and share any additional observations they may have made. The goal is

to

achieve consensus with regard to the ratings of the competencies in each exercise,

which will

then lead to a final rating consensus on the competencies.

"atings

After all the reports have been read for a candidate and the ratings posted on a flip

chart or blacboard, assessors should consider all available information obtained

from the

assessment exercises. The same =O rating scale used in the exercises is used in

maing the

final ratings. Attaining consensus on the part of the assessors, or at least achieving a

set

rating that has no more than a one=point spread, is the real test in the integration

phase. 9inal

ratings for each competency should be entered on the bottom line of the 9inal "ating

9orm.

9rom the 9inal "ating 9orm, final overall scores must be assigned.

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Importance of assessment centers:

Assessment centers used for seection training and promotion of candidate &

'he candidate can find their strength and eaness&

'he candidate can impro#e their performance they can impro#e their performance

and remo#e their eaness&

It is more #aid !ecause candidate is e#auated*(+udged)!y many different e,pert &

Assessment centres

0sage5 What for 5

Sarious organi6ations have used the data provided by A+s for a variety of purpose why

are listed as below5

.

%election

? A+s help organi6ations in getting the right people in.


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+areer development

? The identification of the competencies possessed by the individual helps organi6ation

decide h

is career plans.

O.

3otential appraisal

? A+s help organi6ations identify if the person can handle the challenges offered in the

next higher

position.

B.

Identification of high potential managers? This creates a pool of managerial talents &

multifunctional manager

s that would be available across the business group etc.

).

%uccession planning

? Identifying the right individual for critical positions such as +$, +9$ etc is very

important for the success of the organi6ation. A+s reduces the ris of such wrong

identification.

-.

Allocations of challenging assignments

? A+s provide the organi6ation with the strengths and weanesses of every participant.

This helps the organi6ation in deciding the candidates who would have the necessary

abilities to undertae the proposed challenging assignments.

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D.

8anagement development

? A+s provide ample opportunity to its participants to reflect on oneGs capabilities and to

improve

by observing others perform in the A+.

Chapter -:

Company offer assessment center:

Saaahaar Consutants

'urning point hr

Adecco HR

%rocess in company:

Saaahaar Consutants:

'he Do#er . /ienna %sychomotor 'ests

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The aim of the psychomotor assessment is to determine whether a person can operate

safely and carefully and not to determine whether they can operate or not. This

assessment shows us whether our operators and drivers are most liely to mae errors and

display poor operating behaviour which leads to accidents. This tool is therefore of vital

importance as it involves vision, co=ordination and mental processing.

The Eover test system consists of numerous tests compiled into a battery to more

accurately assess necessary sills such as hand=eye=foot co=ordination, auditory

discrimination, and sustainability of concentration despite overwhelming environmental

factors as well as visual perception. %ub4ectGs performance level is tested against time

constraints as a stress factor. The candidate, who is unable to cope under stress, or ever

recover thereafter, often becomes a danger to himself as well as others. The cost

implications are also directly related.

'urning point hr:

%$

The Erae 3O is an online talent management system that uses an assessment instrument

to help businesses hire and manage people who will perform well in their 4ob. The

assessment provides accurate, insightful and easy to understand reports to assist

companies in hiring, performance appraisals and team building. The Erae 3O reveals a

personGs natural tendencies, communication styles, emotional intelligence, motivational

needs, decision maing abilities, energy level and more.

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According to a benchmar study in the 7arvard !usiness "eview, when companies used

4ob analysis and behavioural assessment surveys as part of their hiring practice, employee

turnover was reduced by )*/. In companies that used that ind of assessment tool, -/

of the employees became top performers in B months on the 4ob, versus D/ by those

who did not use it.

Adecco HR:

IS/

Independent %ills Serification assists organisations in the assessment and selection of

candidates for roles. It is also increasingly used to inform succession planning.

The software portfolio includes5

Sis Assessments5

Why tae a ris on new hire when there is a way to be certain Pet the right people, in

the right 4obs while significantly reducing your spend and time on recruiting.

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0nine 'raining5

"efresh learning and up=sill your candidates or colleagues with our easily accessible and

user=friendly training materials. 8ore cost effective and efficient than classroom training.

Confirmation of earning5

7ave your colleagues retained everything they learned in training Test what you teach

with either our ready=to=use tests or your own customised material. nsure your

colleaguesG performance and messaging matches your expectations.

uid 3our 0n Custom"uit 'ests:

+reate your own sill assessments totally tailored for your product or industry sector.

%ave money and create assessments that as your companyGs iller questionsR

Heath 4 Safety 'raining:

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$nline training videos cover a variety of 7&% topics. This cost=effective and flexible

way of learning is perfect for staff inductions and ensuring compliance.

Management 'raining:

Eevelop yourself or your brightest stars into effective, inspiring leaders with our

specialist management training films. A cost=effective and flexible way to eep moving

up the career ladder.

enefit of assessment center:

There are certain reasons why assessment centres are preferred over other methods of

selection. %ome of them are highlighted below5

J

A+s map the next level challenges and simulate them in exercises. This raises the validity

of the assessment tool. The old way of evaluating the person based on past performance

does not wor many times, as the challenges of the next level are different from the

challenges in the existing position

J

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Assessment centres not only help the organi6ation in placing the right candidate for the

right 4ob2assignment but also helps in developing the participants. When participants see

others handling the same exercise differently, it gives them an insight into their own

performance thereby raises the credibility of the selection procedure.

J

It appeals to the lay personGs logic and therefore is regarded as a fair means of assessment

by the participants.

J

Assessment +entres can be customi6ed for different inds of 4obs, competencies

andorgani6ationalrequirements.

J

!y involving the line managers in the procedure, assessment centres naturally gain

support from them in the management decisions.

J

Assessment +entres, even when conducted with selection purpose, do provide training to

participants in the

process. Also the assessors undergo training in the process which proves helpful for the

organi6ation.

J

Their validity coefficient is higher than most other techniques used for predicting

performance. This is so because it simulates real 4ob challenges and evaluates the

candidate on the same

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Concusion:

The A+ method continues to be used in a variety of organi6ational settings and to

generate numerous research studies. In this chapter, the A+ approach was presented and

exemplified. "ecent developments in A+ practice in the past few years included the

increasing use of developmental A+s, cross=cultural applications, and innovations in

assessment methods employing computer and web=based technology. We also reviewed

empirical research on A+s. This state=of=the=art exemplified that A+s score well on

KhardG validity criteria such as consistent evidence of criterion=related validity, good

utility and inter=rater reliability. Additionally, reasons for A+ popularity include also

more KsoftG benefits such as inherent fairness and enthusiast candidate reactions.

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i!iography:

http:..assessmentcentresindia&com.

& 'i-ipedia

Thornton, G. C. III, & Byham, W. C. (1982). Assessment centers and manageria

!er"ormance.

International Task Force on Assessment Center Guielines !2000". Guielines #t$ical

Consierations %or Assessment Center &'erations. (u)lic (ersonnel *ana+ement, 29,

315-331.

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http://assessmentcentresindia.com/http://assessmentcentresindia.com/


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Documents

Assessment Final Shashank