Sourav Bhattacharjee

8/2/2019 Sourav Bhattacharjee

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Performance Management


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2 Outline

Introduction to Performance Management

Distinction between Performance &Performance Appraisal

Performance Planning for ClarityAccountability & Effectiveness

Performance Management System- Stages

360 degrees or MAFS

Implementing PMS

Potential Appraisal


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4 Introduction

Systematic process for improvingorganizational performance by

developing the performance ofindividuals and teams


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Strategic and integrated approach todelivering sustained success to

organizations by improving theperformance of the people who workin them and by developing thecapabilities of teams and individual

contributors(Armstrong

and Baron, 4)


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The process of Directing andsupporting employees to work as

effectively and efficiently as possiblein line with the needs of theorganization (Walters, 3)


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Aim Of Performance

Management


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Provide for expectations to be definedand agreed in terms of role

responsibilities and accountabilities,skills and behaviors

To develop the capacity of people tomeet and exceed expectations and toachieve their full potential


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Characteristics Of


Planned, continuous and flexibleprocess

Concerned with measuring outputs inthe shape of delivered performancecompared with expectations expressedas objectives

It is based on the agreement of rolerequirements, objectives andperformance improvement and

personal development plans


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Involves the joint and continuingreview of achievements against

objectives, requirements and plans

It is based on the principle of

management by contract andagreement rather than managementby command.


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Concerns Of Performance

Management

Achieve futuresuccess

Definingexpectations

expressed asobjectives and inbusiness plans


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Concern with measurement

and review

Measurement of results

Reviewing progress towards achievingobjectives as a basis for action


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Concern with continuous

improvement

Striving to reach higher and higherstandards in organization will provide

a series of incremental gains that willbuild superior performance


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Establishing a culture in whichmanagers, individuals and groups

take responsibility for the continuousimprovement of business processesand of their own skills, competenciesand contribution.


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17 Concern for communication

Creating a climate in which acontinuing dialogue between

managers and the members of theirteams takes place

Establishes mutual understanding ofwhat is to be achieved and aframework for managing anddeveloping people to ensure that itwill be achieved


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18 Concern for stakeholders

Satisfying the needs and expectationsof all the organizations stakeholders owners, management, employees,customers, suppliers and the generalpublic


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Concern for fairness and

transparency

Four ethical principles that should govern theoperation of the performance management

process:

respect for the individual

mutual respect

procedural fairness

transparency of decision making


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v/s Performance Appraisal

Formal assessment and rating ofindividuals by their managers at,

usually, an annual review meeting

In contrast performance management

is a continuous and much wider, morecomprehensive and more naturalprocess of management


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Performanceappraisal

Performancemanagement

Top-downassessment Joint processthrough dialogue

Annual appraisalmeeting

Continuous reviewwith one or moreformal reviews

Use of ratings Ratings lesscommon

Monolithic system Flexible process


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Focus on quantifiedobjectives

Focus on values andbehaviors as well as

objectivesOften linked to pay Less likely to be a

direct link to pay

Bureaucratic

complex paperwork

Documentation kept

to a minimumOwned by the HRdepartment

Owned by linemanagers


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Performance Planning for Clarity

Accountability & Effectiveness


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Performance Planning is thesystematic definition of activities that

an employee is expected toundertake and goals that he isexpected to achieve in order tocontribute to the overall growth of the

organization It is the first step in the Performance

management process


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Performance Appraisal being focusedon past performance, planning gives

employees a clear vision of the haveto perform in the near future.


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27 Objectives

Clarifying employees roles &performance expectations

Ensuring that optimum efforts are putin by employees

Gives employees a sense of direction

Ensures the business & individualobjectives are effectively aligned


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Provides clear instrumentality,expectancy & valence to the

employee with respect to hisperformance, thereby motivating theemployee.

Saving the organisation the costs it

would incur due to ineffectiveperformance.


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Helps employees realize self worth.

Induces a sense of accountability &time management within theemployees

Defines indicators of performance


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30 Elements to be considered

Past performance

Influencers of past performance Areas of improvement

Techniques for improvement

Differences between the past &current year.

Technological, economical & marketchanges


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Goals must be time-bound.

