Chapter 1: Introduction to Assessment center: An assessment centre is a place at which a person, such as a member of staff, is assessed to determine their

suitability for particular roles, especiallymanagement or military command. The candidates' personality and aptitudes are determined by a variety of techniques including interviews, group exercises,examinations and psychometric testing. History Assessment centres were first created in World War II to select officers. xamples include the Admiralty Interview !oard of the "oyal #avy and the War $ffice %election !oard of the !ritish Army AT&T created a building for recruitment of staff in the '()*s. This was called The Assessment +entre and this was influential on subsequent personnelmethods in other businesses $ther companies use this method to recruit for their graduate programmes by assessing the personality and intellect of potential employees who are fresh out of university and have no wor, history. The big four accountancy firms conduct assessment centre days to recruit their trainees. -./ of employers in the 01 and 0%A now use some form of assessment centre as part of their recruitment2promotion process.In recent years companies have been set up to support assessment centre coaching 3ro4ect on assessment5

chapter 2

HRM :

Definition :

The process of hiring and developing employees so that they become more valuable to the organi6ation. 7uman "esource 8anagement includes conducting 4ob analyses, planning personnel needs, recruiting the right people for the 4ob, orienting and training, managing wages and salaries, providing benefits and incentives, evaluating performance, resolving disputes, and communicating with all employees at all levels. xamples of core qualities of 7" management are extensive ,nowledge of the industry, leadership, and effective negotiation s,ills. 9ormerly called personnel management Human resource management :HRM, or simply HR; is the management of an organi6ation's wor,force, or human resources. It is responsible for the attraction, selection, training, assessment, and rewarding of employees, while also overseeing organi6ational leadership and culture and ensuring compliance with employment and labor laws. In circumstances where employees desire and are legally authori6ed to hold a collective bargaining agreement, 7" will also serve as the company's primary liaison with the employees' representatives :usually a labor union;.
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7" is a product of the human relations movement of the early <*th century, when researchers began documenting ways of creating business value through the strategic management of the wor,force. The function was initially dominated by transactional wor,, such as payroll and benefits administration, but due to globali6ation, company consolidation, technological advancement, and further research, 7" now focuses on strategic initiatives li,e mergers and acquisitions, talent management, succession planning, industrial and labor relations, and diversity and inclusion. In startup companies, 7"'s duties may be performed by trained professionals. In larger companies, an entire functional group is typically dedicated to the discipline, with staff speciali6ing in various 7" tas,s and functional leadership engaging in strategic decision ma,ing across the business. To train practitioners for the profession, institutions of higher education, professional associations, and companies themselves have created programs of study dedicated explicitly to the duties of the function. Academic and practitioner organi6ations li,ewise see, to engage and further the field of 7", as evidenced by several field=specific publications. Human Resources Management System : A Human Resources Management System (HRMS) or Human Resources Information System (HRIS), refers to the systems and processes at the intersection between human resource management :7"8; and information technology. It merges 7"8 as a discipline and in particular its basic 7" activities and processes with the information technology field, whereas the programming of data processing systems evolved into standardi6ed routines and pac,ages of enterprise resource planning : "3; software. $n the whole, these "3 systems have their origin on software that integrates
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information from different applications into one universal database. The lin,age of its financial and human resource modules through one database is the most important distinction to the individually and proprietary developed predecessors, which ma,es this software application both rigid and flexible. The function of human resources :7"; departments is generally administrative and common to all organi6ations. $rgani6ations may have formali6ed selection, evaluation, and payroll processes. fficient and effective management of >human capital> progressed to an increasingly imperative and complex process. The 7" function consists of trac,ing existing employee data which traditionally includes personal histories, s,ills, capabilities, accomplishments and salary. To reduce the manual wor,load of these administrative activities, organi6ations began to electronically automate many of these processes by introducing speciali6ed human resource management systems. 7" executives rely on internal or external IT professionals to develop and maintain an integrated 7"8%. !efore the clientserver architecture evolved in the late '(.*s, many 7" automation processes were relegated to mainframe computers that could handle large amounts of data transactions. In consequence of the high capital investment necessary to buy or program proprietary software, these internally developed 7"8% were limited to organi6ations that possessed a large amount of capital. The advent of client?server, application service provider, and software as a service :%aa%; or human resource management systems enabled increasingly higher administrative control of such systems. +urrently human resource management systems encompass@citation neededA 5 '. 3ayroll <. Time and attendance
4

