A STUDY ON

ASSESSMENT DEVELOPMENT CENTRE (ADC) IN

MADHYA GUJRAT VIJ COMPANY LTD

TO

Bachelors of Business Administration,

Faculty of Commerce,

M.S. University of Baroda

GUIDE BY

Ms. NEHA TIWARI PRITI HEMANT NASHIKKAR

T.Y.B.B.A (H.R)

Roll No: (H) 28

1

PREFACE

Many of the organization in today scenario are whether product manufacturer or

service provider continuously faces competition. This competition at all levels; local,

national, and global. Most of the organizations have a vision of achieving that vision,

perhaps the most important components, is staff that does great work that is directed

towards the mission and strategies of the organization. Thus, it is inevitable for every

organization to ensure that these human assets are nurtured, groomed and developed in

a manner that increases the likelihood of achievement of the organizational goal.

It is in the context one has to look at the overall all growth. The employee

development is no longer for the sake of annual routine formality. Assessment

Development Centre is a very important tool in the hand of the Human Resource

Professional to improve the quality of human resource in the organization.

The assessment data can be used for promotion It can be also used for deciding

training needs of the employees on the contrary, AssessmentDevelopment centre is

perhaps, the process by which an organization can assess , appraise its human

resources and take appropriate steps. This study presents the views and opinions of

employees regarding Assessment Development Centre at Madhya Gujarat Vij Company

Limited. It represents their opinions regarding the assessment which took place ,and

development process is still going on in their organization and also its effectiveness.

2

ACKNOWLEDGEMENT

There are times when words cannot express thankfulness. Though the gratitude to the

individuals without whom my learning would not have been possible, cannot express

in words. I have tried my best to thank all of them. I would like to thank Faculty

of Commerce, BBA Programme for incorporating this Project study in course and

giving me an opportunity to have experience of professional world through it.

I take this opportunity to thank each and every one, who laid their contribution in

the making of this thesis. It was an enriching experience from learning to conducting

the research and to compile the work.

First and foremost, I express my sincere gratitude to my guide Ms.Neha Tiwari for

her valuable guidance has been fulfilling and enriching. Her constant motivation and

faith in my work motivated me each day to endeavor for better. I truly appreciate for

showing her patience towards me.

Special thanks to all the respondents for cooperating during the collection of the data

for this research. I would also like to extend my gratitude towardsDy G.M. HR

P.R.Ranpara, Madhya Gujrat Vij Company Limited for granting me permission for

collection of the data.

I thank Executive (HR) D.C.Sheth, Jr.E H.G.Nashikkar for helping me to collect data

I also acknowledge to Dr Pragnesh Shah( Programme Director, BBA) and Mrs Anshu

Surve(Assistant Programme Director, BBA) as they have always extended help to me

whenever I needed it. I am really thankful for their guidance and co-operation.

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TABLE OF CONTENTS:

4

Sr.

No.

Title Page

no.

1 Preface 2

2 Acknowledgement 3

3 Review of Literature 5

4 Introduction of ADC 11

5 Assessment Centre 13

6 Development Centre 21

7 Competency 23

8 Company Profile 29

9 Process of ADC 32

10 Research methodology 51

11 Data Analysis 53

12 Findings 62

13 Recommendations 63

14 Conclusion 64

15 Questionnaire 65

16 Bibliography 68

REVIEW OF LITERATURE (ROL)

ASSESSMENT CENTERS

An overview of the use of assessment

centers to standardize the evaluation of

potential employees.

ASSESSMENT CENTERS

RESEARCH PAPER BY JPWRITE

Description:

This paper studies the development and

use of assessment centers to eliminate

unfair and unequal employee selection

procedures. The paper defines the

purpose of assessment centers as

providing a standardized evaluation of

behavior based on multiple exercises

and observations. The paper then

provides a historical review of

assessment centers, which reached large

scale implementation for the first time in

the military during World War II. Next,

paper discusses the essential elements of

an assessment center, explaining that it

is multi-faceted and goes well beyond

panel interviews or single techniques

and assessors. The paper also examines

how assessment centers aid employers

in making decisions about candidates

and how the use of these centers protects

potential candidate from biased criteria.

The paper concludes by discussing how

assessment centers increase the validity

and acceptance of the results

From the Paper:

"The first private sector use of

assessment centers was seen in the

Michigan Bell Telephone Company.

They became the first company to

establish an assessment center program

for operational use, specifically to

assess the qualifications of long-term,

non-management employees for the

purpose of moving into managerial

positions. Companies to follow suit

were Standard Oil of Ohio, IBM, Sears

Roebuck, General Electric, and J. C.

Penney (MacKinnon, 1975, p. 2-3).

The first use of assessment centers in

uniformed public service, such as

police and fire services, can be found in

England. The British are considered to

have pioneered this process and have

led the field for many years (Olson,

1981, p. 2). Perhaps the most

historically influential use of the

assessment center process can be found

in the American Telephone and

Telegraph Company's Management

Progress Study which took place from

1956 through 1960. This was strictly a

study and the results were not used for

actual promotional decisions within the

company. The steps taken in the study

almost mirror the steps taken in

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creating and implementing an

assessment center in any organization.

Characteristics of successful managers

were identified, including dimensions

such as managerial functions,

interpersonal relations, general

abilities, attitude, and values.

Candidates were then rated on each of

the variables through the use of

exercises designed to cover each of the

characteristics. An in-basket exercise

was used which required the assesses to

prioritize and carry out multiple

administrative tasks which might be

found on a manager's desk. A business

game and a group discussion allowed

assessors to observe the behaviors

associated with group problem solving

and communication skills. An

interview was used to cover the areas

of attitude and values, and several pen

and paper tests were administered as

well."

ACCORDING TOAMERICAN

PSYCHOLOGICAL

ASSOCIATION

Psychologists transform a military

method for evaluating spy

candidates into an accurate predictor

of managerial potential for industry

and local governments.

Findings

Borrowing methods used by the Office

of Strategic Services (precursor to the

CIA) to select agents in the Second

World War, psychologists have been

instrumental in bringing the assessment

center method to industry and

government to evaluate job applicants

and to aid in the development of

managers and executives. Assessment

centers, which simulate real situations

in the workplace, are widely used in

identifying individuals who have the

abilities and skills to succeed in

managerial and executive jobs and to

help guide the development of

managerial skills and talent.

The content of assessment centers varies

somewhat across organizations, but

there are a number of assessment

exercises that are widely used and that

convey the essential features of this

method (See Thornton citation for more

detailed descriptions). For example, the

Leaderless Group Discussion is often

used to evaluate emergent leadership

and social skills. This exercise involves

assembling a group of examinees and

asking them to discuss a specific topic

for a set period of time. No formal roles

are assigned to examinees, and assessors

observe how each examinee reacts to

and attempts to impose structure on this

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ambiguous situation. Another typical

exercise is to use role-playing, where,

for example, examinees might be asked

to play the role of a manager interacting

with a difficult employee (who might be

a confederate of the assessment team).

Psychologist Douglas Bray, PhD,

implemented the first industrial use of

assessment centers in 1956 as part of a

research study involving AT&T. In

1974, Dr. Bray and fellow

psychologists Richard Campbell, PhD,

and Donald Grant, PhD, published the

long-term effects of the AT&T

program. Their findings showed that

assessments done early in a manager's

career were still valid predictors of

performance and valid indicators of

strengths and weaknesses twenty years

later. Additional analyses of

assessment center effectiveness by

psychologists Winfred Arthur, Jr., PhD,

and colleagues, Barbara Gaugler, PhD,

and colleagues and John Hinrichs,

PhD, all support the conclusions that

assessment centers provide valid and

useful assessments in organizational

settings.

Significance

The selection and development of

managers and executives had long been

conducted on a fairly haphazard basis,

relying on the experience, hunches and

biases of decision makers in

organizations. Standardized tests have

not been widely accepted in selecting

and evaluating managers and executives,

in part because of the seeming gap

between the simple skills measured by

tests and the complex skills (especially

people-oriented skills) believed to be

critical for managers and executives.

The assessment center method provides

a sort of wide-ranging, multidimensional

assessment that has a strong record of

both research significance and practical

effectiveness to be accepted by

participants and decision-makers alike.

Practical Application

Assessment centers are often the

method of choice for selecting senior

leaders in government and municipal

jobs, including police chiefs and fire

captains. Because assessment centers

give candidates opportunities to

demonstrate behaviors and skills that

are manifestly job related, the results

of these evaluations are more readily

accepted by candidates and by the

individuals they will lead than the

results of equally valid objective tests.

The results of assessment centers are

increasingly being used to guide the type

and sequence of developmental activities

7

candidates for managerial and executive

jobs go through. For example, many

organizations have detailed succession

plans, and assessment centers are a key

component of identifying the sorts of job

experiences and assignments a potential

future executive should have in order to

develop and demonstrate specific job-

related skills.

