group assignment on “competency based assessment...

Group Assignment on “Competency Based Assessment Centre”

Submitted To

Dr. I.S.F. Irudayaraj

Professor – Organizational Behavior

XLRI – Jamshedpur

Group Members:

John Gomez (RH12081)

Subramaniam G (RH12004)

Akshay Sharma (RH12104)

Batch #: PGCHRM-13

Group Number #:40

(Centre: Chennai Besant Nagar)

2 Organizational Behaviour, Assessment Center

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Contents

HISTORY: ........................................................................................................................................................ 3

Origin ......................................................................................................................................................... 3

Early methods of Assessment through PSYCHOMETRIC TESTING ............................................................ 3

US Armed Forces – WW I .......................................................................................................................... 3

German Armed Forces .............................................................................................................................. 4

British Armed Forces – WW II ................................................................................................................... 4

Industrial Application ................................................................................................................................ 4

Growing application of Assessment Centres: ........................................................................................... 5

Assessment Centre Application In The Asian Continent .......................................................................... 5

What is Assessment Center? ..................................................................................................................... 5

PROCESS: ....................................................................................................................................................... 6

Stage 1 : Identification of Competency: .................................................................................................... 6

Behavior: ............................................................................................................................................... 8

Attribute: ............................................................................................................................................... 9

Job Standards: ....................................................................................................................................... 9

Work Support: ..................................................................................................................................... 10

Human Relations: ................................................................................................................................ 10

Stage 2 :Competency Dictionary ............................................................................................................. 10

Stage 3: Assessment Development Centre ............................................................................................. 11

Competency Instrument Matrix .......................................................................................................... 12

Types of Exercises : .............................................................................................................................. 12

Role of an Assessor .............................................................................................................................. 14

Stage 4: Competency Mapping Model .................................................................................................... 15

Stage 5: Gap Analysis .............................................................................................................................. 16

Competency based Assessment Centers ..................................................................................................... 17

Way Forward for Competency based Assessment Centers ......................................................................... 17

Challenges in Implementation: .................................................................................................................... 18

Conclusion ................................................................................................................................................... 18

References: .................................................................................................................................................. 20


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HISTORY:

Origin

Assessment Centre as a methodology is known to have been used or recommended at least

1500 years ago in India as mentioned in Kautilya’s Arthashastra. Different methods of assessing

a candidate for ministerial positions have been spelt out in the Arthashastra including:

observation, performance appraisal, assessment by those who knew him, interviewing, and

other forms of testing.

Early methods of Assessment through PSYCHOMETRIC TESTING

Early psychometricians (Galton, Binet, Cattell) preferred to use rather complex responses in

their tests. Intelligence tests are grounded in the work of Francis Galton in the late 19th century.

Galton is considered to be the father of the study of individual differences [and, incidentally

was the half-cousin of Charles Darwin]. Galton suggested reaction time as a feasible approach

and pursued various sensori-motor measurements. Alfred Binet is celebrated in history as the

man who created the first 'intelligence test' in the form as we know them today. He is

commonly known as the father of IQ testing.

In 1904, Binet was commissioned by the French Ministry of Public Instruction to develop

techniques for identifying primary grade children whose lack of success in normal classrooms

suggested the need for some form of special education (Gould, 1981).

In 1905 he produced the Binet-Simon scale [with Theodore Simon] - the first intelligence test.

Lewis Terman (1877-1956) of Stanford University in the US Introduced Stanford-Binet revision

in 1916 as he found that the Orginal Binet-Simon scale had a few flaws.

US Armed Forces – WW I

The US army at the beginning of World War I (1917) was faced with the problem of assessing

the intelligence of great numbers of recruits in order to screen, classify, and assign them to

suitable tasks. The Stanford-Binet test required a highly trained person for individual

administration - thus it would prove time consuming and costly for large-scale use. Robert

Yerkes, a psychologist and army major, assembled a staff of 40 psychologists [including Terman]

to develop a group intelligence test. This resulted in the Army Alpha and Army Beta tests.


