Competency is the sum of knowledge, skills, attitude and personality of an individual as required to perform current and future organizational

roles. Competency also denotes motives, self-concept, traits and desired behaviour. Meaning-CM is the process of identification, evaluation of employees competencies and organizational requirements and establishing perfect collaboration among them. CM also includes development and sustainability of competencies based on the changing orgl requirements. Origin- CM has been in sued since 1960s. It has been in use in education in the USA where specifications of competencies were to be learned including the modularization of instruction, personalization and field experience. Competencies are also identified as characteristics of individual. CM was first used in the UK for managing the development of occupational standards of performance.

Competency Mapping

Objectives and advantages of CM

ObjectivesTo align competencies with the strategies of the business. To select employees based on job and culture fit To plan for career and succession To train and develop employees For individual and organizational growth AdvantagesEnhancement of business needs Aligning behaviours with business strategies Integration of HR systems with competencies Measurement of human capital Help to appreciate human capital Help to properly utilize and manage HR Enhances organizational competitive advantage Talent retention Develop situational leadership skills Manage at the rate of organizational change

Concepts of competence

competence means a skill and the standard of performance reached, while competency refers to the behaviour by which it is achieved. In other words, one describes what people can do while the other focuses on how they do it.

 Hogg (1993) defined competency as competencies are the characteristics of a manager that lead to the demonstration of skills and abilities, which result in effective performance within an occupational area. Klemp-an underlying characteristic of a person which results in effective and/or superior performance on the job Parry 1996- a cluster of related knowledge, skills and attitudes that affects a major part of ones job (a role or responsibility), that correlates with performance on the job, that can be measured against well-accepted standards and that can be improved via training and development.

Definitions

Competence At Work
Spencer and Spencer (1993) has defined Competence at Work as an underlying characteristic of an individual that is casually related to criterion-referenced effecting and/or superior performance in a job situation.

 Gary Hamel and C.K. Prahalad (1994) in their book Competing for the Future wrote, core competencies transcend any single business event within the organization. Certain projects are so massive and persuasive that no individual can possess the competencies required to see them through to completion. Therefore, organizations have to identify, develop and manage organizational core competencies that drive large enterprise critical projects. Workplace competencies focus on individuals instead of the organization, and they vary by job positions versus enterprise endeavours. The unit of measure is people rather than the business. There may be core competencies that appear in every competency model position, most workplace competencies are typically specific to the position. Thus there is an enormous amount of work to set up organizationwide competency-based applications. Competent is when a person is qualified to perform to a requisite standard of the processes of a job. Competence on the other hand means the condition or state of being competent.

 Behavioral Competency: Behaviors, knowledge, skills, abilities, and other characteristics that contribute to individual success in the organization Relate to the core purpose and values of an organization Focus on the person Can apply to all (or most) jobs in an organization or be specific to a job family, career level or position e.g., teamwork and cooperation, communication Contribute to improved employee performance Contribute to individual success within an organization Are not part of the job description

Types of Competencies

 Technical Competency: Specific knowledge and skills needed to be able to perform ones job effectively Characteristics ob specific and relate to success in a given job or job family e.g., knowledge of accounting principles, knowledge of human resource law and practice Focus on the job Are part of the job description Describe what a person needs for the job Generally a phrase or statement

Types of Behavioral Competencies

Statewide Competencies
Core Competencies (all employees) Customer Service Teamwork and Cooperation Results Orientation Accountability Judgment & Decision Making Communication Conflict Management Creativity and Innovation Cultural Awareness Flexibility Leadership Competencies (people managers & other leaders) Talent Management Transformers of Government

Additional Behavioral Competencies Initiative Negotiation and Influence Professional Development Project Management Teaching Others

Description of Competencies
These descriptions are general and allow for flexibility in how criteria are applied Competencies should be defined in a way that is appropriate for the expectations of the position and the work environment Core Competencies-- Core competencies identify behaviors and skills all employees are expected to demonstrate to carry out the mission and goals of the organization . Initiative and Creativity--Plans work and carries out tasks without detailed instructions; makes constructive suggestions; prepares for problems or opportunities in advance; undertakes additional responsibilities; responds to situations as they arise with minimal supervision; creates novel solutions to problems; evaluates new technology as potential solutions to existing problems. Judgment--Makes sound decisions; bases decisions on fact rather than emotion; analyzes problems skillfully; uses logic to reach solutions.

