Human Resources Retention and Recruitment Strategies for Long Term Essay

Human Resources Retention and Recruitment Strategies for Long Term Success - Essay Example This research will cite industry data surrounding the cost of hiring, training and retaining employees. This research will also provide concrete recommendations for improving current hiring practices and examples of retention tactics and strategies. Workplace Loyalty Current studies reveal that today’s workforce wants to be involved and engaged. They are not as "obedient" to rules as past generations. They show little to no loyalty to their current employer. The past several decades have been very unsettling for the labor market. In the past, it was not unusual to see single-career/single-employment lifetimes. Employees generally had a long term connection (and an assumption of long term employment) with a single company. Large-scale downsizings, mergers and acquisitions have reshaped this thinking. In addition, technological advances and increased globalization has resulted in new, higher-level job skill requirements. Many of the manual labor, industrial jobs have moved overseas. There is pressure, at both the exempt and non-exempt level, to work longer, faster, and harder. Employees are starting to question their commitment to not only their current employer, but also to their career choices. They are searching for more meaning outside of the workplace. Because of the search for meaning, this past decade has seen a surge in employee dissatisfaction with the workplace. This dissatisfaction has left them feeling disconnected in the workplace and has lead top talent leaving companies before they are let go. Pensions are disappearing, people are being downsized or fired and unemployment lines are increasing. Recently AT&T announced plans to cut 11,000 managers and 14,000 managers volunteered to be the ones to leave. In the mid 1990’s, Sears Canada announced a VIP (Voluntary Incentive Plan), a voluntary resignation plan with a lucrative severance package. As a result, the best and

Prisons and Jails Essay Example for Free

Prisons and Jails Essay Almost all nations and cultures have made laws to protect their citizens. From the early years and over the decades these laws have been kept in force to prevent the societies from experiencing situations of anarchy. Different punishment has been provided for in different countries to prevent its people from adopting a path and practice of criminal activities. The world of today is characterized by the presence of criminals who are brought to book and punished in a variety of ways depending on the culture and values of any country or society. Prisoners have been locked up in prisons and meted out with terms that include punishment by way of a rigorous regimen of hard labor while undergoing the term as also milder ones that may include a stint in reformatory homes. Historically punishments have ranged from corporal punishment to death penalty, Several countries have for long been awarding the death penalty for committing heinous crimes that were executed in several forms that included, hanging, guillotine, by firing squad, lynching and now electric chair. The Babylonian Code of Hammurabi is the oldest record available to ascertain that a egal system existed to award punishment in the Middle East. Western countries were influenced by and followed the laws enacted in ancient Rome whereby each city had a court that worked under the Law of Twelve Tables so as to protect citizens and to make the rulers and governments effective. The Justinian Code is considered to be the most logical and effective legal system that was most effective in ancient times whereby punishment was meted out by the process of Law. In due course people began to realize the value of a legal system that protected citizens and each country began to appoint heriffs to deal with punishments and the justice system became a major part of society although they were never fool proof and were always characterized by shortcomings that put a question mark on the efficiency of the judiciary. In ancient times the justice and reform system was often misused when criminals were hung on crosses, sometimes tortured to death or placed in dungeons to die. Those citizens who protested were also treated as criminals and tortured or put behind bars. It was during this time, in the 19th century and mainly in the Roman Empire that civil justice was effectively implemented nd more prisons were built to punish criminals humanely. This soon had effect on the rest of the world and with the emergence of the modern world more prisons were built and departments set up to manage them effectively. With the widespread maturing of the legal system over the decades, more and more criminals were brought to book and the law abiding citizens heaved a sigh of relief especially during the time of the Queen of Britain at the turn of the 19th century. Under the new system the criminal was given an opportunity to prove himself innocent and the overnment had to prove a person to be guilty of crime within the prevailing provisions of law, before he could be sentenced to a term of punishment and imprisonment. Although capital punishment continued to prevail but it was awarded in the rarest of rare cases. Over the years with the influence of Human Rights Organizations and Civil Rights Movements, the trend has set in to rather reform the wrong doers than to award extreme penalties by giving sentenced criminals opportunities to amend themselves and to come back within the mainstream of society. Under the system convicts are put on probation or parole under the watchful eyes of probation officers appointed by courts to ensure that such people remain disciplined and strictly follow the code of conduct as outlined by the court. The view of punishment taken by society has changed dramatically over the years. Initially punishment comprised of physical torture, maiming, death by burning, hard labor, deprivation of food adequate clothing and shelter, but attitudes of the society have changed now and the belief is to punish by way of imprisonment of varying periods epending on the severity of the crime. Imprisonment today is considered punishment for one’s wrong doings, which is also consistent with the society’s objective of keeping such people aloof until they are