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ASSESSMENT CENTERWhy do employers use Assessment Centres?The assessment centre is an integrated process of simulations designed to generate behaviour similar to that required for success in a target job or job level. It enables candidates performance to be measured objectively against specific key criteriaAssociation of Graduate Recruiters (2008)2An assessment center consists of a standardized evaluation of behavior based on multiple inputs. Multiple trained observers and techniques are used. Judgments about behaviors are made, in major part, from specifically developed assessment simulations. These judgments are pooled in a meeting among the assessors or by a statistical integration process.

How do HR Experts / employers try to get it right?

1990s 2000sInterviews & Other forecasting Technique 99% 99%References 96%96%Personality tests 35% 64%Cognitive tests 30%70%Assessment centres 21%59%

[Source :University of Liverpool - c. 2000]

Note: The AGR Graduate Recruitment Survey 2006 Summer Review found that 83% of their members use final round assessment centres or selection events.4THE TRADITIONAL INCLUSION OF INTERVIEWS AND TAKING UP REFERENCES SEEMS UNLIKLY TO CHANGE

BUT THE NUMBERS USING PERSONALITY TESTS HAS INCREASED

COGNITIVE LOOKS AT THINKING SKILLS, YOU UNDERSTANDING

YOU MAY ALSO HEAR ABOUT CREATIVE THINKING IN SELECTION PROCEDURES

EG CIVIL SERVICE FAST STREAM REMOVE TRAINED PARROTS

ASSESMENT LOOKS AT THE BREADTH OF QUALITIES THAT AN EMPOLOYER SEEKS

HENCE THE ASSESSMENT CENTRE PLANNED AT LUTON LOGICA EXERCISE Assessment Centres contain a number of elements

What do employers look for? WellRoundedIndividualsCommunicationSkillsBusinessAwarenessTeamPlayersProblemSolversFlexibility &AdaptabilityDrive forresultsClientFocus6Skills that you need to demonstrateTime management ensuring that you complete the task in the allocated timeCommunicationexpressing your views, allowing others to speak, being supportive, using whiteboards, presentingDrive for results keeping the group focussed to achieve the goalsCreative thinking / problem solving Adaptability tackling problems that may not be from your area of expertise7In relation to group / team effectivenessThe behaviours I consider most important are

My highest ratings:

Evidence that I do this in real life

Areas I need to improve:

Opportunities I will use in order to improve

Please rate the extent to which you (a) consider these actions important; and (b) act in this way? where 4 = high and 1 = low a) Ratings 1 4importance b) Ratings 1 - 4frequencyI express myself confidently and assertivelyI contribute ideas and suggestions relevant to the taskI take on a specific role when requiredI listen respectfully to othersI support others positive contributions I focus (or re-focus) the group on its tasks and goalsI help the group to achieve its goals within a given timeframePurpose:Job analysis of relevant behaviorsMeasurement techniques selected based on job analysisMultiple measurement techniques used, including simulation exercisesAssessors behavioral observations classified into meaningful and relevant categories (dimensions, KSAOs)Multiple observations made for each dimensionMultiple assessors used for each candidateAssessors trained to a performance standardSystematic methods of recording behaviorAssessors prepare behavior reports in preparation for integrationIntegration of behaviors through:Pooling of information from assessors and techniques; consensus discussionStatistical integration processThese arent Assessment CentersMultiple-interview processes (panel or sequential)Paper-and-pencil test batteries regardless of how scores are integratedIndividual clinical assessmentsSingle work sample testsMultiple measurement techniques without data integration nor is labeling a building the Assessment CenterAT&T Management Progress Study(1956 . . .)

Designed and directed by Douglas BrayLongitudinal study of manager developmentSample of new managers (all male)274 recent college graduates148 non-college graduates who had moved up from non-management jobs25 characteristics of successful managers selected for studyBased upon research literature and staff judgments, not a formal jobanalysisProfessionals as assessors (I/O and clinical psychologists)

AT&T Management Progress StudyAssessment Techniques

InterviewIn-basket exerciseBusiness gameLeaderless group discussion(assigned role)Projective tests (TAT)Paper and pencil tests (cognitive and personality)Personal history questionnaireAutobiographical sketchWritten reports/ratings after each exercise or testMultiple observers for business gameSpecialization of assessors by techniquePeer ratings and rankings after group exercisesExtensive consideration of each candidatePresentation and discussion of all dataIndependent ratings on each of the 25 characteristicsDiscussion, with opportunity for rating adjustmentsRating profile of average scoresTwo overall ratings: would and/or should make middle management within 10 years

Michigan Bell Personnel Assessment Program (1958)

First industrial application: Select 1st-line supervisors from craft populationStaffed by internal company managers, not psychologistsExtensive trainingRemoved motivational and personality tests (kept cognitive)Behavioral simulations played even larger roleDimensions based upon job analysisFocus upon behavior predicting behaviorStandardized rating and consensus processModel spread rapidly throughout the Bell SystemInformal sharing of methods and results by AT&T staffUse spread to a small number of large organizationsIBMSearsStandard Oil (Ohio)General Electric

J.C. Penney & Bray & Grant (1966) article in Psychological Monographs By 1969, 12 organizations using assessment center method Closely modeled on AT&T Included research componentAssessor Tasks

Observe participant behavior in simulation exercisesRecord observed behavior on prepared formsClassify observed behaviors into appropriate dimensionsRate dimensions based upon behavioral evidenceShare ratings and behavioral evidence in the consensus meetingWhy focus on behavior?

Assessors rely on each others observations to develop final evaluationsAssessors must give clear descriptions of participants actionsAvoids judgmental statementsAvoids misinterpretationAnswers questions:How did participant do that?Why do you say that?What evidence do you have to support that conclusion?

Dimension

Definition: A category of behavior associated with success or failure in a job, under which specific examples of behavior can be logically grouped and reliably classified identified through job analysis level of specificity must fit assessment purpose

A Typical Dimension

Planning and Organizing: Efficiently establishing a course of action for oneself and/or others in order to efficiently accomplish a specific goal.

Properly assigning routine work and making appropriate use of resources.Correctly sets prioritiesCoordinates the work of all involved partiesPlans work in a logical and orderly mannerOrganizes and plans own actions and those of othersProperly assigns routine work to subordinatesPlans follow-up of routinely assigned itemsSets specific dates for meetings, replies, actions, etc.Requests to be kept informedUses calendar, develops to-do lists or tickler files in order to accomplish goals

Sample scale for rating dimensions

5: Much more than acceptable: Significantly above criteria required forsuccessful job performance

4: More than acceptable: Generally exceeds criteria relative to quality andquantity of behavior required for successful job performance

3: Acceptable: Meets criteria relative to quality and quantity of behaviorrequired for successful job performance

2: Less than acceptable: Generally does not meet criteria relative to qualityand quantity of behavior required for successful job performance

1: Much less than acceptable: Significantly below criteria required forsuccessful job performance