 Cooperation/Teamwork--Works harmoniously with others to get a job done; responds positively to instructions and procedures; able to work well with staff, co-workers, peers and managers; shares critical information with everyone involved in a project; works effectively on projects that cross functional lines; helps to set a tone of cooperation within the work group and across groups; coordinates own work with others; seeks opinions; values working relationships; when appropriate facilitates discussion before decision-making process is complete. Quality of Work--Maintains high standards despite pressing deadlines; does work right the first time; corrects own errors; regularly produces accurate, thorough, professional work. Reliability--Personally responsible; completes work in a timely, consistent manner; works hours necessary to complete assigned work; is regularly present and punctual; arrives prepared for work; is committed to doing the best job possible; keeps commitments.

 Commitment to Safety--Understands, encourages and carries out the principles of integrated safety management; complies with or oversees the compliance with organizational safety policies and procedures; completes all required safety training; takes personal responsibility for safety. Support of Diversity- Treats all people with respect; values diverse perspectives; participates in diversity training opportunities; provides a supportive work environment for the multicultural workforce; applies the Org s philosophy of equal employment opportunity; shows sensitivity to individual differences; treats others fairly without regard to race, sex, color, religion, or sexual orientation; recognizes differences as opportunities to learn and gain by working together; values and encourages unique skills and talents; seeks and considers diverse perspectives and ideas.

 Examples of Job-specific Competencies (Optional) Job-specific competencies are behaviors and skills required of a specific position or work environment. Job Knowledge/Technical Knowledge-- Demonstrates knowledge of techniques, skills, equipment, procedures and materials. Applies knowledge to identify issues and internal problems; works to develop additional technical knowledge and skills. Quantity of Work--Produces an appropriate quantity of work; does not get bogged down in unnecessary detail; able to manage multiple projects; able to determine project urgency in meaningful and practical way; organizes and schedules people and tasks. Communication--Writes and speaks effectively, using conventions proper to the situation; states own opinions clearly and concisely; demonstrates openness and honesty; listens well during meetings and feedback sessions; explains reasoning behind own opinions; asks others for their opinions and feedback; asks questions to

ensure understanding; exercises a professional approach with others using all appropriate tools of communication; uses consideration and tact when offering opinions. Customer Service-Listens and responds effectively to customer questions; resolves customer problems to the customers satisfaction; respects all internal and external customers; uses a team approach when dealing with customers; follows up to evaluate customer satisfaction; measures customer satisfaction effectively; commits to exceeding customer expectations. Problem Solving--Anticipates problems; sees how a problem and its solution will affect other units; gathers information before making decisions; weighs alternatives against objectives and arrives at reasonable decisions; adapts well to changing priorities, deadlines and directions; works to eliminate all processes which do not add value; is willing to take action, even under pressure, criticism or tight deadlines; takes informed risks; recognizes and accurately evaluates the signs of a problem; analyzes current procedures for possible improvements; notifies supervisor of problems in a timely manner.

 Attention to Detail--Is alert in a high-risk environment; follows detailed procedures and ensures accuracy in documentation and data; carefully monitors gauges, instruments or processes; concentrates on routine work details; organizes and maintains a system of records. Flexibility--Remains open-minded and changes opinions on the basis of new information; performs a wide variety of tasks and changes focus quickly as demands change; manages transitions from task to task effectively; adapts to varying customer needs. Organization --Able to manage multiple projects; able to determine project urgency in a practical way; uses goals to guide actions; creates detailed action plans; organizes and schedules people and tasks effectively. Staff development--Works to improve the performance of oneself and others by pursuing opportunities for continuous learning/feedback; constructively helps and coaches others in their professional development; exhibits a can-do approach and inspires associates to excel; develops a team spirit.

