Shri Vile Parle Kelvani Mandals

Mithibai College of Arts, Chauhan Institute of Science &

Amrutben Jivanlal college of Commerce and Economics
Vile Parle (West) Mumbai 400056
A PROJECT ON

Assessment Centres

IN THE SUBJECT

HUMAN RESOURCE MANAGEMENT

SUBMITTED BY

NAME: - AMULYA BAHETI

ROLL NO: - 03

DIVISION: B

UNDER THE GUIDANCE OF

PROF. HARIKRISHNAN KURUP

TO

UNIVERSITY OF MUMBAI
FOR

MASTER OF COMMERCE PROGRAMME

(SEMESTER - I)
YEAR: 2013-14

Shri Vile Parle Kelvani Mandals

Mithibai College of Arts,, Chauhan Institute of Science &
Amrutben Jivanlal college of Commerce and Economics
Vile Parle (West) Mumbai 400056

EVALUATION CERTIFICATE
This is to certify that the undersigned have assessed and
evaluated the project on Assessment Centres submitted by
Amulya Baheti, student of M.Com. Part - I (Semester I) for
the academic year 2013-14. This project is original to the best of
our knowledge and has been accepted for Internal Assessment.
Name & Signature of Internal Examiner
Name & Signature of External Examiner

PRI
NCIPAL

College Seal
DR. D.B. Gadakari

Shri Vile Parle Kelvani Mandals

Mithibai College of Arts,, Chauhan Institute of Science &
Amrutben Jivanlal college of Commerce and Economics
Vile Parle (West) Mumbai 400056

DECLARATION BY THE STUDENT

I, Amulya Baheti, student of M.Com. (Part I) Roll No.: 03
hereby declare that the project titled Assessment Centres for
the subject- HRM (Human Resource Management) submitted by
me for Semester I of the academic year 2013-14, is based on
actual work carried out by me under the guidance and
supervision of PROF. Harikrishnan Kurup. I further state that
this work is original and not submitted anywhere else for any
examination.

Place:
Date:
Name & Signature of Student
Amulya Baheti

ACKNOWLEDGEMENT
First and foremost I seek the blessings of my beloved TEACHERS who
keep lot of expectations on me and showering their infinite love for ever.
I would like to thank University of Mumbai for giving me this
opportunity of taking such a challenging project, which has enhanced my
knowledge about the Assessment Centres.
I show my gratitude to the Principal, Vice Principal and Coordinator of
Mithibai College who gave me a lot of moral support and under their
guidance I was successfully able to complete my project.
And with deep sense of gratitude I would like to thank Prof. Harikrishnan
Kurup (guide) for his immense help and co-operation.

CONTENT
Sr. No.

PARTICULARS

Page No.

CHAPTER I INTRODUCTION
1.1
1.2
1.3

Concept Of Assessment
Centres
Why are they used?
What happens at Assessment
Centres?

6
7
11

CHAPTER II HISTORY
2.1
2.2
2.3
2.4

History of Assessment
Centres
In U.K.
In U.S.A.
History of Assessment centre
method

13
13
14
15

CHAPTER III FEATURES

3.1
3.2
3.3
3.4
3.5

Advantages
Disadvantages
Test Methods
Tools, Applications &
Decisions
Components

18
19
20
22
24

CHAPTER IV PROCESS and TIPS

4.1
4.2

Process
Tips

26
29

CHAPTER V APPENDIX
5.1
5.2
5.3

Bibliography

CHAPTER 1
1.1 CONCEPT
Assessment center is an important tool in the selection process. It is used to find out
how a candidate will act in typical management situations.
With globalization, the market has become increasingly demanding and competitive.
There is a demand for a range of goods and services. To survive in this competitive
environment, organizations need to align their strategic intent in line with the market
requirements. The strategic intent thus shapes the mission statement of the
organization, the structure of the organization and the values it follows. The
organization then sets its performance goals according to its strategic intent. To
achieve these performance goals it has become imperative for organizations to have
competent people. ACs help organizations identify and develop these competent
people and have thus become the need of the day.

It's a series of tasks and activities that are structured around a one-, two- or
three-day period to assess your suitability for a job.
Assessment centres typically comprise:

Interviews;

In-tray exercises;

Presentations;

Tests;

Group exercises;

Social events such as dinner or lunch with prospective colleagues;

Different types of Psychological tests;

Management games;
In-Basket exercises. (Here, the candidate is asked to solve different management
problems.) ;

Group discussion (GD) about different management topics;

6

Oral presentations of management topics;

Good report writing.