3. 3erformance appraisal

B. !enefits administration ). 7" management information system

6. "ecruiting2Cearning management

D. 3erformance record
8.

mployee self=service

(. %cheduling '*.Absence management ''.Analytics The payro modu e automates the pay process by gathering data on employee time and attendance, calculating various deductions and taxes, and generating periodic pay cheques and employee tax reports. Eata is generally fed from the human resources and time ,eeping modules to calculate automatic deposit and manual cheque writing capabilities. This module can encompass all employee=related transactions as well as integrate with existing financial management systems. The time and attendance modu e gathers standardi6ed time and wor, related efforts. The most advanced modules provide broad flexibility in data collection methods, labor distribution capabilities and data analysis features. +ost analysis and efficiency metrics are the primary functions.

The !enefits administration modu e provides a system for organi6ations to administer and trac, employee participation in benefits programs. These typically encompass insurance, compensation, profit sharing and retirement. The HR management modu e is a component covering many other 7" aspects from application to retirement. The system records basic demographic and address data, selection, training and development, capabilities and s,ills management, compensation planning records and other related activities. Ceading edge systems provide the ability to >read> applications and enter relevant data to applicable database fields, notify employers and provide position management and position control. 7uman resource management function involves the recruitment, placement, evaluation, compensation and development of the employees of an organi6ation. Initially, businesses used computer based information systems to5

produce pay chec,s and payroll reportsF maintain personnel recordsF pursue talent management.

$nline recruiting has become one of the primary methods employed by 7" departments to garner potential candidates for available positions within an organi6ation. Talent management systems typically encompass5

analy6ing personnel usage within an organi6ationF identifying potential applicantsF recruiting through company=facing listingsF

recruiting through online recruiting sites or publications that mar,et to both recruiters and applicants.

The significant cost incurred in maintaining an organi6ed recruitment effort, cross= posting within and across general or industry=specific 4ob boards and maintaining a competitive exposure of availabilities has given rise to the development of a dedicated applicant trac,ing system, or 'AT%', module. The training modu e provides a system for organi6ations to administer and trac, employee training and development efforts. The system, normally called a >learning management system> :C8%; if a stand alone product, allows 7" to trac, education, qualifications and s,ills of the employees, as well as outlining what training courses, boo,s, +Es, web based learning or materials are available to develop which s,ills. +ourses can then be offered in date specific sessions, with delegates and training resources being mapped and managed within the same system. %ophisticated C8% allow managers to approve training, budgets and calendars alongside performance management and appraisal metrics. The emp oyee se f"ser#ice modu e allows employees to query 7" related data and perform some 7" transactions over the system. mployees may query their attendance record from the system without as,ing the information from 7" personnel. The module also lets supervisors approve $.T. requests from their subordinates through the system without overloading the tas, on 7" department. 8any organi6ations have gone beyond the traditional functions and developed human resource management information systems, which support recruitment, selection, hiring,
7

4ob placement, performance appraisals, employee benefit analysis, health, safety and security, while others integrate an outsourced applicant trac,ing system that encompasses a subset of the above. Assigning "esponsibilities +ommunication between the mployees. The Ana ytics module enables organi6ations to extend the value of an 7"8% implementation by extracting 7" related data for use with other business intelligence platforms. 9or example, organi6ations combine 7" metrics with other business data to identify trends and anomalies in headcount in order to better predict the impact of employee turnover on future output. Recruitment : "ecruitment refers to the process of attracting, screening, selecting, and onboarding a qualified person for a 4ob. At the strategic level it may involve the development of an employer brand which includes an 'employee offering'. The stages of the recruitment process include5 4ob analysis and developing a person specificationF the sourcing of candidates by networ,ing, advertising, or other search methodsF matching candidates to 4ob requirements and screening individuals using testing :s,ills or personality assessment;F assessment of candidates' motivations and their fit with organisational requirements by interviewing and other assessment techniques. The recruitment process also includes the ma,ing and finalising of 4ob offers and the induction and onboarding of new employees.@'A Eepending on the si6e and culture of the organisation recruitment may be underta,en in= house by managers, human resource generalists and 2 or recruitment specialists.
8

Alternatively parts of all of the process might be underta,en by either public sector employment agencies, or commercial recruitment agencies, or specialist search consultancies. Recruitment methods:

1. Recruitment by Campus method +ampus is the location of a university, college, or schoolGs main buildings. This method is based on recruitment at university, collegesH 2. Recruitment by Job centers Iob centers often speciali6e in recruitment for specific sectors. They usually provide a shortlist of candidates based on the people registered with the agency. They also supply temporary or interim employees.

