Assessor Training

AG Makers Sandra Schlebusch

Sandra@lemasa.co.za
Mobile:+2782-46 24560
11 March 2024

1
Being an
Assessor

• Thank you for

agreeing to be an
Assessor

• YOU are holding the

future of the
Candidates “in your
hands”!
2
 • Assessment Process for Programme Acceptance
• Assessment Centres 101
• Observing Behaviour
• Noting Behaviour
• Classifying Behaviour
• Evaluating Behaviour
•
Agenda •
•
Example from Interview Scoring Rubric
Data Integration
Participant Experience
• Selection Interview
• Individual Activity: Town Planning
• Motivational Beliefs Questionnaire
• Multi-Culturism
• Ethics and the Role of the Assessor
• Summary
• Road Ahead

3
 • 09:00 – 11:00: Training
• 11:00 – 11:15: BREAK
Time • 11:15 – 13:00: Training
• 13:00 – 13:30 LUNCH
• 13:30 – 15:55 Training
• 15:55: GOOD BYE

4
Assessment Process for
Programme Acceptance

5
Effectiveness of Selection Practices

6
Programme Assessment Process
Multiple Hurdle Assessment Process

Principles:
➢ Hurdle 1 – Admittance Criteria
• Competency-Based Approach

• Data-driven / Evidence Based

➢ Hurdle 2 – Application Form

➢ Hurdle 3 – Assessment Day (multiple assessments)

➢ Offer to Enter Programme

 Input: Allan Gray Competencies
Opportunity Taking Action Values Driven Locus of
Identification and Initiative Control
Innovative Resourcefulness Self-Efficacy Resilience
Problem
Solving
Opportunity Mobilising Growth Working in
Assessment Others Mindset High
Performance
Team
Growth Set as Priority for Business
Need for Autonomy
Need to Achieve
Note:
➢ Too Many Competencies to Assess during Selection
Process
➢ Only Assess More Stable Competencies Page 8
Additional Input: Entrepreneurial Competencies
Additional Research:

➢ Entrepreneurial Mind-
set

Take Note:

Although some of these

competencies can be
developed over time,
some are more stable

https://elimindset.com/the-five-dimensions-of-an-entrepreneurial-mindset/ Page 9
Selected Competencies for Assessment Process
Competency Competency Elements
Growth Mindset ➢ Is Resilient (Successes / Failures)
Believing that success depends on hard work,
➢ Perseveres
effort / perseverance, learning / training.
Involves actively pursuing growth / learning ➢ Accepts Challenges
and not being afraid of taking calculated risks ➢ Takes Risk

➢ Works Hard
Self-Efficacy ➢ Has Internal Locus of Control
Believing in one’s own capacity to execute
➢ Has Intrinsic Motivation
behaviours that will produce success. It is
confidence in one’s own ability – believing “I ➢ Has Positive Self Belief
can do it”
Values Driven ➢ Has Values
Making values-driven decisions; values form a
➢ Makes decisions aligned to values
core part of how “one lives one’s life”
10
Competencies
Competency Competency Elements
Taking-Action ➢ Sets goals
Being willing to take practical action to deal
➢ Turns problems into solutions
with a problem, to pursue the development
of a business, and to follow through on
goals without being prompted
Problem Solving ➢ Identifies problems
Identifying problems needing solutions,
➢ Identifies various possible solutions
gathering information about the problems,
and solving problems ➢ Decides on a solution
Initiative ➢ Solves problems creatively
Producing new ideas and insights, and
➢ Identifies new ideas
creating innovative products and solutions
➢ Changes products / services to solve a
problem
11
Assessment-Competencies Matrix
Application Interview Motivational Individual Total
Form Beliefs Activity
Questionnaire
Growth- X X X X 4
Mindset
Self-Efficacy X X X 3
Values- X X X 3
Driven
Taking X X 2
Action
Problem X X 2
Solving
Initiative X 1

12
 Assessment Day Programme

Per Assessor, per Day: Programme Times:

• Conduct and Score 4 Interviews Morning Group: 08:30 – 12:15
• Score 4 Town Planning Activities Afternoon Group: 13:00 – 16:45
13
Assessment Centres (ACs)
101

14
 What is an Assessment
Centre (AC)
• A simulation-based process employing
• multiple assessment exercises,
• and
• Multiple assessors
• to produce judgements regarding the
extent to which participants display
applicable competencies, tasks, roles, or
strategies

15
Heading 1.

(Meiring & Buckett, 2016)

16
 What is a
Simulation
• An exercise simulating a typical situation
that a job incumbent needs to effectively
deal with
• Elicits participant behaviours linked to
the competencies / tasks / roles /
strategies being assessed during the
simulation
• Participants’ behaviour must be visible
and the participants must construct their
own responses to the stimuli presented
during the simulation

17
 ACs focus on

Visible Candidate Behaviour -

What the Candidate Says and Does during the Simulations

18
Assessment Centre Roles
Various Roles:
➢Candidate
➢AC Administrator / Lead Assessor
➢AC Assessors
➢AC Facilitator(s)
➢“Behind the Scenes” Roles: AC Staff to capture data, co-ordinate
and store information

19
Importance of the Assessor

Take Note:
How well an assessor performs their role impacts AC reliability
and validity – a legal requirement!

20
21
Assessor – Observer Training
Learn Documents, including
Rating Forms
Attend Centre Frame-of-Reference Training
Rating Scales
Norms

Learn about Simulation

Learn to Identify Behaviour Act as Assessor in Training
Content

Learn about Competencies

Learn to ONCE Competence Declaration
and Elements
Observing Behaviour

23
Observing Behaviour
Purpose of Observing Candidate Behaviour:

To detect the candidate's behaviour so that it can be used in the further process of evaluation. If
no behaviour is detected, then the subsequent evaluation of behaviour cannot take place

What is Meant with Observing?

➢ Physical observation of candidates during activities - can be in-person in real-time, or via the
internet in real-time using conference / meeting or collaboration software, or after the
simulation has taken place observing participants via recordings

➢ Watching and listening

Common Pitfalls When Observing Behaviour

Be aware of the following:

➢ Selective Attention: paying attention to things that appeal to you or that you
value the most OR your mind wanders

Example: You may notice that your style of talking is similar to that of the
candidate and may be inclined to rate themmore favourably

➢ Middle Message Loss: neglecting to observe behaviour in the middle of the

activity

➢ Contamination: irrelevant behaviour is observed at the cost of relevant

behaviour

Example: Noting that the candidate plays with a pen instead of observing what
the candidate is saying
Noting Behaviour

26
Noting Behaviour
Purpose of Noting Participant Behaviour:

To have a comprehensive and accurate record of the candidate's behaviour for

further use during the evaluation process

What is Meant with Noting Behaviour?

➢ Writing down everything that is observed preferably verbatim

➢ No interpretation or evaluation during Noting

➢ No value judgements during Noting

Noting Behaviour (continue)
➢ When noting behaviour the assessor may either write by hand, or type what is being said
depending on the assessor's preference

Tip:
Use abbreviations when taking notes. This saves time and allows the assessor to note all that the
candidate is saying
Noting Behaviour (continue)
➢ Candidate behaviour may be recorded, with the explicit permission of the candidate(s), using
video and other recording devices - These recordings can then serve as the primary record of
candidate behaviour

➢ It is recommended that the recorded behaviour still be converted to written words before the
behaviour classification takes place

➢ Speech-to-text software can be used to assist in this conversion process, however, the written
script need to be carefully edited to ensure that what the candidate said, was in fact correctly
converted to text
Example: Noting - Interview Protocol

Question 1:
Why did you apply for this programme?
(Candidate’s response possibly loads on Growth Mindset and / or
Taking Action)

I am currently without a job and I really struggle to get money to buy food. My
friend told me about this programme and I thought that I might as well apply and
see if I get on this programme.
Noting Behaviour (continued)
When Noting is done properly:

➢ Enables control of assessor bias

➢ Provides accurate information to reference later and for record purposes

➢ Less affected by schemas

➢ Enhances the ability to recall information at a later stage

➢ During team data integration examples can be cited

➢ Basis for legal defense

Common Pitfalls When Noting Behaviour
Be aware of the following:
▪ General Descriptions: noting own description of what the candidate said without any
specific detail

Example: The candidate indicated that he / she cannot answer the question [What
did the candidate say?]
▪ Conclusions, Interpretations, Opinions: noting own conclusions, opinions,
interpretations of behaviour
Example: “Lacks interpersonal sensitivity” [What did the candidate say or do that
lead to that conclusion?]
Common Pitfalls When Noting Behaviour (continue)
Be aware of the following:
▪ Vague Statements: noting statements and not actual behaviour

Example: The candidate is conscious of other's feelings

• Failure to take Notes

Classifying Behaviour

34
Classifying Behaviour
Purpose of Classifying Behaviour:

To obtain a wholistic view of all candidate behaviour from an activity related to

a specific competency or competency element. This will assist in the
evaluation of the behaviour, which is the next step in the ONCE

What is Meant with Classifying Behaviour?

➢ All recorded evidence must be classified into competencies

➢ In a well-designed activity, there shouldn't be additional behaviour that

cannot be classified into the applicable competencies
Classifying Behaviour: 5 Steps

Step 3:
Step 1: Step 2:
Transfer all classified notes
Read all Notes – complete Read all Notes – write
to Assessor Report Form /
words & sentences competency names
Scoring Rubric (ARF)

Step 5:
Step 4:
Read through all classified
Read Notes Again – ensure
behaviour in ARF to
all behaviour classified
ensure correctness
Example: Interview Protocol
Question 1:
Why did you apply for this programme?
(Candidate’s response possibly loads on Growth Mindset and / or Taking Action)

I am currently without a job and I really struggle to get money to buy food. My
friend told me about this programme and I thought that I might as well apply and
see if I get on this programme. I believe I can run a business.

- No evidence of Growth Mindset + Taking Action

+ Self-Efficacy
Classifying Behaviour (continue)
➢ Assessors must have substantial knowledge of the competencies, definitions and
behavioural elements

➢ Use the Scoring Rubric provided for each activity to assist in the process

➢ Clearly and diligently transcribe the evidence against the relevant competency and
behavioural element

Tip: It is not recommended to use the same piece of evidence across more than
two competencies
Common Pitfalls When Classifying Behaviour
Be aware of the following:
➢ Wrong Classification: classifying the behaviour incorrectly

➢ Not Classifying All Behaviour: only classifying a select few examples

of each competency instead of all relevant behaviour
Evaluating Behaviour

40
 Evaluating Behaviour
It is assessing the candidate's behaviour per competency and allocating a rating to it

➢ Communicates the results of the AC to stakeholders

➢ Used for various statistical processes, including determining the reliability and validity of the AC

Purpose of Evaluating Candidate Behaviour

To indicate the extent to which the candidate displayed the competency / competency element in
relation to the AC's norm
Evaluating Behaviour (continue)
Take Note:
➢ All classified behaviour must be evaluated to determine its value
➢ Avoid over-emphasising certain parts of the candidate's behaviour at the
expense of others
➢ Use the full width of the rating scale (do not “sit on the fence” by continuously
allocating the middle rating)
➢ Be aware of being too harsh or too lenient when awarding ratings

The specific AC's Frame-of-Reference training for the assessors are especially
important when it comes to the understanding of how behaviour per competency
looks like, as well as how behaviour per rating looks like
Evaluating Behaviour (continued)

Tip:

Summarise the candidate’s performance per competency after allocating a

rating. This assist in providing feedback
Common Pitfalls When Evaluating Behaviour (continue)
Be aware of the following (continue):

➢ The Horns Effect: one observation may cloud perception of the candidate overall
negatively