Assessment centres assess your performance in a range of situations and are

generally used as the second or final stage of the selection process after
preliminary interviews have taken place.
Likely to be designed around assessing you against the job competencies,
assessment centres offer the advantage of allowing you to compensate for an
activity not going well by excelling in another; the disadvantage is that you are
under scrutiny for a lengthy period of time and this can be demanding.
Activities are usually timed, which means you are being assessed in your
capacity to work under pressure.
During these tests, the candidates are observed and evaluated by psychologists and
experienced managers. The candidates are also interviewed during the tests. Then an
evaluation report is prepared for each candidate. This evaluation report is given to the
Selection Committee. The Selection Committee uses this report to select a right
person for right post.
Assessment Centers are also used for training and development of managers.
Candidates are informed about their performance.
This method was used during the Second World War, for selecting officers. In India,
companies like Xerox, HLL, Crompton Greaves, etc., use this method.

1.2 WHY ARE THEY USED?

The process allows employers to observe your behaviour directly and to measure your
performance objectively against the specific key criteria or competencies that they
consider important for a role. It allows them to see what you can do, rather than what
you say you can do.

Assessment centres are costly and time consuming to run. Employers invest a great
deal in ensuring that the process is relevant to the requirements of their organisation
yet also gives you a fair opportunity to demonstrate your skills and personal qualities.
Exercises are sometimes designed to simulate real scenarios that you might face at
work.
Example
At an assessment centre for a sales job you might take part in a role play where you
have to sell a new product to a retail buyer.
Example
At an assessment day for a teaching post you are likely to be required to teach a
lesson that you have prepared in advance.
Example
At an assessment centre for the armed forces you might find yourself leading a team
through a demanding physical challenge.
Assessment centres also give employers the chance to:

Observe you over an extended period of time

See how you react under pressure

Watch how you work with others and how you interact in social situations
They are not looking for you to excel at every exercise, but rather to perform
satisfactorily across all exercises. If you are less good at some, you will have the
opportunity to make up for it in others.
Employers value the objective nature of the assessment centre process. Several
assessors have input into selection decisions, which limits any personal bias. It should
also result in better hiring decisions for the employer and fewer new recruits finding it
difficult to perform or fit into the working environment.
Assessment centres are also an opportunity for employers to give potential recruits an
insight into the company culture and attitudes. Employers will often use some of the
sessions to share more information about the business and the positions on offer and
to market themselves to candidates.

ASSESSMENT CENTRES: WHY DO RECRUITERS USE THEM?

8

Assessment centres are designed to assess your suitability for a particular role. Your
performance in a variety of different work related tasks, including interview
situations, would be assessed by a number of trained assessors, usually from the
recruiters staff.
Most major recruiters use a competency based selection procedure. This involves
testing, across all stages of the recruitment process, for the skills and attributes
required for a particular role or more generally for a graduate training programme that
might offer various different roles. Some recruiters have introduced a variant on the
competency-based system, particularly in relation to interviewing. This is known as
strength-based interviewing and, if competencies can be defined as what you can
do, strengths are defined as what you really enjoy doing. The system is more about
looking at your strengths and natural aptitude for a role. This style of interview can
involve a broader range of quite direct questions. These may be asked at a higher pace
than a competency based interview.
The two systems have a lot in common; its vital that you can evidence and
demonstrate both your personal strengths and any required competencies during an
assessment centre.
Assessment centres are typically held on one day. Sometimes they are preceded by
dinner the night before. Occasionally they are extended over two days by adding
additional group exercises or interviews.

These are seven of the test methods utilized by assessment

centres:
1. Biographical interviewThis is a CV-based interview. Assessors will ask
questions about past roles and responsibilities and what skills the candidate has
learnt from them. It is also good for identifying key successes and an ideal time
to talk about the candidates qualifications and hopes for career expectations
and progression.

2. Behavioural event interviewCandidates are asked for examples of

experiences from previous job roles that show their abilities. It is based on the
idea that how they have overcome a problem they had in their previous role
will be a good indicator of how they would deal with a problem in a future role.
It can highlight a candidates analytical skills and aptitude for problem solving.

3. Role playRole play tests a number of things. The assessor gets a good idea
of how confident a candidate is, and how good they are at thinking on their
feet. It also shows how effectively a candidate can prioritize and solve
problems. Role-plays can be conducted in groups or individually, where the
assessor would be part of the exercise.

4. Group exerciseIn many cases, being able to work in a team is imperative

to a job. A group exercise usually involves the assessors setting a target for the
group then watching and listening to see how the group achieve their goal.
Many qualities can be assessed in this way, for example: listening skills,
decision-making and the ability to delegate. It also highlights any weaknesses
candidates might have such as; not being able to stand up for them.

5. Psychometric testingThese tests provide an employer with an insight to

the candidates personality. Theres no correct answer, they only offer more
detail of how the candidate actually thinks rather than what they think the
interviewer is looking to hear.