reformed to lead a normal life within society. To insist that a person is sent to prison so that he is punished is wrong in today’s context since after he completes his term he has the justification to return to his old ways. Hence prison authorities today have a duty to fulfill by way of reforming the convict during his term so as to transform him into a more responsible citizen. It is for this reason that in most countries modern society is characterized by a prison and punishment system that strongly believes that the most effective form of punishment is to deprive the convict of his freedom until he is reformed. In this context the composition and diversity of prison population in America has been examined and found that presently over two million people are in American prisons. This does indicate that modern society has now been characterized by a pattern, which clearly indicates that the government is duty bound to ensure freedom to criminals once their 4 rison terms are over and that they gel back into society with a tag of respect and positive aspirations. The changing attitudes and trends have seen a constant inflow of inmates in the Federal, State and local prisons. The Federal government held a majority of 63% of the inmates while local municipal and county jails held 30%, and the remaining being accounted for in other prisons.. Most states have been experiencing a 5% increase in the number of inmates over the last three years. Private prisons held about 86626 prisoners which accounts for about 7% of the inmates in American prison. A private prison is a place in which convicts are physically detained by a private organization for profit at the instance of the legal authorities. These companies enter into an agreement with the federal government to take care of and reform and motivate prisoners and claim from them a fixed fee amount per prisoner. There are about 264 private prisons/correctional facilities in the United States that take care of about 110000 offenders. The concept of private prisons was floated to reduce government expenses in the long run, but the scheme has not worked effectively due to private sector neffectiveness with convicts, and having realized this the federal government is not encouraging further addition to their numbers. The number of private prisons is now set to decline gradually. Rates of imprisonment have greatly increased due to increase in the rate of criminal offences, which is considered a consequence of the fast track development that is taking place in the modern world. More delinquencies resulting from human inadequacies to tolerate inequalities have resulted in people taking the course first towards minor crimes and then graduating to bigger ones and then ultimately falling into legal traps that lead to their conviction and further imprisonment. In America imprisonment is the most common sentence in legislation for serious offences in terms of dealing with criminal activities, which explains the high number of prisoners in jails. Only effective and well targeted correction measures and programs can reduce criminal offending and over time there is good reason to target investment in preventive approaches for the betterment of those undergoing prison sentences. As discussed earlier, in the modern world the biggest punishment for a criminal is to urtail his freedom for the duration of his sentence and during this time it is the duty of the jail administration to make him undergo a rigorous regimen of correction and transformation into a more responsible and law abiding citizen. The American government has an arrangement in place whereby all jail administrators are to undergo a training program to specialize in dealing with and reforming convicts and to encourage them in displaying their creativity and interests so that when their prison term is over they can lead the life style that is in keeping with that of a responsible and respectable citizen. The American judicial and correction system is such that it is considered to be one of the most liberal in terms of providing guarantees of human rights and opportunities for misguided people to reform themselves. There are several government sponsored programs that provide for opportunities for such people to reestablish themselves for a better means of livelihood. The punishment part for their wrong doings gets over the moment they finish with the duration of their prison sentence and after that they can look forward to a happier life free of the stigma that attaches to a person of such background.

Assessment Centers as a Recruitment Strategy

Assessment Centers as a Recruitment Strategy SYNOPSIS TOPIC : â€Å"Assessment Centers Its Pertinence, Functionality and Application† OBJECTIVE : Primary Objective The theme permeating this research is to know about the Assessment Centers inside out, its relevance in todays businesses, functions and objectives. Secondary Objective To apprehend the application of Assessment Centers in various firms. ABSTRACT : An Assessment Center is a process designed to assess whether candidates have the skills required for the job and the future potential that the organizations are looking for. It mainly comprises a range of activities or simulations designed to test these factors. Some of the activities that are included in Assessment Center are Psychometric Tests, In-basket Exercises, Group Exercises, Role Plays, Behavioural Interviews, Case Studies et al. The primary objective of an Assessment Center is to match the right person with the available positions in an organization. The assessment center method, in its modern form, came into existence as a result of the ATT Management Progress Study In this study, which began in the late 1950s, individuals entering management positions in Bell Telephone operating companies were assessed and, from then on, their careers were followed. The chief reason the assessment center method is valid in so many different countries is that it is an easily adaptable evaluation system. Assessment Centre Method has a bearing on the following aspects of personnel management: staffing: decision making on selection, promotion, turnover and dismissal; staff development: determining educational and training requirements improving performance in management/staff relationships; bringing compensation policy in line with general policy objectives. RESEARCH