Training For Assessor

14,847 views

Published on

Training for Assessor who delivery Assessment Center

Published in: Business, Technology

Training For Assessor

  1. 1. Training for Assessor Andreas Imawanto, Psychologist Email : imawanto@yahoo.com
  2. 2. Objective <ul><li>Understanding the assessor role’s and task </li></ul><ul><li>Understanding in depth assessment activities </li></ul><ul><li>Understanding the important tools for better assessment </li></ul><ul><li>Able to observe behavior and competencies </li></ul><ul><li>Able to makes better report </li></ul>
  3. 3. Definition of Assessment <ul><li>Assessment is an event where a number of candidates take part in a series of exercises and/or test by trained assessor, their performance being measured against predetermined competencies of factors. </li></ul>
  4. 4. Assessment Center Introduction <ul><li>Competencies : to assess good performance, a benchmark must first be set. It is necessary to undertake some form of job analysis to establish the behaviors of those who perform the job successfully. </li></ul><ul><li>Exercise Activity : The essence of assessment center is that candidates take part in a number of simulation exercises, which should take account of the element of target job. </li></ul><ul><li>Non Exercise Material and Test : In additional to simulation exercises, assessment center often feature competency based interviews, personality inventories, psychometric test and general knowledge test. The test must be relevant to successful performance of the target job </li></ul><ul><li>Assessor : Assessor is a group of people who observe the candidates across a range of exercises. Ideally on </li></ul><ul><li>Assesse : is a group of candidate who’s being observed </li></ul>
  5. 5. Competency Design <ul><li>Relevant : competencies are being used should be relevant for the purpose they are being employed for. </li></ul><ul><li>Discrete : Don’t overlap with definition with others competencies </li></ul><ul><li>Simple : Should not be ambiguous </li></ul><ul><li>Flexible : Should be flexible enough to be change if necessary </li></ul><ul><li>Fair : Should be fair to everyone who will use them </li></ul>
  6. 6. Competencies Example <ul><li>Planning Organizing </li></ul><ul><li>Problem Analysis </li></ul><ul><li>Decision Making </li></ul><ul><li>Innovation </li></ul><ul><li>Attention to Detail </li></ul><ul><li>Team Working </li></ul><ul><li>Leadership </li></ul><ul><li>Self Motivation </li></ul><ul><li>Resilience </li></ul><ul><li>Oral Communication </li></ul><ul><li>Written Communication </li></ul>
  7. 7. Assessment Activities <ul><li>Group Exercise </li></ul><ul><ul><li>Group Discussion </li></ul></ul><ul><ul><li>Oral Presentation </li></ul></ul><ul><li>One to One Exercise </li></ul><ul><ul><li>Interviews </li></ul></ul><ul><ul><li>Fact Finding Exercise </li></ul></ul><ul><li>Written Exercise </li></ul><ul><ul><li>Analysis exercise </li></ul></ul><ul><ul><li>In try exercise </li></ul></ul><ul><ul><li>Scheduling exercise </li></ul></ul>
  8. 8. Role of Assessor <ul><li>Assessor play a vital role in the success of Assessment Center. </li></ul><ul><li>Each assessor should ideally see every candidate at least once during the course of the Assessment Center </li></ul><ul><li>Assessor like human video camera; their role is to record words and actions without passing judgment </li></ul>
  9. 9. Good Assessor <ul><li>Familiar with Target Job </li></ul><ul><li>One or Two levels higher up than candidate </li></ul><ul><li>Good listening skill </li></ul><ul><li>Fair – adopts the same behavior with all candidates </li></ul><ul><li>Objective – doesn’t make judgment to earlier in the process </li></ul><ul><li>Believe in Assessment Center Process </li></ul>
  10. 10. Good Assessor <ul><li>Committed – prepared in the long hours </li></ul><ul><li>Able to sustain high levels of concentration </li></ul><ul><li>Experienced people Manager </li></ul><ul><li>Good Written and Verbal communication skill </li></ul><ul><li>Good time management and organization skill </li></ul><ul><li>Able to focus on real evidence behavior rather than being subjective </li></ul>
