Assessment centre methodology

ASSESSMENT CENTREMETHODOLOGY

ASSESSMENT CENTREMETHODOLOGY

PRESENTED BY

Dr Wilfred MonteiroExecutive Director

SYNERGY MANAGEMENT ASSOCIATES

www.synergymanager.net

MUMBAI- INDIA1

T H E A S S E S S M E N T C E N T E R M E T H O D

2copyright 2007 -Dr Wilfred Monteirowww.synergymanager.net all rights

reserved

TALENT ACQUISITION

LEARNING & DEVELOPMENT

PERFORMANCE MGMT

BUSINESS GOAL

FIGURE 1. HOW HR SUPPORTS ORGANIZATIONAL STRATEGY

RECRUITMENTPROCESSES

CAREER DEVELOPMENT

TALENT ACQUISITION

IDENTIFY CORECOMPETENCIES


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•• Selection and PromotionSelection and Promotion

• Diagnosis– Identification of training & developmental needs

• Development– Skill enhancement through simulations– Not the same as diagnosis

Uses of the Assessment Center Method

•• Selection and PromotionSelection and Promotion

• Diagnosis– Identification of training & developmental needs

• Development– Skill enhancement through simulations– Not the same as diagnosis


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Assessment Center Defined

• An assessment center consists of a standardized evaluationof 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.- International Taskforce, 2009

• An assessment center consists of a standardized evaluationof 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.- International Taskforce, 2009


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Difference between Assessment Center And

Development CenterAssessment center Development center

Pass/ fail criteria (usually) Do not have a pass/ fail criteria

Geared towards filing a jobvacancy

Geared towards developing theindividual

Address an immediateorganizational need

Address a longer term need

Fewer assessors, moreparticipants

1:1 ratio

Less emphasis on self-assessment

Greater emphasis on self-assessment

Geared to meet the needs of theorganization

Geared to meet needs of theindividual as well as the organization

Role of judge to assessors Role of facilitator to assessors

Give feedback at later stage Give feedback immediately

External candidates Internal candidates6

copyright 2007 -Dr Wilfred Monteirowww.synergymanager.net all rights

reserved

•1. IDENTIFY THE JOB COMPETENCIES THAT WILL BE REQUIRED FOR

FUTURE POSITIONS IN THE ORGANIZATION.A competency matrix can be used as a tool for identifying the competencies

that are or will be required for specific positions. This step will probablyhave been conducted during the strategic planning and preliminary datagathering step in the workforce planning processes.

2. DETERMINE WHETHER CURRENT EMPLOYEES POSSESS THECOMPETENCIES THAT WILL BE REQUIRED BY THE IDENTIFIED POSITIONS.

This is the data that will probably be missing or available only in anecdotalmethods or based on assumptions related to current series and grade. Askill assessment tool can be used to measure individual employeecompetencies.

•

STEPS FOR CONDUCTINGCOMPETENCY ANALYSIS:

•1. IDENTIFY THE JOB COMPETENCIES THAT WILL BE REQUIRED FOR

FUTURE POSITIONS IN THE ORGANIZATION.A competency matrix can be used as a tool for identifying the competencies

that are or will be required for specific positions. This step will probablyhave been conducted during the strategic planning and preliminary datagathering step in the workforce planning processes.

2. DETERMINE WHETHER CURRENT EMPLOYEES POSSESS THECOMPETENCIES THAT WILL BE REQUIRED BY THE IDENTIFIED POSITIONS.

This is the data that will probably be missing or available only in anecdotalmethods or based on assumptions related to current series and grade. Askill assessment tool can be used to measure individual employeecompetencies.

•


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STEPS FOR CONDUCTINGCOMPETENCY ANALYSIS:

3. ANALYZE THE DIFFERENCE (IF ANY) BETWEEN CURRENT EMPLOYEECOMPETENCIES AND FUTURE ORGANIZATIONAL NEEDS.

The results of the competency analysis will help identify potential retrainingneeds that employees in certain “excess” or “surplus” positions mayrequire in order to transition into other positions within theorganization. Employees may also want to know the results of theanalysis for their own career development purposes. This may be helpfulfor retention if well-qualified current staff believe there are growth andlearning opportunities for them within the organization.

If the organization determines that current employees will not have theability to attain the competencies that will be required in the future,workforce planners will then need to identify the most appropriaterecruitment strategies for filling the skill gap.