METHODOLOGY : The Research will consist of Secondary Data (Reference Books, Websites, Business Journals and Articles) and Primary Data (Questionnaire, Interviews from Industry Experts) GUIDE : Prof. Arvind Rajashekar, visiting faculty, IIPM. RESEARCH METHODOLOGY A Research is something that always has a question or a problem on the other side of it. The purpose behind ay research is to question through the application of Sciences or otherwise. It is a systematic and an in-depth study with the use of Primary and Secondary Instruments to gain more or complete knowledge of the subject under study. Research consists of Secondary and Primary Instruments 1. PRIMARY RESEARCH The Primary research consists of conducting a Questionnaire Survey with HR Professionals, business persons and Consultants. For this purpose, I have kept a Sample Size of 20 Respondents. The aim behind this survey is to get knowledge about Assessment Centers and its application and use by the Industry expert themselves and also Consultants who have applied Assessment Centers as a tool of Evaluation. 2. SECONDARY RESEARCH v The Secondary research consists of : a. Books on Assessment Centers b. Articles on the Internet c. Articles published in Business Journals d. HR Websites e. Research Papers by Industry experts Chapter 1 INTRODUCTION TO ASSESSMENT CENTERS 1.1 Assessment Centers A Gist An Assessment Center (AC) is a process designed to assess whether candidates have the skills required for the job and the future potential that the organizations are looking for. It mainly comprises a range of activities or simulations designed to test these factors. Some of the activities that are included in Assessment Center are Psychometric Tests, In-basket Exercises, Group Exercises, Role Plays, Behavioural Interviews, Case Studies et al. Traditionally an assessment centre consisted of a suite of exercises designed to assess a set of personal characteristics, it was seen as a rather formal process where the individuals being assessed had the results fed back to them in the context of a simple yes/no selection decision. However, recently definite shift is seen in thinking away from this traditional view of an assessment centre to one which stresses the developmental aspect of assessment. A consequence of this is that today it is very rare to come across an assessment centre which does not have at least some developmental aspect to it, increasingly assessment centres are stressing a collaborative approach which involves the individual actively participating in the process rather than being a passive recipient of it. In some cases we can even find assessment centres that are so developmental in their approach that most of the assessment work done is carried out by the participants themselves and the major function of the centre is to provide the participants with feedback that is as much developmental as judgmental in nature. The primary objective of an Assessment Center is to match the right person with the available positions in an organization. Assessment Centre Method has a bearing on the following aspects of personnel management: staffing: decision making on selection, promotion, turnover and dismissal; staff development: determining educational and training requirements improving performance in management/staff relationships; bringing compensation policy in line with general policy objectives. To align the strategic intent in line with the market requirements. 1.2 Definitions of an Assessment Center given by Consultants, Academicians Practitioners * Assessment Centres are often described as the variety of testing techniques that allow the candidates to demonstrate, under standardized conditions, the skills and abilities most essential for success in a given job. Dennis A. Joiner, ‘Assessment centre in public sector: A practical approach, Public Personnel Management Journal. * An assessment center is a comprehensive standardized procedure in which multiple assessment techniques such as situational exercises and job simulation (business games, discussions, reports presentations) are used to evaluate individual employee for variety of manpower decisions. * An Assessment Centre consists of a standardized evaluation of behavior based on multiple inputs. Several trained observers and techniques are used. Judgements about behavior are made, in major part, from specifically developed assessment simulations. These judgements are pooled in a meeting among the assessors or by statistical integration process. In an integration discussion, comprehensive accounts of behavior, and often ratting of it, are pooled. The discussion results in evaluation of performance of the assessees on the dimensions/competencies or other variables that the assessment centre is designed to measure. Statistical combination methods should be validated in accordance with professionally accepted standards. ‘Guidelines and ethical considerations for assessment centre operations. 28th International Congress on Assessment Centre Methods * The main feature of assessment centres is that they are a multiple assessment process. There are five main ways in which that is so. A group of participants takes part in a variety of exercises observed by a team of trained assessors who evaluate each participant against a number of predetermined, job related behaviors. Decisions are then made by pooling shared data. Iain Ballantyne and Nigel Povah * An assessment centre is a process in which individuals participate in a series of exercises, most of which approximate what they would be called upon to do in the future job. Assessors usually selected from higher management levels in the firm, are trained to observe the participants and evaluate their performance as fairly and impartially as possible. -‘Can assessment centres be used to improve the salesperson selection process, E. James Randall, Ernest E. Cooke, Richard J. Jefferies, Journal of personal selling and sales management * An assessment centre is a multi-faceted and multi-dimensional approach designed to provide reliable and valid information about a range of competencies of an individual considered to be necessary for successful performance at a target level in a specific job. ‘360 degree feedback, competency mapping and assessment centres, Radha R. Sharma * Tata Management Training Centres definition of AC: AC is an