6. Verbal and numerical testingThese tests can be conducted on and

offline, either on the assessment day or in advance if the assessor wishes. They
provide evidence of a candidates verbal and numerical skills while theyre
under the pressure of a time limit.

7. Presentation exerciseCandidates can prepare some sort of presentation to

show on the day of assessment. Usually based around something relevant to the
role, the presentation could take the form of a business plan. This shows two

10

things; how much thought and effort the candidate puts into making the
presentation and also how confidently and adeptly they can present ideas to
others and how they think on their feet.
An Assessment Centre (AC) is really a catchall term referring to a set of various tests
and exercises. It can be defined as a "variety of testing techniques designed to allow
candidates to demonstrate, under standardized conditions, the skills and abilities that
are the most essential for success in a given job" (Coleman). However, we would
add... "to fulfill future potential role(s) within an organisation". A well-designed AC
is, the most effective and objective tool for assessing a person in both individual and
group-based environments for selection and/or development.

1.3 What happens in an assessment centre?

An assessment centre is not a place. It is a process designed to assess whether
candidates have the skills required for a job and the future potential the organisation is
looking for. It comprises a range of activities or simulations designed to tests these
factors. Some elements may replicate the tasks and demands of a particular job.

Assessment centres are commonly used in both the private and the public sectors.
They generally last between half a day and two days, and usually come towards the
end of the recruitment process. They take place at employer premises or another
suitable location, such as a hotel or training facility.
Common features of the assessment process are that several candidates are observed
by a team of trained assessors, against pre-identified competencies, in a variety of
different situations and exercises. Interviewees usually work in teams of four to eight,
but some exercises will be performed individually.
All of this may sound scary, but remember that:

Having a number of candidates present makes the selection process more meaningful
as you can be assessed both individually and as part of a team.

Using several trained assessors should make the process fairer as the decision on who
11

to hire is made by consensus.

Assessing against pre-identified competencies means that you are being tested to see
if you can demonstrate the skills that are important to do the actual job.

Using a range of assessment techniques ensures that you are given several
opportunities to demonstrate your skills in different situations.

Typical activities
Selection activities might include any of the following, as appropriate to the job:

Individual exercises

Psychometric tests
In-tray or e-tray exercises
Presentations
Written exercises
Role plays
Interviews

Group tasks

Group exercises
Business case studies
Physical challenges

12

CHAPTER 2
2.1 HISTORY
Assessment Centre process was first used sometime between the two world wars. The
Treaty of Versailles, which ended the First World War, prevented Germany from
rearming and thus the traditional approach to the selection of officers, which was of
observing their performance in war or in exercises, was denied to them. German
psychologists then devised this method, which involved a combination of tests,
simulations and exercises to identify the potential of officer candidates. The British
Army used this methodology in the early days of Second World War when they
established the War Office Selection Boards (WOSBs), again for the selection of
officer candidates. However, it was brought into the private sector only in 1956 after
AT&T used it for selection of high potentials for managerial positions.

2.2 The use of Assessment Centres in the UK

We can trace the existence of assessment centres back to 1942, when they were used
by War Office Selection Boards (Anstey, 1989). Their introduction stemmed from the
fact that the existing system was resulting in a large proportion of those officers it had
predicted would be successful being 'returned to unit' as unsuitable. This is hardly
surprising when one considers that the system as it was relied on interviewing to
select officers and had as selection criteria things like social and educational
background. Even the criteria of 'achievement in the ranks' which one might imagine
as being more job relevant included things like 'exceptional smartness'. No wonder
unsuitable people were chosen as officers and potentially excellent officers
overlooked. The assessment centre approach subsequently adopted was an attempt to
accurately elicit the types of behaviour that an officer was required to display in order
to be successful in their job. The tasks included leaderless group exercises, selection
tests and individual interviews by a senior officer, junior officer and psychiatrist
respectively. This new system resulted in a substantial drop in the proportion of
officers being 'returned to unit' as unfit for duty. During the post war years this system

13

was so successful that it was introduced for selection to the Civil Service and a
variation of it is still used for officer selection in the armed forces to this day.

2.3 The use of Assessment Centres in the US

In the United States assessment centres were initially used by the Office of Strategic
Studies to select spies during the Second World War. Subsequently the use of
assessment centres was taken up by the private sector, especially the giant American
Telephone and Telegraph Company (AT&T), which began using assessment centres
for management selection in 1956, as well as Standard Oil Ohio, IBM, Sears and
General Electric. There were differences between the US and UK approaches which
largely stemmed from the original background to their introduction. In the UK a
greater emphasis was placed on group exercises with an appointed leader, group
discussions and long written exercises whereas in the US more emphasis was placed
on in-tray exercises, leaderless group exercises with assigned roles and two person
role plays (Woodruff, 1993).