Example: If someone does not greet others they may mistakenly be perceived as
unfriendly or withdrawn

➢ Stereotyping: allowing own stereotypical beliefs to dominate their ability to

evaluate participant behaviour objectively. This happens when the candidate
belongs to a certain group and stereotypical characteristics of the group are
being attached to the candidate

Example: Labelling a candidate based on the way he / she dressed

 Common Pitfalls When Evaluating Behaviour (continue)
Be aware of the following (continued):

▪ Projection: This happens when the assessor projects their personal view of how
behaviour fits together onto the candidate. This can lead to inaccuracies

Example: Assuming that if someone shows Self-Efficacy, they also has a Growth
Mindset

▪ Generalisation: taking a candidate’s trait and applying it to all other behaviour of the
candidate

Example:
The candidate at the start of the meeting did not greet the assessors. This behaviour
is then used to explain the candidate's behaviour later during the interview when the
candidate really did not hear what the assessor was saying
Common Pitfalls When Evaluating Behaviour (continue)

Be aware of the following (continued):

➢ Illusion: assessor’s view is distorted by the context

Example: A candidate that is well dressed while the other candidates may be
less groomed leads to assessors assuming this candidate must perform
better
Common Pitfalls When Evaluating Behaviour (continue)

Be aware of the following (continued):

➢ Restriction of Rating Scale Range: only allocating high (leniency), middle (central
tendency), low (harshness) ratings

➢ Recency: basing ratings on behaviour showed towards the end of the activity

➢ Order and Contrast: ratings based on order in which candidates are interviewed /
observed

Example: The candidates who were assessed at the start of the AC received lower
ratings than those assessed later during the AC

(Thornton, Rupp & Hoffman, 2015)

Example from Interview
Scoring Rubric

48
Common Pitfalls When Evaluating Behaviour (continue)

• I took extra classes to pass a subject

• I studied every evening and did not
leave studying till the end
• I did not have money and they told
me I should stop studying, but I
continued

• I always ask my clients for

feedback
• I keep notes of what I learn after
every job

3
Rating Scale

Rating Description
1 Much Less than Acceptable
2 Less than Acceptable
3 Acceptable
4 More than Acceptable
5 Much More than Acceptable
Evaluation Process

1. Read Candidate Behaviour

2. Allocate the rating whose description describes the candidates’ behaviour

3. Compare Candidate Behaviour with Description of Rating 3

a) If Candidate Behaviour Adheres to Description, Read Description of rating 4
b) If Candidate Behaviour adheres to description of rating 4, read Description of 5
c) If Candidate behaviour adheres to description of rating 5, allocate a rating of 5

4. Compare Candidate Behaviour with Description of Rating 3

a) If candidate Behaviour is less than Description of 3, Read Description of Rating 2
b) If candidate Behaviour is less than Description of 2, Read Description of Rating 1
Example: Assessor Data Integration Sheet
ASSESSOR DATA INTEGRATION SHEET
Competency Assessor 1 Assessor 2 Consensus Rationale for Consensus Converted
Rating Rating Rating Rating Rating (use
Name: Name: decision rules)
Assessor 1 Assessor 2
Growth Mindset 3 2 2 A1 was convinced that the 2
evidence = 2
Self-Efficacy 2 2 2 Agreed 2

Taking Action 2 2 2 Agreed 2

Values Driven 3 2 3 A2 was convinced that the 4

evidence = 3
Problem Solving 1.66 2.33 2.33 A1 agreed that the evidence = 3
2.33

Comments:
Consensus = Everyone agrees on the Rating
Write the rationale of the rating per competency
Conversion Table to 5-Point Rating Scale
 Common Pitfalls When Evaluating Behaviour
Be aware of the following:
▪ The Halo Effect: The observer - assessor's perception about a candidate is clouded
by one positive observation resulting in that positive perception being transferred
to everything that the candidate is doing. This leads to the candidate's behaviour
being evaluated more positively on non-related competencies