integrated standardized process in which a series of exercises are used to assess people on pre-defined parameters. These pre-definedparameters define job success in a given organizationalcontext. Most of the exercises are simulation of job activities/work challenges that the candidate is expected to perform in the next level role/job. 1.3 History of Assessment Centers Assessment Centre process was first used sometime between the two world wars. The Treaty of Versailles, which ended the First World War, prevented Germany from rearming and thus the traditional approach to the selection of officers, which was of observing their performance in war or in exercises was denied to them. German psychologists then devised this method which involved a combination of tests, simulations and exercises to identify the potential of officer candidates. The British Army used this methodology in the early days of Second World War when they established the War Office Selection Boards (WOSBs), again for the selection of officer candidates. However, it was brought into the private sector only in 1956 after ATT (American Telephone Telegraph Company) used it for selection of high potentials for managerial positions. This was the first industrial application of the assessment centre methodology. Both individual characteristics of young managers as well as organizational settings in which they worked were studied and evaluation at the assessment centre was used to predict whether the participant would make it to the middle management in the next ten years or less. The sample included both recent college graduates and non-management personnel who had risen to the managerial positions relatively early in their career. The dimensions assessed included managerial functions like organizing, planning, decision making, general ability such as intellectual ability, personal impression, sensitivity, and values and attitudes, both work related and social. The success of the earlier work of ATT was followed by Standard Oil which was the second to a start assessment centres. This was followed by IBM, Sears Roebuck, General Electric, and Caterpillar tractors. By 1981 more than 2500 organizations applied this methodology to select potential managers 1.4 Assessment Centers in Asia The first assessment centre in Asia was for selecting project leaders for the entrepreneurship development programme in Gujarat. Subsequently, efforts were made to introduce it in Larsen and Toubro . LT did a lot of work on job profiling but never got to the stage of developing an assessment centre for potential appraisal. Crompton Greaves attempted to use an assessment centre approach for selecting their general managers from within. It is only in the 1990s that interest in assessment centres was renewed. This was a natural response to the need to ensure competent people manning strategic positions. A large number of Asian companies have established assessment centres and many others are exploring. The companies that are trying out include : RPG Group, Escorts, TISCO, Aditya Birla Group, Eicher, Cadburys, Castrol (India), Glaxo, Grindwell Norton, ONGC, Mahindra and Mahindra, SAIL, Siemens, Wipro, Wockhardt, and Johnson Johnson. Different organizations initiated assessment centres for recruitment, selection, placement, promotion, career development, performance appraisal, and succession planning and development purposes such as identification of training needs, identification high potential managers, create a pool of managerial talent and multifunctional managers that would be available across the business group, employee recognition and fast growth. Philips, Dr. Reddys Laboratories, and Global Trust Bank are organizations that have been using assessment centres. Some of these organizations are, in the process of developing Indian managerial talent and measure it periodically. Generally the competencies that are to be measured are determined by each organization by using methods such as job analysis, managerial aptitude profile surveys, identifying competencies in star performers, etc. A variety of assessment techniques are used in Asian organizations like in-baskets, business simulations, questionnaires, group discussions, role plays, interviews, case study, individual presentations, etc. While the need is felt by all organizations to test reliability and validity of the tools used, many of them are not testing them. Both internal and external assessors are used for evaluation. Assessor training is done either through in-house training programmes or with the aid of external institutions like Academy of HRD (Hyderabad), SHL (UK), etc. Some Asian organizations have also sought assistance from organizations abroad that are using assessment centres such as GE, and Motorola. 1.5 Training and Developmental Needs Analysis The assessment centre methodology can be used to measure the abilities of individuals against certain critical criteria and identify their training and developmental needs. Such assessment centres are more diagnostic than evaluative and can be termed as development centres. In the case of use of assessment centre methodology for early identification, promotion, and selection, a final yes-no decision is critical. But in diagnostic assessment centres or development centres, final overall decision is insignificant. Each dimension must be measured with a high degree of reliability and validity because decisions are being made on each dimension. Therefore, the dimensions to be studied should be made as specific as possible. Quick, easy training methods dont change peoples skill levels. Skill acquisition requires intensive, time-consuming classroom training and must be coupled with opportunities for on-the-job practice and feedback so new behaviors are â€Å"set† in the individuals repertoire. Because skill development takes a lot of time and effort, everyone cannot be trained in every skill. The assessment center method provides an effective means to determine training or developmental needs. Individuals then can be placed in the most appropriate program. The assessment center method is an excellent diagnostic tool because it separates an individuals abilities into specific areas (dimensions) and then seeks specific examples of good and poor behavior within each dimension. This helps the assessee and his/her boss determine more precisely what training and developmental activities are required. Almost all organizations using assessment centers for selection or promotion also use the information obtained to diagnose training needs. However, a major shift in focus is the large number of firms now using assessment centers solely to diagnose training needs. 