 Quality Control--Establishes high standards and measures; is able to maintain high standards despite pressing deadlines; does work right the first time and inspects work for flaws; tests new methods thoroughly; considers excellence a fundamental priority. Responsiveness to requests for service--Responds to requests for service in a timely and thorough manner; does what is necessary to ensure customer satisfaction; prioritizes customer needs; follows up to evaluate customer satisfaction. Innovation--Able to challenge conventional practices; adapts established methods for new uses; pursues ongoing system improvement; creates novel solutions to problems; evaluates new technology as potential solutions to existing problems.

Managerial Competencies
Values and Ethics: Integrity and Respect Demonstrated respect of people and org. principles. Incumbent maintains a respectful, diverse and inclusive work environment where decisions and transactions are transparent and objective. They hold themselves, their employees, and their organizations accountable for their actions.

Strategic Thinking: Analysis and Ideas

Incumbent offers advice and creates plans based on analysis of issues and trends, and how these link to the responsibilities, capabilities, and potential of their organization. Scan an ever-changing, complex env. in anticipation of emerging crises and opportunities. Develop well-informed advice and strategies that are sensitive to the various needs of multiple stakeholders and partners, reflect the strategic direction of the dept.and position the organization for success.

Engage ment: People, Organizatio ns, Partners

Engage people, orgs, and partners in developing goals, executing plans, and delivering results. Mobilize teams, building momentum to get things done by communicating clearly and consistently, investing time and energy to engage the whole organization. Use negotiation skills an adaptability to encourage recognition of joint concerns, collaboration, and to influence the success of outcomes. Follow and lead across boundaries to engage broad-based stakeholders, partners, and customers in a shared agenda & strategy Deliver results by maximizing orgl effeness &sustainability. Ensure that people have the support & tools they need and that the w.force as a whole has the capacity and diversity to meet current & longerterm orgl objectives. Align people, work,& systems with the business strategy to harmonize how they work and what they do. Conscientiously assign performance goals, offer year-round perfce feedback, and conduct timely performance discussions & reviews. Accesses and reviews standard budget reports as appropriate for the org; creates yearly spending plan for all budget accounts; keeps appropriate records of organizational spending and tracks it against spending plan; reallocates resources as organizational change occurs. Regularly analyzes budget data to identify trends and improve the cost effectiveness of unit processes and practices; gathers and organizes

Mngt Excellence: Action Mngt People Mngt, Financial Mngt Resource Mngt: Budget Mngt and Mngt of other

 Immediate assessment- can be done through an assessment centre where the individual is required to undergo a series of exercises under the guidance of a team of assesses. The Behavioral Event interview may also be a part of the assessment. The output of assessment would be the competency map of the individual and recommendation for developmental needs to achieve the desired level. Continuous/periodic assessment- is to be carried out by the superior of the employee along with the HR professionals based on the assessment template designed for the purpose. Industry and technical assessment- Assessment of specific technical skills required for the industry or job.

Competency Levels

Measuring or mapping competencies What is Critical incident technique?

Respondents are asked to relate specific incidents, which highlighted exemplary behaviours in critical situations. This is based on the assumption that the best and the worst of a person surfaces in a crisis.

What is Repertry Grid Analysis?

identify important attributes for each attributes, establish a bipolar scale with differentiable characteristics and their opposites Example: Assisting in selecting a computer language Attributes Availability Easy of Programming Training Time Orientation Traits high, low, symbolic, numeric

Attributes Availability Ease of Programming Training Time Orientation

Trait Widely Available High

Opposite Not available Low

Low Symbolic

High Numeric

Business Applications of Repertory Grid

Market Research Quality Control

Job Analysis and Design

Decision Making

Competency models

Organizational Approaches Models HR Systems Approaches Models Team Approaches Models

Individualistic Models

Organizational Approaches

Elliot Jaques provides a normative model of effective hierarchical organizations with an emphasis on competencies. The elements include the present and potential competencies of individuals along the dimensions of cognitive capacity, valuing the work, and non-disruptive personality.
Peter Senges approach to a whole organization competency model is captured in his notion of the "learning organization." Its essential characteristics include nurturing the growth of new capabilities, transformational learning for survival, learning through performance and practice, and the inseparability of process and content.

