Careers and Employability. Assessment Centres

Transcription

1 Careers and Employability Assessment Centres 1

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3 Assessment Centres COPYRIGHT STATEMENT University of Chester Updated July 2013 All Rights Reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior permission of the copyright owner, other than as permitted by current UK legislation or under the terms of a recognised copyright licensing scheme. 3

4 Careers and Employability Tel: Tel: Careers & Employability Centre (opposite The Binks Building) Chester Campus Opening Hours: Monday-Thursday: 9:00am - 5:00pm all year round Friday: 9:00am - 4:00pm Tuesday evening: 5:15pm -7:00pm term time Careers & Employability University of Chester Parkgate Road Chester CH1 4BJ 4

5 Contents 1.0 Purpose of Assessment Centres What is being assessed? Types of Assessment Centre Activities Graduate Employability Competencies Preparing for Assessment Centres Psychometric Test Tips Further Information Presentation Tips Further Information Group Discussion/Activity Tips Further Information Role Play Tips Further Information Simulation i.e. In-Tray Exercise Tips Further Information Case Study Tips Further Information Obtaining Feedback after an Assessment Centre Resources/Further Reading

6 1.0 Purpose of Assessment Centres Traditionally, assessment centres have been used by large, blue-chip employers to shortlist large numbers of job applicants but increasingly, smaller employers are organising smaller, modified versions; or combining two or three elements of assessment centres with interviews as recruitment methods. They can last between 1-3 days. Although they are expensive for employers to run, assessment centres enable recruiters to gather more complete information about candidates than that provided by using interviews alone. 1.1 What is being assessed? Standardised and objective methods are used to test candidates suitability for a job. In deciding whether a candidate is suitable, recruiters seek to identify if the candidate: n Can do the job n Understands how to do the job n Is committed to the job n Will fit into the team/organisation You will have the opportunity to demonstrate a range of skills, attributes and abilities in a variety of different situations. 6

7 2.0 Types of Assessment Centre Activities Activity Psychometric Test - Aptitude Psychometric Test Ability Psychometric Test - Personality Presentation Group Discussion/ Activity Role Play Simulation i.e. In-Tray Exercise Job-Related Test Assesses (example criteria) Capacity to carry out a particular task One of the following: Cognitive - (critical reasoning) abstract, verbal, numerical, perceptual, spatial, mechanical Psychomotor - hand-eye coordination Physical - strength and stamina Sensory abilities - vision, hearing, etc Whether a person s qualities, temperament and disposition will fit into the team; and if their values match those of the organisation. Oral communication; knowledge; information assimilation and consolidation; planning and organising skills; (and team-working skills if a group presentation); working under pressure. Team-working, leadership, time-management, personality-fit, problem-solving, listening skills, influencing skills. Ability to think quickly; oral communication, interpersonal skills, decision-making, influencing skills. Planning and organising skills; prioritising; multi-tasking; timemanagement; working under pressure; decision-making, written communication. IT skills, written exercise, practical activity, physical activity. Case-Study Social Event i.e. evening drinks/ meals Assimilating information, weighing up different possibilities/ perspectives; decision-making, written communication. Interpersonal skills, oral communication, rapport-building, professional networking. 7

8 3.0 Graduate Employability Competencies Attributes tested by assessment centres are skills and abilities which have been learned, developed and refined at university. Although you may not be conscious of your personal development, it is important to: n recognise n acknowledge n demonstrate your competencies to recruiters. Learning, developing and changing is a lifelong process and as you gain more work experience, your self-awareness and confidence in using your skills and abilities will increase. Please refer to Making Yourself More Employable booklet for further information. 8

9 4.0 Preparing for Assessment Centres n Practice sample psychometric tests. n Reflect on your attributes (skills, personal qualities and abilities) conduct a skill audit. n Research the job role and organisation. n Plan your transport and route. n Prepare smart clothes and shoes. n Practise a firm handshake. n Review your application form and CV. n Prepare your interview portfolio containing your application documents, job particulars, CV and qualification certificates. Assessment centres can also be fun as well as providing a useful opportunity for networking and self-development. 9

10 5.0 Psychometric Test Tips Psychometric tests are scientific and provide an objective measurement of different aspects of your mental performance under controlled conditions. Multiple-choice questions are asked. Your results are compared to those of a normative group for comparison to identify whether they are above or below average. n Psychometric tests should be administered adhering to professional codes of conduct such as confidentiality, providing feedback on results and applying test conditions. n Read questions carefully! n Stay calm and focussed. n Practise tests try using the on-line Kenexa test. ac.uk/careers/current-students-and-graduates/making-yourselfemployable/psyc n Practise brain teasers and puzzles. n Practise mental arithmetic. n Avoid lingering over questions and progress methodically through the questions. n Avoid predicting what the employer is expecting, answer personality tests honestly. 5.1 Further Information n Saville and Holdsworth (SHL) and n Psychometric Success n The Morrisby Organisation (TMO) n Chapter 11, Succeeding in Selection, Brilliant Graduate Career Handbook, by Judith Done and Rachel Mulvey, Pearson Education Ltd, 2011 n Chapter 11 Psychometric Tests, Brilliant Interview, by Ros Jay, Pearson Education Ltd, 2008 n Shavick Andrea (2008) Practise Psychometric Tests (howtobooks) 10