The use of Assessment Centres in Industry

Modern assessment centres in the UK tend now to follow the American format
although there are still some which have their roots in the public sector Civil Service
model. The growth of the use of assessment centres in the UK has been rapid. In 1986
Robertson and Makin reported that slightly more than one quarter of organisations
who employed 500 people or more used assessment centres, in 1989 Maybe reported
that more than one third of companies employing over 1000 people used them while
most recently Boyle et al (1993) reported that 45% of organisations who responded
used assessment centres and that their use was more prevalent in the private sector
and by larger organisations. We have also seen a rise in the use of what we could term
'pure' development centres. The main reasons behind this have been the realization
that centres that have an element of selection decision making to them can have a
demoralizing effect on those individuals who have been deemed unsuccessful.
Organisations have also come to realise that to be competitive they must constantly
invest in the development of their staff in order to enable them to respond effectively

14

to an increasingly uncertain marketplace. This has meant that rather than selecting
new employees organisations are now investing more in their existing workforce.
Traditionally companies who wished to train their staff would send them on a training
course external to the organisation, indeed many still do, but there has been an
increasing emphasis placed on delivering training that is relevant to the organizations
needs and business objectives. A development centre run as part of an integrated
training strategy is an excellent way of ensuring that training is carried out in a
context of organizational relevance. A final reason for the growth in use of
development centres has been the widespread adoption of the idea of behavioural
competencies in the human resource field; because development centres are designed
around the job simulation format, which requires the participant to actively do

2.4 HISTORY OF THE ASSESSMENT CENTER METHOD

By now you have probably heard the term "assessment center" used in a variety of
ways.

It is generally associated with a system used for identifying individual

strengths and weaknesses for some specified purpose such as promotion, upgrade,
development, or placement.

The term "assessment" usually refers to a

comprehensive, multifaceted view of the individual in which information from a

variety of measurement techniques is brought together.
In the psychologist's jargon, assessment refers to information provided from a variety
of techniques such as an interview, paper-and-pencil tests, individualized intelligence
tests, and personality measures, which are often used for individualized diagnostic
screening as well as for therapeutic guidance. The essence of assessment is that it
brings together information from a variety of sources and judgmentally arrives at a
summary recommendation and/or description of the individual being evaluated. In
this respect, assessment requires the evaluators to weigh various input sources. They
may pay attention to some data, ignore others, and contrast similarities and/or
differences in results.

15

The assessment center method integrates this kind of information in a formal setting.
In this context, an assessment center can be thought of as both a place and a process.
It is a place where individuals participate in a variety of measurement techniques. It
is also a process designed to provide standardized and objective conditions of
evaluation.
While assessment centers have been successfully used by many organizations for the
past 35 years, the origin of this approach goes back well before this. Some early
references to an assessment center concept can be seen in the work of German
psychologists in the early 1900s.

The most commonly accepted date for the

development of a historical frame of reference for this process goes back to the 1940s
and the work of the Office of Strategic Services (OSS).
During World War II, considerable concern was directed toward identifying operatives
who successfully could undertake hazardous intelligence-gathering missions. A group
of psychologists, under the general direction of Dr. Henry Murray of the Harvard
Psychological Clinic, developed the first widely used assessment center approach. At
about the same time, the British War Office Selection Board and the British Civil
Service Selection Board for military and civil service officer selection developed
assessment centers.
The story of the OSS assessment center has been recorded in "The Assessment of
Men." This book, originally published in 1948, has recently been republished and
provides some very interesting reading.

Over 5,000 recruits were assessed.

Participants in the OSS procedure underwent comprehensive types of data gathering

and measurement sources. Some of these were traditional psychological measures of
ability and personality, some were designed for the mission at hand, and some were
designed to tap specific behaviors such as map-reading skills.
Assessment centers specifically applied for industrial usage can be traced back to the
early 1950s and the pioneering work of Robert K. Greenleaf and Douglas W. Bray of
the American Telephone & Telegraph Company. In the middle 1950s, an ambitious
longitudinal research project, known as the Management Progress Study, was initiated
at AT&T. The purpose of this study was to follow a large sample of young business
16

managers, tracing their growth, development, and progress, over a career in the
telephone business.
Managers of one of the first telephone companies in the Management Progress Study
were quite impressed with the process and asked that a program be developed to
select first-level foremen. This program, the first operational assessment program for
line use, was developed in 1958. It consisted of a modification of the techniques used
in the assessment center of the Management Progress Study, with a heavy emphasis
on behavioral rather than test data. Gradually, the scope of assessment activities
considerably expanded within the Bell System to the point that over 150,000 men and
women have participated in an assessment center program.
Other organizations began adapting the AT&T assessment center method. Standard
Oil (Ohio), IBM, General Electric, Sears, and Caterpillar Tractor were among the first
organizations to use assessment in the United States. Internationally, early programs
were developed at IBM World Trade, Shell (Brazil), and by the Canadian
Government, as well as the English and Australian derivatives of the OSS application.
Gradually, assessment center approaches began to take hold in a variety of settings.
Assessment centers have been used for many purposes. Originally developed for
selection of management personnel, the process has been used for individualized
counseling, management development, and organizational development.