Goals must achievable & realistic foremployees to able to achieve them

No bias should be involved whilstsetting goals

External factors must be consideredwhile setting goals

Goals should be simple


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33 Process

Defineorganizational

goals & objectives

Set measures forperformance &

output

Define criteria for

performance

Ensure employeebuy-in


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34 Vrooms expectancy theory

Victor Vroom stipulated that anindividual adjusts his/her efforts in

relation to the anticipated satisfactionbased on perceived equity & value ofthe rewards in a way in which theyare most likely to achieve them


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35 Vrooms Expectancy Model

Expectancy

Instrumentality

Valence

Individua

l effort

Individual

performance

Environmental factorsPersonal

competencie

s

Perceived equity

ofrewards

Organizational

rewards

Motivation


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This theory is very applicable whilstplanning and individuals

performance.

The message that more efforts willlead to higher levels of performancemust be communicated clearly

That performance must be fairly &clearly linked to rewards

Rewards must be substantial & add

value to the appraisee


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Selecting performance

criteria

Joint process of listing downcompetencies & behaviours to be

exhibited by an employee to achieveset targets & goals

It is a basis for communicating aboutperformance

It creates awareness amongstemployees regarding expectationsthereby increasing job awareneness


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Minimum standards should beindentified

Assume that people are trustworthy &want to perform well

Encourage & motivate employees to

give their bestThere should be no imposition of

rules, employees must be givenprinciples to follow


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It should be comprehensive and notgenerate unnecessarily large

amounts of data

It should be designed by linemanagement with employeesinvolvement, the HR function should

be able to provide support

It should be applicable to differentparts of the organization


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40 Techniques

The techniques used for performanceplanning also form a part ofperformance appraisal. They are:

Task analysis

Detailed listing, analysis & review of allthe tasks undertaken in the previousyear

Goal setting

Action Plans

Planning each task & strictly adhering to

set plans


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Key Performance Areas(KPAs)

Key Result areas(KRAs)

Revolves around specific goals/outcomesor results or targets expected fromindividuals

Competency Mapping

h d l d l


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Methodologies used to plan

performance


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Are challenging & require substantialefforts from appraisee.

Enable the appraisee to be called agood performer of the KPAs areachieved


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46 Process to identify KPAs

Team that will identify KPAs must beformed

Must consist of some members who willperform the role & some who havealready performed it

A detailed list of all the tasks that the

incumbent of the role is expected tocarry out must be formulated


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After identifying PAs weights must beassigned to each Performance Area with

respect to the importance it carries forthe role in discussion

KPAs for various roles must be compiledin the form of guidelines for employees


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49 KRAs

Key result areas are general areas ofoutcomes or outputs for which a role

is responsible KRAs encompass a major part of a

work role

KRAs make it easier to assess currentperformance

Areas such as innovation, customerresponse time and employee

development are included rather than


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It provides for:

Clarification of roles Aligning appraisees roles & goals to

organizational strategies & plans

Focus on results rather thanactivities


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52 Competency Mapping

It provides structured anddocumented procedures which aid inrecruitment of competent personnelwith desired skill sets, attributes andtraining thereby reducing cost andtime of subsequent performancefailures


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It facilitates reduction of the cost ofperformance development programsas the organization will have a readyinventory of required skill sets

It helps in benchmarking higher levels

of performance


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It helps in creating individual learningplans

It helps in the assignment of right jobto the right person for betterperformance as the employees withrequired skills sets and training shall

be handling it

It provides the management inputsfor gap analysis for improvingperformance of the employees in the

requisite business area



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System- Stages


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1. Prerequisites.

2. Performance planning.

3. Performance execution.

4. Performance assessment.

5. Performance review.

6. Performance renewal and re-contracting


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57 prerequisites

Using up to date job description andjob specification data

Effective selection and placementprocess for person-job fit

Establishing and agreeing on

performance contract Providing effective induction and

training to employees


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Providing affective feedback andperformance counseling by HRdepartment

Establishing performance linkedreward and compensation mechanism

Providing career advancement and

skill development opportunities Making managers responsible for

turnovers of their employees


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59 Performance planning

Employees must have thoroughknowledge of the performancemanagement system.

Meeting between employee andmanager.

Set SMART goals and measurement

standards:

Results

Behavior

Writing SMART Performance


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Writing SMART Performance

Objectives

Practice writing SMART performance objectives:

S = Specific

M = Measurable.

A = Attainable

R = Realistic

T = Timely


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61 Performance Execution

Shared responsibility

Employee responsibility:

Commitment to established goals.

Communication and update withmanager.