3. Head hunting. 7ead hunting are recruitment agents who provide a more speciali6ed approach to the recruitment of ,ey employees and2or senior management. 4. Recruitment by Advertisements They can be found in many places such as5 J #ewspaper J Iob posting on 4ob sites J Ads on websites related to positions recruited. 5. Database search on ob sites. +ompany can buy data from 4ob websites for a wee, or a month to search candidates.
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!. "mp#oyee re$erra# This method often refer to as Kword of mouthG and can be a recommendation from a colleague at wor,. %. Contract sta$$ing. +ompany can buy staffing contract from 7" outsourcing. &. 'ord(o$(mouth recruitment ). *ree on#ine ads Lou can post your recruitment ads at free websites such as forums, blogsH 1+. ,nterna# recruitment Internal recruitment can conduct by types of5 J 3resent permanent employees :based on programs of career development;. J 3resent temporary 2 casual employees. J "etired employees. J Eependents of deceased disabled, retired and present employees.

Importance of recruitment : Attract and encourage more and more candidates to apply in the organisation. +reate a talent pool of candidates to enable the selection of best candidates for the organisation. Eetermine present and future requirements of the organi6ation in con4unction with its personnel planning and 4ob analysis activities.
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"ecruitment is the process which lin,s the employers with the employees. Increase the pool of 4ob candidates at minimum cost. 7elp increase the success rate of selection process by decreasing number of visibly under qualified or overqualified 4ob applicants. 7elp reduce the probability that 4ob applicants once recruited and selected will leave the organi6ation only after a short period of time. 8eet the organi6ations legal and social obligations regarding the composition of its wor,force. !egin identifying and preparing potential 4ob applicants who will be appropriate candidates. Increase organi6ation and individual effectiveness of various recruiting techniques and sources for all types of 4ob applicants

Chapter $: %rocess of assessment center :

8TA% Assessment 3rocess5

Therefore, any 8TA% Assessment +enter should be accomplished using the

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guideline of the Assessment +enter 8ethod. very assessment will begin with a 4ob analysis. +ompetencies will be developed for each position. 8ultiple instruments will be used to evaluate the competencies. 8ultiple assessors from other cities will be used. Assessors for each 8TA% Assessment +enter will undergo thorough training and must be able to demonstrate an understanding of competencies and their relationship to evaluating an applicantGs performance on an assessment instrument. 8TA% staff will wor, with assessors to integrate behavior information and prepare the final reports. The following contains a summary of the components of a MvalidN Assessment +enter to be used in any 8TA% Assessment +enter.O

Iob Analysis5

A 4ob analysis is a systematic collection and analysis of information about a 4ob. It provides the foundation for the development of a number of personnel instruments, including the 4ob
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description. The focus of a 4ob analysis is on performance and the ,nowledge, s,ills, abilities :1%As;, and motivation needed to do the 4ob. The primary goal of the 4ob analysis is to provide enough information to create a model of performance and to determine causes of good and bad performance. Penerally, in building the model, one would collect information about5 :'; the organi6ational context of the 4ob = its purpose, ma4or responsibilities, and the environmentF :<; 1%As, = tas,s, behaviors, tools, processes, and products of the wor,F and :O; +ritical Incidents = behaviors and outcomes that the organi6ation values. +ompetencies +ompetencies are a new way of discussing 1%As. Iob competencies are underlying characteristics of an employee :i.e., a motive, trait, s,ill, aspect of oneGs self=image, social role, or a body of ,nowledge; that results in effective and2or superior 4ob performance. +ompetencies are behaviors that encompass the 1%As, attitudes, motives, and temperament that distinguish excellent and poor performance. +ompetencies are generally expressed in performance=related terms.
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+ompetencies are the elements the assessors will be evaluating during the Assessment +enter. In the development of competencies, information from the 4ob analysis and expert interviews is groups according to s,ills required to excellent performance. The intent of the grouping is to document that certain s,ills are 4udged to be necessary for the performance of the more important tas,s of the 4ob. The grouping is also useful in designing assessment center simulation exercises. 8easurements5