It is common for candidates for many

managerial and executive jobs to

participate in assessment centers that

might last for up to several days,

involving a combination of individual

testing and evaluation and group-based

exercises. Assessment centers usually

provide a profile of each individual's

strengths and weaknesses (e.g.,

assessment centers used by AT&T

provided ratings on 25 separate

dimensions of performance and

effectiveness), and organizations often

target training opportunities and job

assignments toward developing areas

noted at time of assessment as relative

weaknesses. These assessments usually

provide information about a variety of

job-related skills (e.g., planning, setting

priorities) and more generalized skills in

dealing with others (e.g., oral

communication, empathy), and they

may also provide information about the

values and preferences of examinees.

ASSESSMENT CENTRE

PROJECT

Assessment Centre Project to Develop

and Assess Employability Skills

Fiona Factor in co-operation with

Alex de Mont, Department of

Applied Social Studies

The aim of the Project was to give

students an insight into what to

expect during a recruitment process

by simulating an assessment centre

experience, something quite

different from everything else they

have experienced. Students also

gained a level of skills development

to face assessment centre activities

with confidence.

OUTCOME

Apart from the feedback, students

benefit from getting to know more

about themselves, what they should

focus on when preparing for

graduate applications and exploring

group working and team dynamics.

Students benefit mainly from the

simulated experience and skills

development; they learned to think

on their feet through the many

8

exercises used (for instance the

elevator pitch).

ASSESSMENT CENTERS:

RECENT DEVELOPMENTS IN

PRACTICE AND RESEARCH

Filip Lievens,

Ghent University,

George C. Thornton III,

Colorado State University

The assessment center method

continues to be used in a variety of

organizational settings and to generate

numerous research studies. In recent

years, assessment centers have been

used for a variety of purposes with an

increasingly diverse set of jobs in

countries around the world.

Developments in assessment center

practice in the past few years include

new dimensions being assessed with

innovations in assessment methods

employing computer and web-based

technology. Although these are often

innovative applications, it is

unfortunate that systematic research

about their validity and utility in

comparison with established practices

is typically lacking.

Developments in research include

innovative studies regarding the criterion-

related validity of assessment centers and

regarding the unique contribution of

assessment centers over alternative

assessment procedures. Recent studies

have also increased our understanding of

the construct validity issue. Specifically,

research identified that poor assessment

center design, assessor unreliability, and

lack of performance variability all

contribute to poor measurement of

constructs in assessment centers. Finally,

process-related studies onassessment

centers have emphasized the criticality of

type of assessor and type of assessor

training.

Additional research is needed to

demonstrate the conditions under which

developmental assessment centers have

impact. Evidence is sorely lacking to

demonstrate that participants take some

follow up action in response to

developmental feedback, show changes in

behavior on the job, to contribute to

increasing levels of individual and

organizational that systematic research

about their validity and utility in

comparison with established practices is

typically lacking.

Developments in research include

innovative studies regarding the criterion-

related validity of assessment centers and

regarding the unique contribution of

assessment centers over alternative

assessment procedures. Recent studies

have also increased our understanding of

9

the construct validity issue. Specifically,

research identified that poor assessment

center design, assessor unreliability, and

lack of performance variability all

contribute to poor measurement of

constructs in assessment centers. Finally,

process-related studies on assessment

centers have emphasized the criticality of

type of assessor and type of assessor

training.

Additional research is needed to

demonstrate the conditions under

which developmental assessment

centers have impact. Evidence is

sorely lacking to demonstrate that

participants take some follow up

action in response to developmental

feedback, show changes in behavior

on the job, to contribute to increasing

levels of individual and organizational

ASSESSMENT CENTER FOR

IDENTIFYING POTENTIAL

PROJECT MANAGERS: A

CHANCE FORSYSTEMATIC

HUMAN RESOURCE

DEVELOPMENT

Dipl. Psych. Ingo Heyn, ALLIANZ

LEBENSVERSICHERUNGS-AG,

Germany, 1999.Paper for the 6th

European Conference on Software Quality

1999 in Vienna

This paper presents the concept of an

assessment center that was applied as a

method to evaluate employees in the

department of software development in

regard to the social skills necessary to

ensure the production of high quality

software in a team. The results of the

assessment center are of multiple uses.

On an individual level, the assessment

center provides important information

for the further personal and professional

development of the candidate. The

assessment center and analysis have

revealed that there is a category of large

scale projects that places special

demands on the project managers that

are not necessarily provable by

managing smaller projects successfully.

Social skills such as dealing effectively

with a variety of people in a context of

various expectations, points of view and

conflicts of interest are tested much

more cost effectively in a simulation

prior to managing a large scale project

in reality. In addition, the assessment

center turned out to be an important

impulse impacting organizational

development.

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INTRODUCTION

In a competitive world, past successes do not always guarantee future success. The risks are

high, especially to those who have operating in a protected environment. Economic reforms

are constantly exposing organizations to higher and stronger levels of competition. In order to

meet competition, firms need to be advancing at a high speed in all areas; technology,

processes management, finances, quality, costs, new market creation, new market creation,

new product inventories and above all increased efficiency, motivation and productivity on

the part of the employees. Competing organizations from every part of the world have easy

access to best technologies, easy and unlimited finance, well established management

systems and practices, high quality orientation, brand equity and simple flat and cost effective

structures with fewer but very competent people to handle all these. Under such

circumstances , firms have no option but to become more technology driven, market sensitive

and customer focused, quality centered, cost effective, system driven and managerially

effective . To achieve these, having competent managers to occupy strategic roles becomes

inevitable. With competent managers, organizations can gain strategic advantages; without

them, they cannot survive long. Hence having competent managers occupy strategic positions

and perform their roles very competently is an inescapable necessity of the day.

PSU’s and government organizations offer some peculiarities due to their public

accountability and stress on adherence to rules and regulations. Over a period while the

dysfunctional procedure are getting eliminated there are still difficulties in terms of

exercising autonomy.

Developing individuals’ competences throughout their life is a key challenge for today’s

knowledge based society. Learning activities aims at maintaining or increasing proficiency

levels, referred to as competence development activities, and are key resources in meeting the

challenge.

Assessment Development Centre (ADC) is an event and not a location it is basically a vital

tool/ technique used to measure various aspects of Human Resource.

Due to the high quality research done in this area and high reported validity, the methodology

finds widespread use in a number of organizations. Besides selection, it is used for variety of

purposes, such as:

Early identification

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Promotion

Diagnosis of development needs.

Assessment centers’ are good at identifying high fliers in the organizations.

Assessment centers’ certainly help in making employee promotions and placement decisions

more scientific Their contributions are more in creating a competence culture rather than best

– fit decisions continuous competence building is a better aim rather than short term objective

promotion decisions.

Establishing assessment centre is an investment. It will give adequate returns if it is aimed at

as a long term investment and it is carefully planned and properly executed.

Different organizations initiated assessment centre for different purposes such as recruitment,

selection, placement, promotion, career development, performance appraisal, succession

planning and development purposes like identification of training needs, identification high

potential managers, create a pool of managerial talent and multifunctional managers, that

would be available across the business group, employees recognition and fast growth.

Potential appraisal is a necessity.

Today, it is beyond argument that competent people should handle strategic and critical roles.

Hence, there is a need to constantly identify competent people. This need is what makes

potential appraisal ver significant.

To have competent people, we must know competency requirements. To know the

competency requirements, we must know the job profile or the list of tasks to be performed.

There should then be rehable and valid method of assessing the extent to which a given

employee has the competence to perform the new tasks. Potential appraisal is nothing but an

assessment of the extent to which a given individual has the potential to perform the new task

or new job. Such potential assessment can either be a simple or a complicated matter

depending on a number of things.

Potential appraisal is complicated. Assessment centres are specially established centre to

create such simulated job conditions and observe a person’s performance thereby assessing

his potential to occupy that position.

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ASSESSMENT CENTRES

Assessment Centre is a process whereby a group of participants undertake a series of job-

related exercises under observation, so that skills, competencies and character traits can be

assessed and development areas can be identified. Specially trained assessors evaluate each

participant against predetermine criteria.

An Assessment Center consists of a standardized evaluation of behavior based on multiple

evaluations including: job-related simulations, interviews, and/or psychological tests. Job

Simulations are used to evaluate candidates on behaviors relevant to the most critical aspects

(or competencies) of the job.

An Assessment Center can be defined as "a variety of testing techniques designed to allow

candidates to demonstrate, under standardized conditions, the skills and abilities that are most

essential for success in a given job" (Coleman, 1987).

Assessment centers allow candidates to demonstrate more of their skills through a number of

job relevant situations (Joiner, 1984).