1.6 Relationship between an Assessment Center and Development Center The type of centre can vary between the traditional assessment centre used purely for selection to the more modern development centre which involves self-assessment and whose primary purpose is development. One might ask the question Why group assessment and development centres together if they have different purposes? The answer to that question is threefold. Firstly, they both involve assessment and it is only the end use of the information obtained which is different i.e. one for selection and one for development; secondly, it is impossible to draw a line between assessment and development centres because all centres, be they for assessment or development naturally lie somewhere on a continuum somewhere between the two extremes; thirdly most assessment centres involve at least some development and most development centres involve at least some assessment. This means that it is very rare to find a centre devoted to pure assessment or pure development.. Also, it purely depends upon the Organizations requirements, its policies and procedures whether it wants to conduct an AC or a DC. It is easier to think about assessment centres as being equally to do with selection and development because a degree of assessment goes on in both. Development centres grew out a liberalisation of thinking about assessment centres and it is a historical quirk that while assessment centres were once used purely for selection and have evolved to have a more developmental flavour the language used to describe them has not. Another problem with using the assessment development dichotomy is that at the very least it causes us to infer that little or no assessment goes in development centres. While you will hear centres being called assessment or development centres remember that assessment goes on in both and so to some extent at least they are both assessment centres. The end result of this is that it is not possible to talk about assessment or development centres in any but the most general terms. It is more useful to talk about the constituent parts and general processes involved in each. In these terms we can identify a number of differences between assessment and development centres that one might typically find: Assessment centres usually * have a pass/fail criteria * are geared towards filing a job vacancy * address an immediate organisational need * have fewer assessors and more participants * involve line managers as assessors * have less emphasis placed on self-assessment * focus on what the candidate can do now * are geared to meet the needs of the organisation * assign the role of judge to assessors * place emphasis on selection with little or no developmental feedback and follow up * give feedback at a later date * involve the organisation having control over the information obtained * have very little pre-centre briefing * tend to be used with external candidates Development centres usually * do not have a pass/fail criteria * are geared towards developing the individual * address a longer term need * have a 1:1 ratio of assessor to participant * do not have line managers as assessors * have a greater emphasis placed on self-assessment * focus on potential * are geared to meet needs of the individual as well as the organisation * assign the role of facilitator to assessors * place emphasis on developmental feedback and follow up with little or no selection function * give feedback immediately * involve the individual having control over the information obtained * have a substantial pre-centre briefing * tend to be used with internal candidates Chapter 2 ASSESSMENT CENTERS INSIDE OUT 2.1 Stages in a typical Assessment Center A typical Assessment Center consists of the following stages. They are : Pre AC Stage During AC Stage Post AC Stage a. PRE AC STAGE * Defining the objective of AC . * Get approval for AC from the concerned officials. * Conduct job analysis. * Define the competencies required for the target position. * Identify the potential position holder and send them invitations. * Identify the observers. * Train the observers. * Design the AC exercises * Decide the rating methodology. * Make infrastructural arrangements. * Schedule the AC. * Informing the concerned people of the schedule. b. DURING AC STAGE * Explain participants the purpose of the AC, the procedure it would follow and its outcome. * Give instructions to the participants, before every exercise. * Distribute the competency-exercise matrix sheets among observers. * Conduct all exercises. * Conduct a discussion of all observers on every participants ratings, at the end of the session. * Make a report of the strengths and improvement areas of every participant. * Give feedback to participants. * Get feedback from participants and observers about the conduction of AC. c. POST AC STAGE * Compile reports of all participants and submit the list of selected participants to the concerned authorities. * Make improvements in the design according to the recommendations. * Evaluate the validity of results after a definite period. 