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German Armed Forces

Early application of assessment centres can be traced to the German military assessment

programme (1920 – 1942) developed for selection of officers for the German Army. Emphasis

was laid on naturalistic and “Gestalt” measurement. Both multiple assessment techniques and

multiple assessors to evaluate complex behaviour with special focus on leadership were used.

Assessment was based on subjective opinions and very little rating was done. They Used

complex job simulations as well as “tests” Goal was to measure “leadership,” not separate

abilities or skills.

British Armed Forces – WW II

The British War Office Selection Boards (WOSB) was set up in 1942 for identifying potential

officers for the British army. WOSBs replaced a crude and ineffective selection system for World

War II Officers. Boards used a mixture of military officers, psychiatrists, and psychologists to

assess the candidate’s performance. Tests included group discussions, short lectures, leaderless

group tasks - all of which are still used in assessment centre methodology. The methods were

later adopted by the United States after it entered the war, and the Office of Strategic Studies

(OSS) drew upon British, German, and American tests to define nine dimensions it regarded as

critical for the selection of agents and operatives. In 1945, the WOSB model was adopted for

recruitment to permanent posts in the British Civil services. The same measure was adopted

and was spread to Australian & Canadian military with minor modifications

Industrial Application

In 1956, American Telephone and Telegraph Company (AT&T) initiated its management

progress study (MPS) under Douglas Bray. This was the first industrial application of the

assessment centre methodology. Both individual characteristics of young managers as well as

organizational settings in which they worked were studied and evaluation at the assessment

centre was used to predict whether the participant would make it to the middle management

in the next ten years or less. The sample included both recent college graduates and non-

management personnel who had risen to the managerial positions relatively early in their

career. The dimensions assessed included managerial functions like organizing, planning,

decision making, general ability such as intellectual ability, personal impression, sensitivity, and

values and attitudes, both work related and social. Tests like Interview, peer ratings, In basket

exercise, Business games, leadership group discussions etc.


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Growing application of Assessment Centres:

Soon the concepts applied in AT & T were shared informally and organization like IBM, Sears,

Standard Oil (Ohio), General Electric, J.C. Penney, caterpillar etc started applying it over time for

assessing their employees. In 1973, 1st International congress on Assessment centre method

was held.

Early assessment centres were used essentially for selection purposes since the traditional

methods were thought to be inadequate but later due to amount of research spent on it,

besides selection it was used for early identification of management talent, promotion, and

diagnosis of developmental needs.

It was used mostly for two reasons. Firstly, it provides an organization with more time for

development before putting the person in a high level position. Secondly, it provides the

individual with reasonably accurate feedback early in his/her career concerning its suitability

and also his or her chance of achieving career goals in the organization.

Assessment Centre Application In The Asian Continent

The first assessment centre in Asia was for selecting project leaders for the entrepreneurship

development programme in Gujarat (Rao, 1975). Subsequently, efforts were made to introduce

it in Larsen and Toubro (L&T) (Pareek and Rao, 1975). L&T did a lot of work on job profiling but

never got to the stage of developing an assessment centre for potential appraisal. Crompton

Greaves attempted to use an assessment centre approach for selecting their general managers

from within. This was again a one- time effort (Varghese, 1985). Subsequently an attempt was

made in Ballarpur Industries (T) by Anil Dixit with the help of the Behavioural Science Centre.

However, this did not stabilize owing to resistance from line managers and change of leadership

in HR.

In 1990’s, large number of Asian companies had established assessment centres and many

others are exploring like RPG Group, Escorts, TISCO, Aditya Birla Group, Eicher, Cadburys,

Castrol (India), Glaxo, Grindwell Norton, ONGC, Mahindra and Mahindra, SAIL, Siemens, Wipro,

Wockhardt etc

What is Assessment Center?

“An assessment centre consists of a standardized evaluation of behaviour based on multiple

inputs. Several trained observers and techniques are used. Judgements about behaviour are

made by these specially trained observers. At the end of the assessment the assessors get

together to share their data which is scientifically recorded on a set of evaluation forms. They


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come to a consensus on the assessments of each candidate. Most frequently the approach has

been applied to individuals being considered for selection, promotion, placement, or special

training and development in management ”

PROCESS:

Competency Development Process

Stage 1 : Identification of Competency:

Competencies are characteristics which lead to demonstration of skills and abilities, which

result in effective performance for individual and make him outstand from others.