HR Systems Approaches

Dubois focuses on the whole human resources system, but emphasizes competency improvements through training and development strategies and programming: the contingencies are driven by organizational strategy but outcomes are focused on individual employees competency enhancement.
Charles Snows contingency model links organizational performance to HRM and competency. Strategies depend on extent to which cause-effect relations affecting organizational performance are known and degree of formalized standards of desirable performance.

Team Approaches Campions model, which applies to professional work, suggests that teams composed of individuals with complementary competencies are more effective and have higher levels of job satisfaction than teams whose members have the same competency sets. This is especially true for work that is complex and varied in scope.

Individualistic Models

Traditional Person-Job Match Model

This model assumes that employees have jobs with specific and identifiable tasks. Work is generally standardized and repetitive in an organizational hierarchy. Job performance is readily verifiable. This model works best with organizations defined by stable environments Strategy Based Model This model assumes that employees have roles defined by the orgs strategic goals. Work is flexibly defined and often carried out in a flattened, decentralized or matrix structure. Role performance is only partially verifiable. This model functions most effectively in organizations in competitive, complex or highly stressed environments.

Individualistic Models (contd)

The Strategy Development Model

This model assumes that employees with broad, strategic attributes will create their own roles which interact to produce the organizations strategy. Work is constantly evolving within a network of organizational relationships. This model is described in terms of organizations in chaotic, unpredictable, or very rapidly changing environments. Intellectual Capital Model These models emphasize the linkages and dynamic interaction among human capital, structural capital, and customer (client) capital. These models stress the knowledge that resides in employees and strategies to use it and value it differently.

Companies create and use the Competency models to specify the employee behaviors, knowledge, and motivations that they believe are necessary to produce organizationally critical results. But if the model is not quite right, the organization will suffer. To determine the right model it is essential to look at actual data -- assessments of employees competencies and of the results they achieve.

 RATING SCALES RS that are used to evaluate an individual against a competency typically come in three basic forms: Likert scales, Behaviorally Anchored Rating scales, and Threshold scales. Likert scales--Probably the most familiar type of rating scale, a Likert scale typically consists of a numeric scale with a brief description of each numbers corresponding meaning, such as: 1. Much less than acceptable 2. Less than acceptable 3. Acceptable 4. More than acceptable 5. Much more than acceptable A variety of label types can be used (acceptability, proficiency, frequency, quality, quantity), and scale point definitions can be of various lengths. The common thread is that all Likert scales range from low to high, bad to good, less to more, and so forth, in a linear fashion. Text descriptors can also be used in place of numbers as scale points (for example, novice, expert, master).

Measuring Competencies By Rating scales

 Likert scales are versatile and relatively easy to create. One scale can be used consistently across all competencies in a model (if appropriate), and Likert scales can be used with Direct Statement or Key Element definitions. The disadvantage of Likert scales lies in their inconsistent interpretation across users of the scale. Behavior or performance that is at the Acceptable level in one persons view may be More than acceptable in anothers, so it may be difficult to compare one persons ratings with anothers if different individuals created the ratings. For most training and development purposes, however, these scales are attractive in their simplicity and ease of use.

Behaviorally Anchored Rating Scales (BARS)

In this approach, the rater evaluates a competency by choosing from several descriptions of on thejob performance one that best describes the individuals abilities. When correctly constructed, behavioral anchors are highly relevant to the competency and to the individuals job. In effect, anchors supplement the definition of the competency. Typically, a Direct Statement definition of the competency is used, and the anchors are presented in an order that reflects increasing ability or levels of sophistication in the competency.

 This approach to rating scales provides the rater with greater guidance in making a rating, and allows for comparisons of individuals who have different job roles within an organization. On the downside, BARS can be difficult to construct, and for certain competencies they must be updated regularly. It is most difficult to use BARS with technical competencies because technology changes rapidly and what was defined as a high level of performance one day may not come close to describing high performance the next. Competencies in the areas of leadership, business acumen, and interpersonal relationships are more stable, making the work involved in creating BARS more palatable.

 This type of scale involves rating an individual on whether he or she meets a minimum performance level in a competency. The yes and no points on this scale, from which the rater selects to indicate satisfactory performance, are clarified with a description of the minimum performance required similar to using a single anchor from a BARS scale. Threshold scales are most effective for collecting information on an individuals qualifications for a given job role or assignment. They are not typically used to provide developmental feedback because there is no information available on just how effective or ineffective an individual is, so there is no way to prioritize developmental focus.

