successful localization approach of assessment center ... · • introduced assessment center...

Successful Localization Approach of Assessment Center Method in

Japan

Successful Localization Approach of Assessment Center Method in Japan Masahiro Tohyama

Executive Officer Management Service Center Co., Ltd.

Presented by Masahiro Tohyama, Executive Officer Management Service Center Co., Ltd.

Successful Localization Approach of Assessment Center Method in Japan

Management Service Center Co., Ltd. All Rights Reserved. 3

• Introduced Assessment Center Method in 1972 for the First Time in Japan

• Human Assessment (HA) was Originally DDI’s Assessment Center Method but Adapted to Japanese Culture

• Over 600,000 managers and management candidates have been assessed by MSC in the past 40 years

History of AC Methods in Japan

Japan’s No1 Assessment Provider!


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• Life time employment system and corporate culture as if one big family: Supporting each other is deemed important

• Clients appreciate that HA can remove the horizontal barrier and build networks

• Traditionally self-insight is regarded as important: viewing one’s behavior visually and comparing with others makes participants have self-insight and open to behavior change

Japanese Corporate Culture Background

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1. HA Seen as AC + Development

2. Self-Reflection using VTR and Peer Feedback

3. On-sight Feedback by Professional Assessors

4. Group Discussion

5. Balanced Focus on Verbal and Non-Verbal Messages

Unique Characteristics of HA


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• Development Identifying strengths and development needs Providing learning opportunity during AC

• Gathering supplemental data for personnel decisions

HA Seen as AC + Development


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• Videotape simulation performances let participants observe and assess their behaviors to build their self-awareness

• Let participants observe and assess peers’ simulation performances and exchange feedback among them to promote “learning from peers”

Self-Reflection using VTR and Peer Feedback


Show the unedited video recording

VTR－FB

Same for IS, AP Management Service Center Co., Ltd. All

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• Group members watch the video and give feedback on each person’s exercise

• Reflect one’s behavior objectively

• Gain insights from group members’ feedback

VTR-FB (GD,IS,AP)


Presenter

Presentation Notes

自分で自分を振り返る。よくある驚き：「こんな態度をしていたのか」、表情、トーン、スピード、傾聴の仕方、他者からの言葉自分の過去の成功･失敗、過去の上司の紹介、

Self Reflection & Peer FB Check Sheet for each exercise

Dimension

Rating

Sample behaviors


• Professional assessors provide to the group positive and developmental feedback after each simulation to: – Help participants learn effective approaches/behaviors in specific

situations or with specific tasks – Show positive model for providing effective feedback – Ensure learning environment in AC

On-site Feedback by Professional Assessors



FB from Professional Assessors

• About 10-20min • Increases acceptance

and conviction of FB report which will be sent at a later date

Individual Feedback

• Providing information about critical points of effective behaviors after each simulation

Overall Feedback

• Have a group discussion about in basket activity results and explore better ways or other options

• Gain insights from getting to know each other’s ways

• Key observation area for assessors

Group Discussion


• Japanese people tend to convey their true messages indirectly with non-verbal language rather than directly with specific verbal expressions.

• In order to understand participants’ true messages, assessors pay careful attention to both their verbal and non-verbal communications, for example: – Tone of voice – Facial expressions – Postures and gestures

Balanced Focus on Verbal and Non-Verbal Messages


Overview of a Standard Implementation

①Group Discussion

②In-basket

③Interview simulation

④Analysis & Presentation

Exercises

Participants：6per×3Gr=18

Assessors: 4 （including Lead Assessor）

Groups

AC: Ordinary 2days, sometimes 1day Delivery of FB reports: 1 month later

Period


Typical Program Schedule

Orientation

①GD

①GD-VTR-FB

②In-Basket ③IS

②IB-GD

④AP preparing

Day 1

④AP preparing

④AP

④AP-VTR-FB

Initial Dev Plan

Assessor- FB

Day 2

③IS-VTR-FB

Main Room

Group Room A

Group Room B

Group Room C



HA promotes self awareness

Voice from Participants

I gained insights about my strengths and development areas from my group members’ feedback.

ParticipantＢ

It gave me an opportunity to reflect on my behavior objectively

ParticipantＡ

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Innovative Training Program Using Manga

Visual Method “insight-R4”


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What is The Visual Method “insight-R4”?

Training materials that apply concepts of cognitive science Through use of MANGA, learners are drawn into narratives and while they solve various problems as characters in the story, they learn the practical art of problem solving.

It is not a ‘how to’ approach. Learners are to leverage their knowledge and experiences to find a solution by themselves.

Aim is to free them from bias and fixed thinking, and make use of their latent knowledge.

*The underlined area refers to the ‘narrative approach’ in cognitive science

Created and produced by Professor Atsushi Yoshikawa, Tokyo Institute of Technology Associate Professor Akiko Orita, Kanto Gakuin University Our company’s “insight-R4” teaching materials were also jointly developed with both professors.