11 6.0 Presentation Tips If you are given the topic of your presentation before the assessment day, spend time researching the topic; and preparing and practising your presentation. Ensure you address the brief and consider wider issues too. Alternatively, you may be given a topic on the day itself and some time in which to prepare your presentation, together with materials. Presentation topics may require knowledge of: current issues, industry topics, the job role and the organisation s strategy and objectives; or they may require creativity and new ideas e.g. designing an advertising campaign for a new product. n Consider the purpose of your presentation are you persuading, informing, educating? n Tailor your presentation to the audience. Do not assume the audience knows everything/nothing about the topic on which you are presenting. n Define jargon and avoid using abbreviations. n Structure your presentation: Introduction/aims/objectives Middle main messages Summary/conclusions/recommendations Audience questions and answers n Pace your presentation so you do not exceed time allowed or finish early Talk clearly, concisely and enthusiastically smile! n Ensure multi-media equipment works and have a contingency plan if technology fails. n Prepare visual aids or hand-outs for audience. n Make regular eye contact with the audience. n Present yourself professionally be aware of your body language. n Glance at cue cards to help remind you of what you are saying avoid reading word for word. 11

12 6.1 Further Information n Chapter 11, Presentations, 12 Creating visuals, rehearsing, and beating nerves and 13 Delivering your presentation Brilliant Workplace Skills for Students and Graduates, by Bill Kirton, Pearson Education, 2012 n Brilliant Pitch, by Shaun Varga, Pearson Education Ltd,

13 7.0 Group Discussion/Activity Tips An example of a group discussion Scenario: You are marooned on a desert island, 100 miles from the mainland. Your first task is to decide what to do in order to be rescued. Do you stay on the island or attempt to leave to find land? Your second task is to choose five objects that you think are vital to your survival out of the cards you have each been given. Justify your choice. You have 20 minutes to discuss your plan. You should nominate one person to feedback your decisions at the end. Each person will receive two cards. The cards state: machete, pen knife, mirror, disposable lighter, ball of twine, first aid kit, notebook and pen, tarpaulin, toothpaste, sunglasses, magnifying glass, compass, walking boots, sunscreen, torch, whistle. n Be an active participant without dominating the group or monopolising time. Be assertive whilst sensitive to other candidates behaviour by being tactful and diplomatic in your communication. n Check that everyone in the group has been given the same information, as sometimes different information is given to candidates to generate more discussion. n Watch the time and try to complete/conclude within the time-limit. n Be aware of the roles other candidates adopt in the group i.e. some people reflect and question; some people plan; some people lead; and other people suggest ideas and solutions. Think about the role you naturally present in a team and how you could adapt the role you play to the group on the day. n Often there is no right or wrong answer, so ensure you discuss or consider different perspectives or options. n Use open non-verbal communication/body language. 7.1 Further Information n n n Chapters 14 Teamwork and Team Leadership and 15 Strategies for Success, Brilliant Workplace Skills for Students and Graduates, by Bill Kirton, Pearson Education,

14 8.0 Role Play Tips n Listen to/read the scenario carefully, taking note of specific details. You could be acting with other candidates or one-to-one with an assessor or other candidate. n Act the role in the appropriate manner required i.e. calmly, assertively, professionally, diplomatically, persuasively, caringly etc n Plan in your mind how you might approach the scenario to which you are being presented consider your priorities, actions and remarks and structure your response accordingly. n Be aware of your non-verbal communication/body language and use appropriately according to the scenario. n Use eye contact appropriately. 8.1 Further Information 14

15 9.0 Simulation i.e. In-Tray and E-Tray Exercise Tips n Remain calm, but mindful of time-constraints. n Read in-tray materials quickly i.e. s, reports, documents, messages etc identifying the key points and making notes. n Consider what is important and urgent, urgent but less important, important but less urgent and neither important nor urgent. n Prioritise the in-tray materials and justify your decisions. n Work efficiently, with an attention to detail. n Communicate your thoughts clearly and concisely. 9.1 Further Information n n n what-are-in-tray-exercises n n n Chapter 4 Writing in the office, Brilliant Workplace Skills for Students and Graduates, by Bill Kirton, Pearson Education,

16 10.0 Case Study Tips n Read through the case materials, underlining important points and writing notes. n Identify key messages, problems and considerations. n Think about what you have been asked to do: Solve a problem Suggest solutions Make recommendations Decide on a course of action Prioritise options Identify possibilities Summarise in a clear, straightforward manner Weigh-up perspectives n Consider if any information is missing and (if appropriate) mention what further information you would need before an outcome could be finally reached. n Articulate your thoughts clearly, concisely and persuasively in writing or orally (whichever is required) ensuring your response is structured. n Remain calm, but mindful of time-constraints Further Information n n n 16

17 11.0 Obtaining Feedback after an Assessment Centre You should hear the outcome within a few days. If unsuccessful, ask for feedback on your performance. This will enable you to address areas that need improving before your next assessment centre. Ask the recruiter to be as specific as possible, enabling you to make changes to your performance. Reflect on your performance and practise psychometric tests, activities and skills to develop new techniques and strategies, enhancing your confidence. If you feel you have been unfairly treated or discriminated against at an interview, seek legal advice or contact your local Citizens Advice Bureau. ACAS (Advisory, Conciliation and Arbitration Service) can also provide further information on equality issues. Good Luck! 17

18 12.0 Resources/Further Reading n Chapter 12 Assessment Centres, Brilliant Interview, by Ros Jay, Pearson Education Ltd, n n DVD available to borrow: Selection Success in One (AGCAS) This document is available in alternative formats upon request. Please contact Careers and Employability on or careers@chester.ac.uk 18

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