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Manager responsibility:

Feedback, coaching andreinforcement.

Resource support.

Accurate observation and

documentation


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Performance Assessment


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Performance Assessment

and Appraisal

Who should appraise?

Supervisors.

Peers and team members.

Subordinates.

360 degree feedback


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65 What About the Employee?

Should employees do self-appraisals??

Conducting the


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Conducting the

Performance Interview

Explain the purpose of the interview.

Discuss self-appraisal.

Share ratings and explain rationale.

Discuss development plans.

Employee summary.


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Rewards discussion (if appropriate).

Set follow-up meeting.

Employee signature.

Supervisor recap.

Appeals process

Performance Renewal and


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Performance Renewal and

Re-Contracting

Final step in performance managementprocess.

Readjust based on insightfrom completed process.

Plan for next performancemanagement cycle


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What is 360 Degree


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What is 360 Degree

Feedback?

A process which enables

an employee to receivefeedback from a numberof people around him,who actually deal with

the employee each day.


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72 Introduction

In recent years the 360 degree appraisalhas become very popular because hasbeen felt for long that one persons

assessment of another cannot be free ofbiases.

The 360 degree appraisal is a multi-rater assessment and feedback system(MAFS)

Almost every Fortune 500 company isusing this in some form or the other.


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Focus on customers (both internaland external)

Emphasis on softer dimensions ofperformance (leadership, innovation,team work, initiative, emotionalintelligence, etc.)

It has become necessary to getmultiple assessments for a moreobjective assessment.


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The appraisal is done anonymouslyby others and the assessment iscollected by an external agent(consultant) or specially designatedinternal agent (for example the HRDdepartment).

The assessment is consolidated;

feedback profiles are prepared andgiven to the participant after aworkshop or directly by his boss orthe HRD department in aperformance review discussionsession.


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Objectives of 360


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Objectives of 360

Degree Feedback

Providing insights into the strong andweak areas of the candidate in terms

of the effective performance of roles,activities, styles, traits, qualities,competencies (knowledge, attitudesand skills) and impact on others.

Reinforcing other changemanagement efforts and organizationeffectiveness directed interventions.


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Identification of developmentalneeds and preparing development

plans more objectively in relation tothe current or future roles andperformance improvements for anindividual or a group of individuals.

Generating data to serve a moreobjective basis for rewards and otherpersonal decisions.


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Serving as a basis for performancelinked pay or performance rewards.

Aligning individual and group goalswith organizational vision, values andgoals.

Culture building. Leadership development

Potential appraisal and development.


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Career planning and development.

Succession planning and

development.

Team building.

Planning internal customer

satisfaction improvement measures.

Role clarity and increasedaccountabilities.


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InternalCustomers

Supervisors, Subordinates,Top Management,Co-workers and

Representatives from otherdepartments

External Customers

Clients, Suppliers,Consultants and CommunityOfficials


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Procedure for 360


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Degree Feedback

Develop questionnaire to measuredifferent dimensions of job

performance ( communication,leadership etc)

Ensure confidentiality of feedbackresults.

Provide training/ Orientation to allemployees to make them understandwhy it is being implemented.


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Administer feedback throughprinted forms or post to the companywebsite.

Analyze the data performancedimensions summary , actualperformance vs. expectedperformance summary, highest/

lowest rated items.

Develop and distribute results feedback should be shared with

employees in order to help themim rove uture er ormance.


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It provides scope for the candidate toget multiple inputs to improve his role,performance, styles and ideas and

enhances acceptability of theindividual.

It is more participative and enhancesthe quality of HR decisions.


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It is a good tool to enhance customerservice and quality of inputs and

service to internal customers. It has the potential of pointing out

the supervisory biases in thetraditional appraisal systems.

Prerequisites for MAFS


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88 Prerequisites for MAFS

The top management of theorganization is committed to

developing the competencies of theemployees on a continuous basis.

There are a number of HRD systemsoperating in the organization and

they are being seriouslyimplemented.


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The top management is committed tocompetency building through multi-raterfeedback.

The top management is willing to subjectthemselves to an assessment by theirsubordinates and colleagues.

There are not too many status barriersand ego problems in the organization.


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People take feedback supportivelyand use it for development.

The organization already is or is in theprocess of becoming a customerdriven organization.

There is a good degree of emphasis

on team work in the organization.The HRD department has a high level

of credibility.


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Managers take their jobs seriouslyand learn.