Once

installed only in large organizations with great manpower needs, the method has been
used successfully in civilian and military agencies, universities, and in many smaller
organizations.

17

CHAPTER 3
3.1 Advantages of Assessment Centre
The benefits or merits or advantages of assessment centre:

Assessment centre is used for selection, training and promotion of candidates.

The candidate can find out their strengths and weakness.

The candidates can improve their performance. They can increase their strengths
and remove their weaknesses.

It is more valid because the candidate is evaluated (judged) by many different

experts.

Assessment centres can be useful for screening multiple candidates, as well as

in individual interview cases. They can perform a vital task in eliminating any
unsuitable candidates before you go through a lengthy process with them, or

they can be used to select the most appropriate from a group of potentials.
One of the advantages of assessment centres is that the tests used provide a
detailed insight into the ability, psychology, alignment of values, and motives
of candidates. Assessment centres are held either in-house or through an
independent company.

3.2 Disadvantages of Assessment Centre

The limitations or demerits or disadvantages of assessment centre:
1.

Assessment centre is very costly.

2.

It is very time consuming.

3.

Highly experienced managers are required to evaluate the candidates.

4.

The evaluators may be biased.

The candidates may not get proper feedback.

18

THE BUSINESS BENEFITS OF ASSESSMENT CENTRES

They are far more accurate than a standard recruitment process as they allow
a broader range of selection methods to be used during the process

They enable interviewers to assess existing performance as well as predict

future job performance

They give the opportunity to assess and differentiate between candidates who
seem very similar - in terms of quality - on paper

They give the candidates a better insight into the role as they are tested on
exercises, which are typical for the role they have applied for

They help employers build an employer brand. Candidates who attend

assessment centres which genuinely reflect the job and the organization are
often impressed by that company, even if they are rejected

The cost of an assessment centre is usually cheaper compared with the

potential cost of many recruitment phases and the cost of recruitment errors

They are a fair process they complement an organizations diversity agenda

and ensure that people are selected on the basis of merit alone.

COMMON PITFALLS TO AVOID IN RUNNING ASSESSMENT

CENTRES

New recruits with high expectations can feel disappointed if the assessment
centre has encouraged them to believe the job or organisation fits their values
if, in fact, it does not
If you havent defined the key competencies prior to the event - and a way to
measure these competencies - you will only be able to compare candidates on
anecdotal details

19

3.4 Tools, approaches and duration

There is no such thing as a standard duration for an AC although most last from half
a day to one full day. During ACs several trained assessors observe candidates
through a series of proven assessment techniques that have been selected as the most
effective for a specific role. The most common techniques are briefly described
below:

In-basket exercises. In such exercises, candidates are given time to review the
material and put in writing whatever actions they believe to be most appropriate in
relation to the presented scenario. This exercise is usually followed by an interview to
ensure that the assessor(s) understand the rationale for their actions.

Presentations / role-plays. In these exercises we seek to evaluate candidates

presentation skills, interpersonal capabilities, and team management competencies.
Assessors observe and challenge the candidate.

Interviews. Through interviews, ACs gathers specific information and evaluates the
experience, competencies, qualifications and career interests of candidates. Such
interviews provide significant insight into interpreting and improving the accuracy of
the results of used tools and exercises.

Psychometric tests. As the name suggests, these are used to measure certain
psychological aspects of the person, such as his /her attitudes and behaviours,
emotional adjustment, interests, interpersonal relations and motivation.

Abilities tests. These tests measure an individuals thinking, memory, reasoning and
verbal and/or mathematical abilities. IQ tests fall into this category.

20

Uses and applications

Although the uses of ACs are multiple, they are mainly used to support decisions in
the case of external recruitment, internal mobility programs, promotions and
succession planning. They are also extremely useful in identifying high potential
employees in that they measure competencies critical for future performance using
real-world scenarios, notably the Learning Agility (a key determinant of high
potentiality) of individuals.