$nce the 4ob analysis is completed, a determination must be made about the specific instruments to use to measure the desired competency. The goal is to develop exercises that simulate the s,ill requirements of the 4ob. There are a number of different instruments that may be used to measure the competency of an individual. These range from pen and pencil tests to group interviews to simulations. A good practice is to chart the most important competencies and the measurement instrument that best evaluates the competency. %imulations5
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A simulation is an imitation of a Mreal=lifeN experience. It can ta,e the form of a group discussing a Mreal=lifeN problemF a role=playing setting where individuals Mact outN behaviors in response to stimuliF a presentation designed to represent a wor,=related speechF an in=bas,et exercise to demonstrate how candidates ma,e decisions about wor, activities or wor, flowF or case studies where the candidate solve real wor,=related problems. 7ere are some examples5B Ceaderless Proup xercise = Ceaderless Proup xercises are good tests of leadership s,ills. They generally fall into two distinct areas5 :'; assigned rolesF and :<; non assigned roles. The term MleaderlessN is used because the participants carry equal statusF that is, the instructions do not establish anyone as the leader of the group. The fact that the group members must wor, toward achieving a preestablished goal builds a situation in which leadership is needed ? thus, candidates are in a situation in which they have an opportunity to demonstrate their leadership s,ills. "ole 3laying 5

: mployee +ounseling; = +ounseling is a very important part of a managerGs 4ob, but it can also be the most difficult and unpleasant tas, the employee will have to perform. +andidates are given information about a situation involving
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an employee. They are instructed to interview and counsel the employee. +andidates should be able to point out the seriousness and consequences of continued behaviors.

3resentations = +andidates are required to ma,e a speech lasting five to ten minutes on a management topic or sub4ect area related to a particular 4ob. The candidates are given the same topic. At the conclusion of each presentation, assessors as, questions of the candidates. Another example of the presentation might be displayed in a Mpress conference.N The behaviors generated by a manager during a press conference are strong indicators of the abilities of the candidate as a leader.

In=!as,et = The in=bas,et exercise is by far the most popular exercise used in the Assessment +enter process. +andidates are given a set of materials that might be found in a managerGs in=bas,et. Typically, the instructions for the exercise tell the candidate that he2she has 4ust been promoted to the new position and that his2her predecessor has left a rather large amount of material in his2her in=bas,et. The inbas,et contains memos, letters, and reports of varying importance. The candidate must write down every action he2she would ta,e, including notes, letters, conference agenda, phone calls, etc. The in=bas,et scenario forces candidates to handle their inbas,et as best they can, demonstrating their approach to problem=solving, decisionma,ing, delegation, written communication s,ills, etc., rather than permitting them to avoid the in=bas,et problems by claiming they would handle them later.

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Wor, %ample5

:case study; = The wor, sample is one of the most involved of the Assessment +enter exercises. 8ost wor, samples require two :<; to three :O; hours of wor, by the candidate and then at least one hour interviews by the assessors. The ,ey to success in the development of the wor, sample is the quality of wor, in the development phase. The manner in which a candidate handles a wor, sample is a good measure of his2her stress tolerance and, li,e in the in=bas,et, will be rated accordingly.

Tests5 A test is defined as Ma tas, or series of tas,s used to obtain systematic observations presumed to be representative of educational or psychological traits or attributes.N Typically, tests require candidates to respond to items or tas,s from which the examiner infers something about the attribute being measured. Intelligence = The measurement of intelligence consists of administering a series of tas,s :stimuli; and observing responses to them. The nature of the items determines who will pass and who will fail these tas,s. #ote that intelligence is not measured directly, but is inferred from the responses to the test items. ach different set of tas,s may well lead to different responses and to different inferences.
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3erformance = 3erformance tests require the candidate to perform a tas, rather than answer questions. They are usually administered individually so that the examiner can count the number of errors committed by the student and can ma,e assumptions about future performance of the candidate.

3ersonality = 3ersonality tests attempt to measure a number of different MtraitsN or characteristics that individuals might possess. In principle this does not differ from testing achievement, intelligence, attitude, or any other attributes since tests are samples of behavior and are necessarily limited in content.