Several trained observers and techniques are used. Judgments about behavior are made and

recorded. These judgments are pooled in a meeting among the assessors or by an averaging

process. In discussion among assessors, comprehensive accounts of behavior, often including

ratings, are pooled. The discussion results in evaluations of the performance of assesses on

the dimensions or other variables.

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PREREQUISITES OF ASSESSMENT CENTRE

The following are the essential elements necessary for a process to be considered an

assessment centre.

1) A job analysis of relevant behaviours must be conducted to determine the

dimensions, attributes, characteristics, qualities, skills, abilities, motivation,

knowledge, or tasks that are necessary for effective job performance and to

identify what should be evaluated by the Assessment Centre

2) Behavioral observations by assessors must be classified into some

meaningful and relevant categories, such as dimensions, attributes,

characteristics, aptitudes, qualities, skills, abilities, knowledge or tasks

3) The techniques used in the assessment centre must be designed to provide

information for evaluating the dimensions, etc. previously determined by job

analysis

4) Multiple assessment techniques must be used

5) The assessment techniques must include sufficient job – related simulations

to allow multiple opportunities to observe the candidate’s behavior related to

each dimensions etc being assessed

6) Multiple assessors must be used for each assessee

7) Some systematic procedure must be used by assessors to record accurately

specific behavioral observation at the time of their occurrence; this might

involve handwritten notes, behavioral observation scales, behavioral

checklists etc

8) Assessors must prepare some report or record of the observations made in

each exercise in preparation for the integration discussion

14

9) The integration of behaviors must be based on a pooling of information from

assessors and techniques at a meeting among the assessors or trough a

statistical process validated in accord with professionally accepted standards

THE FOLLOWING KINDS OF ACTIVITIES DO NOT CONSTITUTE AN

ASSESSMENT CENTER

1) Assessment procedures that do not require the participant to demonstrate overt

behavioral responses are not behavioral simulations

2) Panel interviews or a series of sequential interviews as the sole technique

3) Reliance on a single technique (regardless of whether it is a simulation) as the sole

basis for evaluation. However, a single comprehensive assessment technique that

includes distinct job-related segments (e.g., large, complex simulations or virtual

assessment centres with several definable components and with multiple

opportunities for observations in different situations) can be called as an assessment

centre exercise

4) Single-assessor evaluation

5) Using only a test battery composed of a number of paper-and-pencil measures,

regardless of whether the judgments are made by a statistical or judgmental pooling

of scores

6) The use of several simulations with more than one assessor but with no pooling of

data

7) Physical location labeled as an “Assessment Center” which does not conform to the

requirements noted above

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TOOLS USED IN ASSESSMENT CENTRES:

16

17

METHODOLOGY TO CONDUCT ASSESSMENT CENTRE:

PRE PLANNING

Identify need: Identify organization’s need for implementing ADC & establish

commitment amongst relevant stakeholders for implementation

Objectives: Establish clear objectives for the process

DEVELOP

Competencies: Identify organization or job specific competencies to evaluate

participants

ADC TechniquesDevise: ADC techniques to measure competencies such as role

plays, business games etc.

Design ADC: Construct ADC by preparing formats for assessment, timetable &

logistics

Training: Identify & provide training to assessors, facilitators for smooth

implementation

IMPLEMENT

Conduct Centre: Run ADC with participants

Feedback & Reports: Provide feedback & reports for each ADC participant

Facilitate in formulating Individual Development Plan

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HISTORY OF ASSESSMENT CENTRES

Assessment centres were introduced at the middle of the 20th century. It also gives the idea

and use of assessment centre. It uses to check the ability and skills of the employees. History

of assessment centres explore, how and why assessment centres help us to appreciate, what

the original user were trying to get and how can be assessed the skills, attitudes, personal

skills and abilities as well as knowledge of the participants with the help of interview,

exercises and leading practice.

Basically, the origin of assessment centres started for the selection of the soldier in the

Germany. That time there was a great frustration between the boundaries of the countries due

to the atmosphere of the war, and every country wanted to get

Prestige on the other countries. So, assessment centres used to check the ability and quality of

the employees, and referred the position according to his knowledge and capabilities. We can

be seen certain example throughout the history. Germany used to check the ability and

performance to select the officers. In the book 'Spies and Saboteurs', by DrW.J.Morgan

(1955, London – Victor Gollancz Ltd), the author describe how a German psychologist,

DrSimoneit watched officer performing a variety of tasks.

The duties of assessment centres were to check the abilities thorough different implications of

test and exercises. It also checked the rate and standard of the officers and according to this,

the promotions have been announced by the army. This process had been started because; it

showed the performance and their promotions. It also explored the certain reasons, why

certain offices did not reveal or proceed in the way. They would have been promoted once.

After this, the assessment centres emerged from Germany to USA. USA was one of the fast

growing economies and USA used to judge the ability of the spy. It also used select the

officers for intelligence. For checking of mental ability of officers they used further research

of psychological and scientific method had been to add the work by assessment centres. The

concept of assessment centres populated in different economy from one side of the world to

another part of the world. British Government checks the qualities of on board selection

committee and testing method. British government added more tests and exercises analyzing

the capability, British were pioneers to add the physical and psychological tests during an

interviews and selections for employees.

20

Dr WJ Morgan illustrates that it is how you performed your tasks, whether as an individual or

within a group, that matters not how quickly an exercise was done.

With the passage of the time, it growth and, different business have been adopted by different

countries. Then most businesses used the assessment centres to assessing the hold jobs to

employees. But sometimes man has more ability but at the position sometimes, it can be

showed by an organisation. In this matter the assessment centres help the organisation as well

as to emerged the capabilities of the employees and the employees have better opportunities

to do best.

It is right that an assessment centres started for militaries bias to check the abilities but now it

very common in between every aspect of the life such as businesses and other public service

as well. Now in this era, there is a great competition in the world, so, it is not easy task to

check the capabilities of any employees. So in this matter assessment centres is helpful to

check the abilities and capabilities through the interviews and exercises the personality of the

employees.

ADVANTAGES OF ASSESSMENT CENTERS:

1) The most important advantage of an assessment is their flexibility. They are not time-

restricted as interviews

2) The data which is collected by the assessment center helps them to recruit the right

candidates for the right position; by this process the reliability and validity of the

selection decision is improved. The assessment centers which are designed well

provide evidence of the most valid method of predicting a candidate’s performance in

a job. The way in which the assessment center collects data is the most fair and

objective to make recruitment decision

3) Assessment center improves planning and administration. Now a day’s many

organization choose assessment center for recruiting large number of candidates

because to avoid juggling interviews and managing the recruitment process

4) The nature of the assessment centre also allows organizations to get closer to the

selection process by observing how candidates perform the sort of tasks actually

found in the role for which they are being assessed. These sorts of ‘real life’ exercises

can provide a good indicator of a candidate’s probable future performance

21

LIMITATIONS OF ASSESSMENT CENTERS:

1) An effective centre requires a considerable investment in time and resources-the

design process alone can take many months

2) Care should be taken when using high-validity selection methods to ensure that they

operate fairly and are free of bias against any particular group of candidates

DEVELOPMENT CENTRES

A Development Centre transforms talent, identifies potential and establishes individual needs

and objectives. In a development Centre a combination of methods are used to ensure that

each participant has equal opportunities for insight and learning.

In our Development Centre the emphasis is different; participants are part of the learning

process and all responses to situations are handled in a spirit of personal and professional

improvement. During a variety of exercises, observers will observe, record, classify and

evaluate. However, they do this in a coaching style and provide feedback throughout the

event to help participants build a picture of capability along with ideas for maintaining and/or

improving in identified areas.

In this way there are no surprises at the end of the event; participants have acquired a

portfolio of insights, feedback and ideas and may have already had the opportunity to work

on key areas during the event.

Impact advocates using a combination of methods in a Development Centre, to ensure that

each participant has equal opportunities for insight and learning. Depending on group size

this invariably means that the process can last between 24-48 hours and may be residential.

This adds a valuable networking dimension to underpin the professional development focus

of each Centre

You will most likely take part in a development centre as you progress from front-line to

managerial roles, or from a general role to a more technical or strategic role, often as part of

an organization’s graduate management programme. As a participant of a development centre

your preparation will follow the same approach as that for an assessment centre and specific

preparation relevant to any internal promotional activity is discussed in greater detail in later

chapters. 

22

The fundamental differences for the participants are:

They will actively be involved in assessing themselves.

They will be required to assess and give feedback on the competencies of

other participants.

They are given detailed feedback on their results and what they mean for

their future development.

They will be expected to ‘own’ the development requirements as part of

their Continuous Professional Development.

The role of the assessors is focused more on facilitation and identification of the

competencies that participants need to acquire or develop. The way in which the assessors

score an individual during an exercise will emphasize their developmental needs rather than

their competency to perform a specific role. This may alter the nature of the exercises so that

the developmental aspects are emphasised.