There is a high degree of emphasis oncompetency building.

The organization has a history oftaking all change management toolsseriously and implementing them tillthe end.

People in the organization take

feedback seriously and try to benefit

Indicators for usage of


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g

MAFS

The candidate is keen to know abouthimself through the eyes of others. He is

willing to receive feedback from othersand does not become over defensive.

The candidate desires to be better.

The candidate is open to and known torespect the view of others.


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The candidate is a learning orientedindividual.

The candidate has an attitude tohealthy competition.

The candidate should have at leastone and a half years of experience(except in the case of managementtrainees)

He should have direct working

relations with at least six individuals

RSDQ Model of 360


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Degree Feedback

TVRLS has developed a model for thetop and senior management in terms

of managerial and leadershipcompetencies needed which istermed as the RSDQ model (roles,styles, delegations, and qualities)

This model of leadership andmanagerial effectiveness viewseffective management and leadershipas a combination of four sets ofvariables.

RSDQ Roles


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98 RSDQ - Roles

The extent to which the individual playsvarious leadership and managerial rolesand activities.

These are both transformation roles(leadership roles) and transactional roles(managerial) some of these are:

Articulating and communication visionand values.

Formulating long term policies andstrategies.

Introducing and managing newtechnology and systems.


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Inspiring, developing and motivatingjuniors.

Managing juniors, colleagues andseniors.

Culture building.

Internal customer management.

External customer management.

Managing union and associations.

RSDQ - Styles


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100 RSDQ - Styles

Effective managers recognize that it isnot only the roles or activities thatdetermine the effectiveness but also

the way in which they are played. Benevolent or Paternalistic

Leadership Style

Critical Leadership Style

Developmental Leadership Style

RSDQ Delegation


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101 RSDQ Delegation

The RSQD model considers the level ofdelegation as an important part of senior

executives effectiveness.

Most senior managers seem to havedifficulty in delegating, especially theeffective managers who get promotions

fast in their career.


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In view of these experiences,delegation has been isolated as animportant variable of leadership.

Those who delegate release theirtime to perform higher level tasks.

Those who dont continue to do lowerlevel tasks and suppress theirleadership qualities and managerialeffectiveness.

RSDQ Qualities


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103 RSDQ Qualities

Managers should exhibit qualities ofleaders (e.g. pro-action, listening,communication, positive approach,

participative nature and qualityorientation).

Such qualities not only affecteffectiveness with which top levelmanagers perform various roles butalso has an impact on the leadershipstyle and hence are very critical.

Effectiveness of 360


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Degree Feedback

More focus on Leadership Roles

Articulating vision

Spending more time oncommunicating vision and goalsetting.

Being more developmental asagainst benevolent or critical.

Giving attention to the needs ofother individuals rather than remain

reoccu ied with oneself.


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Internal Customer Orientation

Better interaction with colleaguesand subordinates.

Learning from colleagues and

benefiting from their experience. Rapport with seniors.


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Increased Focus on Fostering Team Spirit

Setting high goals for the team;

Participative management

Conflict management

Developing mutuality;

Sensitivity to others feelings;

Collaborative culture;

Cross-functional review mechanism.


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Marked Increase in Delegation andSubordinates Development

Empowering subordinates to takehigher responsibilities.

Leaving routine decisions to lowerlevels.

Not interfering in matters beinghandled by subordinates.

Encouraging subordinates to learnfrom their mistakes and beingvery patient with them.


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Predominant Behavioral Changes

Assertive

Clear communication

Initiative

Patient

Proactive

Time management

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Preparation for


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Implementation

It takes a lot of trust in anorganization and lot of preparationbefore one can move from using 360

degree strictly for developmentalpurposes to using it for takingdecisions on promotions and rewards.

Begin with Development

Link with company goal

Train everyone

Follow Up

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Essential for Effective


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Feedback

Prepare the participants.

Make the top management visible

players.Tie feedback data to a larger

programme.

Clarify ownership of data.

Insist upon integrity.

Commit to 100% accuracy.

Make administration as soon aspossible.

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Ensure that there is always ahuman contact involved.

Time it well.

Ensure confidentiality andanonymity.

There should be a shelf life for thereport data.

Anticipate what will go wrong.

Start with a small pilot group.

Integrate with other interventions.

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Advantages of 360

db k


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Degree Feedback

It is more objective than a one personassessment of traits and qualities.

