Evaluation of the use of Assessment Centre methodology to enhance development planning, work placement outcomes and work readiness for postgraduate students - a pilot

Abstract

Acknowledgements:We wish to thank Nick Carter for the provision of his expertise and knowledge in the development of the centre, Cameron Czerczyk who worked on this project as part of a work placement and Saville and Holdsworth Limited (SHL) for generously donating the Occupational Personality Questionnaire (OPQ) for use in the project. AbstractWork placements as a form of Work Integrated Learning (WIL) are widely recognised for the positive impact they have on improving the employability and work readiness of students. Assessment Centres (ACs) are typically used in corporate settings for recruitment, selection and more recently to provide developmental feedback to participants.The present project aimed to evaluate the application of AC methodology as a tool for measuring and subsequently enhancing professional competencies in a sample of postgraduate students in organisational psychology (n=15). A longitudinal design was utilised with numerous evaluation points from work placement stakeholders. This paper presents the first wave of findings. Students undertook a range of activities, including an in-tray exercise, a role play, a written report and a leaderless group discussion. Comprehensive feedback was provided to the students by Organisational Psychologists who also fulfil the role of Placement Co-ordinators. With the assistance of the Placement Co-ordinators, students prepared development plans relating to the competencies identified as requiring development. These development plans were to be addressed whilst on consecutive work placements. Initial perceptions gathered from students with regards to their participation in this initiative were very encouraging. Whilst based on a limited sample, the performance evaluations collected to date, as measured by behaviourally based ratings scales completed by the students themselves and their organisational supervisors, illustrate the positive effect of this methodology. The ongoing application of AC methodology as a process to enhance development planning, placement outcomes and work readiness for postgraduate students is discussed.

A competency development approach to learning for employment

“…The benefits of the AC included the provision of feedback on students' assessment and identification of their development needs. While participants found the AC exercises to be difficult, there was a consensus among participants that they assess relevant competencies and are useful for their development (Howard, 1997;Keele, et al, 2010).…”

Predicting supervisor and student competency ratings from a developmental assessment center: A longitudinal validation study

“…Each competency was assessed by two exercises yielding 14 competency component ratings (i.e., 7 * 2 = 14). The competencies had previously been identified as essential for successful transition into the workplace via a pilot study (Keele et al, 2010). The pilot informed minor refinements in the current study and a detailed list of the updated competencies, and their definitions are provided in Table 1.…”

“…The pilot informed minor refinements in the current study and a detailed list of the updated competencies, and their definitions are provided in Table 1. For a detailed explanation of the development of this assessment center see Keele et al (2010) and Sturre et al (2020).…”