The results of these tests will then be discussed and decisions made as to where the main

focus of personal development should be. For example,

Management,

Research, or

Technical 

If you take part in a development centre, you can expect there to be more emphasis on your

abilities to explore or brainstorm an issue or the potential of a situation; rather than simply to

display particular competencies. It is important to focus on why you are taking part in such a

centre and you may wish to assess your own level of competencies before your development

centre.

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COMPENTENCY

Competence (or competency) is the ability of an individual to do a job properly.

A competency is a set of defined behaviors that provide a structured guide enabling the

identification, evaluation and development of the behaviors in individual employees.

The term "competence" first appeared in an article authored by R.W. White in 1959

as a concept for performance motivation. Later, in 1970, Craig C. Lundberg defined

the concept in "Planning the Executive Development Program". The term gained

traction when in 1973, David McClelland Ph.D. wrote a seminal paper entitled,

"Testing for Competence Rather than for Intelligence". It has since been popularized

by one-time fellow McBer& Company (Currently the "Hay Group") colleague

Richard Boyatzis and many others, such as T.F. Gilbert (1978) who used the concept

in relationship to performance improvement. Its use varies widely, which leads to

considerable misunderstanding.

Some scholars see "competence" as a combination of practical and theoretical knowledge,

cognitive skills, behavior and values used to improve performance; or as the state or quality

of being adequately or well qualified, having the ability to perform a specific role. For

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instance, life, management competency might include systems thinking and emotional

intelligence, and skills in influence and negotiation.

Identifying employee competencies can contribute to improved organizational performance.

They are most effective if they meet several critical standards, including linkage to, and

leverage within an organization’s human resource system

Core competencies differentiate an organization from its competition and create a company’s

competitive advantage in the marketplace. An organizational core competency is its strategic

strength.

Competencies provide organizations with a way to define in behavioral terms what it is that

people need to do to produce the results that the organization desires, in a way that is in keep

with its culture. By having competencies defined in the organization, it allows employees to

know what they need to be productive. When properly defined, competencies, allows

organizations to evaluate the extent to which behaviors employees are demonstrating and

where they may be lacking. For competencies where employees are lacking, they can learn.

This will allow organizations to know potentially what resources they may need to help the

employee develop and learn those competencies. Competencies can distinguish and

differentiate your organization from your competitors. While two organizations may be alike

in financial results, the way in which the results were achieve could be different based on the

competencies that fit their particular strategy and organizational culture. Lastly, competencies

can provide a structured model that can be used to integrate management practices throughout

the organization. Competencies that align their recruiting, performance management, training

and development and reward practices to reinforce key behaviors that the organization values.

Competencies are the measurable or observable knowledge, skills, abilities, and behaviors

(KSABs) critical to successful job performance. Choosing the right competencies allows

employers to:

Plan how they will organize and develop their workforce.

Determine which job classes best fit their business needs.

Recruit and select the best employees.

Manage and train employees effectively.

Develop staff to fill future vacancies.

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COMPETENCY TYPES

Knowledge Competencies - practical or theoretical understanding of subjects.

Skill and Ability Competencies- natural or learned capacities to perform acts.

Behavioral Competencies - patterns of action or conduct.

USAGE OF COMPETENCIES

 In Job Descriptions

Job descriptions explain the duties, working conditions, and other aspects of a job,

including the competencies needed to perform the job's essential functions Position-

specific competencies are determined through the process of job analysis, and are

documented in the Position Description (PD) form. These competencies form a basis

for recruiting, hiring, training, developing, and managing the performance of

employees.

In Recruitment, Assessment, and Selection

Describing desired competencies in recruitment announcements gives job seekers a clearer

picture of what jobs entail. Competencies also provide the foundation for assessment and

selection techniques, including exams, interviews, and reference checks.

In Employee Performance Management

Competencies allow supervisors to more fully describe to employees their performance

expectations. Competency descriptions show employees what level of knowledge and skill

mastery is required to successfully perform job duties, and what behavioral standards must be

consistently demonstrated. Washington State's Performance and Development Plan includes

competencies in both the expectations and evaluation sections.

 In Training and Development

done well, competencies allow supervisors to choose and prioritize training courses

and other learning opportunities for employees. Training courses often describe the

competencies students should be able to demonstrate by the end of the class.

Likewise, most on-the-job and other developmental assignments are designed to build

certain knowledge and skills. Knowing how class content and developmental

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activities build mastery helps supervisors to 'map' each position to a specific training

and development plan that fosters growth in required competencies.

In Career and Workforce Planning

Competencies play a key role in workforce planning efforts. Knowing which competencies

the future workforce must possess to achieve business goals and deliverables helps

organizations plan and design:

Organizational structure.

Recruitment strategies.

Training budgets and development plans.

Job assignments and individual performance plans.

Employees can also use competencies to plan a career path. Knowing which competencies

are critical for certain promotions allows employees to request training and development

opportunities and seek out specific feedback and coaching.

In Compensation

Washington State's Compensation Plan is directly tied to the state classification

system, which describes jobs in terms of the type and level of work performed. While

competencies don't directly impact compensation, the nature and complexity of the

work duties usually requires a certain level of knowledge and skill mastery. These

competencies are often represented in the class specifications as 'Knowledge and

Abilities.

COMPETENCY MAPPING

Competency mapping is a way of assessing the strengths and weaknesses of a worker or

organization. It's about identifying a person's job skills and strengths in areas like

teamwork, leadership, and decision-making.

Large organizations may use some form of this technique to understand how to best

use each worker or how to combine the strengths of different employees to produce

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the highest quality work. Individuals may also find that this type of assessment can

help them prepare for a career change or advance in a specific job field.

FUNCTIONAL AND BEHAVIORAL MODELS

Many competency mapping models break down strengths into two major areas: functional

and behavioral.

Functional skills include all of the practical knowledge that a person needs to perform a job.

For instance, functional requirements for a secretary might include typing ability, familiarity

with computer systems and office machinery, and bookkeeping knowledge. These skills are

generally easy to measure through skill tests or task-specific questions, and can help define

whether a worker is capable of carrying out his or her basic responsibilities.

Behavioral assessment is sometimes more difficult to quantify, and is the focus of most

competency studies. This type of analysis examines personal skills such as leadership, active

listening, teamwork, and morale. Crafting questions and tests that accurately identify

behavioral strengths and weaknesses can be difficult, because a worker may try to answer in a

way that makes him look his best rather than providing an honest response. This type of

testing is important for getting a complete picture of an individual's skill-set, however.

Questions might focus on how the person sets goals for himself, how he adapts to changing

situations, or how he deals with failure.

BENEFITS FOR BUSINESSES

In large organizations, competency mapping models are often used to improve employee

performance, to help with hiring or promotion decisions, and to provide a critical look at the

current workforce. The process can be complicated, but typically begins with identifying

those competencies that are most important for a specific position. For example, if an

executive wants to internally promote a new manager, he might begin by listing the required

job skills and ideal behavioral traits needed for the position. From this list, he could create a

questionnaire that maps a candidate's competencies in the desired areas. After all the

candidates answer the questionnaire, the executive can then compare the results using the

competency scores to determine the best person for the promotion.

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How the questions are worded can be critical to the overall usefulness of the process. Good

questions are generally very specific to the job and carefully worded to eliminate vague

answers. For instance, an ineffective question might ask "Are you good at time

management?" People may interpret the term "good" in many different ways, and may be

tempted to answer positively to make themselves appear to be better workers. A better

question might be "Do you finish projects before their deadlines most of the time?" Since this

question can be verified by work history and allows a "yes" or "no" answer, it may provide

more useful information.

CHALLENGES FOR BUSINESSES

While this technique can be quite useful to large organizations, it does require thought, time,

and analysis, and some companies simply may not want to do the work involved. When

enough time is not put into preparing a questionnaire, the results may not be very useful.

Some companies choose to hire a external consulting team to handle the modeling, testing,

and analysis process for them.

This type of skill analysis can also backfire if the workplace does not respond to the results.

Companies that engage in competency mapping need to be prepared to make changes to take

advantage of the skills and abilities revealed in the assessment. This may mean that job

descriptions and responsibilities are changed or swapped, and departments are merged or split

as needed. Training and incentive programs may be needed to improve core skills for workers

who are struggling with performance issues. While these changes can cause initial confusion

and anxiety, actively responding to the results can often improve employee performance,

raise morale, and create a more efficient workplace.

BENEFITS FOR INDIVIDUALS

Competency mapping can also be used to help those seeking employment show the specific

skills which would make them valuable to a potential employer. Many employers now

purposefully screen applicants for specific characteristics, so once a person knows her

strengths, she can emphasize them on an application or in an interview. A company may be

looking for someone who can be an effective team leader or who has demonstrated great

active listening skills, for example. Knowing that she has these strengths and being able to

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discuss personal examples of them with prospective employers can give job-seekers a

competitive edge in the market.