  11. 11. Type of Exercise <ul><li>An  in-tray or in-basket exercise  asks to assume a particular role as an employee of a fictitious company and work through the correspondence in your in-tray. This exercise is designed to measure your ability to organize and prioritize work. </li></ul><ul><li>In a  presentation exercise , you will be given a topic or possibly a choice of topics and asked to make a presentation of around ten minutes with five minutes at the end for questions. This is designed to measure your presentation skills including your ability to organize and structure the information and to communicate your points clearly and concisely. </li></ul><ul><li>Group discussion exercises   involve you working with other candidates as part of a team to resolve a presented issue. These exercises are designed to measure interpersonal skills such as group leadership, teamwork, negotiation, and group problem solving skills. </li></ul><ul><li>Interviews   are regarded as a more objective means of assessing your suitability as you will be interviewed by between three and five people and therefore the decision is not reliant on just one person's opinion. In addition, they are usually more structured than a one-to-one interview as the panel need to assess all of the candidates against the same criteria. </li></ul><ul><li>Role Play in this task individuals will be assigned various roles, each taking turns at being the employee or the boss. There may be a situation with an unhappy customer or other scene from your prospective new role. </li></ul>
  12. 12. ORCSE SYSTEM
  13. 13. ORCSE Process <ul><li>Observing </li></ul><ul><li>Recording </li></ul><ul><li>Classifying Behavior </li></ul><ul><li>Summarizing </li></ul><ul><li>Evaluating </li></ul><ul><li>(+) Integration </li></ul>
  14. 14. Observing <ul><li>Observing an exercise is fairly self explanatory; the assessor sits in a room with the candidate and observes or watches the exercise. The same skill and techniques are used whether the assessor is observing a oneto one group exercise. Often assessor are asked to observe two candidates during a group exercise </li></ul><ul><li>Skill required: </li></ul><ul><ul><li>Ability to concentrated for lengthy periods </li></ul></ul><ul><ul><li>Effective listening skill </li></ul></ul><ul><ul><li>Ability to suspend judgment </li></ul></ul><ul><ul><li>Passive body language </li></ul></ul>
  15. 15. Recording <ul><li>Assessor are required to record as much as possible of what the candidate is saying or doing. This is a very important step in the overall process. </li></ul><ul><li>Recording what actually said and done by candidate forces the assessor to suspend judgment </li></ul><ul><li>Skill required: </li></ul><ul><ul><li>Ability to write quickly and legibly </li></ul></ul><ul><ul><li>Ability to concentrate for a lengthy period </li></ul></ul><ul><ul><li>Ability to focus on what actually being said and done </li></ul></ul>
  16. 16. Classifying <ul><li>Once an assessor has observed and recorded the evidence from exercise, it need to be classified against the competencies. This means reviewing the evidence and relating it to the competencies relevant it that exercise </li></ul><ul><li>Positive example of planning and organizing </li></ul><ul><li>Candidate 1 : </li></ul><ul><ul><li>Has prepared two pages of notes from the briefing document during the preparation period </li></ul></ul><ul><ul><li>Suggest a structure for the discussion </li></ul></ul><ul><ul><li>Outlines an implementation plan for the decisions the group have reached </li></ul></ul>
  17. 17. Summarizing <ul><li>The assessor will summarizing the candidates performance using the behavior indicators and the competency definition as guideline for the required standard of performance. Giving this summary, supported by actual behavior example </li></ul>
  18. 18. Evaluating <ul><li>Assessor will score each competency in each exercise they have observed, using a rating scale. The rating scales are often called “behavior anchored” rating scale, which means the the score given relates to behavior displayed by candidate. </li></ul>
  19. 19. Document Familiarization <ul><li>Candidate List </li></ul><ul><li>Competency Framework (Handout Catalog Competency) </li></ul><ul><li>Rating Scale </li></ul><ul><li>Criteria Matrix </li></ul><ul><li>Candidate time table </li></ul>
  20. 20. Rating Scale Rating Description Definition 4 Strength Candidate has offered several example of behavior, which demonstrate all essential indicators, and some additional indicators. 3 Required Standard Candidate has offered several examples of the essential indicator (core behavior) for the competency, and can therefore be judge as competent 2 Below required standards Candidate has had some limited success but also demonstrated negative examples of behavior 1 Well below required standards Describes or demonstrates several negative examples of behavior 0 Not Observed No evidence gathered
  21. 21. Criteria Matrix COMPETENCE IN BASKET ROLE PLAY FGD PRESENTATION TEST INTERVIEW Planning and Organization xx x x x Innovation x x Oral Communication x x xx xx Decision Making x xx Attention to Detail xx xx Influencing xx x x Problem Analysis x xx x xx
