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Transcript of The role of Values in Assessment Centres ASCG conference, South Africa, March 2002 by
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The role of Values in The role of Values in Assessment CentresAssessment Centres
ASCG conference, South Africa, March 2002
by
Charmaine SwanevelderManaging Consultant, SHL Cape Town
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Thus far, to gain unconditional Thus far, to gain unconditional commitment to company objectives...commitment to company objectives...
Elizabeth Etsko J eroen Nando’s CE
Competency Grow Others Capability(Competencyx Knowledge)
‘Gooi’
Genuineconcern forothers
Care ‘Gees’
Admirablecharacter
Commitmentto people(role models)
Commitmentand Vision
If we succeed in these things, results will follow (‘Geld’)
Behaviour and performanceBehaviour and performance
Skills and knowledgeSkills and knowledgeMotivation and personalityMotivation and personality
Intellectual capabilitiesIntellectual capabilities
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Individual exercise:Individual exercise:
Note on a piece of paper the 5 things that are most important to
you in your ideal job(keep until later)
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Values?. . . Values?. . .
Impact upon people’s decisions and governs their behaviour
In employment arena can help improve person-organisation fit
Important implications for team-building
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Representation of identity, values, Representation of identity, values, competencies and behaviour competencies and behaviour
Identity
Values
Competencies
Behaviour
Person or Group
Who am I? (Personality, gender, nationality, etc.)
Why am I behaving as I do? (Motivation and values)
ContextWhen do I behave as I do? (Corporate culture, etc.)
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Defining valuesDefining values
• Core to human existence.• Actual values endorsed depends on own
external circumstances (Maslow, 1943), yet are considered closely connected to the identity or individuality of an individual.
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Theories on valuesTheories on valuesMany people know the price of things, few the value-Oscar Wilde
• Values provide stability in a rapidly changing world. Stability comes from the values we hold in common (Brian Hall)
• Potential capability increases when the values that underpin the corporate vision are shared by all the stakeholders in the organisation (Tom Carter)
• Organisations that are successful over long periods of time are values-based organisations (Values Technology Inc.)
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Theories on values (Rokeach, 1979)Theories on values (Rokeach, 1979)• number number of human values areof human values are small small• the samesame the world over• capable of different structural arrangementsdifferent structural arrangements• are the resultants of societal demands and psychological societal demands and psychological
needsneeds• they are learned learned and determined by culture, society, culture, society,
society’s institutions, and personal experiencesociety’s institutions, and personal experience• they are determents in turn of attitudes, judgements, attitudes, judgements,
choices, attributions, and actionchoices, attributions, and action• they are capable of undergoing changecapable of undergoing change as a result of
changes in society, situation, self-conception, and self-awareness
• that changes in values represent centralchanges in values represent central rather than peripheral changes, thus having important consequences important consequences for other cognition’s and social behaviour’for other cognition’s and social behaviour’
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Theories on values Theories on values (Gordon, 1963)(Gordon, 1963)
• In personality assessment, an individual may be described by what he characteristically does in particular situations, that is in what terms of traits that typify his behaviour.
• In addition, he may be described in term of his basic motivational patterns, or the values that he holds.
• In understanding the individual, both types of understanding the individual, both types of measurement are importantmeasurement are important
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The SHL The SHL Value Value
TheoryTheory
Upbringing Peer groups
Society
Personal norms
Societal norms
Compe-tencies
SituationBehaviour
motivation
Values
Internal External
Past
Present
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About Values. . . About Values. . .
• Beliefs about the importance of goals
• People differ in their relative ordering of importance of basic values
• In employment, values affect perceived worth of organisational goals, person-organisation fit – and hence job satisfaction and retention
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Motivation
“Effort”
Personality
“Preference”
Values “Importan
ce”
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How to access values in assessment How to access values in assessment centre technology?centre technology?
Values@Work QuestionnaireValues@Work Questionnaire
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DevelopmentDevelopment
• Research began in 1998 – lead by Wouter Schoonman (SHL Netherlands)• Literature review• Some 12 major models found• Adopted Schwartz (1992) model of 10
basic values• Adapted these to work-oriented
content
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Universalism
Benevolence
Conformity Tradition
Security
Achievement
Stimulation
Self-Direction
Hedonism
Openness to Change Self-Transcendence
ConservationSelf-Enhancement
Power
Schwartz model of basic values
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The SHL Values ModelThe SHL Values Model
SHL Model
Influence Exercising influence on processes andpeople. Wanting to take decisions, havingfinal responsibility, possessing power overpeople.
Achieve-ment
Delivering recognisable achievements andexcelling in this regard. Experiencingsuccess, being respected and having asolid reputation.
Enjoyment Having pleasant experiences, enjoyingthose joyful things that can come withwork. Having a nice working environmentand having fun at work.
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SHL Model
Adventure Experiencing many different things, a lot ofvariety, doing interesting things.Venturing into the unknown, having newexperiences.
Self-direction
Determining direction by oneself, choosingone’s own goals, taking the fate in ownhands. Experiencing freedom, beingindependent, organising one’s own work.