Usually, a person will find that he or she has strong skills in five or six areas. Employees who

want to increase their worth may find that an area identified as a weakness is worth

developing. In other cases, the process may reveal that a person needs to find a new type of

work or a different work environment that is better suited to his or her abilities.

CHALLENGES FOR INDIVIDUALS

One potential limitation of personal testing is that individuals often have a few blind spots

regarding their own skills and personality. People tend to overestimate their abilities, which

can limit the usefulness of any test. They may also have difficulty accurately answering

questions that ask how others view them in the workplace. This gap between how a person

sees himself and what his skills really are can sometime make the results of self-testing

assessments questionable. For the most accurate results, test-takers must be prepared to

answer questions candidly and resist the temptation to overestimate their abilities

COMPETENCY MAPPING IN GENERAL FOR MGVCL EMPLOYEES

PREVAILING

COMPETENCIES

COMPETENCY GAP EXPECTED BY

COMPETENCIES BY

ORGANIZATION

Analytical skills Customer management

Decision making Business orientation

Communication skill People management

Ethical behavior

Decision making

Active listening skills

Leadership skill

Communication skill

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COMPANY PROFILE

Madhya Gujarat Vij Company Ltd. is an electricity company that was incorporated on 15

September 2003 by Gujarat Electricity Board (GEB). The Company obtained the Certificate

of the Commencement of Business on 15 October 2003. The company was one of several

created as a part of efforts towards restructuring of the power sector in the state of Gujarat in

India.

The Government of Gujarat reorganized the GEB functionally into a Generation Company, a

Transmission Company and four Distribution Companies. Thereby Madhya Gujarat Vij

Company Limited became functional on 1 April 2005.

Type: Public Limited (Subsidiary of GUVNL)

Industry: Power

Predecessor(s): GEB

Founded: Vadodara, India

Headquarters: Vadodara, India

Area served: Gujarat

Services: Power Distribution

Employees: 6000

Parent: Gujarat Urja Vikas NigamLtd.

Website: www.mgvcl.com

In MGVCL the process of ADC started in 2012. For implementation of ADC various

companies approached to give their service of ADC to the company. According to

MGVCL norms and requirement Pricewaterhouse Cooper got selected.

In every beginning thirty employees were selected for the ADC process and now in 2014

approximately twenty employees are being selected for developmental process. MGVCL

completed with its post ADC i.e assessment of competencies with various tools and

techniques and now it is undergoing through development stage.

Every firstly they have define competencies in their own way.

Competency is an underlying characteristic of an individual which is causally related to

effective or superior performance

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Competencies can be motives, traits, self concept, attitudes or values, content knowledge,

or cognitive or behavioral skills – any individual characteristic that can be measured

reliably and that can be shown to differentiate significantly between superior and average

performers.

Motive

Underlying need or thought pattern that drives directs and selects an individual’s

behavior. E.g. need for achievement

Trait

General dispositions to behavior respond in a certain way; for instance with self-

confidence, self-control, and stress resistance

Self-Concept

What they think they value, what they think they do or interested in doing

Knowledge

Content knowledge

Cognitive or behavioral skills

Either covert or overt

What Business needs can competency models address?

Clarifying job and work expectations

Hiring the best available people

Maximizing productivity

Enhancing the 360 degree feedback

Adapting to change

Aligning Behavior with Organizational Strategies and values

In an all after defining competencies twelve (12) key roles where identified for which

assessment centre will be approached. The twelve key roles are as follows:

Chief Engineer C.E. (Technical andOperations)

Chief Engineer C.E. (Projects)

Additional Chief Engineer (Circle Coordination)

Additional Chief Engineer (Procurement)

Additional Chief Engineer (System Development and Planning)

Additional Chief Engineer (Regulatory Affairs and Commerce)

Superintending Engineer (Technical)

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Superintending Engineer (Operation)

Superintending Engineer (Regulatory Affairs and Commerce)

Superintending Engineer (Demand Side Management)

Superintending Engineer (Circle Office)

After identification of these twelve critical leadership positions Job analysis was done.

During the process of job analysis employees were interviewed for finding of following

four questions answer:

What: Duties, Responsibility, Role

How: Process to how to carry their job

Why: To Serve Customer (Internal (Superiors, Colleagues, and Subordinates)

and External)

Qualification: Knowledge, Skills, Abilities Working Conditions

According to the employees answers a detail report of job description with their role

title, responsibilities, duties, experience and qualification required to perform their job

where discussed.

The purpose of a Center is to obtain the best possible indication of a person’s actual or

potential competence to perform in the target job/level of responsibility.

Assessment and/or Development Centers focus on the systematic and objective

identification of behaviors of an individual for the purposes of selection, placement,

promotion, development, career management, succession planning and training.

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PROCESS OFASSESSMENT DEVELOPMENT CENTRE

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The following is a general process of ADC followed:-

Stage 1 – Pre-planning

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Identify need

The initial trigger for the implementation of an Assessment or Development Center

should be the establishment of an organizational need for the process.

Clarify the objectives of the process

Having identified the need for the center, it should be clarified at this early stage

whether the process is for assessment, selection, promotion or development. Clear

outcomes and success criteria of the process should also be defined.

Defining organizational policy statement

For an Assessment and/or Development Center to be effective and have positive

impact, it needs to be fully integrated into the organization’s human resource

strategy. An organizational policy statement should be drawn up to provide

information on the center’s use, and should provide details on the following areas:

The purpose of the center

The policy document should include a clear statement giving the reasons why the

organization has chosen to make use of Assessment and/or Development Centers (for

example, selection or identification of development needs) and how this process fits

in with the overall strategy of the organization. Any potential benefits, to both the

organization and the participants, could also be given at this stage.

How participants are to be selected

The document should specify how participants are to be selected for the center. This

may be on the basis of self-selection (although this can be costly and time consuming

and more centers may need to be run), structured interviews, minimum requirements

or “cut-offs”, pre-screening interviews, aptitude testing, bio-data or job knowledge

tests. It should also be made clear within the document whether participation on the

center is voluntary or compulsory and, if appropriate, whether alternatives to

participation are an option.

Briefing of participants

Within this section of the policy statement, details should be given as to the level of

briefing to be given to participants. This will ensure all participants have been given

the same level of information before they commence the center. For Development

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Centers, briefings should also be included for managers of the participants. Research

has shown that this is critical to the success of the centers and thus achieving

behavioral change.

Standards for eligibility as an assessor

One of the key factors that will impact on the effectiveness of an Assessment or

Development Center is the level of skill of the assessors. Clear guidance should be

given within the policy document as to the level of training, frequency of

participation, organizational level when compared to the participants and

experience/qualifications of external consultants.

Materials and assessment procedures to be used

The policy document should clearly state the standards required for the design,

development and validation of the materials and assessment procedures to be used on

the center.

Feedback procedure

Clear guidance should be given on the feedback procedure for the center, including

when feedback will be available to the participant, the form it will take, e.g. written

or face-to-face/telephone, the level of detail to be included, e.g. brief summary or

comprehensive feedback, and who will provide the feedback.

Access to, and use of, information gathered on the center

Participants should be given a clear understanding of what happens to the

information gathered on the center, including who has access to the data within the

organization and for what purpose, where the information will be stored and for how

long the information will remain valid. It is generally recommended that the data be

used within two years of the date of the center. The document should also specify if

the information is to be used in combination with other data for selection and

promotion decisions.

Diversity and Equal Opportunities

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The policy statement should give details of how the center will be as fair and

objective as possible to all participants, regardless of their gender, race, ethnicity and

age. Consideration should also be given here on assessing those with a disability.

Monitoring, reviewing and evaluating the Assessment/Development Center process

A final factor for inclusion in the policy document is a statement on the procedures

the organization will undertake to investigate how well the center performed against

its objectives – for example, to identify potential, to select the best candidates or to

provide a fair and objective profile of relative strengths/limitations for each

individual.

Stage 2 – Design and development

Job Analysis

the starting point of any Assessment or Development Center project is to get a clear

and accurate specification of what the center needs to measure.

As a general rule, competencies are the basis upon which an assessment process is

structured and job analysis the approach to identify them.

Job analysis has been defined as a systematic procedure for obtaining detailed and

objective information about a job that will be, or is currently being, performed.

Whether the center is to be for selection or development, there will be a particular job,

or possibly group of jobs, at what may be termed the “target level”. It is important to

have a highly detailed knowledge of the target level of job(s) in order to use the center

as a basis for accurately:

 (i) Selecting people who meet the requirements of the job; and/or

(ii) Analyzing the development needs of job “incumbents” at the target level.