Competencies are generally observed at 4 levels namely

Core

Organisational level

They are universal competencies, which are applicable to all positions.

Ideally it has a direct/indirect link to organisation’s vision/mission or

business goals.

Identification of

competency

1

Competency dictionary

2

Preparation for ADC

3

Competency Mapping

4

Gap Analysis

5


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Role

Role specific

They are competencies, which are required by a position with reference to

a context in relation with other positions.

Functional

Job specific

Competencies which are directly related to job and successful

performance on the job

Behavioural

Underlying

characteristics

These competencies are characteristics, which empower superior

performance on the job.

According to the Language of Work model (Langdon, 2000), four layers constitute performance

based competencies:

1. Behavior plus attributes

2. Standards

3. Support

4. Human relations

Systematic Competency Identification and Development: The Language of Work Model

Competency identification must be based on performance to be accurate and complete.


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Behavior:

Behavior is the foundational layer of job performance in light of alignment to the business

mission/strategies/core processes

Langdon (1995) determined that the behavioral component of performance can be described

using six words. These elements ofbehavior are always present when there is performance,

whether the performance is visible or not.

These six integrated words are

1. Inputs

2. Conditions

3. Process steps

4. Outputs

5. Consequences

6. Feedback

Interrelationship of the Six Elements of Work

A diagram or narratives of these six words for a job make up the foundation of a job model.

To use the six elements of behavior to define a job in any job we produce certain outputs

(deliverables) and consequences (results) by using certain inputs, under certain conditions

(rules and regulations), through a set of process steps, aided by feedback from various sources.

1. Inputs – resources and requests available or needed to produce outputs


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2. Conditions – Existing factors that influence the use of inputs, processes, and feedback to

produce outputs

3. Process – the actions necessary for using the inputs to produce outputs, performed by

someone or something under certain conditions.

4. Outputs – what is produced as a result of using inputs under certain conditions and through a

process.

5. Consequences – the effects that an output has on a person, product, service, or situation.

6. Feedback – what completes the work cycle; response to outputs that confirms success or

indicates adjustment is needed.

After the six elements are defined, the skills and knowledge needed to perform the job must

then be attached to the job model to build job competency descriptions. As Marrelli (1998) has

defined, skill is a learned capacity to successfully perform a task or activity with a specific

outcome. Knowledge is the information or understanding needed to perform a task

successfully.

Attribute:

An attribute or ability is “a demonstrated cognitive or physical capacity to successfully perform

a task with a wide range of possible outcomes” (Marrelli, 1998, p. 10).Attributes are linked to

behavior of a person to do a job skillfully is associated with his or her ability to do many of the

behaviors implicit in the job.

Identifying competencies for attributes can be accomplished in tandem with job modeling,

which usually use three or four exemplary performers. Immediately following the job modeling

session, participants complete the Kolbe Index. From the results of the Index, we can then

match appropriate competencies to the attributes of the job.

Job Standards:

Standards describe the level of proficiency that we want the job behavior to achieve.

Competencies usually, relate to work quality, quantity, timeliness, and cost. Once we have the

behavior definition for a job, we can determine what standards are needed for that behavior.

From these standards, we can build needed competency statements.


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Work Support:

Work support is the name for the various interventions and programs that organizations

provide so that behavior and standards are achievable. Work support covers the range of

actions, interventions, and programs, from assignments to organizational structure and desired

culture to communication needs. Managerial jobs tend to have more competencies related to

work support than do technical or professional jobs.

Human Relations:

Human relations are those attributes related to enabling others to get their work done, as well

as avoiding things that inhibit work behaviors, standards, and work support. Managers, because

they influence the work of many, are particularly in need of competencies related to human

relations.