Example: A well groomed person may be rated higher on the competencies

Documents Related to Interview and Town Planning
Documents per Candidate for Documents per Candidate for
Interview: Town Planning:
➢Interview Protocol ➢Candidate Instructions
➢Assessor Scoring Rubric ➢Candidate’s Town Plan
➢Administration Guide ➢Candidate Report Form
➢Assessing Guide ➢Assessor Scoring Rubric

Individual Assessor Programme

55
Data Integration

56
Team Approach to Adhere to Professional Requirements

➢ Two Assessors Evaluate the Same Candidate

➢ Assessor 1 = Lead Assessor

➢ Assessor 1 Accountable for Data Integration Discussions

Data Integration
Data Integration: Process:
1. Assessor 1 Reads Average Rating per
➢ Per Competency competency
2. Reads the Behaviour Evidence per
Competency
➢ Behavioural Evidence 3. Reads Rating per Element
4. Repeat for Assessor 2
➢ Per Element 5. Assessor Team Discusses the Evidence and
Ratings
➢ Rating 6. Consensus is Reached on Competency
Consensus Rating
7. Assessor 1 Indicates Consensus Rating in
➢ Final Rating Data Integration Sheet, as well as Rationale
for Consensus Rating
8. Indicate Converted Rating
Data Integration (continue)
Consider the Following:

➢ Are the per Element Ratings for the Competency Appropriate, considering the
Evidence

➢ If the Candidate has an Element Rating of 1 or 2, should the Final Rating still be a 4 or
5?

➢ If the Candidate has an Element Rating of 1, should the Final Rating still be a 3?
AC Participant Experience

60
AC Participant Touchpoints (Schlebusch & Roodt, 2020)
Invitation to
Participate in
participate in AC De-brief
Activities
AC

AC Activities' Feedback from

“Registration” Instructions AC

Informed
AC Orientation Road Ahead
Consent
61
Selection Interview

62
Preparing for the Interview
Interview Protocol
Preparing for the Interview (continue)
Guidelines in the Protocol:
Preparing for the Interview (continue)
Guidelines in the Protocol:

Take Note:
Please be comfortable and
relaxed so that the candidate
may also be relaxed, feel
welcome and are comfortable
Interviewing Skills
➢ Decide on a process to follow and keep it the same for all candidates (e.g. who explains
everything; who asks question 1; who takes verbatim notes; etc.)
➢ Prepare the room – 3 people seated comfortably around a table for a conversation (not
2 behind a desk and the candidate in front) – remove the barriers between candidate
and interviewers
➢ Create a relaxed setting:
➢ Quiet, Comfortable
➢ Free from distractions and interruptions
➢ Meet Candidate at door, shake hands and invite into the room
Interviewing Skills (continue)
➢ Build rapport – make small talk
➢ Make verbatim notes BUT keep eye contact as much as possible
➢ Focus attention on the candidate – do not look distracted, bored, or create any other
negative impression
➢ Ask questions –
➢ Probe deeper
➢ Open ended questions (who, what, where, when, why, how)
➢ Not leading questions
➢ Keep candidate on-track
➢ Keep silent after asking a question to allow the candidate to think
➢ At closing: smile; shake hands; lead candidate to door
Opening the Interview
Opening the Interview (continue)
Opening the Interview (continue)
Interview Questions: Example
Interview Questions (continue)
Questions
1 Why did you apply for this programme?
(Candidate’s response possibly loads on Growth Mindset and / or Taking Action)

2 • How do you define success in work / life?