Ensuring the success of your ACs

Most important issues to pay attention to when selecting / designing an AC are:

Ensure the AC designed guarantees the utmost accuracy of its results, and in particular
that:
1

The objectives of the tests are precisely defined. The competencies

assessed should for instance be representative of those that relate to the
behaviours of the position to be filled;

The exercises and tests of the AC simulate work situations in a realistic

manner and that they have a proven degree of prediction for the
competencies tested;

The different exercises and tests can be related to one another so as to

provide an overall assessment which can adequately corroborate their
results; and

Scoring of the exercises is objective and well documented, taking into

account all the key findings of the assessors.

Adequate planning and communication towards candidates and internal business

partners;

Ensuring assessors have the right qualifications and knowledge of the relevant
business environment; and

Appropriate feedback is provided to candidates and to internal business partners as

regards the results.

21

Benefits
Our experience shows that the most significant benefits that ACs bring to
organisations are:
5.

Shorter decision-making processes

6.

Unique learning experiences for managers involved in their design, evaluation and
debriefing processes

7.

Improved quality of debate between business representatives and HR professionals on

staff selection issues and, more important

8.

Far better decision quality regarding external recruitment, internal mobility,

promotions and succession planning issues.
And all this at costs that are much less than what people typically associate with
both internally designed or externally outsourced Assessment Centres!

How do I perform well at an assessment center?

As for interviews, good preparation is key. It's important to:

Ensure you have all documentation, notes and resources you might need with
You;

Think about the job competencies required and consider what the assessors
might be looking for;

Match your own knowledge, skills, interests and experiences to the job
competencies and identify your strengths and weaknesses in relation to the
job (you should have done this when completing the application form - but
it's well worth reviewing in preparation for an assessment centre);

Try not to worry about the other candidates, focus on putting your key
qualities and attributes forward;
Maintain a friendly manner and remember you are being assessed even in
'informal' situations.

22

3.5 THE COMPONENTS OF AN ASSESSMENT CENTER

Regardless of the intent of the assessment center itself, the following aspects are
present in each assessment center. These components consist first of a list of qualities
or dimensions related to the characteristics sought in the position or job level in
question. A second component consists of a series of techniques designed to provide
information useful in evaluating these qualities or dimensions. The final component
is a staff to administer the assessment process as well as to interpret the behaviors
observed.

The Dimensions to be assessed

Obviously, the dimensions or qualities to be evaluated are critical factors. These vary,
depending upon the purpose of the assessment center, the kinds of skills and abilities
evaluated, and the level within the organization of the participant and assessor.
For the most part, however, a typical center evaluates from eight to 25 different
dimensions.

These may include such diverse skill areas as interpersonal,

administrative, and communications effectiveness.

Commonly used dimensions

include leadership, persuasiveness, perception, flexibility, decisiveness, organizing

and planning skills, problem-solving skills, and oral and written communications
skills.

Assessment Techniques
The techniques used to measure these qualities also vary. As a general rule, no single
technique is designed to provide information on all of the dimensions typically
evaluated in an assessment center. Considerable research has indicated that certain
techniques provide information that is highly relevant to specific dimensions. For
example, measuring an individual's intellectual abilities is best done using
standardized mental ability tests. Trying to evaluate this dimension based on prior
scholastic accomplishments or current writing skills is generally much less accurate.

23

Similarly, the most effective way of evaluating interpersonal kinds of behaviors

requires a live, interpersonal interaction with others.

The Assessment Staff

The final component of an assessment center is the staff itself. In many respects, this
is one of the most critical components of the process.

Since assessment is a

judgmental process, the quality of the judge is of great importance. The assessor must
be able to assimilate a great deal of information rapidly, must be relatively free of
personal biases, and must be perceived by his or her organization as an effective
individual.

24

HOW ARE SELECTION DECISIONS MADE?

The assessors come together at the end of the assessment centre for a 'wash up'
session. They consider each candidate, noting their observations of individual
performance during each exercise. Using all the evidence they have collected from the
different exercises, they discuss whether you have demonstrated the skills and
qualities they require and to what extent.
You will be assessed against a particular level of skill or behaviour, often called a
benchmark. You are not in competition with other candidates. If you reach the
benchmark, you will normally be offered a position or go forward to any further
recruitment stage. There is rarely a quota of how many candidates can proceed.

At some assessment centres no candidates will be offered jobs. On other occasions all
candidates can be successful.
To find out more, watch the video clip of a graduate recruiter talking about how
selection decisions are made in her organisation.