In a normal situation, a range of 7 - 12 competencies are identified as more than this limit

would cause a bit of difficulty in assessing

Stage 2 :Competency Dictionary

The second stage of CBM is Competency Dictionary. The indicators for a particular competency

are listed first then the positive and negative indicators are also identified and described. It

contains 4 levels, each level should be constructed with minimum 3 indicators according to the

hierarchy ((i.e.) there should be a slight difference between the indicators of each level).

The 1st level can be said as Awareness in which the participant does not possess any of the

qualities indicated for a particular competency. The second level can be said as Knowledge in

which he/she partially possess the qualities indicated for that competency and where he can

perform with the support of others. The third level is the Skill level, in this the participant

possess all qualities for that competency and able to perform independently. The 4th level is

the Mastery where the participant has an complete understanding in the competency

measured. The last level is Expert, where the participant has a mastery over the specific skill

and can teach others over a period with proper mentoring and guidance. A model competency

of customer orientation is given below


Stage 3: Assessment Development Centre

The assessment centre is a method or an approach that is used to make decisions about

people—to choose them, promote them or to put

is to obtain the best possible indication of people’s current o

at the target job or job level. The assessment is observed by a team of assessors. It is a

combination of methods, which comprises of simulations of the key elements of the job under

the headings of various companies, the assessment through all methods/ techniques is brought

together to indicate what is crucial for high performance.

dimensions are properly covered, it is usual to have a grid of dimensions against the exercises

and check off which dimensions will be shown by each exercise. It is important to fine

exercises as far as possible to bring out represented dimensions and unde

dimensions.

ssment Center

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Stage 3: Assessment Development Centre


to choose them, promote them or to put them on a ‘fast-track’ scheme. The objective

is to obtain the best possible indication of people’s current or potential competence to perform


which comprises of simulations of the key elements of the job under


together to indicate what is crucial for high performance. To ensure that the competency

sions are properly covered, it is usual to have a grid of dimensions against the exercises

and check off which dimensions will be shown by each exercise. It is important to fine

exercises as far as possible to bring out represented dimensions and unde


track’ scheme. The objective

r potential competence to perform


which comprises of simulations of the key elements of the job under


To ensure that the competency

sions are properly covered, it is usual to have a grid of dimensions against the exercises

and check off which dimensions will be shown by each exercise. It is important to fine-tune

exercises as far as possible to bring out represented dimensions and under-represented


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Competency Instrument Matrix

All competency dimensions should be measured by at least two assessment tools. If some

dimension is more important it should be measured by three or four assessment tools. An

individual’s behaviour and effectiveness in a certain job that requires complex behaviour is

predicted by multiple KSAs (Knowledge, Aptitude, Skills). This leads to the need to identify and

then assess KSAs and requires multiple assessment methods and assessors. Example as given

below

Types of Exercises :

Written Exercises—These are simulations of the written work that might be undertaken by the

target-level job holder. They are completed by the participants themselves. If the number of

such exercises is large they become dull.

In-Tray—The most famous written exercise is the in-tray or inbasket, which simulates the

typical pile of papers that might confront a job holder on a particular day. Items are targeted

upon particular competencies and it is made clear to participants that it is not a test of

delegation. It is important that the participant responds the way in which he/she would in a

real-life situation. Nowadays the in-tray might be computed and partly presented to people by

computer. The in-tray can also include simulated e-mails.


Analytical Exercises and Interactive Exercises

the participants in an analytical exercise. An issue is given to all participants. In interactive

exercises the participants are required to give a written component of the interaction. They

may be asked to write the outcome of a group discussion for itself. It provides concrete

evidence of the person’s cognitive competencies and removes ambiguity.

One-to-one Exercises—These exercises involve role players who play the role. It is essentially

an act of fact finding, decision making or negotiation. The choice of the setting, roles or outputs

depends on the job analysis. It adds realism though it may be time consu

Vignettes—To avoid role plays video

with videotaped lead-up to a situation with oral responses. It is a form of situational testing;

while preserving fidelity, it ensures that participants ar

Group Exercises—These should replicate the key types of groups with whom people in the job

will be involved.