Threshold scales

 The threshold approach is typically most useful when the yes or no rating is derived from ratings used in another type of scale. For example, you can create a threshold for a Key Elements competency by specifying minimum ratings that an individual must achieve on each key element to be considered competent. Likewise, you can establish on a BARS scale a minimum rating point that indicates competence. This derived threshold approach provides yes/no or ready/not ready information as well as additional data to use in prioritizing development needs or making pay or placement decisions.

Behavioural Event Interview(BEI)

BEI is an interview technique based on the premise that the best predictor of future behaviour is past behaviour. BEI allows the interviewer to: Gain detailed job-related examples Assess past performance Assess competencies The purpose of BEI, as shown in the next slide , is to best match the candidates skills, competencies and motives with the requirements and success factors of the position.

It is widely recognized that selection interviews are prone to problems such as bias and show inadequacy as predictors of performance. However, they are also the most popular selection method and serve a number of important functions, such as providing the interviewee with an opportunity to ask questions about the job and the organization.

 Fortunately, there are techniques that help improve the effectiveness of interviews. Often referred to under the name of structured interviews, these techniques represent a variety of ways to improve fairness and accuracy in predicting performance. In fact, the degree to which the interview is structured is less important than the core principle of focusing on job-related criteria. Questions asked usually facilitate the gathering o information relevant to key job requirements. Judgments are formed by evaluating this evidence against criteria that have been established through analyzing the job or role rather than by directly comparing candidates on the basis of the interviewer/s overall impressions.

 Open the Interview

BEI Methodology

Use the opening to build rapport Explain the purpose of the interview Ask the candidate to spend a few minutes talking about his/ her previous work and work-related experience and career history Ask about some events or situations where he/she played a key role Ask the candidate he/she might want to know about the job and position Ask about some events or situations where he/she played a key role Mention interruptions and note-taking during the interview-notes should be taken during the interview Give the candidate an opportunity to ask questions

Review the candidates career History Work related experience and career overview Know the foll. Things
What was his/her position? What were the responsibilities? Did he/she have any direct reports? How many? What key skills were required in the job? What technical abilities did the candidate possess which he/she feels are relevant to this job? How have those skills been demonstrated? Which of the previously held positions does the candidate feel best prepares him/her for this job?

Conduct focused BEI

It is detailed behavioural probing with the candidate. Ask for specific details to be able to see the candidate in action; what they did, said, thought and felt (e.g., get enough detail as if you were going to write a screenplay or shoot a movie). Ask the candidate to focus on work-related experiences within the last 12 to 24 months. Job-related situations that youve encountered during the recent past. Ask for a brief overview, followed by what led up to the situation. Ask for three to five key actions in the situation and the outcome.

Assessment Centre
The assessment centre is a method or an approach that is used to make decisions about peopleto choose them, promote them or to put them on a fast-track scheme. The objective is to obtain the best possible indication of peoples current or potential competence to perform 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.

 Dennis A. Joiner--Assessment Centers are often described as the variety of testing techniques that allow the candidates to demonstrate, under standardized conditions, the skills and abilities most essential for success in a given job. An assessment center is a comprehensive standardized procedure in which multiple assessment techniques such as situational exercises and job simulation (business games, discussions, reports & presentations) are used to evaluate individual employee for variety of manpower decisions.

 28th International Congress on Assessment Centre Methods An Assessment Centre consists of a standardized evaluation of behavior based on multiple inputs. Several trained observers and techniques are used. Judgements about behavior are made, in major part, from specifically developed assessment simulations. These judgements are pooled in a meeting among the assessors or by statistical integration process. In an integration discussion, comprehensive accounts of behavior, and often ratting of it, are pooled. The discussion results in evaluation of performance of the assessees on the dimensions/competencies or other variables that the assessment centre is designed to measure. Statistical combination methods should be validated in accordance with professionally accepted standards. - Guidelines and ethical considerations for assessment centre operations. -

Characteristics of Assessment centers

1. Job Analysis To understand job challenges and the competencies required for successful execution of the job. 2. Predefine competencies - Modeling the competencies, which will be tested during the process. 3. Behavioral classification - Behaviors displayed by participants must be classified into meaningful and relevant categories such as dimensions, attributes, characteristics, aptitudes, qualities, skills, abilities, competencies, and knowledge. 4. Assessment techniques These include a number of exercises to test the assessees of their potentials. Each competency is tested through at least 2 exercises for gathering adequate evidence for the presence of particular competence. 5. Simulations The exercises should simulate the job responsibilities as closely as possible to eliminate potential errors in selection.

