Transcript Bridging to lifelong learning: using an assessment centre

Using Assessment Centre
approaches for skills development
Arti Kumar
CETL Associate Director
Take-aways from this session..

Learn about employers’ recruitment practices:
what do they look for in their graduate recruits,
and how do they test this in Assessment
Centres?

Consider which of these personal skills,
qualities and attributes you possess

What opportunities do you have for
developing your ‘employability’?
A typical application /selection process
The application process for job-seekers…..
Explore
Attraction
Research
Application
The selection process for employers…..
Offer
Decide
Selection
Accept
Pre-selection
Join
Induction
Assessment Centres in context
Apply online/ on paper
(Typical activities, not
necessarily in this order)
Employer sifts
applications
Tour / introduction to the
company and key people
Group discussion
Initial interview (by phone
or in person)
Group exercise or task
Invite to assessment day
Presentation
Assessment Centre
Offer
Written exercise
In-tray or e-tray exercise
Psychometric tests
Second interview
Social activities
Why do employers use
Assessment Centres?
‘The assessment centre is an integrated
process of simulations designed to
generate behaviour similar to that required
for success in a target job or job level. It
enables candidates’ performance to be
measured objectively against specific key
criteria’
Association of Graduate Recruiters (2008)
How do employers try to get it right?
1990s
2000s

Interviews
99%
99%

References
96%
96%

Personality tests
35%
64%

Cognitive tests
30%
70%

Assessment centres
21%
59%
[Source :University of Liverpool - c. 2000]
Note: The AGR Graduate Recruitment Survey 2006
Summer Review found that 83% of their members use
final round assessment centres or selection events.
Assessment Centres Video/DVD
(AGCAS)
What
activities
do you see
being
assessed?
What skills/
behaviours
are they
looking for?
How do
employers
assess
these?
Which of
these do
you
consider
important in
What criteria higher
do they
education –
use?
and in life
generally?
Do you
develop
these skills
through the
curriculum?
What benefits
could you
gain by
experiencing
this type of
activity and
assessment and how
could it be
done?
Assessment Centres contain a
number of elements
What did you see?
What do employers look for? (Logica)
Communication
Skills
Problem
Solvers
Drive for
results
Well
Rounded
Individuals
Client
Focus
Team
Players
Flexibility &
Adaptability
Business
Awareness
What makes a Fast Streamer in the Civil
Service?

Drive for results

an inquisitive mind

Learning and
improving

adaptability

robustness

impartiality

Decision-making

Constructive
thinking

the ability to
challenge

Building productive
relationships

collaborative

Communicating with
impact
attitude

decisiveness

lucidity
Skills that you need to demonstrate

Time management
 ensuring that you complete the task in the allocated time

Communication
 expressing your views, allowing others to speak, being
supportive, using whiteboards, presenting

Drive for results
 keeping the group focussed to achieve the goals

Creative thinking / problem solving

Adaptability
 tackling problems that may not be from your area of expertise
Self-assessment Questionnaire (SAQ)
Group work: How can I be effective?
Realising the potential of this SAQ:
Caution!

This SAQ is expressed in terms of an
ideal world where perfect people conduct
themselves perfectly in dream teams!
Arguably there is no such thing.

Your ratings are therefore expected to be
low – especially if you are new to group
interactions. Please consider each
statement as potential for a learning
process and not in terms of expecting
perfection. Low ratings are not to be
viewed as failure but as raw material for
development and success.

It can seriously damage your sense of
well-being as a learner if you evaluate
your abilities harshly and use any SAQ as
a stick to beat yourself up with!

It alerts you to actions you may need
to take in order to be(come) more
effective in group work (similar to
marking criteria and assessment
rubrics that show what it takes to
achieve a top A+ grade).

Use it as a self-diagnostic tool at the
start (Time 1) and then return to it at a
later stage (Time 2) to evaluate how
your behaviours may have changed.

At any stage of the group work
process it serves as a frame of
reference.

You can identify those behaviours that
are important for you to develop, and
seek opportunities and resources to
develop them – and Flux coaching
sessions can provide those
opportunities and resources.
Completing the SAQ

Please take time to read and understand the items in this
SAQ, made available in print and online in BREO

Two intended uses of the form:


Purely for your benefit, as explained
An anonymous version used as one research tool within a mixed-methods
approach to evaluate the benefits of Flux

Complete the SAQ and save it for later reference
and future re-use

If you agree to participate in our research question, we will
photocopy an anonymous version and return it to you
In relation to group / team effectiveness…
Please rate the extent to which you
(a) consider these actions important; and (b) act in this way?
where 4 = high and 1 = low
a) Ratings
1–4
importance
b) Ratings
1-4
frequency
The behaviours I consider most important are…
I express myself confidently and assertively
My highest ratings:…
I contribute ideas and suggestions relevant to the task
Evidence that I do this in real life…
I take on a specific role when required
I listen respectfully to others
Areas I need to improve:…
I support others’ positive contributions
Opportunities I will use in order to improve…
I focus (or re-focus) the group on its tasks and goals
I help the group to achieve its goals within a given timeframe
Observing the group exercise

For developmental reasons, we need to
observe and provide formative feedback

Ideally one observer per participant

Make detailed observations relevant to the
competencies of interest

You can use a checklist as an aid to observe,
record and give feedback
Giving and receiving feedback

Owned
 Ask the recipient of feedback: How did you feel? What
worked well? What didn’t? Discuss rather than tell.
 ‘I realise I was not letting the other participants give
their opinion’

Specific
 describe specific observations
 ‘during the brainstorm I noticed you interrupted when
Jon was trying to talk ’

Constructive
 say how it could have been done better
 ‘you could try and listen to others more, and draw them
into the discussion’
To make this a success

Room should be arranged so that candidates
(ideally group of 4) sit at small tables, with
plenty of room around the outside for
observers

Ideally groups spread round a room - noise
from other groups is distracting

Discuss and set ground rules for giving and
receiving feedback

Take time to share the feedback collectively
Example of a student brief for
experiencing a group exercise

You will be allocated roles as participants and
observers/assessors of a group discussion

You will be given written candidate and
observer briefs and time to read/prepare

Observers will provide constructive feedback
after the exercise

This should be a fun learning opportunity!
(before you experience the real thing!)
“How did it feel…
To do the exercise?
To observe the exercise?
What did you learn from this exercise?
What might you do differently as a result?
What questions do you still have about it?”
Key messages

You could get better at assessment centre activities for
employability reasons

Competencies developed are transferable

Preparation for entry to jobs provides a practical
incentive

Process of participating in and observing group
exercises is beneficial as a generic developmental
activity

Opportunities and materials are available for you to
develop a range of skills and attributes.