Role Play - An assessment centre can have much more impact if the exercises are clubbed

together in an integrated centre. At times the participant may assume a fictional character.

There might be some issues which are common across the exercises. At times two role plays

might occur as interruptions to the written exercise that contains material relevant to t

plays.

Furthermore, the role plays might provide information that helps the participant to complete

the written exercise. Integrating the exercises is a bonus and the centre should not distort the

goal. It replicates the situations managers usuall

of the lengthy background information needed before each exercise. One has to ensure that

with linkages, somebody who has done badly in one exercise is able to do well in later exercises.

Harmonizing the Exercises

The different exercises once drafted need to have standardized instructions and a format of the

Outcomes. It should be clear; participants should know exactly what the setting is and what

they are meant to do.

ssment Center

13

Analytical Exercises and Interactive Exercises—This type of written exercise involves engaging


participants are required to give a written component of the interaction. They


evidence of the person’s cognitive competencies and removes ambiguity.

These exercises involve role players who play the role. It is essentially

ion making or negotiation. The choice of the setting, roles or outputs

depends on the job analysis. It adds realism though it may be time consuming.

To avoid role plays video-vignettes can be used. The vignettes present participants

up to a situation with oral responses. It is a form of situational testing;

while preserving fidelity, it ensures that participants are presented with a consistent situation.

These should replicate the key types of groups with whom people in the job

An assessment centre can have much more impact if the exercises are clubbed

ntegrated centre. At times the participant may assume a fictional character.


might occur as interruptions to the written exercise that contains material relevant to t



goal. It replicates the situations managers usually encounter. It also helps in avoiding replication




participants should know exactly what the setting is and what

This type of written exercise involves engaging


participants are required to give a written component of the interaction. They


These exercises involve role players who play the role. It is essentially

ion making or negotiation. The choice of the setting, roles or outputs

vignettes can be used. The vignettes present participants

up to a situation with oral responses. It is a form of situational testing;

e presented with a consistent situation.

These should replicate the key types of groups with whom people in the job

An assessment centre can have much more impact if the exercises are clubbed

ntegrated centre. At times the participant may assume a fictional character.


might occur as interruptions to the written exercise that contains material relevant to the role



y encounter. It also helps in avoiding replication




participants should know exactly what the setting is and what


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Trial of Exercises

The exercises once developed should be tried out on a group of people who are at the same

level in the organization as the people who will go through the Assessment centre. The group

should be a mix of people based on their performance. The participants should be encouraged

for their views and comments. The focus should be on:

• Clarity of instructions

• Time limit

• Difficulty level

Role of an Assessor

In order to conform to best practice, users should endeavor to adhere at all times to the

following principles:

• The Assessor schedule is well planned and the assessment may vary between 1 – 3 days

• An average of 2 -3 assessors conduct an exercise

• It is essential for the assessor to understand the competency dimensions and behavioral

indicators so that they can interpret in terms of the dimensions and the actual

behaviour of participants.

• Each assessor observes each participant at least once

• With each exercise there needs to be a response recording sheet. It should give the

positive indicators of the competency dimension and the rating scale. The focus should

be to record the evidence of negative and positive indicator for the dimension.

• Assessors individually write evaluation reports, documenting their observations of each

participant's performance

• Assessors integrate the data through a consensus discussion process, led by the center

administrator, who documents the ratings and decisions

• Each participant receives objective performance information from the administrator or

one of the assessors

• The degree of confidentiality and anonymity (who will see the questionnaires/reports

and how will they be used) should be communicated clearly at the outset and adhered

to rigidly.

• Feedback should be conducted in an accurate and sensitive manner.

• Full support and respect should be provided to every appraisee, irrespective of their

performance level.

• Appraisees should be encouraged to share their reports with anyone who might be able

to assist with their development.

• The entire process should be monitored and evaluated to ensure

that it continues to be efficient and effective.