• Why do you describe it in this way?
• What must happen for you to experience success as you described it?
(Candidate’s response possibly loads on Values Driven and / or Growth Mindset)

3 Name three (3) new skills / knowledge that you learned during the past 12 months or want
to learn during the next 12 months.
• Why did you learn these? / Why do you want to learn these?
• How did you learn these? / How will you learn these?
• How are you using these? / How will you be using these?
(Candidate’s response possibly loads on Growth Mindset and / or Taking Action)
Interview Questions (continue)
Questions
4 Question 4: Tell us about the most difficult / challenging task that you had to do. It can be
at work / at school / college / life.
• What was the task?
• What was difficult about the task?
• What did you do?
• Why did you do it that way?
• Why did you not give up?
• If you had to redo it, what would you do differently? Why would you do it like that?
(Candidate’s response possibly loads on Problem Solving; Self-Efficacy; and / or Taking
Action)
5 We all from time-to-time receive feedback about the quality of our work.
• If someone tells you that you made a mistake, how would you react and what would you
say?
• Why would you react in that way?
(Candidate’s response possibly loads on Growth Mindset and / or Self Efficacy)
Interview Questions (continue)
Questions
6 We all have so-called weaknesses. How can you personally turn one of your weaknesses
into a strength?
• What is your weakness?
• Why is it a weakness for you?
• How can you turn it into something positive / a strength?
• What needs to happen to turn it into something positive / a strength?
• Why do you think you can turn that weakness into a strength?
(Candidate’s response possibly loads on Taking Action and / or Self-Efficacy)

7 Describe a time you lacked the necessary skill / knowledge or tools to finish a job / task.
• What was the job / task?
• What did you do to finish the job / task?
• What did you learn from the experience?
• What will you do to ensure you do not find yourself in a similar situation?
(Candidate’s response possibly loads on Problem Solving)
Interview Questions (continue)
Questions
8 • What activities make you feel good / as though you have purpose in life?
• Why do you feel good / purposeful when doing these activities?
(Candidate’s response possibly loads on Values Driven)

9 • What do you consider when you must make an important decision that impacts your
personal life? As example: you receive two (2) job offers from different organisations, but
you will have to move to another province for you to work at the organisations. What do
you consider?
• Why do you consider these?
(Candidate’s response possibly loads on Values Driven)
Interview Questions (continue)
Questions
10 Let us imagine that you have started your own business.
• What is the ideal business outcome you would like to experience?
• What results would you like to achieve?
• What will success look like for you?
• Why is this result important for you?
• What if you do not achieve these results or success; what will you do?
(Candidate’s response possibly loads on Values Driven and / or Taking Action)

11 If you must describe yourself to someone who does not know you, how would you describe
yourself?
(Candidate’s response possibly loads on Self-Efficacy)
Closing the Interview
Closing the Interview (continue)
Interview Assessor Scoring Rubric
Interview Assessor Scoring Rubric (2)
Interview Assessor Scoring Rubric (3)
Interview Assessor Scoring Rubric (4)
Interview Assessor Scoring Rubric (5)
Interview Assessor Scoring Rubric (6)
Interview Assessor Scoring Rubric (7)
Interview Assessor Scoring Rubric (8)
Interview Assessor Scoring Rubric (9)
Individual Activity: Town Planning

89
Candidate Instructions
Candidate Instructions (continue)
Candidate Instructions (continue)
Timing
• You have 70 minutes to complete your plan of the town.
• You will have additional time to complete the Participant Report Form.

Needs from the Following Stakeholders:

• Requirements of Always Car Manufacturing Company
• Requirements of Community Leaders
• Municipal Regulations
• Green Environment Group
• Academy of Built Environments
Candidate Resources
Candidate Resources
Main Road