2.2 Sequence of Steps of an Assessment Center Sequence of Steps of an Assessment Center ( Source ‘Assessment Center for Identifying potential project managers , a Paper for the 6th European Conference on Software Quality 1999 in Vienna ) 2.3 Factors for Evaluating Assessment Center Design Five Factors for evaluating the Center Design The COLAT Model (Source Research Paper ‘Assessment of Assessment Centers by Dr. P. Sethu Madhavan) Center Design The following factors related to the centre design can be used to evaluate and compare the Assessment Centers s in the backdrop of best practices and benchmarks. * Use of qualified resource persons, assessors and support staff * Content validity of the centre and the competency profiles * Use of triangulation and corroboration of assessment results Organizational Preparedness Organizational preparedness refers to following macro level factors, that need to be addressed adequately and established in order to make an assessment or development centre to work effectively. * Policies and procedures * Structure * Clarity of organisational objectives * Buy in, commitment and change management * Communication Linkages, integration and alignment It has been observed that organizations vary considerably in ensuring the linkages, integration and alignment of ACs with the other organisational level factors and the individual level factors. ACs, therefore can be evaluated based on the following best practice anchors falling under these dimensions. * Alignment with core values, vision, mission and strategy * Alignment and linkages with other key HR systems and processes * Alignment with external professional bodies ADCs should be â€Å"purposively† aligned with and derived from the strategy, vision, mission, values and culture of the organisation or the unit. The centre should be designed in such way as to ensure that it helps to meet the strategic objectives of the organisation Quality of Assessment tools and methods In many countries, professional associations and legal requirements dictate that ACs follow some standard practices in the selection, use and administration of assessment methods, especially the psychometric tests. India perhaps has been lagging behind in imposing national level professional standards and certifications to ensure competent and ethical use of psychometric tests. In the absence of any national level qualifications regarding the use of psychometric tests in India, many institutions have been doing a great service to fill this gap by offering, professional training and consultancy services. However, observations and experiences reveal that ACs still vary considerably on their eagerness to ensure quality of tools and methods. * Quality of administration * Reliability * Validity * Utility * Reactivity * Relevance * Test fairness(Statistical) * Technology and use of computers Treatment of Participants and Data Treatment of participants and data in assessment centers is very important from ethical point of view. Some variables and indicators related to this dimension are listed below. * Psychological fairness as perceived by the participants and stakeholders * Right to information, informed consent and informed decisions * Confidentiality and data protection * Feedback policy * Post assessment follow-up and support 2.4 Types of Assessment Exercises Some of the widely used Assessment Center Exercises are as follows : Assement Center Exercise An in-tray or in-basket exercise asks to assume a particular role as an employee of a fictitious company and work through the correspondence in your in-tray. This exercise is designed to measure candidates ability to organize and prioritize work. In a presentation exercise, candidate is given a topic or possibly a choice of topics and asked to make a presentation of around ten minutes with five minutes at the end for questions. This is designed to measure his presentation skills including the ability to organise and structure the information and to communicate his points clearly and concisely. Group discussion exercises involve working with other candidates as part of a team to resolve a presented issue. These exercises are designed to measure interpersonal skills such as group leadership, teamwork, negotiation, and group problem solving skills. Panel interviews are regarded as a more objective means of assessing the candidates suitability as he will be interviewed by between three and five people and therefore the decision is not reliant on just one persons opinion. In addition, they are usually more structured than a one-to-one interview as the panel need to assess all of the candidates against the same criteria. 2.5 How Assessment Center Exercises are Conducted ? The assessment centre method is utilized in a variety of settings including industry and business, government, armed forces, educational institutions, and safety forces to select individuals for supervisory, technical, sales, or management positions. One recent trend is in the development of mass testing. This is done by video-taping candidates as they perform various exercises and by using objectively scored exercises. This permits the assessment of a much larger number of candidates per day as the scoring is done later and requires far less observation and administration. Assesment Centre Procedure Assessment centres are usually used after the initial stages of the selection process, because of the large amount of time and expense in conducting them, and usually follow the initial job interview. Other measurements such as psychological tests may complement the selection process.: They are commonly held either on employers premises or in a hotel and are considered by many organizations to be the fairest and most accurate method of selecting staff. This is because a number of different selectors get to see you over a longer period of time and have the chance to see what you can do, rather than what you say you can do, in a variety of situations. Assessment Centres may be conducted by HR personnel within the employer company or by outside consultants. They are highly structured in their design, application, and assessment procedure and are specifically adapted to assess factors such as your level of skills, aptitude and compatibility with the organizations culture. Each test measures a range of indicators within these factors. During each test, a group of observers will rate the candidate on a range of set indicators, using a prescribed performance scale. Results are then cross compared against the same indicators, which are measured in other tests. Following test completion, observers meet to discuss the test results and reach a group consensus about the ratings. At the beginning of the assessment, participant should receive an initial briefing about the timetable of tests, location of rooms etc. Prior to each test, he will be given instructions describing the exercise, his role, timeframes, equipment etc. He will not be told in detail about the individual indicators which will be measured. In addition, he is unlikely to receive feedback on the results, unless he have been successfully selected. Assessment centers typically involve the participants completing a range of exercises which simulate the activities carried out in the target job. Various combinations