  22. 22. Candidate time table Time 1 2 3 4 5 6 09.00-10.00 Test Test Test Test Test Test Coffee Break 10.00 – 12.00 Role Play Role Play Role Play In Basket In Basket In Basket Lunch 13.00 – 15.00 In Basket In Basket In Basket Presentation Presentation Presentation Coffee Break 15.00 – 17.00 Presentation Presentation Presentation Role Play Role Play Role Play
  23. 23. EXERCISE
  24. 24. Activity 1.1 Competency Familiarization <ul><li>Knowing and understanding competency definitions </li></ul><ul><li>Participant must be throughout familiar with competency definitions in order to carry out their role as an assessor effectively. Understanding the competency definitions is of equal importance and participants should be encouraged to seek explanation of any words, phrases or terms, which are unclear </li></ul><ul><li>Citing behavior Examples : </li></ul><ul><li>I hold a meeting every morning with my direct reports to plan for the day ahead . </li></ul><ul><li>Hypothetical example : </li></ul><ul><li>Holding daily meeting is a good practice </li></ul>
  25. 25. Activity 1.2 Assigning Evidence <ul><li>Objective : </li></ul><ul><li>Be familiar with and understand the competencies being used </li></ul><ul><li>Be able to assign pieces of behavior evidence to the appropriate competency heading </li></ul>Time Participant Notes 10.00 Mark, you are always looking for opportunities to develop your skills and expand your horizons….can you please do this month’s trading. Figures report for me…it is due to be with Mike tomorrow Leadership
  26. 26. Activity 1.3 Observing & Recording <ul><li>Objective : </li></ul><ul><li>Have practice to recording from video clips or spoken word </li></ul><ul><li>Understand the importance of verbatim recording </li></ul><ul><li>Understand the importance of verbatim recording </li></ul><ul><li>Understand why key word recording is preferable to summarizing </li></ul>Practice to Verbatim
  27. 27. 1.4 Behavioral Evidence <ul><li>Objective </li></ul><ul><li>Be able to distinguish between good and poor example of behavioral evidence </li></ul>A good example of behavioral evidence is something that someone has actually said or done. It is not judgment or an evaluation based on what someone has said or done
  28. 28. 1.5 Classifying Evidence <ul><li>Objective </li></ul><ul><li>Be able to classify positive and negative examples of behavior evidence under the relevant competency </li></ul>Classifying evidence correctly and consistently is very important in Assessment center, as any misclassification may mean that the result obtained from the center will not be valid
  29. 29. 1.6 Summarizing <ul><li>Objective : </li></ul><ul><li>Be able to summarize the behavioral evidence </li></ul>Once assessor has observed, recorded and classified the evidence they have gathered, it is then necessary to write summary. Having a summary will assist the assessor to evaluate or rate the evidence and it will help the candidate understand how the evidence relates back to the competency when receiving feedback
  30. 30. 1.7 Integration Session <ul><li>Objective </li></ul><ul><li>Be familiar with the process of data integration </li></ul>The integration or “wash up” session, is one of the most important part of the assessment center process. During this session the result from all assessment center exercise are pooled and each candidate is individually discussed before collective final assessment is made.
  31. 31. Room Layout Observer Observer Observer A B C 5 2 4 1 3 6
  32. 32. PRACTICE <ul><li>Behavior Event Interview </li></ul>
  33. 33. Behavior Event Interview <ul><li>Conducting BEI </li></ul><ul><li>Interviewer Only does Questioning </li></ul><ul><li>Recorders do not question </li></ul><ul><li>The only record </li></ul>
  34. 34. How Does interview start <ul><li>With a question on the past experience depending on the competencies you want to measure </li></ul><ul><li>E.g.. If you want to measure if a person can overcome challenges and achieve result </li></ul><ul><li>Then the question is like…… </li></ul>
  35. 35. The question <ul><li>“ in the past experience have you come across a situation where it was very difficult to achieve results and still you made it”? </li></ul>
  36. 36. The interview panel <ul><li>Records all the relevant conversation </li></ul><ul><li>The interviewer tries to keep the interviewee on first hand experience by: </li></ul><ul><li>Asking what he/she thought / felt or did that given moment of time </li></ul>
  37. 37. <ul><li>Further Question : </li></ul><ul><li>Andreas Imawanto, Psychologist </li></ul><ul><li>Email : [email_address] </li></ul>

×