A3 Paper to do Town
Plan on

River
Candidate Resources: Example of Icons

3 Pages
of Icons
Candidate Participant Report Form
Purpose of the Document:

• Allow the Candidate to De-Brief

• Allow Assessors to gain additional information to score the competencies
 Candidate Participant Report Form (continue)
Questions in the Candidate Report Form
1. Did you find the task easy or difficult? Why was it easy / difficult for you?
2. How did you approach the task (example: what did you do first, second, etc.)? Why did you approach the task in such a way?
3. What was important considerations for you when you completed the task? Why were these important considerations for you?
4. Did you complete the task, or did the time lapsed before you were finished ? Please motivate your answer.
5. If you think back to how you completed the task, where did you spend most of your time?
6. If you think back to the task, is there anything you left out that you think you should have included in the plan of the town? If you think
you did leave something out, why do you think this should be included?
7. What additional information would you have liked to have, but did not have? Please motivate.
8. If you have the opportunity to redo the task, what would you do differently? Why?
9. Why did you design the town in the way you did?
10. Where did you place the fuel station? Why?
11. Where did you place the entrance to the town? Why?
12. Which icons did you not use (if any)? Why did you not use these?
13. What additional icons (if any) did you draw and use? Why did you use these?
14. What do you think are the strengths (positives) and weaknesses (negatives) of your town plan? Why do you think these are positives /
negatives?
15. What did you learn from doing this task (if anything)? If you did learn something, how will you use this knowledge in future?
16. If the Always Car Manufacturing Company buys additional property for town development, what would you recommend the additional
space should be used for?
17. Did you enjoy the task? Please motivate.
Assessor Scoring Rubric
Assessor Scoring Rubric (2)
Assessor Scoring Rubric (3)
Assessor Scoring Rubric (4)
Assessor Scoring Rubric (5)
Assessor Scoring Rubric (6)
Assessor Scoring Rubric (7)
Assessor Scoring Rubric (8)
Motivational Beliefs Questionnaire

106
Candidate Instructions
Candidate Instructions (continue)
Example from Motivational Beliefs Questionnaire

➢ 81 Questions
➢ Approximately 20 Minutes to Administer
Example from Motivational Beliefs Answer Sheet
Multi-Culturism and the Role of
the Assessor

111
Challenges Presented by Multi-Culturism
Challenge Description Example
Adverse Impact Different groups score on average differently Female participants’ scores are lower than male
participant’s scores

Disparate Different Standards applied to different groups Behaviour from female participants are evaluated
Treatment more positively than male participants

Implicit Bias No conscious control over process of social Inherent / unknown belief that people with a military
perception, impression formation, judgement background will always behave in a certain way, e.g.
unknown stereotypes

Modern Racism Not defining own beliefs & attitudes as racist, Holding a belief that people with a specific
but act in ways to protect a non-prejudiced self- background always behave and think in a certain way
image by provoking non-prejudiced reason(s) for and justifies this belief by mentioning a few examples
perceived prejudiced action

Ethnocentrism Believing own culture is superior to other Interpreting a participant’s verbal and non-verbal
cultures / ethnic groups & that one’s own behaviour based on own cultural norms, e.g. touching
culture can be applied universally people and keeping personal space
Remedies to Address Multi-Culturism Challenges

➢ Transfer candidate behaviour verbatim – no interpretation or judgement

➢ Classify all candidate behaviour according to the competencies and competency

elements

➢ Evaluate all candidate behaviour per competency according to the applicable

norm
 Remedies to Address Multi-Culturism Challenges (2)

➢ Use the data integration session to verify interpretation of observed candidate

behaviour

➢ Listen to feedback with an open mind

➢ Work in a diverse observer team

➢ Be conscious of and avoid the pitfalls during the process

Ethics and the Role of the
Assessor

115
 Approved by ACSG,
March 2018

Code of Ethics for ACs in SA

116
Intention of Code of Ethics
“The Code is intended to be both
aspirational, identifying what AC
practitioners should aspire to, and also to
guide the minimally acceptable ethical
standards for AC practice in South Africa. It
should assist with both the “why” and the
“how” of expected behaviour, especially
when AC practitioners are faced with ethical
dilemmas” (p3)
117
AC Code of Ethics
Primary Stakeholder Code of Ethics’ Principle
AC Participant Principle 1: Respect for Participant Dignity

Principle 2: Respect for Participant Diversity

Principle 3: Respect for Participant Freedom

AC Client Principle 4: Respect for the Client and the Client

AC Practitioner
(AC Designer; AC Provider; AC Role-
Player; AC Assessor)
Organisation
Principle 5: Professional AC Competence
Principle 6: Professional Accountability