Management Service Center Co., Ltd. All Rights Reserved.

• Realistic Be absorbed in realistic situations

• Reflection: Interpret from one’s own viewpoint, and gain an

awareness • variety of Roles Think from various perspectives and broaden one’s

outlook • Resolution Find solutions and express them in your own words

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Benefits of the Visual Method “insight-R4”


Presenter

Presentation Notes

Realistic: Be absorbed in realistic situations MANGA that realistically describes lifelike scenes can depict situations that would be difficult to explain with texts only. Readers can quickly and easily identify with the narratives, and a sense of immersion that can only be experienced with MANGA stimulates their senses. Because MANGA allows multiple readers to have an common image in a short time, it is possible to rapidly move into main arguments in a training setting which only has limited amount of time. Reflection: Interpret from one’s own viewpoint, and gain an awareness In text-based case materials a writer’s intent is evident in the text and leaners often become aware of the main learning points immediately. This is the limitation of text based materials. In Manga descriptions, readers are required to extract the required information from words, facial expressions and the background, without added explanation, using their own viewpoint. They need to make logical interpretation using their own understanding. Through sharing of interpretations, participants can reflect on their own interpretations from various new perspectives, and the awareness gained from this leads to active learning. variety of Roles: Think from various perspectives and broaden one’s outlook MANGA characters are diverse; there are no obvious trouble makers and protagonist is not clearly indicated. Therefore, it is up to readers to choose how to interpret the situation and what position/role’s perspective to use. Through interpretation of a narrative from multiple perspectives of different characters, a new awareness is formed, and contributes to expanding one’s outlook and having a higher, broader viewpoint. Resolution: Find solutions and express them in your own words Information that helps readers understand the corporate culture, business conditions and the progress of a project is embedded in the narratives in fragments. Based on this information, readers themselves put context to the deduced problems and challenges, and foster the ability to come up with solutions and developments that are likely to take place beyond the story. In group discussions, participants verbalize ideas in their own words, and work on skills development by influencing and convincing others through good communication.

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Sample Course Using “insight-R4” Reading comprehension of narrative Individual

analysis Group analysis

Group presentations

Based on various information embedded in the narrative, participants detect problems and challenges. They think about the context and find solutions.

Questions

？ In group discussions, participants verbalize their ideas in their own words, and try to explain and convince others.

Opinions and ideas of group members are summarized and organized in a given timeframe and presented as a group.

(10 to 15 mins) (20 to 25 mins) (25 to 30 mins)

(Examples of questions) • How did Takahashi, the team leader, communicate with

Komatsu and Omori? • What should Takahashi, the team leader, do to solve a

problem with the project? • What kind of guidance should Hirai, the section manager,

give to each of the two team leaders?

The interpretation and awareness of “insight-R4” develop through question-

based design. Management Service Center Co., Ltd. All

Rights Reserved.

23

Conventional MANGA Approaches 1) Teach knowledge through texts, such as

lines or captions. 2) Frequent use of emphatic expressions to guide

readers to parts you want them to notice.


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The Reflection Process - Learning Process of “insight-R4”

Acknowledgement of knowledge and experience

Awareness/Unlearning

Towards behavior change

Think from your own viewpoint

Review your own viewpoint

Acquire a new viewpoint

Use the newly acquired viewpoint Management Service Center Co., Ltd. All

Rights Reserved.

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Material Availability Title Firm decision Beginning Recovery Accomplishment

Cover

Outline Management decision to expand into global markets

Launching an overseas expansion project

Candy toy* project in the sales department (from manager’s viewpoint)

Candy toy* project in the sales department (from the team leader’s viewpoint)

Main contents

• Vision creation/strategic decision making

• Mid- to long-term strategies, making an action plan/Decision making for driving execution

• Leadership (accelerate change/influence)

• Team building • Ability to identify

problems/improve problem solving

• Achieving and penetrating organizational objectives


• Team building • Delegation of authority/

motivation/developing others • Communication with members

(trust-building) • Ability to identify

problems/improving problem solving skill

• Diversity/inclusion

• Vision creation/strategic decision making

• Mid- to long-term strategies, Making an action plan/ plan/Decision making for driving execution



• Team building • Delegation of

authority/motivation/ developing others

• Project management execution

• Communication with members (trust-building)

• Ability to identify problems/improving problem solving skill



• Team building • Delegation of authority/

motivation/developing others • Project management execution • Communication with members

(trust-building) • Ability to identify

problems/improving problem solving skill

• Diversity/inclusion

Male version Female version Male version Female version

* Candy toys are toys that come as a free gift with food or beverages.

Use the most appropriate materials depending on the training theme or the role and level of participants.


Q&A


Thank you !


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