The document provides an overview of assessment centers and their components. Assessment centers assess small groups of people using multiple methods to evaluate them on several important job dimensions. They consist of exercises like in-basket simulations and leaderless group discussions, as well as interviews and tests. Assessors observe and rate participants on dimensions that vary depending on the assessment center's purpose, such as identifying potential or evaluating performance. Assessment centers are designed to comprehensively evaluate candidates in a standardized, multi-source manner.

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ASSESSMENT CENTERASSESSMENT CENTER
PROGRAMPROGRAM
Lecture 12Lecture 12
DR. CHUA BEE SEOKDR. CHUA BEE SEOK

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AN OVERVIEW OF ASSESSMENTAN OVERVIEW OF ASSESSMENT
CENTERSCENTERS
 Assessment centers assess small groups of people at more or lessAssessment centers assess small groups of people at more or less
the same time.the same time.
 A group of observers may work together to form a consensusA group of observers may work together to form a consensus
about assessment.about assessment.
 Assessment centers are not places but processes.Assessment centers are not places but processes.
 Like individual assessments, assessment center programs useLike individual assessments, assessment center programs use
multiple methods of assessment to make multiple assessment.multiple methods of assessment to make multiple assessment.
 The methods may not include literal work samples orThe methods may not include literal work samples or
simulations, but they include exercises chosen to reflect a majorsimulations, but they include exercises chosen to reflect a major
aspect of job performance.aspect of job performance.
 Assessment center history.Assessment center history.

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Assessment Center PurposesAssessment Center Purposes
 Most assessment centers are organization-specific.Most assessment centers are organization-specific.
 Consulting firms provide generic assessment centerConsulting firms provide generic assessment center
services. They are more likely to assist organizations inservices. They are more likely to assist organizations in
developing their own programs.developing their own programs.
 Assessment centers are designed for managers, salesAssessment centers are designed for managers, sales
people or public safety jobs.people or public safety jobs.
 Purposes of assessment center differ within occupationPurposes of assessment center differ within occupation
categories.categories.

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 Thornton and Byham (1982) divided managerialThornton and Byham (1982) divided managerial
assessments into those for early identification ofassessments into those for early identification of
potential managers, for promotions or for managementpotential managers, for promotions or for management
development.development.
 The different purposes call for differences in programThe different purposes call for differences in program
design.design.
 Different purposes may call for assessments ofDifferent purposes may call for assessments of
different constructs.different constructs.
 Some diagnostic purposes may require psychologists orSome diagnostic purposes may require psychologists or
educators as assessors, other developmental purposeseducators as assessors, other developmental purposes
may require managers as assessors.may require managers as assessors.

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Assessment Center ComponentsAssessment Center Components
 An organizing principle of assessment center development is theAn organizing principle of assessment center development is the
program should be aprogram should be a multi attribute assessment –multi attribute assessment – assessment onassessment on
several dimensions relevant to the decision to be made.several dimensions relevant to the decision to be made.
 A further principle is the assessments should not depend onA further principle is the assessments should not depend on
specific methods of assessment – they should bespecific methods of assessment – they should be multi methodmulti method
assessmentassessment..
 The reason is that the process of seeking confirmation fromThe reason is that the process of seeking confirmation from
several exercises leads to more validity of measurement ofseveral exercises leads to more validity of measurement of
complex dimension.complex dimension.
 Assessment centers have many components – tests andAssessment centers have many components – tests and
inventories, exercises and interview.inventories, exercises and interview.

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Tests and InventoriesTests and Inventories
 Traditional tests and inventories are included in mostTraditional tests and inventories are included in most
assessment centers.assessment centers.
 Their role in an OAR (overall assessment ratings)Their role in an OAR (overall assessment ratings)
raises some questions:raises some questions:
 How should they be combined with various ratings?How should they be combined with various ratings?
Statistically?Statistically?
 If given to the assessors as information to consider withIf given to the assessors as information to consider with
exercise ratings in arriving at the OAR, should they beexercise ratings in arriving at the OAR, should they be
given as raw scores, z-scores, percentiles or othergiven as raw scores, z-scores, percentiles or other
interpretive scores?interpretive scores?

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ExercisesExercises
 Most assessment center exercises are performanceMost assessment center exercises are performance
tests.tests.
 They are samples or abstractions of aspects of theThey are samples or abstractions of aspects of the
jobs for which people are assessed.jobs for which people are assessed.
 The most frequently used assessment centerThe most frequently used assessment center
simulation is an In-Basket exercise and Leaderlesssimulation is an In-Basket exercise and Leaderless
Group Discussion.Group Discussion.