Interviews5

The Assessment +enter interview is a structured interview, meaning that all candidates are as,ed the same questions. Assessors, however, are free to followup on candidate responses and see, out additional information pertaining to the interview questions. The interview questions should be related to the specific competencies being measured. The questions should be designed to illicit information about how the candidate handles certain 4ob=related situations and to determine past behaviors in dealing with certain
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4ob=related situations. Questions should follow the following format5 :'; %etupF :<; QuestionF :O; 9ollow=up. Assessors should avoid questions that call for the candidate to express opinions about issues.

Training5

The sub4ect of assessor training is given thorough coverage in The Puidelines and thical +onsiderations for Assessment +enter $perations :'(.(;. The basic content of any assessor training program consists of teaching the trainee the following phases, concepts, and techniques5 :'; how to observe and record behaviorF :<; how to classify behavior into assessment competenciesF and :O; how to rate :or evaluate; the behavior pertaining to each competency.There is no set, prescribed method for conducting assessor training. 7owever, the goal is to train assessors well enough to be able to obtain reliable and accurate assessor ratings. Assessors need to have a thorough understanding of the assessment position, including the organi6ational context, as well as the assessment competencies to be assessed. This includes an
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understanding of the ,inds of behaviors that pertain to the assessment competencies. Assessors need to be s,illful in recording and classifying behavior into assessment competencies. In effect, assessors need to be able to quic,ly identify which behaviors are relevant to the assessment process and ,now which competencies they pertain to. The amount of assessor training required is not rigid but depends on issues, such as whether the trainees have had any prior similar training in assessment techniques, the bac,ground of the trainees :e.g., whether they are professionals;, and their ,nowledge of and2or experience with the organi6ation and the position being assessed. The precise minimum number of hours needed for adequate assessor training cannot be setF however, when training individuals with no prior assessor experience, it is desirable :not required; to have two days of training for each day of assessment. After an individual is trained as an assessor, the individual should serve as an assessor in an Assessment +enter within six monthsF otherwise, a refresher course should be
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attended before actually serving. If an individual serves as an assessor fewer than two times over two consecutive years, the individual should attend a refresher course before serving again as an assessor.

$bserving and "ecording !ehavior5

Assessors will observe candidates in a variety of assessment exercises. The assessor must be trained to observe candidate=behavior actively rather than passively. The behavior that assessors observe must be recorded. Assessors must write what are referred to as Mbehavior observation statements.N These statements should include specific, observable behaviors demonstrated by the candidate in the assessment exercise. It is crucial to train assessors to avoid ma,ing evaluations during the stage of observing and recording behavior. Thus, instead of simply sitting bac, and observing candidates without ta,ing notes, assessors should be actively engaged in documenting the behavior of the candidates.
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+lassifying !ehavior The basis for rating candidates in an Assessment +enter is the behavior that they demonstrate with regard to the critical assessment competency being evaluated. Thus, it is necessary to identify which behaviors are relevant to which assessment competencies. 9or each recorded behavior, assessor training should classify the behavior into the assessment competencies represented by the behavior.

"ating !ehavior5

After behavior has been observed and classified, it must be evaluated. Assessors must ma,e 4udgements about the degree of the competency demonstrated through the behaviorFD that is, they must rate the effectiveness of the behavior in terms of the competencies. It is essential that assessor ratings be consistent and reliable. Therefore, it is advisable to require that all assessor ratings be within one point where a five=point rating scale is used. In the actual Assessment +enter, assessors will evaluate all of the behaviors demonstrated with regard to each of the assessment competencies and ma,e one single rating
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for the competency. The underlying basis for ma,ing such ratings, however, is an understanding of each specific behavior. Assessors must develop a common understanding about what types of behavior should be rated MO> or M)> on a rating scale.

Implementation5

In a one=day assessment, it is generally feasible to administer four :B; exercises for up to twelve :'<; candidates. 9or most managerial positions, this may include three oral exercises and one written exercise. #ote that some of the competencies measured in one exercise may also be measured in another exercise. The following represents a common one=day Assessment +enter5 R In=!as,et = The in=bas,et should be allocated about (* minutes to complete. R $ral 3resentation = The oral presentation requires preparation time of ')=O* minutes, plus a fifteen :'); minute bloc, of time in ma,ing the presentation and responding to assessor questions. R Ceaderless Proup = The leaderless group discussion should ta,e approximately B*= )* minutes.
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R %tructured Interview = The structured interview should ta,e approximately O*=B) minutes.