25

CHAPTER 4
4.1 The Assessment Center Process
An Assessment Center is not a place - it is a method of evaluating candidates using
standardized techniques under controlled conditions. These techniques offer a more
real-life flavor to the selection process. An Assessment Center, moreover, is a
comprehensive evaluation approach that allows candidates an opportunity to
demonstrate their skills in a number of different situations.
Its primary purpose, however, is to evaluate managerial skills and abilities.
The most widespread use of an Assessment Center has been in the selection of
managers and supervisors. It places the candidate in situations similar to those
encountered on the job, yielding better measures of his/her managerial skills. It puts
candidates through a series of group and individual exercises, interviews, and tests
designed to simulate the conditions of a supervisory or managerial job and determine
if they have the skills and abilities necessary to perform the job.
In order for the process to be considered an Assessment Center, it must meet certain
standards adopted by the International Congress on the Assessment Center Method in
The Guidelines and Ethical Considerations for Assessment Center Operations (1989).
Those standards include:
1. A job analysis of relevant behaviors must be conducted to determine the
competencies (dimensions, attributes, characteristics, qualities, skills, abilities,
motivation, knowledge) or tasks that are necessary for effective job performance and
to identify what should be evaluated by the Assessment Center.
2. Behavioral observations by assessors must be classified into meaningful and
relevant competencies, such as characteristics, aptitude, qualities, skills, abilities,
knowledge, or tasks.
3. The instruments used in the Assessment Center must be designed to provide
information for evaluating the competencies.
4. Multiple assessment instruments must be used. These can include tests, interviews,

26

questionnaires, and simulations.

5. The assessment instruments must include sufficient job-related simulations to allow
multiple opportunities to observe the candidates behavior related to each competency
being assessed.
6. Multiple assessors must be used for each assessee. Consideration should be given
to the demographics of the assessment panel (diversity of ethnicity, age, gender, and
functional work area). A participants supervisor should not assess his/her employee in
an Assessment Center.
7. Assessors must receive thorough training and demonstrate an understanding of the
performance competencies. For the initial training of assessors who have no
experience in an Assessment Center, it is desirable to have at least sixteen (16) hours
of assessor training for each day of the administration of Assessment Center exercises
8. Some systematic procedures must be used by the assessors to record accurately
specific behavioral observations at the time of their occurrence. This might involve
handwritten notes, behavioral observation scales, behavior checklist, etc. ...
9. Assessors must prepare a report of the observations made in each exercise in
preparation for the integration session.
10. The integration of behavior must be based on pooling of information from
assessors at a meeting among the assessors. During the integration discussion,
assessors should report information from the assessment instrument, but not
information irrelevant to the purpose of the assessment process. The integration
should be achieved through consensus or some other method of arriving at a joint
decision.
The guidelines specifically state that the following kinds of activities do not constitute
an
Assessment Center:
1. Panel interviews or a series of sequential interviews as the sole technique.
2. Reliance on a single technique (regardless of whether a simulation or not) as the
sole basis for evaluation.
3. Using only a test battery composed of a number of pencil and paper measures,
27

regardless of whether the judgements are made by a statistical or judgmental pooling

of scores.
4. Single assessor assessment, i.e., measurement by one individual using a variety of
techniques, such as pencil and paper tests, interviews, personality measures, or
simulations.
5. The use of several simulations with more than one assessor where there is no
pooling of data; i.e., each assessor prepares a report on performance in an exercise,
and the individual reports (unintegrated) are used as the final product of the center.
6. A physical location labeled as an Assessment Center, which does not conform to
the requirements above.
MTAS Assessment Process
Therefore, any MTAS Assessment Center should be accomplished using the guideline
of the Assessment Center Method. Every assessment will begin with a job analysis.
Competencies will be developed for each position. Multiple instruments will be used
to evaluate the competencies.
Multiple assessors from other cities will be used. Assessors for each MTAS
Assessment Center will undergo thorough training and must be able to demonstrate an
understanding of competencies and their relationship to evaluating an applicants
performance on an assessment instrument. MTAS staff will work with assessors to
integrate behavior information and prepare the final reports. The following contains a
summary of the components of a valid Assessment Center to be used in any MTAS
Assessment Center.

28

4.2 TIPS
Interview Tips
Research the Employer
Thoroughly research the organisation to impress those with whom you are meeting and to
allow more time to tell your story and discuss specifics of the position. Some of the
information you will want to know includes:

Size of organisation
Location of facilities
Structure of organisation - by product line, function, past, current & potential growth
Types of clients
Product line or service
Potential markets, products, services
Price of products or services
Present price of stock
Structure of assets
Who the competition is
Name of recruiter
Training provisions
Relocation policies
Length of time in assignments
Recent items in the news
Others you know in the organisation
Store visits are very important.
It is also important to research issues, trends, and problems. Such information can be
obtained from people in the field, the internet, trade journals, business magazines, and
directories.
You should prepare a list of well-researched questions for the interviewer. We have left a
few pages at the end of this pack for you to do so.