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1.1. In-Basket ExerciseIn-Basket Exercise
 In-Basket tests simulated administrative work, usually with a setIn-Basket tests simulated administrative work, usually with a set
of reasonably typical memos, clippings, letters, reports, messages,of reasonably typical memos, clippings, letters, reports, messages,
and even junk mail that can accumulate on a person's desk.and even junk mail that can accumulate on a person's desk.
 Instructions generally tell the assessee to play the role of a personInstructions generally tell the assessee to play the role of a person
new to the job, working when no one else is around, trying tonew to the job, working when no one else is around, trying to
clear the desk.clear the desk.
 In-Baskets are not group exercise. Material range from simple toIn-Baskets are not group exercise. Material range from simple to
complex, from trivial to urgent and are often interrelated.complex, from trivial to urgent and are often interrelated.
 The assessee may be interviewed after the exercise to explainThe assessee may be interviewed after the exercise to explain
reasons for actions taken, with ratings based on the interview.reasons for actions taken, with ratings based on the interview.
 Some In-Basket tests, have scoring protocols and require noSome In-Basket tests, have scoring protocols and require no
further information from the assessee.further information from the assessee.

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2.2. Leaderless Group Discussion.Leaderless Group Discussion.
 The group is given a problem to solve, a time limitThe group is given a problem to solve, a time limit
in which to do so and perhaps a requirement for ain which to do so and perhaps a requirement for a
written solution.written solution.
 No one is assigned the role of chair; leadershipNo one is assigned the role of chair; leadership
functions must emerge during the discussion.functions must emerge during the discussion.
 Specific roles might be assigned to the variousSpecific roles might be assigned to the various
group members, often with the competitivegroup members, often with the competitive
requirement of trying to convince others to adoptsrequirement of trying to convince others to adopts
a particular position.a particular position.

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3.3. InterviewInterview
 Assessment center usually use interview, but theyAssessment center usually use interview, but they
are not like employment interviews.are not like employment interviews.
 Various examples include stress interviews,Various examples include stress interviews,
interview as role-playing simulation, and panelinterview as role-playing simulation, and panel
interview.interview.

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AssessorsAssessors
 Functions of AssessorsFunctions of Assessors
 Zedeck (1986) identified three assessor functions:Zedeck (1986) identified three assessor functions:
1.1. To observe and record behavior in the exercises.To observe and record behavior in the exercises.
2.2. Assessor as a role player, an active participant in anAssessor as a role player, an active participant in an
assessment exercise.assessment exercise.
 In many exercises, assessors are interviewers, usually withIn many exercises, assessors are interviewers, usually with
another assessor in purely observer role.another assessor in purely observer role.
1.1. Assessor as a predictor.Assessor as a predictor.
 Assessors may make explicit predictions or prediction may beAssessors may make explicit predictions or prediction may be
based on ratings.based on ratings.

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 Assessor QualificationsAssessor Qualifications
 Assessor may be psychologists, HR staff or job experts (e.g.,Assessor may be psychologists, HR staff or job experts (e.g.,
manager in managerial assessment centers).manager in managerial assessment centers).
 Staff psychologists may be assessors with managers, theyStaff psychologists may be assessors with managers, they
might chair assessor panel discussions or they might bemight chair assessor panel discussions or they might be
resource person.resource person.
 Assessor should receive intensive training with frequentAssessor should receive intensive training with frequent
refreshers; they should be fully familiar with the exercises andrefreshers; they should be fully familiar with the exercises and
the kinds of behavior they might observe, and they shouldthe kinds of behavior they might observe, and they should
fully understand the language and concepts related to thefully understand the language and concepts related to the
ratings they are asked to make.ratings they are asked to make.
 Managers are organizationally well-informed assessors – theirManagers are organizationally well-informed assessors – their
practical knowledge of the organization and its policies andpractical knowledge of the organization and its policies and
climate make them useful decision makers.climate make them useful decision makers.
 Assessors should be good observers, objective inAssessors should be good observers, objective in
temperament, intelligent and articulate in conference.temperament, intelligent and articulate in conference.

