BDO 372
Unit 1: Assessment Centre
Definition:
AC- standardized assessment process where one or more participant complete multiple simulation exercises and are
observed by multiple assessors who are competent in observing and evaluating each participant against a number of
predetermined, job-related behavioural constructs
International Taskforce on Assessment Centre Guidelines defines AC:
Standardized evaluation of behaviour based on multiple inputs. Any single assessment centre consists of:
• multiple components, which include behavioural simulation exercises, within which
• multiple trained assessors observe and record behaviours, classify them according to the behavioural
constructs of interest, and (either individually or collectively) rate behaviours. Using either a consensus meeting
among assessors or statistical aggregation,
• assessment scores are derived that represent an assessee’s standing on the behavioural constructs and/or an
aggregated overall assessment rating (OAR)
Purposes of ACs:
Predict performance = selection, promotion and succession planning. << traditional purpose. Selection/Promotion;
Help find the right person for the job
• Diagnose areas of strength and development (DAC)
• For development, for example, as part of a training intervention or to develop designated competencies (DAC)
• An appropriate number of competencies to be measured in the AC for selection purposes could be 6-8
• Effective measurement of competencies becomes difficult and AC ratings become diluted if more competencies
are being measured
• For DACs, the appropriate number could be higher
Advantages of ACs:
Over other assessment tools:
▪ Simulations are unique in their ability to showcase participants’ skills and provide an opportunity to observe
behaviour in future positions
To participants:
o Provides realistic preview of a future position that can help people determine whether such position will be a
good fit to their interests, motivation and talents
o Participants readily see job relevance in simulations and view them to showcase their skills
o The adverse impact is smaller
o ACs elicit behaviours used for meaningful and credible feedback
AC & DC Guideline:
Provide guidance to IOPs, organisational consultants, HR management specialists and generalists, and others
who design and conduct assessment or development centres
Information to managers who decide whether or not to institute an assessment or a development centre in their
organisations
Instruction to assessors serving in an assessment or development centre
Guidelines describe the “what” and to some extend the “how” of conducting AC’s
©MeganMeiring
, Code of Ethics ACs:
➢ Ethics- doing what is good for self and what is good for others
➢ Professional Ethics- principles and standards that guide a profession and its members in their interactions with
internal and external stakeholders (participants, client+ AC practitioner). Purpose= build trust in the profession
➢ Code of Ethical Practice addresses the “how” of conducting ACs (how AC practitioners behave ethically within
the AC context and when interacting with others)
➢ Code Supplements the 5th Edition Best Practice, AC Guidelines (2016)
➢ Code of Ethics applicable on all forms of Assessment Centres
➢ Code provides an ethical framework applied during the application of AC methodology
➢ Responsibility of AC Practitioners:
• Ethical action depends foremost on each AC practitioner’s commitment to behave ethically
➢ ACSG members commit:
• Assess & discuss ethical issues & practices with AC colleagues on a regular basis
• Adhere to the ACSG Code of Ethics in all AC activities
• Apply the ethical principles, values, and standards of the Code of Ethics conscientiously
• Bring concerns about possible unethical actions by AC practitioners directly to the attention of the
ACSG
➢ 6 core principles
o Individual Rights o AC
Respect for Participant Dignity Respect for the Client & the Client’s Org
Respect for Participant Diversity Professional AC Competence
Respect for Participant Freedom Professional Accountability
➢ Professional Competence
▪ AC practitioner is competent in designing, implementing, evaluating and validating ACs
▪ Competence expectation includes that all AC staff will also be competent in their specific roles in an AC
➢ Ethical Standards for AC practitioners (adhering to professional competence)
▪ be knowledgeable about AC design and implementation
▪ design ACs with scientific rigour
▪ acknowledge own AC skill level
▪ ensure competent AC staff
▪ ensure continual AC related development
Making clear distinctions between ACs versus DCs:
DAC (Developmental AC)- development centre entails the use of assessment centre technology for the identification of
individual strengths and development areas
Purpose of DAC- diagnose development needs that will facilitate more effective job performance and/ or career
advancement, which in turn contributes to the attainment of greater organizational success.