Assessors5

There should be one assessor for every two candidates. Euring group discussion exercises, it is important that assessors have frontal views of the candidates they are assigned to observe. Assessors should seat themselves a comfortable distance from the candidates, yet close enough to hear the conversation with ease. +andidates should be specifically instructed to avoid informal discussion with assessors on brea,s or in other unplanned encounters. 9ollowing group discussion exercises, assessors should complete the Assessor "ating 9orm. Assessors should ran, the candidates based on5 :'; the quality of the ideals that they demonstrated, and :<; the overall contribution in helping the group reach its goals.. Integration5

The integration session refers to the MpoolingN of information and observations by assessors to determine candidate scores. There are various approaches to the integration of
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assessment information, but the ,ey point is that simply MaveragingN assigned ratings by different assessors does not constitute a pooling of information. The pooling and integration of information by assessors is what separates Assessment +enters from other testing procedures. Assessors share the information they have collected to develop an overall, comprehensive picture of each candidate. The primary approach to the integration of information is based on the specific exercise, with scores assigned to each competency in each exercise. :The total score is some mathematical combination of these ratings.; Assessors who were present during the exercise should pool their information and rate the candidate :in=bas,et;. It is important to understand that while the assessors who observed are important, the assessor who too, notes on a particular candidate plays no greater role in determining that candidateGs rating than the other assessors. This ensures that the assessors wor, as a team to review the available information and ma,e fair and valid ratings. While the assessors who observed a particular candidate read his2her behavioral data, the other assessors ta,e notes of points on which they need clarification of the
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candidateGs behavior. When the behavior data has been reported, the other assessors should as, questions if necessary and share any additional observations they may have made. The goal is to achieve consensus with regard to the ratings of the competencies in each exercise, which will then lead to a final rating consensus on the competencies. "atings After all the reports have been read for a candidate and the ratings posted on a flip chart or blac,board, assessors should consider all available information obtained from the assessment exercises. The same '=O rating scale used in the exercises is used in ma,ing the final ratings. Attaining consensus on the part of the assessors, or at least achieving a set rating that has no more than a one=point spread, is the real test in the integration phase. 9inal ratings for each competency should be entered on the bottom line of the 9inal "ating 9orm. 9rom the 9inal "ating 9orm, final overall scores must be assigned.

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Importance of assessment centers:

Assessment centers used for se ection training and promotion of candidate &

'he candidate can find their strength and (ea)ness&

'he candidate can impro#e their performance they can impro#e their performance and remo#e their (ea)ness&

It is more #a id !ecause candidate is e#a uated*(+udged)!y many different e,pert &

Assessment centres 0sage5 What for 5 Sarious organi6ations have used the data provided by A+s for a variety of purpose why are listed as below5 '. %election ? A+s help organi6ations in getting the right people in. <.
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+areer development ? The identification of the competencies possessed by the individual helps organi6ation decide h is career plans. O. 3otential appraisal ? A+s help organi6ations identify if the person can handle the challenges offered in the next higher position. B. Identification of high potential managers? This creates a pool of managerial talents & multifunctional manager s that would be available across the business group etc. ). %uccession planning ? Identifying the right individual for critical positions such as + $, +9$ etc is very important for the success of the organi6ation. A+s reduces the ris, of such wrong identification. -. Allocations of challenging assignments ? A+s provide the organi6ation with the strengths and wea,nesses of every participant. This helps the organi6ation in deciding the candidates who would have the necessary abilities to underta,e the proposed challenging assignments.
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D. 8anagement development ? A+s provide ample opportunity to its participants to reflect on oneGs capabilities and to improve by observing others perform in the A+.

Chapter -:

Company offer assessment center: Sa aah)aar Consu tants 'urning point hr Adecco HR

%rocess in company:

Sa aah)aar Consu tants:

'he Do#er . /ienna %sychomotor 'ests

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The aim of the psychomotor assessment is to determine whether a person can operate safely and carefully and not to determine whether they can operate or not. This assessment shows us whether our operators and drivers are most li,ely to ma,e errors and display poor operating behaviour which leads to accidents. This tool is therefore of vital importance as it involves vision, co=ordination and mental processing.

