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Assessment Day Assessor Training AG Makers - 2024
Assessment Day Assessor Training AG Makers - 2024
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Being an
Assessor
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• 09:00 – 11:00: Training
• 11:00 – 11:15: BREAK
Time • 11:15 – 13:00: Training
• 13:00 – 13:30 LUNCH
• 13:30 – 15:55 Training
• 15:55: GOOD BYE
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Assessment Process for
Programme Acceptance
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Effectiveness of Selection Practices
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Programme Assessment Process
Multiple Hurdle Assessment Process
Principles:
➢ Hurdle 1 – Admittance Criteria
• Competency-Based Approach
➢ Entrepreneurial Mind-
set
Take Note:
https://elimindset.com/the-five-dimensions-of-an-entrepreneurial-mindset/ Page 9
Selected Competencies for Assessment Process
Competency Competency Elements
Growth Mindset ➢ Is Resilient (Successes / Failures)
Believing that success depends on hard work,
➢ Perseveres
effort / perseverance, learning / training.
Involves actively pursuing growth / learning ➢ Accepts Challenges
and not being afraid of taking calculated risks ➢ Takes Risk
➢ Works Hard
Self-Efficacy ➢ Has Internal Locus of Control
Believing in one’s own capacity to execute
➢ Has Intrinsic Motivation
behaviours that will produce success. It is
confidence in one’s own ability – believing “I ➢ Has Positive Self Belief
can do it”
Values Driven ➢ Has Values
Making values-driven decisions; values form a
➢ Makes decisions aligned to values
core part of how “one lives one’s life”
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Competencies
Competency Competency Elements
Taking-Action ➢ Sets goals
Being willing to take practical action to deal
➢ Turns problems into solutions
with a problem, to pursue the development
of a business, and to follow through on
goals without being prompted
Problem Solving ➢ Identifies problems
Identifying problems needing solutions,
➢ Identifies various possible solutions
gathering information about the problems,
and solving problems ➢ Decides on a solution
Initiative ➢ Solves problems creatively
Producing new ideas and insights, and
➢ Identifies new ideas
creating innovative products and solutions
➢ Changes products / services to solve a
problem
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Assessment-Competencies Matrix
Application Interview Motivational Individual Total
Form Beliefs Activity
Questionnaire
Growth- X X X X 4
Mindset
Self-Efficacy X X X 3
Values- X X X 3
Driven
Taking X X 2
Action
Problem X X 2
Solving
Initiative X 1
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Assessment Day Programme
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What is an Assessment
Centre (AC)
• A simulation-based process employing
• multiple assessment exercises,
• and
• Multiple assessors
• to produce judgements regarding the
extent to which participants display
applicable competencies, tasks, roles, or
strategies
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Heading 1.
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ACs focus on
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Assessment Centre Roles
Various Roles:
➢Candidate
➢AC Administrator / Lead Assessor
➢AC Assessors
➢AC Facilitator(s)
➢“Behind the Scenes” Roles: AC Staff to capture data, co-ordinate
and store information
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Importance of the Assessor
Take Note:
How well an assessor performs their role impacts AC reliability
and validity – a legal requirement!
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Assessor – Observer Training
Learn Documents, including
Rating Forms
Attend Centre Frame-of-Reference Training
Rating Scales
Norms
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Observing Behaviour
Purpose of Observing Candidate Behaviour:
To detect the candidate's behaviour so that it can be used in the further process of evaluation. If
no behaviour is detected, then the subsequent evaluation of behaviour cannot take place
➢ Physical observation of candidates during activities - can be in-person in real-time, or via the
internet in real-time using conference / meeting or collaboration software, or after the
simulation has taken place observing participants via recordings
Example: You may notice that your style of talking is similar to that of the
candidate and may be inclined to rate themmore favourably
Example: Noting that the candidate plays with a pen instead of observing what
the candidate is saying
Noting Behaviour
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Noting Behaviour
Purpose of Noting Participant Behaviour:
Tip:
Use abbreviations when taking notes. This saves time and allows the assessor to note all that the
candidate is saying
Noting Behaviour (continue)
➢ Candidate behaviour may be recorded, with the explicit permission of the candidate(s), using
video and other recording devices - These recordings can then serve as the primary record of
candidate behaviour
➢ It is recommended that the recorded behaviour still be converted to written words before the
behaviour classification takes place
➢ Speech-to-text software can be used to assist in this conversion process, however, the written
script need to be carefully edited to ensure that what the candidate said, was in fact correctly
converted to text
Example: Noting - Interview Protocol
Question 1:
Why did you apply for this programme?
(Candidate’s response possibly loads on Growth Mindset and / or
Taking Action)
I am currently without a job and I really struggle to get money to buy food. My
friend told me about this programme and I thought that I might as well apply and
see if I get on this programme.