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Following are the examples of Companies that have successfully Implemented Competency

Based Assessment centre :

Motorola has spent considerable time in developing management competencies based on skills,

knowledge and behaviours. Their assessment process involves a series of indoor and outdoor

practical team tasks, each with a nominated leader and non-participant observer, whose

feedback at the end of the task is also assessed. Rather than being treated as ‘tables of stone’,

these assessment centre scores are used as a basis for discussion from which a short-list of

candidates for further interview is agreed upon. The advantage of this process is that if

someone with a lower score is short-listed, there are still clear and openly expressed reasons

for doing so, thus reinforcing transparency in the whole system.

Tata Steel: As guided by the Tata vision of doubling the revenues every four years, TISCO

launched the Performance Ethic Programme (PEP) that focused on the main competencies that

are required by their business. The various positions were divided into clusters and jobs, with

the top 100 positions requiring the following competencies: Strategy Ability, Entrepreneurship,

Efficiency, Communication, Business Understanding, Influencing People Skills and Leadership.

Citibank: Citibank takes a lot of pride in its human capital and focuses on the following values

and competencies: Business Opportunity, Leadership, Adaptability, Innovation, Integrity,

Relationship and Change Management.

AT&T: This dynamic organization stresses to be amongst the front-runners in the following

aspects: Respect, Dedication, High Standard of Integrity, Innovation and Teamwork.

ITC: ITC looks for Strategic Mindset, Customer Focus, Making Things Happen, Leading Change

and People Management. Johnson & Johnson: At Johnson & Johnson, success can be achieved

by those who master Complexity, Focus on Organization and People Development,

Customer/Market, and Believe in Innovation and Independent partnering.

HUL: The competency model at HUL comprises of Truth and Trust, Courage Competencies of

day to day work, Caring for Stakeholders and Customers and being Action-oriented.

Stage 4: Competency Mapping Model

Post competency assessment with the help of various tools. This is the most important step in

mapping the competencies once they have been identified. The assesor Maps the Participant in

terms of the below mentioned levels.

Current Proficiency Level (CPL)

It is the present competency level of an individual.


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Required Proficiency Level (RPL)

It is the standard required level for an Individual

Required Proficiency Current Proficiency Percent

Competency statement Level Level Match

Engineering management 3 3 100%

Result orientation 4 3 75%

Preventive maintenance 4 4 100%

Project management 3 3 100%

Problem solving and decision 4 4 100%

Teamwork 4 2 50%

Quality orientation 4 3 75%

Contract management 3 3 100%

Communication 4 3 75%

Managing diversity 4 3 75%

Planning and execution 4 3 75%

Safety & Health

3 5 167%

Total 79%

Stage 5: Gap Analysis

Post the results, the participant is given a constructive feedback about his performance and the

areas of improvements are highlighted. The report below provides a description of the

strengths and developmental needs as observed during the Developmental Need Identification

Programme.

Area for Improvements Training Programmes Work Based Exposure

• Interpersonal

relationship

• Not willing to take risk

• Ability to give

constructive feedback

to others

• Aggressiveness

• Make quick opinion and

judgment on something

• Think outside the Box

• Conflict management

• Being assertive and not

aggressive

• Budgeting and cost

control

• Managing Emotions

( EQ)

• Coaching for success

• Leadership for

Engineers

• Opportunity to Perform

other roles within the

department

• Opportunity to coach staff

in the department for

performance

improvement

• Initiate or participate in

department/company

team based activities

• Self reflection and

deciding “What is the

purpose in life”


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Individual Development Plan (IDP)

The IDP is done by identifying the gaps and imparting appropriate training, counseling and

feedback to the participants based on their strengths and developmental areas, hence finally

the gaps identified are bridged. Thus an employee can improve his/her competency based on

the IDP report.

IDPs are individually tailored and describe objectives and activities for the employee’s career

development. It can be a win-win strategy because they benefit both the employee and the

organization. Employees benefit, because implementing an IDP helps them enhance their

knowledge, skills and experience. Improved competencies help them achieve personal and

career goals both inside and outside the organization. The organization benefits by developing

employee capabilities ,improved work load planning, personal job Satisfaction and high morle

of the employee which benefits the organization as a whole.

