Graduate assessment centres (AC) Providing assessor training to hiring line managers for potential leader selection
Agenda High level logistics Steps leading up to training assessors Assessor identification Tips and key takings Assessor training The way forward
Steps leading up to training assessors Competency Assessment centre Competency identification activities matrix 2 behavioural Best Practice Guidelines activities & for the use of the 1 additional method Assessment Centre Method in South Africa (5th Edition) 3
Steps leading up to training assessors Criteria for Content Identification • Consider qualifications • Relevant to the organization • Used across all areas in SA Assessor Identification • Line managers • Approach used is 1:2 • Diverse demographical representation in each activity
Why line managers? Graduates report directly into them More accountable for the graduate Good sense of the business unit culture Thorough knowledge of the organization and Increases involvement and commitment their specific BU Favourable position to understand exactly what Inclusion in development of technical type of employee they are looking for interview questions Psychologist vs. Line manager – what research Best Practice Guidelines for the use of the says Assessment Centre Method in South Africa (5th Edition)
Line manager assessor training • Rule of thumb – training is mandatory. • First half of training covered: The purpose of the assessment centre. Level of comfort Assessment centre – WHAT, HOW & WHY Who are the role-players at the AC are and specifically what their role will be. How the AC day will work. Competencies was clearly defined.
3 point rating scale If none of the behaviours Majority of the behaviours Majority of the behaviours Candidate demonstrated both have been observed are demonstrated to this are demonstrated to this sets of behaviours almost end of the scale end of the scale equally Building relationships Behaviour 3 2 1 Quickly interact with the team Manages disagreements with tact & diplomacy Interacts effectively with all in the team Overall rating
Attributes of a successful assessor Attributes Research indicates: that were discussed in the training: • Committed to the assessment centre concept and process • Prepares thoroughly • Flexible • Is fair & impartial • Good written and oral communication skills • Controls own non-verbal behaviour • Pays attention to detail • Thorough & comprehensive write-ups Possible assessment errors were also given attention
A behavioural approach for training was used Practical example to work Observe, Record, Classify and Evaluate (ORCE) through • Individually each line manager had to observe and record verbatim the participants’ behaviour during a Group Discussion • In teams of two, they then had to classify and evaluate the behaviour
• Work through AC material BEFORE • Practice observing and recording behaviour • Arrange to have an uninterrupted day • Be on time DURING • Be aware of participant anxiety • Remain neutral • Maintain professionalism • If a final decision hasn’t been AFTER made, prepare to give feedback on candidates at the final meeting • Have a good rest
Schedule & logistics Activities ran parallel to Runners each other Layout of the Candidate file external venue
Data integration process + + An overall assessment rating is used
Training of Industrial Psychology (IO) Interns Purpose • What research indicates • Facilitating the mini data integration after each activity Role • The role here is to ensure that the line manager classifies and rates the candidate correctly • Understands the rating scale • And that the ORCE technique is followed throughout the process • Assisted in ensuring that the correct candidate is selected Benefits • Reduces the assessor anxiety and any frustrations that the line manager may have
Line Manager briefing on AC day • Process of the day • Schedule • Layout of the venue After the training • Rating scales • Reminder on ORCE methodology All supporting documents were • Opportunity for the line managers to ask any sent via mail questions • Meet the IO intern that they would be working with for the day
Going forward Feedback from line Technology managers Making each assessment centre Continue making use unique of the line managers as assessors paired up with IO interns in an AC Pilot AC with participants similar to that of a graduate
Useful tips TIPS I WOULD LIKE TO SHARE WHEN PLANNING THE TRAINING • Assessment centre – defined and purpose IMPORTANT DETAILS FOR LINE MANAGERS AS • Skills and techniques required for observation, recording, classification, TO SHARE WHEN and evaluation of evidence ASSESSORS: • Centre principles and approach to the AC day TRAINING LINE • Assessor role especially regarding the Data integration MANAGERS AS • Confidentiality ASSESSORS • Use internal venues for ease of convenience • Limit the number of times you engage with each line manager so have a good communication strategy KEY TAKINGS TO APPLY WHEN TRAINING • Send pre reading to all line managers regarding what the AC is all about, what they can expect at the training and on the AC day PEOPLE WHO DON’T REGULARLY ASSESS: • Provide line managers with date options for the training to avoid any inconveniences • Make the RSVP’ing process as simple as possible • The timing of the training needs to be long enough to get the message across but be seen as short enough to get the assessors to attend • If possible, know your target audience • In my experience, providing free lunch and beverages has a way of sealing the deal • Willingness to participate • Assessors need to recognize what own personal biases are and to steer away from those on the day • Thorough understanding of the purpose of the AC • The impact of the effectiveness of an assessor can make or break the day and subsequently influence the candidate experience.
Ballantyne, I & Povah, N. (2004). Assessment and development centers (2nd ed.) Burlington, USA: Gower Publishing Company Meiring D. , & Buckett, A. (2016). Best practice guidelines for the use of the assessment centre method in South Africa (5th ed.). SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde , 42 (1), 1-15. REFERENCES
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