Harmony Being internally balanced, acting ethicallyand respecting the natural envionment.Understanding the world, gatheringknowledge and wisdom, supportingjustice.
The SHL Values ModelThe SHL Values Model
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SHL Model
Affiliation Helping others, engaging in an open and honestway with others and being patients with others.Having friendly relationships and being trusted.
Respect Supporting traditional ways of acting, doing what isexpected and work according to agreed standards.Keeping up with regular values and customs andengage in a decent way with other people.
Loyalty Changed to Loyalty then merged with Respect.
Certainty Being sure about the job and the future, having welldefined tasks and knowing what is expected.Running small rsiks and respecting those placedabove (now Certainty).
The SHL Values ModelThe SHL Values Model
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New SHL Scales
Wealth Being strongly rewarded in financial terms,making as much money as possible. Materialrewards in general, having a yearly pay rise,having no worries about money.
Aesthetics Enjoying beautiful things, appreciating designand developing a good taste. Engaging withartistic people and developing own artistictalents further.
Diversity Understanding other cultures. Being sensitiveand accepting with regard to other cultures andcustoms.
The SHL Values ModelThe SHL Values Model
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The Values@work ModelInfluence
Achievement
Self Direction
Wealth
Enjoyment
Adventure
Harmony
Aesthetics
Diversity
Affiliation
Respect
Certainty
AmbitionAmbition
BalanceBalance
SecuritySecurity
ChallengeChallenge
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Values @ Work InstrumentValues @ Work Instrument
12 scales 6 items per scale alpha coefficients .75 - .93
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Values@Work
Personality
(OPQ32)
Motivation
(MQ)
Corporate Culture(CCQ Lite)
‘Preferred Style’
‘Effort’/Gordon’s basic motivational patterns
‘determined by culture, society, society’s institutions, and personal experience’ (Rokeach)
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Values@work
BIG 5 Personality
Factors
OPQ32
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Values and the Big 5Values and the Big 5
• Hypotheses based on research of Roccas et al (1999) using NEO FFI.– Extraversion -> Enjoyment– Openness -> Adventure– Agreeableness -> Affiliation– Conscientiousness -> Certainty
• Bilsky & Schwartz (1994) predict no relationships with Neuroticism
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Observed and predicted correlations: Observed and predicted correlations: Big 5: Fit = 76.9%Big 5: Fit = 76.9%
OBSERVED
PREDICTED Positive ? Negative
Positive 9 4 5 0
Negative 4 0 1 3
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OPQ32, NEO and the BIG 5OPQ32, NEO and the BIG 5
0.74Detail ConsciousConscientious
Vigorous
Conscientious
0.60CaringDemocratic
Trusting
Agreeableness
0.42ConceptualConventional
Variety Seeking
Openness to Experience
0.51OutgoingModest
Emotionally Controlled
Extraversion
0.80RelaxedWorrying
Tough Minded
Neuroticism
NEO correlation
OPQ32 scaleBIG 5 Construct
N = 155
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0
10
20
30Influence
Achievement
Self direction
Wealth
Enjoyment
Adventure
Harmony
Aesthetics
Diversity
Affiliation
Respect
Certainty
Self n=54
Org n=44
Diff Self-Org
Case Study 2: Organisation values, Case Study 2: Organisation values, mean self-ratings and differencesmean self-ratings and differences
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Difference in mean Values scores: (Left - Stayed)
-1.00
-0.50
0.00
0.50
1.00
1.50
2.00
Influence
Achievement
Self direction
Wealth
Enjoyment
Adventure
Harmony
Aethetics
Diversity
Affiliation
Respect
Certainty
a
Balance
AmbitionSecurity
Challenge
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In summary . . . .In summary . . . .
• Good fit to OPQ, MQ and CCQ predictions
• Support for the ordering of the values around the circumplex model• Good fit on Big 5 scales to predicted
ordering.
• Differences between European and Japanese sample.• Latter show difference in Harmony and
Affiliation correlations with Big 5
• Good support for job relevance of P-O fit measures
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Applications of Values@WorkApplications of Values@Work
TypeFocus
Assessment Development Other
Individual Pre-screening Career counselling Conflict resolution
Self Assessment Self DevelopmentPreparing for aninternational job
Team Team performance Team Building Setting up teams
Organisation Mergers & AcquisitionsChanging CorporateCulture
Diagnosing causes ofturnover, job satisfaction,etc.
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Levels of Individual AssessmentLevels of Individual AssessmentIndividual Assessment Tools
Performance AppraisalManagement by
Objectives
National QualificationsFramework
Licensing Examinations
Assessment CentreSimulations
Competency basedQuestionnaires; 360’s
Intelligence TestsPersonality Questionnaires
Ability Tests; Motivation; Values
JOB PERFORMANCE& OBJECTIVES
(Targets & Results)
COMPETENCE(Knowledge & Experience)
COMPETENCIES(Skills & Abilities)
POTENTIALITIES(Intelligence, Personality, Traits, Aptitudes)
Information on jobcontextcontext(CCQ)(CCQ)?
(Designed by Prof Hennie Kriek, SHL)