Professional Guidelines for Assessment Centers | Educational Assessment | Evaluation


Presented By:
       Arijit Ray Astha Gupta Divyadweep Kar Megha Madan Ria George Sanjukta Mukherjee Souvik Ghosh

and others who design and conduct assessment centers – Information to managers deciding whether or not to institute assessment center methods – Instruction to assessors serving on the staff of an assessment center – Guidance on the the use of technology in assessments . organizational consultants.PURPOSE • To establish professional guidelines and ethical considerations for users of the assessment center method. • These will provide – Guidance to industrial/organizational psychologists. HRM specialist and generalists.

additional information on validation • Streamlining of procedure to make it shorter and cheaper • Assessment centers didn’t work as originally thought by the proponents and the previous guidelines were too ambiguous . clarification of impact on organizations • Expanded guidelines on training.Evolution of the Guidelines 1975 • First guidelines • Concerns of early practitioners that the method needed standard guidelines 1979 1989 • Further definitions.

2000 • More than a decade had passed after 1989 • Technology had to be integrated with the assessment methods and some concepts needed specific definition 2006 2009 • Formulation of guidelines on global assessment centers • Expansion of guidelines on assessor training • Use of technology in assessment center practices • Recognition of methodological differences among assessment centers used for different purposes .

Assessment Center Methodology Pooling of judgments or Statistical Integration Trained observers and techniques Judgments about behaviour Methods should be validated against professionally accepted standards Evaluation of the assessees’ performance on the dimensions .

aptitudes. characteristics. . skills. qualities.Essential Elements Job Analysis/Competency Modeling • To determine the dimensions important for job success and to be measured in the assessment center • Must result in clearly specified categories of behaviour that can be observed during the assessment procedures Behavioral Classification • Behaviours displayed by participants must be classified into meaningful and relevant categories • For eg. etc. Attributes.

. interviews.Assessment Techniques • Must be designed to evaluate the dimensions determined by the job analysis • Developers should link behaviours to dimensions to assessment techniques Multiple Assessments • Includes tests. objective and relevant behavioral information. • Techniques are pre-tested to ensure that they provide reliable. questionnaires and simulations.

the type of integration carried out. . and the purpose of the assessment center. the roles of the assessors. Assessors • Multiple assessors must be used to observe and evaluate each assessee • The maximum ratio of assesses to assessors is a function of several variables. the dimensions to be evaluated. the experience of the assessors. the amount of assessor training.Simulations • Exercise designed to elicit behaviors related to dimensions of performance on the job requiring the participants to respond behaviorally • Assessment center designers should also be careful to design exercises that reliably elicit a large number of dimension-related behaviors. including the type of exercises used.

Assessor Training • Assessors must receive thorough training • Need to demonstrate performance that meets the Assessor Training guidelines Recording Behaviour and Scoring • Systematic procedure must be used by assessors to record behavioral observations accurately • Technology-based tools used for scoring processes should be evaluated for reliability and accuracy .

Data Integration • Each individual’s behaviours are integrated. based on pooled information from assessors or statistical integration • Process used should be in accordance to professionally accepted standards. .

Assessment Center Policy Statement Use of Data Qualification of Consultants Objective Assessees Assessors Validation Legal Context .

Assessor Training • Dimensions • Classification of behaviour • Exercise content • Design • Assessor • Assessment Program Training Content Training Length Performance Guidelines and Certifications • For the assessor contingent • To ensure quality results Currency of Training and Experience • Refresher courses due to lack of practice or experience .

Informed Participation Objective Selection Choices Staff Materials Results Feedback Development Alignment Reassessment Access Contact .

Should meet both professional and legal standards Validation Issues Emphasis on sound validation research Predictive Validity .

Purposes of Assessment Centers To predict future behaviour for decision making Personnel Decision To diagnose development needs • Emphasis on reliable and valid overall assessment rating Diagnostic • Reliable and valid dimension scores Developmental • Multiple points of feedback • Repeated practice to track improvement To develop candidates on dimensions of interest .

maintained and used Consent has to be given in case of results being used for other purposes .Rights of the Participant Receive feedback and recommendations Right to read any formal report on his performance Ratings of dimensions recommendations available on request To be informed what records and data are being collected.

Assessment Centers across Cultural Context Performance Criteria Feedback Process Training in Behavioral Observation Customized Criteria for occupational success Exercise Assessor Training Behavioral Observation Standardized Classification of Behaviour Systematic process of Integrating evaluations .

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