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 Numbers of Assessor NeededNumbers of Assessor Needed
 Typically, the ratio of assessees to assessors is 2:1.Typically, the ratio of assessees to assessors is 2:1.
 It may depend on the design of the program – whatIt may depend on the design of the program – what
ratings are made and when, or other assignments toratings are made and when, or other assignments to
observers.observers.
 When cognitive demands on observers are heavy, itWhen cognitive demands on observers are heavy, it
can be reduced by adding more assessors, but thatcan be reduced by adding more assessors, but that
can be daunting for the assessees.can be daunting for the assessees.
 It may be better to use fewer assessors over a longerIt may be better to use fewer assessors over a longer
time period viewing videotapes.time period viewing videotapes.

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Dimensions to be AssessedDimensions to be Assessed
 The dimension (constructs) might be personal traits,The dimension (constructs) might be personal traits,
job-defined competencies, or performance levels onjob-defined competencies, or performance levels on
aspects of jobs reflected in simulations.aspects of jobs reflected in simulations.
 Assessors might be asked to rate only overallAssessors might be asked to rate only overall
performance in an exercise, or perhaps componentperformance in an exercise, or perhaps component
aspects of exercise performance.aspects of exercise performance.
 Traits rated might be generalized, habitual behaviors.Traits rated might be generalized, habitual behaviors.
 Task performance may be rated in terms of outcomesTask performance may be rated in terms of outcomes
or processes.or processes.
 A dimension can be defined by behavior exhibited onlyA dimension can be defined by behavior exhibited only
in particular kinds of situations (refer Table 1).in particular kinds of situations (refer Table 1).

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Early IdentificationEarly Identification PromotionPromotion Development PlanningDevelopment Planning
Communication skillsCommunication skills Oral communicationOral communication Oral communicationOral communication
Written communicationWritten communication Oral presentationOral presentation
Written communicationWritten communication
EnergyEnergy EnergyEnergy
Job motivationJob motivation Job motivationJob motivation
Career ambitionCareer ambition Career ambitionCareer ambition
InitiativeInitiative InitiativeInitiative InitiativeInitiative
CreativeCreative
SensitivitySensitivity SensitivitySensitivity SensitivitySensitivity
LeadershipLeadership LeadershipLeadership Individual LeadershipIndividual Leadership
Group leadershipGroup leadership
Behavioral flexibilityBehavioral flexibility
Table 1. Illustrative Assessment Center Dimension for Different
Purposes

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Early IdentificationEarly Identification PromotionPromotion Development PlanningDevelopment Planning
NegotiationNegotiation
Tolerance for stressTolerance for stress
Planning and organizingPlanning and organizing Planning and organizingPlanning and organizing Planning and organizingPlanning and organizing
DelegationDelegation DelegationDelegation
Management controlManagement control Management controlManagement control
Decision makingDecision making Decision makingDecision making AnalysisAnalysis
JudgmentJudgment
DecisivenessDecisiveness
Table 1. Illustrative Assessment Center Dimension for Different
Purposes
….. Cont.

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 Dimension DefinitionDimension Definition
 Thornton and Byham (1982) - dimension to be rated differThornton and Byham (1982) - dimension to be rated differ
for different purpose.for different purpose.
 If the purpose is early identification of those with strongIf the purpose is early identification of those with strong
management potential – the dimension can be broad, few inmanagement potential – the dimension can be broad, few in
number and independent of particular backgrounds.number and independent of particular backgrounds.
 For promotion purposes – more detailed and more completeFor promotion purposes – more detailed and more complete
descriptions may be needed.descriptions may be needed.
 For diagnostic or developmental purposes, personalFor diagnostic or developmental purposes, personal
characteristic (which are harder to develop) may be omitted,characteristic (which are harder to develop) may be omitted,
and some characteristics important for promotionaland some characteristics important for promotional
assessments may be further refined into finer, trainableassessments may be further refined into finer, trainable
categories.categories.

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 Refer to Table 1:Refer to Table 1:
 The early identification dimensions (dimension forThe early identification dimensions (dimension for
initial selection) are traits, relatively permanent byinitial selection) are traits, relatively permanent by
adulthood, hard to develop if not developed byadulthood, hard to develop if not developed by
adulthood, and likely to generalize across a varietyadulthood, and likely to generalize across a variety
of situation.of situation.
 The list for promotional purposes is similar butThe list for promotional purposes is similar but
more detailed. The dimension in these lists can bemore detailed. The dimension in these lists can be
defined as traits, effectiveness or quality ofdefined as traits, effectiveness or quality of
outcomes or behavioral categories.outcomes or behavioral categories.

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Thank YouThank You