BDO 372
Unit 1: Assessment Centre
1. Definition, purposes and benefits/advantages of AC
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 for e.g. 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
2. Guidelines for ACs and DCs in South Africa & the code of ethics relating to AC practice
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 and discuss ethical issues and practices with AC colleagues on a regular basis, ACSG conference
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 ethical issues requiring clarification or the development of new guidelines or standards to the attention of the
ACSG
Bring concerns about possible unethical actions by AC practitioners directly to the attention of the ACSG
6 core principles
o Individual Rights
Respect for Participant Dignity
Respect for Participant Diversity
Respect for Participant Freedom
o AC
Respect for the Client & the Client’s Organisation
Professional AC Competence
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
3. Making clear distinctions between ACs versus DCs: how do they differ from each other and what are the commonalities
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
4. Features /elements of assessment centres as applied in a given organisational problem
Job analysis- determine competencies vital for job success + type of simulations so it’s not foreign to the job
Multiple simulations and Assessment Instructions- simulation= typical situation to which a job incumbent is exposed. 3+
job related simulations used to observe participant behaviour in relation to competencies
Multiple observers- same participant observed by different observers, then pooled during data-integration
Behavioural observation- NOT any other psychological construct. observed, noted, classified and evaluated (ONCE).
Classified into dimensions/competencies, skills, abilities and knowledge
©MeganMeiring
Unit 1: Assessment Centre
1. Definition, purposes and benefits/advantages of AC
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 for e.g. 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
2. Guidelines for ACs and DCs in South Africa & the code of ethics relating to AC practice
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 and discuss ethical issues and practices with AC colleagues on a regular basis, ACSG conference
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 ethical issues requiring clarification or the development of new guidelines or standards to the attention of the
ACSG
Bring concerns about possible unethical actions by AC practitioners directly to the attention of the ACSG
6 core principles
o Individual Rights
Respect for Participant Dignity
Respect for Participant Diversity
Respect for Participant Freedom
o AC
Respect for the Client & the Client’s Organisation
Professional AC Competence
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
3. Making clear distinctions between ACs versus DCs: how do they differ from each other and what are the commonalities
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
4. Features /elements of assessment centres as applied in a given organisational problem
Job analysis- determine competencies vital for job success + type of simulations so it’s not foreign to the job
Multiple simulations and Assessment Instructions- simulation= typical situation to which a job incumbent is exposed. 3+
job related simulations used to observe participant behaviour in relation to competencies
Multiple observers- same participant observed by different observers, then pooled during data-integration
Behavioural observation- NOT any other psychological construct. observed, noted, classified and evaluated (ONCE).
Classified into dimensions/competencies, skills, abilities and knowledge
©MeganMeiring