Assessment centers must meet the following given criteria: (Elements of AC)

6. Observations Accurate and unbiased observation is the most critical aspect of an AC. 7. Observers Multiple observers are used to eliminate subjectivity and biases from the process. They are given thorough training in the process prior to participating in the AC. 8. Recording Behavior A systematic procedure of recording must be used by the assessors for future reference. The recording could be in the form of hand written note behavioral checklist, audio-video recording etc. 9. Reports Each observer must make a detailed report of his observation before going for the discussion of integration of scores. 10. Data Integration The pooling of information from different assessors is done through statistical techniques.

1. Selection ACs help organizations in getting the right people in. 2. Career development The identification of the competencies possessed by the individual helps org decide his career plans. 3. Potential appraisal ACs help orgs identify if the person can handle the challenges offered in the next higher position. 4. Identification of high potential managers This creates a pool of managerial talents & multifunctional managers that would be available across the business group etc.

Various purposes of AC

5. Succession planning Identifying the right individual for critical positions such as CEO, CFO etc is very important for the success of the organization. ACs reduces the risk of such wrong identification. 6. Allocations of challenging assignments ACs provide the organization with the strengths and weaknesses of every participant. This helps the organization in deciding the candidates who would have the necessary abilities to undertake the proposed challenging assignments. 7. Management development ACs provide ample opportunity to its participants to reflect on ones capabilities and to improve by observing others perform in the AC. 8. Identification of training needs Assessment centres provide candidates and organization with concrete data on the improvement areas, which can be utilized, for training. 9. Identification of a global pool of talented managers - Adjusting oneself in the global scenario is a critical requirement of some positions in the organization. ACs help organizations to identify such managers.

Pre Ac
Defining the objective of AC Get approval for AC from the concerned officials. Conduct job analysis. Define the comps required for the target position. Identify the potential position holder & send them invitations. Identify the observers. Train the observers. Design the AC exercises Decide the rating methodology. Make infrastructural arrangements. Schedule the AC. Inform the concerned

During AC

Stages in AC

Post AC
Compile reports of all participants and submit the list of selected participants to the concerned authorities. Make improvements in the design according to the recommendatio ns Evaluate the validity of results after a definite period.

Explain participants the purpose of the AC, the procedure it would follow and its outcome. Give instructions to the participants, before every exercise. Distri. the competency-exercise matrix sheets among observers. Conduct all exercises. Conduct a discussion of all observers on every participants ratings, at the end of the session. Make a report of the strengths and improvement areas of every participant. Give feedback to participants. Get feedback from participants and observers about the conduction of AC

Tool

Conducting and operating AC Explanation Competency

Analytical skills, assimilation of information, prioritization of information, time mngt, working under pressure

Case Requires candidates to read a study large set of information and interview then answer questions relating to the subject matter

Competen Includes personal history ques. Analytical skills, business cy-based And problem-solving tasks and acumen, communication, interview scenarios interpersonal skills, personal attributes, t.work FactIncludes research & retrieval of Communication, finding information on a given subject professional exercise or interaction with the interaction interviewer to obtain further information from them

Tool

Explanation

Competency Communication, professional Interaction Personal assertiveness, teamwork,Interpersonal Effeness, drive for result Time-management, analytical skills, business acumen Analytical skills, creativity, lateral thinking,resourcefulness Assimilation of informn, presentation

FactIncludes research and retrieval of finding information on a given sub. or exercise interaction with the interviewer to obtain further inform. from them Group Includes problem solving within a exercise committee or team

In-tray test

Includes prioritizing documents, drafting replies to letters, and delegating important tasks Problem Includes building a structure with -solving limited materials task Presenta Involves a 10 to 15 min. presn on tion a pre-determined topic

Tool

Explanation

Competency Agreeableness, behavioral interaction, conscientiousness, extroversion/introversio n, personal assertiveness, teamwork

Psychometric/P Includes a personality ersonality/ questionnaire and/or Aptitude Tests numerical, verbal, and diagrammatic reasoning tests.