Job analysis is the method used to determine the competencies that the center will be

designed around.  A range of techniques can be used, either in isolation or in

combination. Four broad categories of job analysis techniques are:

(i) diary/self descriptions

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(ii) Observations

(iii) Interviews, e.g. critical incident technique, repertory grid and visionary

(iv) Questionnaires and inventories.

Job analysis not only provides the basis for the design of competencies, but also

enables:

(i) Weighting of importance of competencies across the procedure

(ii) Weighting of importance of assessment methods across the center

(iii) Test and exercise choice

(iv) Exercise design

(v) Audit trail should the centre be questioned, i.e. equal opportunities perspective.

Competency design

Competencies are described as the cluster of observable behaviors and actions that

can include personality, ability, interest, motivation etc. and can act as the anchor for

the implementation and evaluation of Assessment and Development Centers.

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Competencies:

Behaviorally anchored

Observable

Reflect organizational culture

Visionary/forward looking

Discrete

The competency framework utilized by an organization can either take the form of a generic,

“off-the-shelf” competency model such as The SHL Universal Competency Framework or

the competencies can be tailored to the specific organization and derived from the job

analysis process.

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Below is an example of Problem Solving and Analysis competency.

Design of a balanced assessment matrix

Once the key competencies to be assessed have been identified, the next step is to

draw up a competency/exercise matrix, with the competencies to be assessed listed

down the side and then the exercises to be used across the top

By ticking the relevant boxes it is then easy to ensure that each competency is being assessed

by at least two methods, and that no one exercise has too heavy a burden in terms of number

of competencies to be assessed. It is recommended that no more than four competencies be

assessed by each exercise. Strength of evidence can also be indicated on this matrix, with one

tick representing secondary evidence and two ticks representing stronger (primary) evidence.

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Below is an example of a matrix demonstrating how different assessment methods have been

chosen to assess different competencies.

Selection and development of exercises

having carried out a thorough job analysis and produced a set of clearly defined

competencies, with behavioral indicators, it is then possible to select the appropriate

exercises. The exercises and techniques chosen must provide reliable, objective and relevant

behavioral information.

Key criteria to be considered are:

The behavioral dimensions the exercise measures

The difficulty level

The content/scenario of the exercise

Technical soundness, e.g. reliability, empirical validity

Practical constraints, e.g. costs, time available for administration and exercise

development, participant/assessor availability and work hours lost.

A wide range of techniques is available for use on these centres, for example:

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Group exercise

Presentation

Fact-finding exercise

Role-play/Negotiation

In-tray exercise/e-basket

Competency-based interview/Biographical interview

Written analysis

Psychometric assessment (to include assessment of cognitive, personality,

motivational and interest profiles).

It is possible to purchase both “off-the-shelf” exercises or design/tailor exercises for a

particular centre/organization. A customized exercise is one developed especially for a

particular user and therefore will be tailored to suit organizational needs. Customized

exercises have the following advantages and disadvantages.

Advantages

The skill being measured, as well as the level and content of the exercise, will be

directly related to the job(s) in question, therefore validity is enhanced

The exercise is likely to seem fair and acceptable to most participants in that it

reflects the content of the job

The participants will not have been exposed to the particular exercise before.

Disadvantages

Customized exercises require time to design and trial before being available for use.

The time required will depend on the type and complexity of exercise, but will

typically range from 5 to 20 days

The initial outlay in terms of cost can be greater

Should the job or participant population for which the exercise was designed change,

the exercise may become obsolete.

S tages in Developing a Simulation Exercise

If the decision is taken to develop a customized exercise, the typical steps that must be

followed are:

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Research into background information

Designing and writing of exercises

Trial run of draft exercises

Artwork and production

Drafting of administration, scoring and evaluation guidelines

Finalization of exercise and guidelines.

Timetable design

having identified the assessment methods to be used on the Assessment or Development

Center, a timetable would then need to be drawn up. Once again, a number of key

considerations should be taken into account:

Amount of time available for the center

Sufficient time for a general briefing of the participants

Number of assessors available

Ensuring the rotation of assessors and participants

Number of rooms available and their proximity to each other

Administration time for the exercises

Write-up time for assessors

Sufficient breaks for the participants but not lengthy gaps

Personal action planning time if the purpose is developmental

Time for the integration session.

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Below is an example timetable demonstrating that different assessor observe different

participants for different exercises.

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Assessor training

A key factor in the overall success of the Assessment or Development Center is the

46

effectiveness of the assessors. The training should increase the objectivity and consistency of

assessor ratings and this will be achieved by ensuring the following areas are covered:

Familiarity with the assessment criteria and exercises, with particularly detailed

knowledge of the exercises they will be assessing

Training in the ORCE process (Observe, Record, Classify and Evaluate)

Training on the skills of giving feedback and report writing (if this is to be part of

their role). This should include the use of examples of behaviour demonstrated by the

participant on the centre. For a Development Center, the feedback process will also

include a development planning perspective and the observer should be prepared to

explore potential developmental activities available to the participant.

An opportunity to practice these skills as soon as possible after the training (ideally

within two months)

Refresher training if the assessor does not participate regularly.

This training should be supported by a comprehensive Assessor Manual, giving full details of

the competencies to be assessed, timetable of the centre, assessment criteria (including

behavioral indicators), rating forms, and example reports and, for a Development Center,

examples of activities for action planning.

Stage 3 – Implementation

Pilot Run

To ensure the success of the first (and subsequent) “live” centers, it is important to

ensure time is scheduled into the planning process for both a pilot run of the centre

plus time to make any amendments (if necessary).

The trial run should be set up using real assessors and participants who are as like the real

participants as possible. As much feedback should be collected as possible from the pilot run

from both the participants and the assessors and their comments should be taken into

consideration when reviewing the process.

Running the Assessment or Development Center

To ensure the smooth running of the center, the following factors should be taken

into consideration:

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Ensure everyone concerned has been briefed appropriately. Open communication is

the essence

Adhere as closely to the timetable as possible

Observations and comments on each exercise should be kept discrete until the

integration session

The integration session should be conducted immediately after all the exercises have

been completed

Sufficient time must be allowed for the integration to do justice to the amount of data

collected

The integration must be led by the evidence (observed behaviors) gathered over the

event and not by ratings (numbers) or previous knowledge; reports and feedback of

results must also be expressed in this manner

An Assessment Center should be followed promptly by feedback, as soon as

decisions have been made

At a Development Center, feedback on exercises should be given either during the

programme; or as soon after as possible. Action plans should be initiated by the

individuals and shared with their line managers.

Regular follow-ups should be made to ensure action plans have been carried out.

Stage 4 – Post implementation

Integration session

Once the center has been run, it is important to ensure there is sufficient time

available to carry out the integration session. There is significant research to show the

effectiveness of Assessment/Development Centers is often compromised when this

part of the process is rushed.

The outcome of this session will depend on the purpose of running the center, but the

underlying process should be the same. In essence, the aim of this session is to ensure that all

the information gathered on each participant is brought together and discussed objectively.

The discussion should be based on the behavioral evidence gathered throughout the center. It

is important to ensure weightings of particular competencies or exercises are also taken into

consideration at this stage and any selection decisions and identification of strengths and

development needs should be derived on the basis of this evidence.

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If more than one centre is being undertaken, it is important to ensure that there is consistency

of assessment – this can be achieved by creating clearly defined standards of performance

against which to assess individuals. It can also prove to be useful for the Chair of the

integration session to be present on each center, as this can again increase consistency of

assessment.

It is important to ensure sufficient time is available for these discussions. Integration into the

late evening should be avoided if at all possible as tiredness could result in insufficient

consideration being given to those discussed last. The discussion of the first participant can

take over an hour, although the process typically becomes more efficient as the process

continues.

As was mentioned above, the final output of this session will depend on the purpose of

running the centre. For an Assessment Center, the selection decision will typically be reduced

to a single rating, either numerical or descriptive, with supporting behavioural evidence for

each criterion produced to enable meaningful feedback to the candidates. For a Development

Center, the output is typically more detailed, with behavioral evidence being generated for

each of the competencies being assessed. This evidence should then be used to focus the

discussion for the development planning session.

Below is an example integration matrix for one participant. The numbers within the matrix

represent ratings that have been given for that participant’s performance, in a particular

exercise, for a given competency-based on the behavioural criteria. In this example a rating of

1 implies the participant has a strong development need, whereas a 5 implies the participant is

very strong in that area.

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Review and validation

Once an Assessment or Development Center has been successfully implemented, it is

vital to ensure the process is reviewed to ensure that standards are being maintained and

that the different components are working in the intended way.

Analysis should be conducted on the following areas through qualitative content analysis,

statistical analysis, attitude surveys and empirical validation studies:

Quality of assessor evidence

Balance of input from the individual exercises

Use of rating scales

Perception of participants of the fairness and relevance of the procedure

Empirical validity of the center.