It adds objectivity and supplements thetraditional appraisal system.

It provides normally more acceptablefeedback to the employee.

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It can serve all the purposes servedby the traditional appraisal systemlike identifying developmental needs,reward management andperformance development.

It helps focus on internal customersatisfaction.

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Mistakes in 360 Degree

F db k


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Feedback

Having no clear purpose.

Using it as a substitute tomanage poor performance.

Not conducting pilot tests.

Not involving key stakeholders.

Having insufficientcommunication.

Compromising confidentiality.

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Not making clear the use of thefeedback

Not giving employee sufficient

resources.

Not clarifying who owns the feedback.

Having unfriendly administration andscoring.

Making it an event rather than aprocess.

Not evaluating effectiveness.

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Reasons for limited

i f MAFS


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impact of MAFS

Negative feedback may createinsecurity, defensiveness which maydamage self efficacy

Subordinates may not provide properfeedback

Accuracy, credibility and fairness offeedback is dictated by personal

experiences Resistance to feedback

The higher ones in the organizationare less likely to receive quality

feedback

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Low self esteem, self efficacyrecipients do not seek feedback

Lack of managerial skills on softand behavioral issues

Self ratings are consistentlyhigher

Peer ratings may prove counterproductive for pay, promotionsor job rotations

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Companies that use 360

D F db k


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118Degree Feedback

360 Degree feedback has gained widepopularity in the corporate.

Johnson & Johnson AdvancedBehavioral Technology

General Electric India

Reliance Industries

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Godrej SOPS

Crompton Greaves

Kodak WIPRO

Tata Steel

Infosys

120 Implementing PMS


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120 p g

121 Introduction


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121 t oduct o

Implementation of the process iscritical to the success of theperformance management

The way in which it is implementedwill determine its the response itgarners from employees & the faith it

will inspire.

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Essentials for effective

implementation


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122 implementation

Effective communication &Transparency

Employee participation & buy-intoward the process.

Timely commencement & completionof the process.

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Any bias or personal interventionmust be kept at bay.

All factors- external as well as internalmust be taken to consideration

Raters errors must be avoided.

Prioritization as well as relevancemust be understood clearly byappraisers.

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Implementation must be easy &comprehensive along with coveringall the important aspects.

Continuous interaction & discussionsbetween appraiser & appraisee is amust.

Both appraiser & appraisee must betrained effectively in the process ofimplementation

125 Components


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125 p

Performance Appraisal

Job Analysis

Performance Interview

Post performance interview

Performance coaching Performance counseling

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Methods used in



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Ranking Method

Rating Method

Graphic Rating Method

Checklist Method

Critical Incident

Confidential Report

Grading Method

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Behaviorally Anchored Rating Scales

Essay Method

360 degrees Feedback method orMAFS

Management by Objectives

Forced Choice Method

Field Review Method

Group Appraisal

128 Common Raters Errors


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Horn Effect

The tendency of a rater to focus

only on the negative aspects of anappraisees performance,sidelining any positivity

Halo effect

It is the reverse of the Halo effectwhere the appraiser completelyignores any negative aspect of theappraisee.

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Recency Effect

This is the tendency of the rater

where he takes into considerationonly the most recent performance ofthe appraisee, the period closes tothe performance appraisal.

Central Tendency Raters suffering from this tendency

rate all the appraisees averagelyirrespective of the quality of theirperformance simply to avoid conflict

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Primacy effect

If during the initial period ofassociation with the appraise, the

appraisor seespositivity/negativity, he sticks withimpression whilst appraisingirrespective of any change inbehavior or performance.

Leniency/Severity Effect

The tendency of the rater to beeither to strict or to liberal with

giving ratings mindless of actual

131 Performance interview


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132 Performance interview


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Performance Interview is one of themost crucial aspect of implementingPerformance Management.

It is misunderstood & ineffectivelyimplemented widely

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Problems with performance

interview


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interview

Appraisers discomfort with giving notpositive.

Tendency to involve personal issues &biases in the interview.

Tendency to dwell excessively on thepast performance

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Tendency to turn into grounds forheated arguments based onperformance.

Tendency of appraisers to getaccusatory while discussingperformance

Tendency of appraisee to getdefensive while on the receiving endof negative feedback.

Tendency of appraiser to withhold

135 Steps


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1. Start with an icebreaker.