The Eover test system consists of numerous tests compiled into a battery to more accurately assess necessary s,ills such as hand=eye=foot co=ordination, auditory discrimination, and sustainability of concentration despite overwhelming environmental factors as well as visual perception. %ub4ectGs performance level is tested against time constraints as a stress factor. The candidate, who is unable to cope under stress, or ever recover thereafter, often becomes a danger to himself as well as others. The cost implications are also directly related.

'urning point hr: %$

The Era,e 3O is an online talent management system that uses an assessment instrument to help businesses hire and manage people who will perform well in their 4ob. The assessment provides accurate, insightful and easy to understand reports to assist companies in hiring, performance appraisals and team building. The Era,e 3O reveals a personGs natural tendencies, communication styles, emotional intelligence, motivational needs, decision ma,ing abilities, energy level and more.

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According to a benchmar, study in the 7arvard !usiness "eview, when companies used 4ob analysis and behavioural assessment surveys as part of their hiring practice, employee turnover was reduced by )*/. In companies that used that ,ind of assessment tool, -'/ of the employees became top performers in 'B months on the 4ob, versus D/ by those who did not use it.

Adecco HR: IS/

Independent %,ills Serification assists organisations in the assessment and selection of candidates for roles. It is also increasingly used to inform succession planning.

The software portfolio includes5

S)i s Assessments5

Why ta,e a ris, on new hire when there is a way to be certainT Pet the right people, in the right 4obs while significantly reducing your spend and time on recruiting.

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0n ine 'raining5

"efresh learning and up=s,ill your candidates or colleagues with our easily accessible and user=friendly training materials. 8ore cost effective and efficient than classroom training.

Confirmation of 1earning5

7ave your colleagues retained everything they learned in trainingT Test what you teach with either our ready=to=use tests or your own customised material. nsure your colleaguesG performance and messaging matches your expectations.

2ui d 3our 0(n Custom"2ui t 'ests:

+reate your own s,ill assessments totally tailored for your product or industry sector. %ave money and create assessments that as, your companyGs ,iller questionsR

Hea th 4 Safety 'raining:

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$nline training videos cover a variety of 7&% topics. This cost=effective and flexible way of learning is perfect for staff inductions and ensuring compliance.

Management 'raining:

Eevelop yourself or your brightest stars into effective, inspiring leaders with our specialist management training films. A cost=effective and flexible way to ,eep moving up the career ladder.

2enefit of assessment center: There are certain reasons why assessment centres are preferred over other methods of selection. %ome of them are highlighted below5 J A+s map the next level challenges and simulate them in exercises. This raises the validity of the assessment tool. The old way of evaluating the person based on past performance

does not wor, many times, as the challenges of the next level are different from the challenges in the existing position J

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Assessment centres not only help the organi6ation in placing the right candidate for the right 4ob2assignment but also helps in developing the participants. When participants see others handling the same exercise differently, it gives them an insight into their own performance thereby raises the credibility of the selection procedure. J It appeals to the lay personGs logic and therefore is regarded as a fair means of assessment by the participants. J Assessment +entres can be customi6ed for different ,inds of 4obs, competencies andorgani6ationalrequirements. J !y involving the line managers in the procedure, assessment centres naturally gain support from them in the management decisions. J Assessment +entres, even when conducted with selection purpose, do provide training to participants in the process. Also the assessors undergo training in the process which proves helpful for the organi6ation. J Their validity coefficient is higher than most other techniques used for predicting performance. This is so because it simulates real 4ob challenges and evaluates the candidate on the same

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Conc usion: The A+ method continues to be used in a variety of organi6ational settings and to generate numerous research studies. In this chapter, the A+ approach was presented and exemplified. "ecent developments in A+ practice in the past few years included the increasing use of developmental A+s, cross=cultural applications, and innovations in assessment methods employing computer and web=based technology. We also reviewed empirical research on A+s. This state=of=the=art exemplified that A+s score well on KhardG validity criteria such as consistent evidence of criterion=related validity, good utility and inter=rater reliability. Additionally, reasons for A+ popularity include also more KsoftG benefits such as inherent fairness and enthusiast candidate reactions.

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2i! iography: http:..assessmentcentresindia&com. (((& 'i-ipedia

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