In addition it is possible to benchmark participants ratings to those of other organizations.

This provides an essential, external perspective.

Use of technology

Advances in technology have increased the options for the delivery of assessment procedures.

Organizations operating in a global field now have the opportunity, by making full use of

technological advances, to reduce the necessity for requiring assessors and participants to

meet up in one location. This cannot only save travel time but also the expenses involved in

international travel.

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To date, the use of virtual Assessment or Development Centers is still in its infancy, but the

potential within this field is currently being explored. The key requirements for an

organization wishing to make use of this approach are:

A reliable and efficient technology infrastructure

Quiet and standardized environmental conditions for the participants

Monitoring procedures to ensure the participant is who they say they are and that

they are working alone.

The main area of concern with the use of technology within the traditional Assessment Center

design is the use of the group exercise. A number of options are potentially available along

this route and it is down to the organization to decide which option will best suit their needs.

The alternatives include:

Carrying out a group exercise by, for example, the use of a video-conferencing

process

Bringing the candidates together for only those exercises requiring face-to-face

contact

Consideration of alternative ways of assessing the behaviours traditionally assessed

through the group exercise process.

Other areas in which technology is already being effectively utilized in this field include:

Screening and sifting for candidates likely to succeed in interview or on an

Assessment Center

Job analysis and competency profiling

The administration and presentation of items in, for example, ability tests and

personality questionnaires

Computerized simulations, for example, an electronic in-basket

The automated scoring of these measures (although this can be more problematic for

assessment methods where non-standardized answers are generated, e.g. an in-tray)

The recording of evidence directly on to a computer/palmtop

The design of the Assessment or Development Center timetable

Report writing

Assessment/Development Center management and review (validation).

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Ethical considerations

As with any situation where an individual’s performance is to be assessed, there are a number

of ethical considerations to be born in mind:

The individual should be provided with sufficient information, before attending the

center, to make a decision as to whether or not to attend. This should include:

a brief summary of the types of assessment procedures to be used

the make-up of the assessor pool

the possible outcomes of the center

how the results will be used

where the results will be stored and who will have access to this information

the feedback procedure

practice tests or exercises (if applicable or available) a point of contact for

further information.

Ethical issues should also be taken into consideration when providing feedback to the

participants:

If the results are to be stored, the Data Protection Act requires all candidates

to be given meaningful feedback, if they request it

All participants on an Assessment or Development Center should be offered

feedback as part of the process, for a Development Center this should be

built in as part of the process

Ideally feedback should be face-to-face, although practical limitations may

not always make this a viable option

It is recommended that feedback be provided within 4 weeks of the

Assessment or Development Center.

The materials should be kept in a secure place and access should only be granted to

those authorized or trained to utilize them

The participant should be informed of the lifespan of the data. Typically, the

information will remain relevant for between 18-24 months

Consent should be obtained from the participants if the organization wants to make

use of the data for any other purpose than that which had originally been stated.

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Diversity and equal opportunities

The use of multiple techniques in an Assessment or Development Center allows the

weaknesses of any particular method to be compensated for by the strengths of

another, increasing the overall validity and predictive value of the assessment. The

multiple assessment approach also compensates for the lack of skill in certain areas,

by allowing candidates to show strengths in other areas.

The following points should, however, be considered to ensure the center is as fair and

objective as possible:

The possible inhibiting effect of being, for example, the only woman or individual

from an ethnic minority group. The issue is particularly pertinent in interactive

exercises such as a group discussion. The assessors may need to take this into

account when evaluating the participant, but on the other hand, this could be a

realistic situation. It is good practice to ensure that one of the assessors represents the

minority group

The relevance of the issues and scenarios of the exercises for all candidates. This is

usually covered by careful design of the exercises

The varying degree of experience that candidates have of participating in assessment

programs. This is usually covered by providing detailed briefing sessions or

documents prior to the event

The ability of the observers to judge participants against objective and job-relevant

criteria, without allowing their own biases and stereotypes to influence them. This is

usually covered by appropriate training of assessors in the skills of observing and

evaluating behaviors, as well as by enhancing awareness of personal biases

Any background circumstances which may affect a candidate’s performance on

exercises, e.g. disabilities, first language. These factors should be taken account of

when planning the assessment and interpreting the results

Equal opportunities data should be monitored and the relevance of the skills and

procedures regularly reviewed.

Assessment or Development Centers on an international basis

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Multinational organizations are increasingly seeking to co-ordinate the assessment

and development of staff across their international offices. The following are some

points to consider in designing Assessment and Development Centers with

participants from different countries:

The objectives of the center

The acceptability of techniques and activities to different cultures, e.g. psychometric

testing, feedback. The whole concept of objective assessment and assessment

technology tends to be much less advanced in some countries than in others, with

different types of methodology and exercises featuring more commonly in some

countries than others

A number of process issues should be taken into consideration, for example,

timekeeping, forms of address, dress code, written and spoken agreements, and

timetabling

The applicability of content/scenarios of exercises; the exercises should be developed

by multinational designers and the amount of verbal information should be

minimized

The language capability of the participants should be assessed in advance to ensure

they would be able to participate to their full potential on the center

Careful consideration should be given to the pre-centre briefing and, if possible, a

precentre language practice session should be conducted with the group of

participants

More preparation time can be given for exercises where candidates are not working

in their first language and consideration should be given to allowing participants to

complete some exercises, e.g. written in their own language. Psychometric tests

should be completed in the participant’s first language

Consideration of the language requirements for the role should be born in mind when

selecting the appropriate language in which to assess the individual

Assessors representing the participant’s countries should be involved, both in terms

of culture and language, at all stages of the process

As with all Assessment or Development Centers, training of assessors is important,

particularly in terms of cross-cultural sensitivity

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For a Development Center, it may be possible to undertake the centre in, for example,

English, but then provide feedback to the participant in their first language.

A final word

While there is strong evidence that multiple assessment procedures generally provide

sound, objective data on which to base selection and development decisions, it is

important to consider carefully the applicability of the process and, more importantly,

the specific program situation.

Information arising from an Assessment or Development Center should always be

interpreted in context by appropriately trained individuals, and treated as confidential

information. Results are normally considered valid for a period of up to two years,

but this would depend on the pace at which individuals, jobs and organizations

change.

These guidelines should serve as a useful structure on which to base Assessment and

Development Center projects, and against which they can be evaluated. They are not,

however, a substitute for formal training in the design and management of assessment

and development programs.

 

RESEARCH METHODOLOGY

Research methodology is a pure and simple framework or a plan for the study that guides the

collection and analysis of data.

Research is the scientific way to solve the problems and it’s increasingly used to improve the

market potential. This involves exploring the possible methods one by one and arriving at the

best solution considering the resources at the disposal of research

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OBJECTIVE OF THE STUDY

To know the effectiveness and impact of ADC as a technique / tool implemented in

MGVCL

To know the effectiveness of applying ADC for various measuring competencies viz.

Functional, Commercial and Behavioral

Critical Findings of ADC in MGVCL

Significance of ADC in MGVCL

SIGNIFICANCE OF THE STUDY:

This research work would be significantly useful in knowing the developmental

issues of MGVCL

This tool will help MGVCL in getting potential candidates for required positions

The research study will help me to know the practical application of ADC tool

SCOPE OF THE STUDY:

To prepare of Job Analysis for key roles in the cadre of SE, ACE & CE.

Competency Mapping for various roles identified clearly defining attributes & skills

required shall be elaborated in such a manner that occupant of the position is aware

of his responsibilities & his superior also become aware of the expected outcome of

his subordinate.

Competency assessment of potential candidates for the position of SE, ACE & CE.

Prepare & submit assessment report covering detailed competency gap.

Recommend & develop Individual Development Plan (IDP)

LIMITATION OF THE STUDY

Time constraints.

Limitation of sample size.

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ADC is highly confidential technique and so it is very challenging together in depth

as well as internal information about the same.

ADC is a very wide technique but due to time constrain in depth report was not

feasible.

Time consuming technique.

SAMPLING FRAME

The project work would be undertaken at Madhya Gujarat Vij Company Ltd, in

Vadodara city

SAMPLING METHOD:

The employees who participated in ADC

SAMPLING MEDIA

Sampling media is the interview for the proposed project.

SAMPLE SIZE

The sample size is 20 respondents.

METHODS OF DATA COLLECTION

The data collected was through:

“Primary source” in the form of raw materials to which statistical methods are

applied for the purpose of analysis and interpretations The primary source are

discussion with the employees, data collected through structured non- disguised

questionnaire.

“Secondary sources” in the form of finished products as they have already been

treated statistically in some form or the other The secondary data mainly consists of

data and information collected from records, company websites and also discussion

with management of the organization. Secondary data was also collected from books,

catalogue,etc.