See purpose of AC on pg.1. >> AC- discovers talent, DC- transforms talent
Identifying competencies in given simulations:
Dimensions– broad categories of behaviour
A key to the job relevance of AC methodology= focus of observations on those dimensions which are determined
to be crucial for job success/ failure
Dimensions should be devised in the light of behaviour at work, thereby enhancing their relatedness to job
performance
Clearly defined dimensions result in the improved measurement thereof
©MeganMeiring
Unit 1: Assessment Centre
Definition:
AC- standardized assessment process where one or more participant complete multiple simulation exercises and are
observed by multiple assessors who are competent in observing and evaluating each participant against a number of
predetermined, job-related behavioural constructs
International Taskforce on Assessment Centre Guidelines defines AC:
Standardized evaluation of behaviour based on multiple inputs. Any single assessment centre consists of:
• multiple components, which include behavioural simulation exercises, within which
• multiple trained assessors observe and record behaviours, classify them according to the behavioural
constructs of interest, and (either individually or collectively) rate behaviours. Using either a consensus meeting
among assessors or statistical aggregation,
• assessment scores are derived that represent an assessee’s standing on the behavioural constructs and/or an
aggregated overall assessment rating (OAR)
Purposes of ACs:
Predict performance = selection, promotion and succession planning. << traditional purpose. Selection/Promotion;
Help find the right person for the job
• Diagnose areas of strength and development (DAC)
• For development, for example, as part of a training intervention or to develop designated competencies (DAC)
• An appropriate number of competencies to be measured in the AC for selection purposes could be 6-8
• Effective measurement of competencies becomes difficult and AC ratings become diluted if more competencies
are being measured
• For DACs, the appropriate number could be higher
Advantages of ACs:
Over other assessment tools:
▪ Simulations are unique in their ability to showcase participants’ skills and provide an opportunity to observe
behaviour in future positions
To participants:
o Provides realistic preview of a future position that can help people determine whether such position will be a
good fit to their interests, motivation and talents
o Participants readily see job relevance in simulations and view them to showcase their skills
o The adverse impact is smaller
o ACs elicit behaviours used for meaningful and credible feedback
AC & DC Guideline:
Provide guidance to IOPs, organisational consultants, HR management specialists and generalists, and others
who design and conduct assessment or development centres
Information to managers who decide whether or not to institute an assessment or a development centre in their
organisations
Instruction to assessors serving in an assessment or development centre
Guidelines describe the “what” and to some extend the “how” of conducting AC’s
©MeganMeiring
, Code of Ethics ACs:
➢ Ethics- doing what is good for self and what is good for others
➢ Professional Ethics- principles and standards that guide a profession and its members in their interactions with
internal and external stakeholders (participants, client+ AC practitioner). Purpose= build trust in the profession
➢ Code of Ethical Practice addresses the “how” of conducting ACs (how AC practitioners behave ethically within
the AC context and when interacting with others)
➢ Code Supplements the 5th Edition Best Practice, AC Guidelines (2016)
➢ Code of Ethics applicable on all forms of Assessment Centres
➢ Code provides an ethical framework applied during the application of AC methodology
➢ Responsibility of AC Practitioners:
• Ethical action depends foremost on each AC practitioner’s commitment to behave ethically
➢ ACSG members commit:
• Assess & discuss ethical issues & practices with AC colleagues on a regular basis
• Adhere to the ACSG Code of Ethics in all AC activities
• Apply the ethical principles, values, and standards of the Code of Ethics conscientiously
• Bring concerns about possible unethical actions by AC practitioners directly to the attention of the
ACSG
➢ 6 core principles
o Individual Rights o AC
Respect for Participant Dignity Respect for the Client & the Client’s Org
Respect for Participant Diversity Professional AC Competence
Respect for Participant Freedom Professional Accountability
➢ Professional Competence
▪ AC practitioner is competent in designing, implementing, evaluating and validating ACs
▪ Competence expectation includes that all AC staff will also be competent in their specific roles in an AC
➢ Ethical Standards for AC practitioners (adhering to professional competence)
▪ be knowledgeable about AC design and implementation
▪ design ACs with scientific rigour
▪ acknowledge own AC skill level
▪ ensure competent AC staff
▪ ensure continual AC related development
Making clear distinctions between ACs versus DCs:
DAC (Developmental AC)- development centre entails the use of assessment centre technology for the identification of
individual strengths and development areas
Purpose of DAC- diagnose development needs that will facilitate more effective job performance and/ or career
advancement, which in turn contributes to the attainment of greater organizational success.
See purpose of AC on pg.1. >> AC- discovers talent, DC- transforms talent
Identifying competencies in given simulations:
Dimensions– broad categories of behaviour
A key to the job relevance of AC methodology= focus of observations on those dimensions which are determined
to be crucial for job success/ failure
Dimensions should be devised in the light of behaviour at work, thereby enhancing their relatedness to job
performance
Clearly defined dimensions result in the improved measurement thereof
©MeganMeiring