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 Principle 1: Respect for
Applicable SA Legislation
participant dignity
1 Show Integrity
2 Show Honesty
3 Show Respectfulness
4 Show Sensitivity
Standards
5 Honour Privacy
6 Honour Confidentiality
7 Honour Dignity
8 Control AC data management
9 119of intellectual
Principle 2: Respect for Principle 3: Respect for Principle 4: Respect Principle 5: Professional AC Principle 6: Professional Accountability
participant diversity participant freedom for client and the
client’s organisation
competence
Ensure Procedural Participants are Clearly Deliver effective ACs Be knowledgeable about AC Maintain professional standards
Fairness Informed design and implementation
Ensure Interactive Participants Participate Deliver value adding Design ACs with scientific Accept accountability
Fairness Freely ACs rigour
Ensure Distributive Participants are Free to Deliver what was Acknowledge own AC skill Maintain professional conduct and
Fairness withdraw from process marketed and level integrity
contracted
Ensure Equal Participants may Provide / Deliver fit-for purpose Ensure competent AC staff Respect AC governance
Opportunity with-hold informed ACs
consent
Ensure Equal Treatment Participants should Deliver practical ACs Ensure continual AC related Comply with AC design and
Receive feedback upon (fitting into development implementation science
request after the process organisational
processes)
Ensure Objectivity Participants ahould Have Deliver context Maintain AC standardisation
access to own information focused ACs
Accept Diversity Provide appropriate Protect AC use
feedback
Ensure proper protection
property
Summary

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Summary of Assessor Process

Know Have Consensus

Capture
Competencies and Discussion with
Consensus Ratings
Elements Team Member

Evaluate
Know Scoring Convert Rating to
According to
Rubrics 5-Point Scale
Norm

Transfer Candidate
Know Content of
Behaviour to
Activity
Scoring Rubric

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 Professional Conduct
➢ Do not give feedback to candidates during the AC

➢ Control own non-verbal behaviour

➢ Do not discuss candidates’ performance with other assessors when not

appropriate [i.e. at the coffee station or in the passage]

➢ Adhere to AC timetable - going over time has a ripple effect

➢ Do as much scoring on the day as possible while the evidence is still fresh in mind

➢ Be meticulous in note-taking and recording

➢ Be prepared for each activity

Professional Conduct (continue)
Keep in Mind:

➢ Confidentiality of candidate data

➢ Copyright of activities

➢ Do not take short cuts

➢ Standardisation of selection processes

➢ Consistency in decision making

Road Ahead

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Road Ahead

➢Timelines
➢Review Competencies, Activities, Documentation, Process
➢Refresher Before Start of First Day
➢4 Regions – 20 Candidates per Day; 10 Assessors per Region

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Questions
and
Discussion

126
 References
Meiring, D., & Buckett, A. (2016). Best practice guidelines for the use of the assessment centre method
in South Africa (5th edition). SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 42(1), a1298.
http://dx.doi. org/10.4102/sajip.v42i1.1298.

SA Assessment Centre Study Group (ACSG). (2015). Best Practice Guidelines for the use of the
Assessment Centre Method in South Africa (5th Edition). Retrieved from
https://acsg.co.za/sites/default/files/AC-Guidelines-SouthAfrica.pdf.

SA Assessment Centre Study Group (ACSG). (2018). Code of Ethics for Assessment Centres in South
Africa. Retrieved from https://acsg.co.za/sites/default/files/AC-Code-of-Ethics-Final_15-March-
2018_Approved_1.pdf.

SA Assessment Centre Study Group (ACSG). (2020). Social Media Campaign. https://www.acsg.co.za.

Schlebusch, S., & Roodt, G. (2020). Assessment Centres: Unlocking People Potential for Growth (2nd Ed.).
Johannesburg: Knowres Publishing.

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 Assessor Training
AG Makers Sandra Schlebusch
Sandra@lemasa.co.za
Mobile:+2782-46 24560
11 March 2024

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