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DATA ANALYSIS AND INTERPERTATION

COMMUNICATION

COMMUNICATION

YESNO

NO. OF RESPONDENTS PERCENTAGE (%)

YES 10 50

NO 10 50

TOTAL 20 100

Neither the communication skills are good or bad

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ROLE CLARITY

ROLE CLARITY

YESNO

NO. OF RESPONDENTS PERCENTAGE (%)

YES 17 85

NO 3 15

TOTAL 20 100

It has been interpretated that 85% candidates are transparent about their role clarity

15% candidates did not have role clarity

Majority of the employees felt that ADC is an important tool because they got to

know what they are performing. And what they will perform in future

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WORK EFFICIENCY

WORK EFFICIENCY

YESNO

NO. OF RESPONDENTS PERCENTAGE

YES 18 90

NO 2 10

TOTAL 20 100

From this 90% employees are assuming that there will be an increase in their work

efficiency

On the other side 10% candidates are assuming that there will be no significant

change in their work efficiency

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INTERPERSONAL SKILLS

INTERPERSONAL SKILLS

YES

NO

NO. OF RESPONDENTS PERCENTAGE

YES 16 80

NO 4 20

TOTAL 20 100

80% candidates felt that there interpersonal skills have improved during the

process of ADC

20% candidates felt that there was no such improvement in their

interpersonal skills

After ADC there interpersonal skills improved which helped for building

health atmosphere in MGVCL

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SIGNIFICANCE OF ADC

SIGNIFICANCE OF ADC

YESNO

NO. OF RESPONDENTS PERCENTAGE

YES 13 65

NO 07 35

TOTAL 20 100

65% candidates felt that it is important for their role they are performing, they find

there is a need of ADC in organization and therefore they were fortunate enough to

be part of ADC

35% candidates felt that it is not that important

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TOOLS/ TECHNIQUES USED

TOOLS

Presentationdebategroup decisioncase studypsychological testbehavioral event interviewsituational test written test

Here, we can find that candidates gave more importance to Case Study,

Behavioral Event Interview, and Psychological Test, than to Group

Decision, Presentation, and Situational Test.

Least Importance was given to Debate and Written Test

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MOTIVATION

MOTIVATION

YESNO

NO. OF RESPONDENTS PERCENTAGE

YES 12 60

NO 08 40

TOTAL 20 100

60% candidates got highly motivated during ADC

30% candidates were not that motivated to attain ADC

Candidates were motivated to know their strength and areas of improvement

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LEADERSHIP SKILL

LEADERSHIP SKILL

YESNO

NO. OF RESPONDENTS PERCENTAGE

YES 09 45

NO 11 55

TOTAL 20 100

55% candidates felt that ADC will not help in developing their leadership skill

45% candidates were positive that it will help to develop their leadership skill

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COMPETITIVE ADVANTAGE

COMPETITIVE ADVANTAGE

YESNO

NO. OF RESPONDENTS PERCENTAGE

YES 06 30

NO 14 70

TOTAL 20 100

30% candidates felt that it will build competitive advantage

70% candidates felt that it will not build competitive advantage

For building competitive advantage technical knowledge is required and during

ADC technical knowledge was not provided

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FINDINGS

ADC helps to study employees to study their skills required to perform their job

Before implementation of ADC Company took initiative to communicate its need i.e.

why ADC is been conducted? Which shows proper communication link between

employees and management

The candidates were positive to this approach of ADC because at the time of job

analysis ,all aspects were taken into consideration , and the employees were clear

about their job description that they will have to perform in future

They got to know the strength and weakness were they can improve their

performance in much better way.

In earlier training programs the assessment part was missing out, thus in ADC the

training is provided after the assessment of one’s own strength and weakness, were

the employees boost their level of confidence, and try to upgrade themselves

The organization has completed its assessment part and its development trainings are

going on , it has been said by the employees that more focus was given on managerial

aspects rather than technical

For building competitive advantage more technical knowledge (like what are recent

changes took place in electricity sector worldwide is taking place, what kind of

innovation can be brought in this sector…) should be provided

There is a need of ADC in MGVCL because being a public sector company it help

them to enhance their capabilities, they will be motivated to work efficiently and

effectively

The feedback report provided to them mentioning their strength and weakness was

realistic.

It was been notice that employees found themselves fortunate to be the part of ADC

Moreover, the candidates were ready to pass their experience of ADC to their

collogues and subordinates

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RECOMMENDATIONS

The tools used in ADC for the organization are acceptable but according to me the

following tools should have been included during ADC because of following reasons:

In tray test: includes prioritizing documents, drafting , replies to letters, and

delegation of important task

o Outcome: decision making, analytical skills

o Reason: being on top most post how the candidate manages his time and how

he prioritizes his work. At the end it all depends on order of top management

subordinates has to simply follow them.

Problem solving task: includes building structure with limited period

o Outcome : creative skills, resourcefulness, analytical skills

o Reason : every time each and every resource is not able these will enhance

their creativity to deal with various problems in different way and at least

how to manage the situation

The employees should be made aware about the amendments made by the company

E.g. promotion are not given on seniority basis only but also on performance base

Feedback should be taken from the employees who are participating in ADC at every

level of ADC process

The Appraisal of all the candidates should be done Quarterly instead of annually

Areas like dependability, output, attitude, co-operation, initiative, creativity,

punctuality and discipline should be focused more during the appraisals

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CONCLUSION

The research study on ADC in MGVCL , I found that ADC has been an important

technique

Due to ADC roles and responsibilities have been made clear

The objective of ADC have been achieved to an extent like communication skills

has been improved on the other hand there is more scope for improving in leadership

skills

Candidates found that ADC will help them to deal in administrative kinds of

activities, on this part they are satisfied but they are eagerly looking forward for more

technical knowledge so, that they can enhance their knowledge and can bring certain

changes and innovation in their company

From the inputs of employees have shown that other than ADC retire officers should

be invited for conducting training program

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QUESTIONNAIRE ON ASSESSMENT DEVELOPMENT CENTRE IN

MADHYA GUJARAT VIJ COMPANY LIMITED.

DATE:

DEPARTMENT:

POSITION:

NAME: (OPTIONAL)

1. Whether the tools used in ADC are close to role you are performing?

Yes

No

2. Do you think need of ADC are properly communicated?

Yes

No

3. Is the training programs communicated you in well in advance?

Yes

No

4. Are the things well communicated between toplevel and middle level employees?

Yes

No

5. What motivates you to attain ADC?

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6. Does the content added to your knowledge?

Yes

No

7. Do you think it will help to improve your performance?

Yes

No

8. To what extent it will help in your subject matter?

9. Do you think ADC will help in building competitive advantage in MGVCL?

Yes

No

10. Do you think ADC is important for your role?

Yes

No

11. If you find any kind of dissatisfaction can you provide any suggestions?

12. List down the various tools used in ADC?

13. Why do you think ADC is better tool for identify development needs as compared to

any other training tools?

14. Is there a need for ADC in MGVCL? If yes why?

Yes

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No

15. How ADC did help to enhance your competencies?

16. How will ADC help in improving your leadership skill?

17. On the basis of ADC assessment report was realistic?

Yes

No

18. Do you think from ADC you came to know your strength and weakness?

Yes

No

19. Do you think at the time of post ADC the company provided the opportunity to

develop required competencies?

Yes

No

20. Do you think the whole exercise will benefit you in performing your future role more

effectively and efficiently?

Yes

No

21. Do you think you were fortunate to be part of ADC?

Yes

No

22. Would you like this exercise to be extended in other cadre?

Yes

No

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BIBLIOGRAPHY

#Human resource management by Gary Dessler

# Designing and managing Human Resource Systems 3rdEdition byUdaiPareek and

T.V.Rao.

WEBLIOGRAPHY

www.mgvcl.com

http://www.hfi.com/consultancy/assessment-centre-development-centre-methodology

http://www.manford.co.in/60-competency-assessment-centre.html

http://www.psychometric-success.com/assessment-centers/acfaq-development-centre.htm

www.myerbrigg.com

http://www.wisegeek.org/what-is-competency-mapping.htm#didyouknowout

http://www.assessmentanalytics.com/2011/08/guidelines-for-best-practice-in-the-use-of-

assessment-and-development-centers/

http://www.shrm.org/hrdisciplines/orgempdev/articles/pages/

competencymodelingmeetstalentmanagement.aspx

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http://www.shrm.org/templatestools/toolkits/pages/leveragingemployeecompetencies.aspx

http://www.shrm.org/research/articles/articles/pages/

competency_20models_20series_20part_20i__20competency_20models_20-

_20an_20overview.aspx

http://www.assessmentanalytics.com/2011/08/guidelines-for-best-practice-in-the-use-of-

assessment-and-development-centers/

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