29

Know Yourself
Analyse your strengths and weaknesses and know exactly what you want to say and do not
want to say during the interview.
Evaluate problem areas in your track record and be prepared to offer a strong case for these
during the interview, if necessary. Do not volunteer negative information about your self or
a former employment situation.
Write out answers to possible questions from the interviewer, as a practice activity.
Know why you want this job, including why you would like to work for Zara
Prepare

Know the name, role, and level of responsibility of each individual with whom

you are to meet.

Know exactly how to get to the organisation and be prepared to arrive early

and stay late.

Dress to project an image of confidence and success; your total appearance

should be appropriate to the job.

Prepare to bring additional materials to the interview such as copies of your
CV, a list of referees, and examples of your work.

During the interview

Before the interview you should have considered what you want to communicate and how
you are going to communicate. You will want to communicate: personal qualities,
functional skills, and special areas of knowledge that relate to the particular interviewer or
organisation. How you communicate those personal attributes and background facts is
indicated by your attitude, non-verbal behaviours and verbal responses.
Your first task will be to help to build rapport with the interviewer(s). The characteristics
of building rapport involve
(1) Attitude and
(2) Non-verbal and
(3) Verbal behaviours.
1) Your attitude should be one of openness or sensitivity to the interviewer's style and a
feeling of mutual responsibility for creating a comfortable atmosphere, establishing a
common ground. You should be thinking positively. (If you dont think you are the best
person for the job, how can you hope to convince the employer you are?)
2) The non-verbal behaviours, which contribute to rapport, are: dress and posture, eye

30

contact, handshake, voice level, and gestures.

3) The verbal behaviours contributing to build rapport include: courteous observations,
initiation of discussion, and disclosure of personal qualities.
Be aware of your body language and how you communicate non-verbally. You will want to
convey sincerity, a dedication to achievement, confidence and a high energy level. These
attributes are communicated through your attitude and actions as well as through your
verbal responses.
Consistency between the non-verbal and verbal messages is very important to an effective
interview. The non-verbal behaviours that are important in an interview include:
1

Eye contact, which should be open and direct when listening, asking and
responding to questions. Eye contact is usually broken when concentrating or
reflecting on what you want to say or what was said.

Posture, which should be well balanced, erect, relaxed, straight-on and open.
Know your nervous habits and practice controlling them.

Hands, which should be, used in a relaxed way for animation, communicating
excitement, interest.

Facial expression, which conveys sincerity and can add to or detract from your
words.

Voice tone, which should be firm, warm, well-modulated and relaxed.

Timing which involves your use of silence, and comfort with pauses.

Active listening, which affects how you respond and communicate your
interest.

How you communicate verbally involves your ability:

31

To use active verbs.

To use concrete examples.

To be concise and complete.

To summarize and make transitions.

To be positive and "own" what you have done and what you know.

Knowledge of what contributes to a "strong answer" also contributes to effectiveness.

A strong answer does not create more questions than it answers. The components of a
strong answer include:

Backing up a statement with a specific example.

Sharing your role (the challenge and accomplishments).
Sharing the outcome or solution.
Summarizing to emphasize your strengths.

Strong answers can also be described as frank, open, thoughtful, complete and concise.
You should be ready to ask questions from a prepared list. Techniques for asking good
questions begin with the use of open questions. Questions should be developed ahead of
time and should reflect the amount of research the candidate has done rather than their lack
or research.
Salary questions are usually inappropriate in the first interview, but you should research
the salary range for the job/field ahead of time, consider how much the job is worth to
them, and recognize that the consideration of the pay raise structure of the organisation is
just as important as the entry level rate in assessing an offer.
Be alert to and evaluate management style, organizational structure, turnover, job
responsibilities and growth potential, work atmosphere, staff/supervisor and co-worker
relationships.

At the end of the interview

32

You must know that you have performed the best you can and that there are no
reservations that if possible you havent over come.
You must ask the question What reservations do you have?
This is not negative!
How do I match? What else do you need to know? What havent we covered? Etc.
will not tell you what the interviewer is actually thinking.
If you learn the reservations it gives you opportunity to over come them!!
You must then set parameters for the next contact: "When may I expect to hear from
you? "What is the next step?"
After the Interview
Use the interview as a learning experience. You should take notes on what was covered
how you can improve next time
You should send a letter to thank the interviewer, and stress points in your interest and
areas in your background that qualify you for the position.
If you do not get the job, you should take constructive criticism and
recommendations for future interviews. If you are consistently passed over for
positions, try to identify potential problems; then seek guidance for improvement.

33

BIBLIOGRAPHY

Tata management training centre Everything about Assessment centres

Occupational Psychology Services - History of Assessment centres

IIM Ahmedabad Research Paper Is Past Performance good predictor of

future potential

193.1.88.47/careers/units/unit-ac004.shtml

http://www.psychometric-success.com/assessment-centers/acfaq-what-is.htm

34