of these exercises and sometimes other assessment methods like psychometric testing and interviews are used to assess particular competencies in individuals. The theory behind this is that if one wishes to predict future job performance then the best way of doing this is to get the individual to carry out a set of tasks which accurately sample those required in the job and are as similar to them as possible. The particular competencies used will depend upon the target job but one will often find competencies such as relating to people; resistance to stress; planning and organising; motivation; adaptability and flexibility; problem solving; leadership; communication; decision making and initiative. There are numerous possible competencies and the ones which are relevant to a particular job are determined through job ana lysis. The fact that a set of exercises is used demonstrates one crucial characteristic of an assessment centre namely that it is behaviour that is being observed and measured. This represents a significant departure from many traditional selection approaches which rely on the observer or selector attempting to infer personal characteristics from behaviour based upon subjective judgement and usually precious little evidence. This approach is rendered unfair and inaccurate by the subjective whims and biases of the selector and in many cases produces a selection decision based on a freewheeling social interaction after which a decision is made whether the individual is face fit with the organisation. 2.6 Essential Elements of an Assessment Center Assessment Centers must have the following criteria to be called so : 1. Job Analysis To understand job challenges and the competencies required for successful execution of the job. 2. Predefined competencies Modeling the competencies, which will be tested during the process. 3. Behavioral classification Behaviors displayed by participants must be classified into meaningful and relevant categories such as dimensions, attributes, characteristics, aptitudes, qualities, skills, abilities, competencies, and knowledge. 4. Assessment techniques These include a number of exercises to test the assessees of their potentials. Each competency is tested through atleast 2 exercises for gathering adequate evidence for the presence of particular competence. 5. Simulations The exercises should simulate the job responsibilities as closely as possible to eliminate potential errors in selection. 6. Observations Accurate and unbiased observation is the most critical aspect of an AC. 7. Observers Multiple observers are used to eliminate subjectivity and biases from the process. They are given thorough training in the process prior to participating in the AC. 8. Recording Behavior A systematic procedure of recording must be used by the assessors for future reference. The recording could be in the form of hand written note, behavioral checklist, audio-video recording etc. 9. Reports Each observer must make a detailed report of his observation before going for the discussion of integration of scores. 10. Data Integration The pooling of information from different assessors is done through statistical techniques. 2.7 Assessment Centers Usage Various Organizations use the data provided Assessment Centers as a Recruitment Strategy Assessment Centers as a Recruitment Strategy SYNOPSIS TOPIC : â€Å"Assessment Centers Its Pertinence, Functionality and Application† OBJECTIVE : Primary Objective The theme permeating this research is to know about the Assessment Centers inside out, its relevance in todays businesses, functions and objectives. Secondary Objective To apprehend the application of Assessment Centers in various firms. ABSTRACT : An Assessment Center is a process designed to assess whether candidates have the skills required for the job and the future potential that the organizations are looking for. It mainly comprises a range of activities or simulations designed to test these factors. Some of the activities that are included in Assessment Center are Psychometric Tests, In-basket Exercises, Group Exercises, Role Plays, Behavioural Interviews, Case Studies et al. The primary objective of an Assessment Center is to match the right person with the available positions in an organization. The assessment center method, in its modern form, came into existence as a result of the ATT Management Progress Study In this study, which began in the late 1950s, individuals entering management positions in Bell Telephone operating companies were assessed and, from then on, their careers were followed. The chief reason the assessment center method is valid in so many different countries is that it is an easily adaptable evaluation system. Assessment Centre Method has a bearing on the following aspects of personnel management: staffing: decision making on selection, promotion, turnover and dismissal; staff development: determining educational and training requirements improving performance in management/staff relationships; bringing compensation policy in line with general policy objectives. RESEARCH METHODOLOGY : The Research will consist of Secondary Data (Reference Books, Websites, Business Journals and Articles) and Primary Data (Questionnaire, Interviews from Industry Experts) GUIDE : Prof. Arvind Rajashekar, visiting faculty, IIPM. RESEARCH METHODOLOGY A Research is something that always has a question or a problem on the other side of it. The purpose behind ay research is to question through the application of Sciences or otherwise. It is a systematic and an in-depth study with the use of Primary and Secondary Instruments to gain more or complete knowledge of the subject under study. Research consists of Secondary and Primary Instruments 1. PRIMARY RESEARCH The Primary research consists of conducting a Questionnaire Survey with HR Professionals, business persons and Consultants. For this purpose, I have kept a Sample Size of 20 Respondents. The aim behind this survey is to get knowledge about Assessment Centers and its application and use by the Industry expert themselves and also Consultants who have applied Assessment Centers as a tool of Evaluation. 