2. Explain the purpose of the interview.

3. Work through the PerformanceMeasures (agreed ActualPerformance, Ratings etc.)

4. Agree Performance Measures and

Standards for the next performanceperiod.

5. Close on a positive note

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Essentials for effective

performance interviews


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performance interviews

An atmosphere of positivity must bemaintained throughout the span ofthe interview.

The appraisee must not feel attacked.Accusations, insults, etc. should bekept at bay

Negative feedback should be givenclearly with no attempt atunderplaying but must be treatedwith tact

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Generous positive feedback must begiven. The employee must not feel likethe purpose of the interview is to put

him/her down.

The focus should be on what can be donein the future to improve performance asopposed to what went wrong in the past

Views & inputs from the appraisee mustbe actively encouraged; thecommunication process must be two way.

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Plan of action with specific set ofactions must be formulated.

A follow up meeting must beorganized so as to keep with theappraisees progress

139 Managing poor performance


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Get to the root cause of poorperformance

Provide feedback

Explain consequences of poorperformance

Set clear objectives for the coming time

period Provide training if appropriate

140 Coaching


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Coaching is a person to persontechnique designed to developindividual knowledge, skills andattitudes. It is more effective if ittakes place informally as a part of thenormal process of management orteam leadership

141 Steps


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1. Observation

2. Discussion & Agreement

3. Active Coaching

4. Follow-up

142 Counseling


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Counseling is any activity in the

workplace where one individual usesa set of skills and techniques to helpanother individual to takeresponsibility for and to manage their

own decision making whether it iswork related or personal

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Recognition and understanding of theproblem

Empowering and enabling employees Deciding if any further help is required

Follow up

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Indicators of effective

implementation


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implementation

Complete buy in & ownership of LineManagers.

Sufficient time is spent forperformance planning (groupplanning or individual planning),identifying developmental needs, etc

The goals of clarifying objectives,roles & deciding time frames &performance standards fordepartments as well individuals havebeen achieved.

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The Performance Managementsystem is received well & is supportedacross the organization including the

top level management

The system helps in generating theatmosphere of a performance driven

organization.

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Mistakes during

implementation


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implementation

Incorrect purpose

Ineffectively designed format

Too many objectives

Over Criticism

Lack of support from employees

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Lack of support from Top Management

Inabilities in the HR department

Perceived ownership of HR department;lack of buy in by line managers.

148 Potential Appraisal


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149 Promotions


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Promotions are given on the basis ofpast performance.

An assumption is being made thatcompetence in performing thepresent role is a

sufficient indicator of competenceto perform a higher and

different role in the organization. Seniority is given more priority then

Younger Talents.

150 What is Potential Appraisal?


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POTENTIAL APPRAISAL

Qualities that exist Evaluation

and can be developed

Beyond the Present Role.

151 Definition


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Potential appraisal is concerned withidentifying the potential of anemployee for future development and

promotion in the organization.

A process of determining anemployees strengths and weaknesseswith a view to use this as a predictorof his future.

152 Objective


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Objective

To identify the potential of a

given employee to occupy higherpositions in the organizationalhierarchy and undertake higherresponsibility.

153 Need


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Inform employees about their futureprospects;

Help the organization chalk out of asuitable succession plan;

Update training efforts from time totime;

Advise employees about what theymust do to improve their careerprospect

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Steps to be followed for a good

potential appraisal system


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pote t al app a sal syste

Role Descriptions

Qualities required to perform the roles

Indicator of Qualities - Rating by Others

- Psychological Tests

- Simulation Games and

Exercises - Performance Appraisal Records

Organizing the System

Feedback on Potential Appraisal for

155 Examples


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CROMPTON GREAVES LTD.

BPL

Dr. REDDY

SAIL

Escorts

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TISCO

Aditya Birla

Castrol (India)

Cadbury

Wipro

Siemens

157 ASSESSMENT CENTER


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An Assessment center is acomprehensive, standardizedprocedure in which multipleassessment techniques such as

situational exercise and job simulationare used to evaluate the individualemployee for a variety of decisions.

Most frequently the approach hasbeen used for individuals beingconsidered for selection, promotion,placement or special training and

development in management

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The technique consists of a group ofpeople undergoing a series ofwork related exercises and simulations

along with some standard psychometricinstruments.

Their behavior while undergoing theexercises and simulations is observed bya set of trained and experienced

observers.

They record their observations andintegrate these to arrive at ameasurement of the competency of eachof the participants.