Role-play exercise Written exercise

Role-play exercise Involves acting-out a business-related situation Involves producing a concise written summary from a collection of documents.

Approach to business situations Analytical skills, summarization, written communication

Advantages of AC
ACs map the next level challenges and simulate them in exercises. This raises the validity of the assessment tool. The old way of evaluating the person based on past performance does not work many times, as the challenges of the next level are different from the challenges in the existing position. Assessment centers not only help the organization in placing the right candidate for the right job/assignment but also helps in developing the participants. When participants see others handling the same exercise differently, it gives them an insight into their own performance thereby raises the credibility of the selection procedure. It appeals to the lay persons logic and therefore is regarded as a fair means of assessment by the participants. Assessment Centers can be customized for different kinds of jobs, competencies and organizational requirements.

 By involving the line managers in the procedure, assessment centers naturally gain support from them in the management decisions. Assessment Centres, even when conducted with selection purpose, do provide training to participants in the process. Also the assessors undergo training in the process which proves helpful for the organization. Their validity coefficient is higher than most other techniques used for predicting performance. This is so because it simulates real job challenges and evaluates the candidate on the same

Disadvantages of AC
1. ACs are very costly and time consuming. 2. ACs requires highly skilled observers as the observers may bring in their own perceptions and biases while evaluating. 3. Those who receive poor assessment might become demotivated and might lose confidence in their abilities

 Steps involved in designing an Assessment Centre 1. Preparation of resources, to be used in an assessment process A list of competencies, skills and attributes should be prepared through the job description for the position. The set of competencies to be assessed should be followed by the adjectives which would characterize those competencies. 2. Creation of an Assessment Panel We require an assessment panel to assess the candidates on various parameters for getting a right candidate for the position. The panel should be trained and they should have a clear idea about the roles they are going to play in the assessment centre. Assessor should be provided a proper training, as it would intensify the ability at observing behaviour. It would enhance the listening skills, greater objectivity and reduce halo-effect. It would lead to more effective interpretation of behaviour; enhance one to one interviewing skills. Training the assessors and creating a better assessment panel would

Designing tools in AC

3. Venue Selection and making a proper arrangement A proper strategy should be made by the assessment panel before starting the assessment process. It is vital to hold a through appraisal before the event to ensure that the space planned to use is sufficient to run the assessment efficiently. A large open area is required for group exercises and a private office for presentations and testing. So arrangement should be made accordingly. 4. Introduction Introduction stage is a two-way process. It is imp to give introduction of the co, the dept, the positions and what will be happening during the assessment phase. An opportunity to ask any ques should be given to the candidates. 5. Selection of Tools The format of assessment centre exercise varies depending on the nature of the job for which candidates are being assessed, as with job competencies that are required differs.

 6. Structure the Exercise After selection of the assessment tool based on the skill set required we structure the exercise. Following parameters needs to be considered while selecting designing an assessment for selection purpose and making a list of exercises for the assessment: An exercise must be able to elicit job related criteria in a manner befitting the demands of the targeted job. The educational background required for the job must be considered while selecting an exercise. The fidelity of exercises should be moderate. The exercise resemblance with the actual job should be moderate. Complexity of the exercises should be moderate. No. of exercises used for the selection process should vary from three to six.

7. Evaluation and Feedback The behavioural evidence gathered is evaluated for each exercise. A rating is awarded for that criterion on the given exercise which summarises the participants ability on that criterion on that exercise. This process is then repeated for each criterion. A format should be followed for the evaluation process. The data gathered from the interview like CBI should be gathered with the behavioural results. After collecting all the information a unanimous final judgement should be made. Feedback to the candidates should be given as management of the rejected candidates is as important as successful ones. Feedback can be given to the candidates on the same day or after the event.