IDP’s can also be utilized for Performance Appraisal, Training Need Analysis and Career

development planning too.

Competency based Assessment Centers

The Competency based Assessment centre has wide application in areas like Top Talent hiring,

leadership and succession planning, employee retention, Identifying and developing high

potential top talent (Fast Trackers).

Leadership development and succession planning competencies define the specific skills,

knowledge and behavior that leads to consistently better performance. Competencies make it

easier to identify top Performers and nurture them. It also assists in identification of the right

potential for the specific Job position.

Objective competencies give employees more control over their own upward growth and leads

to a higher degree of employee satisfaction.

Way Forward for Competency based Assessment Centers

In addition to the above, Organizations must address the following to effectively implement a

Competency based Assessment Centre.

• How to increase Effectiveness

o Identify the biggest competency gaps in business critical job positions and

Organizations

o Assess the training capacity to meet the expected demand


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• Process Monitoring

o Gauge employee progress against their development plans

o Measure how training and development efforts are impacting employee

competency assessments overtime

• Cost Management

o Forecast the amount to be spent on training and their corresponding Return on

Investment (ROI)

Challenges in Implementation:

In Asian countries, a few issues with respect to Competency Based Assessment Centre’s

prevail namely :

• Complexity of Implementation

• Lack of Clear behavioral description of competencies

• Lack of Availability of trained assessors

• Lack of research and consensus on Assessor training methodology

• Inter-rater reliability

• Appropriateness of selection tools

• Validity of exercises

• Organizational commitment in terms of time and resources

• Commitment and Involvement of line managers

• Feedback to participants

• Data security

Conclusion

Competency Based Assessment Centre’s for talent Management benefits both Organizations as

well as Employees

Other key Organizational Benefits are as below

• Helps Organizations to Quantitatively Align Individuals goals with organizational

Business goals

• Provide transparency and objectivity in assessing, developing and rewarding

performance

• Empower Organizations to hire right people for the right job

• Enable organization Analyze and predict people performance capabilities

• Helps Organizations create Employee competency profiles


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• Assists organization to leverage careers development plans for workforce motivation

and retention

• Highlights Organizations need to plan for succession planning and further deal with

employee motivation

• Organization is equipped enough to adapt to the changing business needs.

• Serves as a platform for the organization to understand their employees better

Employee Benefits are as below:

• Helps Employees become aware of their strengths and development needs

• Helps Individuals become more clear of their current and future role expectations

• Helps employee to prepare for career advancement

• Employees feel more satisfied with their role as role expectation is clear


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References:

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potential for business management. Psychological Monographs, 80 (whole no. 625).

2. Gaugler, B. B., Rosenthal, D. B., Thornton, G.C., & Bentson, C. (1987). Meta-analysis of

assessment center validity. Journal of Applied Psychology, 72, 493-511.

3. Cascio, W. F., & Silbey, V. (1979). Utility of the assessment center as a selection device.

Journal of Applied Psychology, 64, 107-118.

4. Howard, A., & Bray, D. W. (1988). Managerial lives in transition: Advancing age and

changing times. New York: Guilford Press.

5. Thornton, G. C. (1992). Assessment centers in human resource management. Reading,

MA: Addison-Wesley.

6. George C. Thornton III, Deborah E. Rupp , Assessment Centers in Human Resource Management

– Strategies for Prediction, Diagnosis, and Development (1972)

7. Thornton, G. C., & Byham, W. C. (1982). Assessment centers and managerial

performance. New York: Academic Press.

8. Academy of HRD, Summary Report of Conference on Individual Assessment through

Assessment Centre, April 20-21, 1998, Mumbai.

9. Bray, D. W., Campbell, R. J., and Grant, D. L. (1974). Formative years in business: A long-

term AT&T study of managerial lives. New York:

10. Wiley. Byham, W. C.1980). Starting an assessment centre the correct way. Personnel

Administrator, 25(2), 27-32.

11. Cascio,W. F., and Silbey, V. (1979). Utility of the assessment centre as a selection device.

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group assignment on “competency based assessment...

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