Noting Behaviour (continued)
When Noting is done properly:
Example: The candidate indicated that he / she cannot answer the question [What
did the candidate say?]
▪ Conclusions, Interpretations, Opinions: noting own conclusions, opinions,
interpretations of behaviour
Example: “Lacks interpersonal sensitivity” [What did the candidate say or do that
lead to that conclusion?]
Common Pitfalls When Noting Behaviour (continue)
Be aware of the following:
▪ Vague Statements: noting statements and not actual behaviour
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Classifying Behaviour
Purpose of Classifying Behaviour:
Step 3:
Step 1: Step 2:
Transfer all classified notes
Read all Notes – complete Read all Notes – write
to Assessor Report Form /
words & sentences competency names
Scoring Rubric (ARF)
Step 5:
Step 4:
Read through all classified
Read Notes Again – ensure
behaviour in ARF to
all behaviour classified
ensure correctness
Example: Interview Protocol
Question 1:
Why did you apply for this programme?
(Candidate’s response possibly loads on Growth Mindset and / or Taking Action)
I am currently without a job and I really struggle to get money to buy food. My
friend told me about this programme and I thought that I might as well apply and
see if I get on this programme. I believe I can run a business.
➢ Use the Scoring Rubric provided for each activity to assist in the process
➢ Clearly and diligently transcribe the evidence against the relevant competency and
behavioural element
Tip: It is not recommended to use the same piece of evidence across more than
two competencies
Common Pitfalls When Classifying Behaviour
Be aware of the following:
➢ Wrong Classification: classifying the behaviour incorrectly
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Evaluating Behaviour
It is assessing the candidate's behaviour per competency and allocating a rating to it
To indicate the extent to which the candidate displayed the competency / competency element in
relation to the AC's norm
Evaluating Behaviour (continue)
Take Note:
➢ All classified behaviour must be evaluated to determine its value
➢ Avoid over-emphasising certain parts of the candidate's behaviour at the
expense of others
➢ Use the full width of the rating scale (do not “sit on the fence” by continuously
allocating the middle rating)
➢ Be aware of being too harsh or too lenient when awarding ratings
The specific AC's Frame-of-Reference training for the assessors are especially
important when it comes to the understanding of how behaviour per competency
looks like, as well as how behaviour per rating looks like
Evaluating Behaviour (continued)
Tip:
➢ The Horns Effect: one observation may cloud perception of the candidate overall
negatively
Example: If someone does not greet others they may mistakenly be perceived as
unfriendly or withdrawn
▪ Projection: This happens when the assessor projects their personal view of how
behaviour fits together onto the candidate. This can lead to inaccuracies
Example: Assuming that if someone shows Self-Efficacy, they also has a Growth
Mindset
▪ Generalisation: taking a candidate’s trait and applying it to all other behaviour of the
candidate
Example:
The candidate at the start of the meeting did not greet the assessors. This behaviour
is then used to explain the candidate's behaviour later during the interview when the
candidate really did not hear what the assessor was saying
Common Pitfalls When Evaluating Behaviour (continue)
Example: A candidate that is well dressed while the other candidates may be
less groomed leads to assessors assuming this candidate must perform
better
Common Pitfalls When Evaluating Behaviour (continue)
➢ Recency: basing ratings on behaviour showed towards the end of the activity
➢ Order and Contrast: ratings based on order in which candidates are interviewed /
observed
Example: The candidates who were assessed at the start of the AC received lower
ratings than those assessed later during the AC
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Common Pitfalls When Evaluating Behaviour (continue)
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Rating Scale
Rating Description
1 Much Less than Acceptable
2 Less than Acceptable
3 Acceptable
4 More than Acceptable
5 Much More than Acceptable
Evaluation Process
Comments:
Consensus = Everyone agrees on the Rating
Write the rationale of the rating per competency
Conversion Table to 5-Point Rating Scale
Common Pitfalls When Evaluating Behaviour
Be aware of the following:
▪ The Halo Effect: The observer - assessor's perception about a candidate is clouded
by one positive observation resulting in that positive perception being transferred
to everything that the candidate is doing. This leads to the candidate's behaviour
being evaluated more positively on non-related competencies
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Data Integration
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Team Approach to Adhere to Professional Requirements
➢ Are the per Element Ratings for the Competency Appropriate, considering the
Evidence
➢ If the Candidate has an Element Rating of 1 or 2, should the Final Rating still be a 4 or
5?
➢ If the Candidate has an Element Rating of 1, should the Final Rating still be a 3?