3. ANALYZE THE DIFFERENCE (IF ANY) BETWEEN CURRENT EMPLOYEECOMPETENCIES AND FUTURE ORGANIZATIONAL NEEDS.

The results of the competency analysis will help identify potential retrainingneeds that employees in certain “excess” or “surplus” positions mayrequire in order to transition into other positions within theorganization. Employees may also want to know the results of theanalysis for their own career development purposes. This may be helpfulfor retention if well-qualified current staff believe there are growth andlearning opportunities for them within the organization.

If the organization determines that current employees will not have theability to attain the competencies that will be required in the future,workforce planners will then need to identify the most appropriaterecruitment strategies for filling the skill gap.


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The six methodological conceptsthat give the assessment center method its validity are:

1. Let the target dimensions determine the content and flow of the assessment centre.

One of the two keys to the job relatedness of assessment center methodologyis thefocus of assessment center observationson dimensions that have been defined

as important to success (or failure) in the target job.Dimensions are defined through an analysis of the target job.

This job analysis procedure usually involves interviewing incumbents and theirsupervisors to identify common factors that have a direct bearing on success and failure.

1. Let the target dimensions determine the content and flow of the assessment centre.

One of the two keys to the job relatedness of assessment center methodologyis thefocus of assessment center observationson dimensions that have been defined

as important to success (or failure) in the target job.Dimensions are defined through an analysis of the target job.

This job analysis procedure usually involves interviewing incumbents and theirsupervisors to identify common factors that have a direct bearing on success and failure.


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2. Use behavior to predict behavior.

Assessors in assessment centers make decisions based on behavior; they don’t try to ps

ychoanalyze the individuals they observe.

They connect behavior in the assessment center exercises and behavior required

on the job.

If the assessee’s behavior is similar to that required in the target job,

that assessee receives a high rating.

If the candidate does not use behaviors required in the target job, he or she receives a l

ow rating.


2. Use behavior to predict behavior.

Assessors in assessment centers make decisions based on behavior; they don’t try to ps

ychoanalyze the individuals they observe.

They connect behavior in the assessment center exercises and behavior required

on the job.

If the assessee’s behavior is similar to that required in the target job,

that assessee receives a high rating.

If the candidate does not use behaviors required in the target job, he or she receives a l

ow rating.


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3. Create objectivity and accuracy of assessment through multiple assessors.Observations made by two or more trained observers provide multipleperspectives on the meaning and importance of an assessee’s behavior.HORN /HALO EFFECT…

This reduces the chance that an assessee’s performance inone exercise will influence assessor evaluation in others.Not candidate should be rewarded twice or punished twice for the same

behavourial dimension…Hence the dimensions should be distinct andmutually exclusive … and preferable right in number between 5.- 7 or amaximum of nine


3. Create objectivity and accuracy of assessment through multiple assessors.Observations made by two or more trained observers provide multipleperspectives on the meaning and importance of an assessee’s behavior.HORN /HALO EFFECT…

This reduces the chance that an assessee’s performance inone exercise will influence assessor evaluation in others.Not candidate should be rewarded twice or punished twice for the same

behavourial dimension…Hence the dimensions should be distinct andmutually exclusive … and preferable right in number between 5.- 7 or amaximum of nine


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• 4. Let the dimensions be comprehensive and accurate:• Assessment centers are organized to force the evaluation of all target

dimensions. Exercises are selected to provide the most complete coverage possible, with overlap built in for the most iimportant dimensions.

• But simulations may not provide information on all dimensions.• Very seldom is a job so Uni-

dimensional that a single source of data can predict future behavior. In reality, most jobs are extremely complicated in termsof the activities and dimensions necessary for success.

• For this reason, a variety ofassessment sources, such as interview data and reference checks, are needed.

•


• 4. Let the dimensions be comprehensive and accurate:• Assessment centers are organized to force the evaluation of all target

dimensions. Exercises are selected to provide the most complete coverage possible, with overlap built in for the most iimportant dimensions.

• But simulations may not provide information on all dimensions.• Very seldom is a job so Uni-

dimensional that a single source of data can predict future behavior. In reality, most jobs are extremely complicated in termsof the activities and dimensions necessary for success.

• For this reason, a variety ofassessment sources, such as interview data and reference checks, are needed.

•


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•

5. Let the assessor debate their insights so as to enrich and cross fertilize the assessment.

• Research evidence and practical experience clearly indicate that, in most situations,a group process where data are shared and the judgments of several knowledgeable individuals are polled enhances decision making.

• The assessment center really is an organized group decision-making process that allows assessors systematically to collect data, organize it, share observations, and come to a consensus.

• The integration session in assessment centers forces individuals to substantiate their ratings with examples of actual assessee behavior, thus keeping subjective elements out of the discussion. The process also helps assessors focus on each key job dimension prior to reaching overall decisions.