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Assessment centers are well-integrated sets of tests, exercises,simulations and instruments which

are designed to cover all aspects of agroup of dimensions (personalityqualities or competencies) so as toprovide as valid a picture of the

participant as possible

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WHAT IS NOT AN

ASSESSMENT CENTRE?


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ASSESSMENTCenters are not:*Multiple interviewprocesses.*Individual assessments

of all sorts.*Work Sample Tests.*Multiple assessmenttechniques withoutintegration of the data.*Any set of Psychometric

tests or instruments usedtogether do not constituteand qualify as anassessment centre.

But ,*It must measure multiplefactors (qualitiesor competencies).*It must use multiple

techniques.*It must have multipleobservers or assessors.

161 WHY HAVE AN ASSESSMENT CEN


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Every organization wants people with the

competencies that are inconsonance withthe objectives of the Organization.

Therefore the organizations aim would

be to find such people and if necessary,to develop the required competency inthe existing people.

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Added advantage of motivatedpeople who would participateenthusiastically in the advancement

of the organization, as this wouldinherently imply their ownadvancement too.

Give rise to an internal need fordevelopment in the participants whoundergo these assessment centers.


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164 The 9 Steps


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Decision to set up an assessmentcentre.

Identification of Competencies.

Data Collection.

Exercise and Assessment Centre

Design.


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166Commonly Assessed

Competencies


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Competencies

Intellectual

- Comprehension

- Analytical Ability

- Innovation

- Decision Making

-

Planning & Organizing- Strategic Perspective

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Interpersonal

- Communication

- - Adaptability

- - Ability to Influence Others

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Dynamic

Initiative

Drive Resilience

Stress Resistance

Result Orientation

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Business Related

- Business Understanding

- Customer Focus

170 Assessors Training


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Assessor Attributes

Desire to be an assessor.

Knowledge of target organization and

job. An average or better manager in terms

of normal managerial criteria.

General high level of maturity.

Interest in people

A perspective observer who listenswell.

Ability to learn.

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Articulate in group and individualsituations able to take a position anddefend it verbally.

Independence - the ability to take aposition in opposition to others.

Generally free from biases.

High personal work standards.

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Adaptability willingness to changeposition when appropriate and whenthe weight of evidence is such that a

change should come about.

Energy to work long days at a goodspeed.

Has a track record of counseling anddeveloping staff.

Is able to spare himself for the timenecessary.

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Assessors TrainingProgramme


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Duration : 3-5 days.

Schedule : Introduction, Course & History.

Techniques, Competencies

Behavior Classification & Generation Exercises,

Instruments to be used,

Observation & Recording Methods,

Interviewing Skills,

Integration Sessions,

Report Writing,

Feedback & Counseling Skills

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Process of AssessmentCentre


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1. Briefing

2. Observation

3. Recording

4. Classification

5. Writing of rating sheets

6. Rating

7. Integration

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Assessment Centre Report


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It is the most important outcomeof the Assessment Centre.

The report should contain thefollowing elements:

1. Brief Personal Profile

2. Summary of General Performance &Behavior

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3. Description of Performance by eachCompetency

4. General Strengths and Weaknesses

5. Developmental Advice andAction Plan

6. Organizational Actions.

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Assessment Feedback


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Feedback is the process where theparticipants are made aware of

their observed behavior in controlledcircumstances and how they measureup to a set of competencies, which arerelevant to the organization.

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Feedback is in two parts ;

The organization receives

feedback about the competency ofthe people

The participant receivesfeedback on his performance in

the assessment centre.

.

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1. Covers Strengths and Developmentareas.

2. Behavioral observations and changeof behavior

3. Explain the effectiveness ofthe behaviors.

4.Examples of behavior to be highlighted.

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5. Participant can also comment orelaborate.

6. Alternate or corrective behavior tobe suggested.

7. The esteem and secrecyabout the participant must be

maintained

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after the AssessmentCentre


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Follow-up is also very essential. Thesuggested changes in the participantshould be maintained and therefore theDevelopmental Plan is necessary. A

developmental plan for the participantconsists of :

Competency-based Workshops

Job Rotation or Enrichment

Project-based learning

E-learning programmes

Counseling for problem areas.

182 Thank You!


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Presented by:

Priya Joseph

Saurav Bhattacharjee

Anjali Ranjan

Drishty Tanwar

Documents

Sourav Bhattacharjee