AC Participant Experience
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AC Participant Touchpoints (Schlebusch & Roodt, 2020)
Invitation to
Participate in
participate in AC De-brief
Activities
AC
Informed
AC Orientation Road Ahead
Consent
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Selection Interview
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Preparing for the Interview
Interview Protocol
Preparing for the Interview (continue)
Guidelines in the Protocol:
Preparing for the Interview (continue)
Guidelines in the Protocol:
Take Note:
Please be comfortable and
relaxed so that the candidate
may also be relaxed, feel
welcome and are comfortable
Interviewing Skills
➢ Decide on a process to follow and keep it the same for all candidates (e.g. who explains
everything; who asks question 1; who takes verbatim notes; etc.)
➢ Prepare the room – 3 people seated comfortably around a table for a conversation (not
2 behind a desk and the candidate in front) – remove the barriers between candidate
and interviewers
➢ Create a relaxed setting:
➢ Quiet, Comfortable
➢ Free from distractions and interruptions
➢ Meet Candidate at door, shake hands and invite into the room
Interviewing Skills (continue)
➢ Build rapport – make small talk
➢ Make verbatim notes BUT keep eye contact as much as possible
➢ Focus attention on the candidate – do not look distracted, bored, or create any other
negative impression
➢ Ask questions –
➢ Probe deeper
➢ Open ended questions (who, what, where, when, why, how)
➢ Not leading questions
➢ Keep candidate on-track
➢ Keep silent after asking a question to allow the candidate to think
➢ At closing: smile; shake hands; lead candidate to door
Opening the Interview
Opening the Interview (continue)
Opening the Interview (continue)
Interview Questions: Example
Interview Questions (continue)
Questions
1 Why did you apply for this programme?
(Candidate’s response possibly loads on Growth Mindset and / or Taking Action)
3 Name three (3) new skills / knowledge that you learned during the past 12 months or want
to learn during the next 12 months.
• Why did you learn these? / Why do you want to learn these?
• How did you learn these? / How will you learn these?
• How are you using these? / How will you be using these?
(Candidate’s response possibly loads on Growth Mindset and / or Taking Action)
Interview Questions (continue)
Questions
4 Question 4: Tell us about the most difficult / challenging task that you had to do. It can be
at work / at school / college / life.
• What was the task?
• What was difficult about the task?
• What did you do?
• Why did you do it that way?
• Why did you not give up?
• If you had to redo it, what would you do differently? Why would you do it like that?
(Candidate’s response possibly loads on Problem Solving; Self-Efficacy; and / or Taking
Action)
5 We all from time-to-time receive feedback about the quality of our work.
• If someone tells you that you made a mistake, how would you react and what would you
say?
• Why would you react in that way?
(Candidate’s response possibly loads on Growth Mindset and / or Self Efficacy)
Interview Questions (continue)
Questions
6 We all have so-called weaknesses. How can you personally turn one of your weaknesses
into a strength?
• What is your weakness?
• Why is it a weakness for you?
• How can you turn it into something positive / a strength?
• What needs to happen to turn it into something positive / a strength?
• Why do you think you can turn that weakness into a strength?
(Candidate’s response possibly loads on Taking Action and / or Self-Efficacy)
7 Describe a time you lacked the necessary skill / knowledge or tools to finish a job / task.
• What was the job / task?
• What did you do to finish the job / task?
• What did you learn from the experience?
• What will you do to ensure you do not find yourself in a similar situation?
(Candidate’s response possibly loads on Problem Solving)
Interview Questions (continue)
Questions
8 • What activities make you feel good / as though you have purpose in life?
• Why do you feel good / purposeful when doing these activities?
(Candidate’s response possibly loads on Values Driven)
9 • What do you consider when you must make an important decision that impacts your
personal life? As example: you receive two (2) job offers from different organisations, but
you will have to move to another province for you to work at the organisations. What do
you consider?
• Why do you consider these?
(Candidate’s response possibly loads on Values Driven)
Interview Questions (continue)
Questions
10 Let us imagine that you have started your own business.
• What is the ideal business outcome you would like to experience?
• What results would you like to achieve?
• What will success look like for you?
• Why is this result important for you?
• What if you do not achieve these results or success; what will you do?
(Candidate’s response possibly loads on Values Driven and / or Taking Action)
11 If you must describe yourself to someone who does not know you, how would you describe
yourself?
(Candidate’s response possibly loads on Self-Efficacy)
Closing the Interview
Closing the Interview (continue)
Interview Assessor Scoring Rubric
Interview Assessor Scoring Rubric (2)
Interview Assessor Scoring Rubric (3)
Interview Assessor Scoring Rubric (4)
Interview Assessor Scoring Rubric (5)
Interview Assessor Scoring Rubric (6)
Interview Assessor Scoring Rubric (7)
Interview Assessor Scoring Rubric (8)
Interview Assessor Scoring Rubric (9)
Individual Activity: Town Planning
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Candidate Instructions
Candidate Instructions (continue)
Candidate Instructions (continue)
Timing
• You have 70 minutes to complete your plan of the town.