•

5. Let the assessor debate their insights so as to enrich and cross fertilize the assessment.

• Research evidence and practical experience clearly indicate that, in most situations,a group process where data are shared and the judgments of several knowledgeable individuals are polled enhances decision making.

• The assessment center really is an organized group decision-making process that allows assessors systematically to collect data, organize it, share observations, and come to a consensus.

• The integration session in assessment centers forces individuals to substantiate their ratings with examples of actual assessee behavior, thus keeping subjective elements out of the discussion. The process also helps assessors focus on each key job dimension prior to reaching overall decisions.


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6. Use simulations to stimulate behavior to be observed in future job roles andsituations

Simulations are an important method(but not the only method; see concept #4) of

obtaining behavioral examples that can be used to predict future behavior. Simulations give organizations a chance to see how a person would perform in a particular job prior to giving him/her the position.


6. Use simulations to stimulate behavior to be observed in future job roles andsituations

Simulations are an important method(but not the only method; see concept #4) of

obtaining behavioral examples that can be used to predict future behavior. Simulations give organizations a chance to see how a person would perform in a particular job prior to giving him/her the position.


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Benefits of assessment Centre• It is cost-effective & enhances profitability• It minimizes costly errors in selection decision• It places people where they will be most effective• It reduces staff turnover costs• It maximizes individual productivity• It eliminates hidden costs of incompetence• It identifies individuals with exceptional potential

• It is cost-effective & enhances profitability• It minimizes costly errors in selection decision• It places people where they will be most effective• It reduces staff turnover costs• It maximizes individual productivity• It eliminates hidden costs of incompetence• It identifies individuals with exceptional potential

copyright 2007 -Dr Wilfred Monteirowww.synergymanager.net all rights

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VISIT MY BLOGSPOThttp://assessmentcentre-

india.blogspot.in/

VISIT MY BLOGSPOThttp://assessmentcentre-

india.blogspot.in/


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Do you have any doubt or disagreement?I would welcome a debate…If you have any

point to add or best practices to shareI would welcome these as well.

Please email your response [email protected]

Do you have any doubt or disagreement?I would welcome a debate…If you have any

point to add or best practices to shareI would welcome these as well.

Please email your response [email protected]


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• is a nationally acclaimed

stalwart in the field of

business management with

an illustrious career spanning

over 25 years

• He is a consultant and advisor

to Board of Directors of

leading companies &

Chambers of Commerce;

• a management trainer of high

repute who has conducted

over 2250 seminars in India

and abroad in areas of

business strategy, marketing

& organization development.

• a Visiting Professor to

premier management

institutes and staff training

colleges throughout India.

Dr WILFRED MONTEIRO• is a nationally acclaimed

stalwart in the field of

business management with

an illustrious career spanning

over 25 years

• He is a consultant and advisor

to Board of Directors of

leading companies &

Chambers of Commerce;

• a management trainer of high

repute who has conducted

over 2250 seminars in India

and abroad in areas of

business strategy, marketing

& organization development.

• a Visiting Professor to

premier management

institutes and staff training

colleges throughout India.

18website: www.synergymanager.netcopyright 2007 -Dr Wilfred Monteirowww.synergymanager.net all rights

reserved

– http://wilfredmonteiro.blogspot.in/– http://negotiating-wizard.blogspot.in– http://salescoach-india.blogspot.in– http://the-sales-champ.blogspot.in– http://salesforce-excellence.blogspot.in– http://strategic-selling.blogspot.in– http://hrm-excellence.blogspot.in– http://personal-growth-guru.blogspot.in– http://thegreatmanager.blogspot.in– http://leadership-by-values.blogspot.in– http://therightetiquette.blogspot.in

Dr WILFRED MONTEIROplease view the blogspots I have developed for my participant ongoing learning

– http://wilfredmonteiro.blogspot.in/– http://negotiating-wizard.blogspot.in– http://salescoach-india.blogspot.in– http://the-sales-champ.blogspot.in– http://salesforce-excellence.blogspot.in– http://strategic-selling.blogspot.in– http://hrm-excellence.blogspot.in– http://personal-growth-guru.blogspot.in– http://thegreatmanager.blogspot.in– http://leadership-by-values.blogspot.in– http://therightetiquette.blogspot.in

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CONTACT US

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SYNERGY MANAGEMENT ASSOCIATESsince 1993

Designing Business Excellence ModelsCorporate Planning & Strategy Summits

Change Management InitiativesBusiness Leadership Development

Performance Management SystemsTalent Management –Concept To Finish

Assessment Centres & Competency Mapping20

Assessment centre methodology

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