Arti Kumar

CETL Associate Director

Using Assessment Centre approaches for skills development

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

Attraction ApplicationResearch

InductionJoinDecide Accept

Selection Pre-selectionOffer

The application process for job-seekers…..

The selection process for employers…..

Explore

Assessment Centres in context

Apply online/ on paper

Employer sifts applications

Initial interview (by phone or in person)

Invite to assessment day

Assessment Centre

Offer

(Typical activities, not necessarily in this order)

Tour / introduction to the company and key people

Group discussion

Group exercise or task

Presentation

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?

What criteria do they use?

Which of these do you consider important in higher education – 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)

WellWellRoundedRoundedIndividualsIndividuals

CommunicationSkills

BusinessAwarenessTeam

Players

ProblemSolvers

Flexibility &AdaptabilityDrive for

results

ClientFocus

What makes a Fast Streamer in the Civil Service?

Drive for results

Learning and improving

Decision-making

Constructive thinking

Building productive relationships

Communicating with impact

an inquisitive mind

adaptability

robustness impartiality

the ability to challenge

collaborative

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?

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!

Realising the potential of this SAQ:

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…

The behaviours I consider most important are…

My highest ratings:…

Evidence that I do this in real life…

Areas I need to improve:…

Opportunities I will use in order to improve…

Please rate the extent to which you

(a) consider these actions important; and (b) act in this way?

where 4 = high and 1 = low

a) Ratings1 – 4importance

b) Ratings

1 - 4

frequency

I express myself confidently and assertively

I contribute ideas and suggestions relevant to the task

I take on a specific role when required

I listen respectfully to others

I support others’ positive contributions

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.