• You will have additional time to complete the Participant Report Form.
A3 Paper to do Town
Plan on
River
Candidate Resources: Example of Icons
3 Pages
of Icons
Candidate Participant Report Form
Purpose of the Document:
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Candidate Instructions
Candidate Instructions (continue)
Example from Motivational Beliefs Questionnaire
➢ 81 Questions
➢ Approximately 20 Minutes to Administer
Example from Motivational Beliefs Answer Sheet
Multi-Culturism and the Role of
the Assessor
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Challenges Presented by Multi-Culturism
Challenge Description Example
Adverse Impact Different groups score on average differently Female participants’ scores are lower than male
participant’s scores
Disparate Different Standards applied to different groups Behaviour from female participants are evaluated
Treatment more positively than male participants
Implicit Bias No conscious control over process of social Inherent / unknown belief that people with a military
perception, impression formation, judgement background will always behave in a certain way, e.g.
unknown stereotypes
Modern Racism Not defining own beliefs & attitudes as racist, Holding a belief that people with a specific
but act in ways to protect a non-prejudiced self- background always behave and think in a certain way
image by provoking non-prejudiced reason(s) for and justifies this belief by mentioning a few examples
perceived prejudiced action
Ethnocentrism Believing own culture is superior to other Interpreting a participant’s verbal and non-verbal
cultures / ethnic groups & that one’s own behaviour based on own cultural norms, e.g. touching
culture can be applied universally people and keeping personal space
Remedies to Address Multi-Culturism Challenges
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Approved by ACSG,
March 2018
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Principle 1: Respect for Principle 2: Respect for Principle 3: Respect for Principle 4: Respect Principle 5: Professional AC Principle 6: Professional Accountability
Applicable SA Legislation
participant dignity participant diversity participant freedom for client and the
client’s organisation
competence
1 Show Integrity Ensure Procedural Participants are Clearly Deliver effective ACs Be knowledgeable about AC Maintain professional standards
Fairness Informed design and implementation
2 Show Honesty Ensure Interactive Participants Participate Deliver value adding Design ACs with scientific Accept accountability
Fairness Freely ACs rigour
3 Show Respectfulness Ensure Distributive Participants are Free to Deliver what was Acknowledge own AC skill Maintain professional conduct and
Fairness withdraw from process marketed and level integrity
contracted
4 Show Sensitivity Ensure Equal Participants may Provide / Deliver fit-for purpose Ensure competent AC staff Respect AC governance
Opportunity with-hold informed ACs
consent
Standards
5 Honour Privacy Ensure Equal Treatment Participants should Deliver practical ACs Ensure continual AC related Comply with AC design and
Receive feedback upon (fitting into development implementation science
request after the process organisational
processes)
6 Honour Confidentiality Ensure Objectivity Participants ahould Have Deliver context Maintain AC standardisation
access to own information focused ACs
9 119of intellectual
Ensure proper protection
property
Summary
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Summary of Assessor Process
Evaluate
Know Scoring Convert Rating to
According to
Rubrics 5-Point Scale
Norm
Transfer Candidate
Know Content of
Behaviour to
Activity
Scoring Rubric
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Professional Conduct
➢ Do not give feedback to candidates during the AC
➢ Do as much scoring on the day as possible while the evidence is still fresh in mind
➢ Copyright of activities
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Road Ahead
➢Timelines
➢Review Competencies, Activities, Documentation, Process
➢Refresher Before Start of First Day
➢4 Regions – 20 Candidates per Day; 10 Assessors per Region
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Questions
and
Discussion
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References
Meiring, D., & Buckett, A. (2016). Best practice guidelines for the use of the assessment centre method
in South Africa (5th edition). SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 42(1), a1298.
http://dx.doi. org/10.4102/sajip.v42i1.1298.
SA Assessment Centre Study Group (ACSG). (2015). Best Practice Guidelines for the use of the
Assessment Centre Method in South Africa (5th Edition). Retrieved from
https://acsg.co.za/sites/default/files/AC-Guidelines-SouthAfrica.pdf.
SA Assessment Centre Study Group (ACSG). (2018). Code of Ethics for Assessment Centres in South
Africa. Retrieved from https://acsg.co.za/sites/default/files/AC-Code-of-Ethics-Final_15-March-
2018_Approved_1.pdf.
SA Assessment Centre Study Group (ACSG). (2020). Social Media Campaign. https://www.acsg.co.za.
Schlebusch, S., & Roodt, G. (2020). Assessment Centres: Unlocking People Potential for Growth (2nd Ed.).
Johannesburg: Knowres Publishing.
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Assessor Training
AG Makers Sandra Schlebusch
Sandra@lemasa.co.za
Mobile:+2782-46 24560
11 March 2024
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