2. SECONDARY RESEARCH v The Secondary research consists of : a. Books on Assessment Centers b. Articles on the Internet c. Articles published in Business Journals d. HR Websites e. Research Papers by Industry experts Chapter 1 INTRODUCTION TO ASSESSMENT CENTERS 1.1 Assessment Centers A Gist An Assessment Center (AC) is a process designed to assess whether candidates have the skills required for the job and the future potential that the organizations are looking for. It mainly comprises a range of activities or simulations designed to test these factors. Some of the activities that are included in Assessment Center are Psychometric Tests, In-basket Exercises, Group Exercises, Role Plays, Behavioural Interviews, Case Studies et al. Traditionally an assessment centre consisted of a suite of exercises designed to assess a set of personal characteristics, it was seen as a rather formal process where the individuals being assessed had the results fed back to them in the context of a simple yes/no selection decision. However, recently definite shift is seen in thinking away from this traditional view of an assessment centre to one which stresses the developmental aspect of assessment. A consequence of this is that today it is very rare to come across an assessment centre which does not have at least some developmental aspect to it, increasingly assessment centres are stressing a collaborative approach which involves the individual actively participating in the process rather than being a passive recipient of it. In some cases we can even find assessment centres that are so developmental in their approach that most of the assessment work done is carried out by the participants themselves and the major function of the centre is to provide the participants with feedback that is as much developmental as judgmental in nature. The primary objective of an Assessment Center is to match the right person with the available positions in an organization. Assessment Centre Method has a bearing on the following aspects of personnel management: staffing: decision making on selection, promotion, turnover and dismissal; staff development: determining educational and training requirements improving performance in management/staff relationships; bringing compensation policy in line with general policy objectives. To align the strategic intent in line with the market requirements. 1.2 Definitions of an Assessment Center given by Consultants, Academicians Practitioners * Assessment Centres are often described as the variety of testing techniques that allow the candidates to demonstrate, under standardized conditions, the skills and abilities most essential for success in a given job. Dennis A. Joiner, ‘Assessment centre in public sector: A practical approach, Public Personnel Management Journal. * An assessment center is a comprehensive standardized procedure in which multiple assessment techniques such as situational exercises and job simulation (business games, discussions, reports presentations) are used to evaluate individual employee for variety of manpower decisions. * An Assessment Centre consists of a standardized evaluation of behavior based on multiple inputs. Several trained observers and techniques are used. Judgements about behavior are made, in major part, from specifically developed assessment simulations. These judgements are pooled in a meeting among the assessors or by statistical integration process. In an integration discussion, comprehensive accounts of behavior, and often ratting of it, are pooled. The discussion results in evaluation of performance of the assessees on the dimensions/competencies or other variables that the assessment centre is designed to measure. Statistical combination methods should be validated in accordance with professionally accepted standards. ‘Guidelines and ethical considerations for assessment centre operations. 28th International Congress on Assessment Centre Methods * The main feature of assessment centres is that they are a multiple assessment process. There are five main ways in which that is so. A group of participants takes part in a variety of exercises observed by a team of trained assessors who evaluate each participant against a number of predetermined, job related behaviors. Decisions are then made by pooling shared data. Iain Ballantyne and Nigel Povah * An assessment centre is a process in which individuals participate in a series of exercises, most of which approximate what they would be called upon to do in the future job. Assessors usually selected from higher management levels in the firm, are trained to observe the participants and evaluate their performance as fairly and impartially as possible. -‘Can assessment centres be used to improve the salesperson selection process, E. James Randall, Ernest E. Cooke, Richard J. Jefferies, Journal of personal selling and sales management * An assessment centre is a multi-faceted and multi-dimensional approach designed to provide reliable and valid information about a range of competencies of an individual considered to be necessary for successful performance at a target level in a specific job. ‘360 degree feedback, competency mapping and assessment centres, Radha R. Sharma * Tata Management Training Centres definition of AC: AC is an integrated standardized process in which a series of exercises are used to assess people on pre-defined parameters. These pre-definedparameters define job success in a given organizationalcontext. Most of the exercises are simulation of job activities/work challenges that the candidate is expected to perform in the next level role/job. 1.3 History of Assessment Centers Assessment Centre process was first used sometime between the two world wars. The Treaty of Versailles, which ended the First World War, prevented Germany from rearming and thus the traditional approach to the selection of officers, which was of observing their performance in war or in exercises was denied to them. German psychologists then devised this method which involved a combination of tests, simulations and exercises to identify the potential of officer candidates. The British Army used this methodology in the early days of Second World War when they established the War Office Selection Boards (WOSBs), again for the selection of officer candidates. However, it was brought into the private sector only in 1956 after ATT (American Telephone Telegraph Company) used it for selection of high potentials for managerial positions. This was the first industrial application of the assessment centre methodology. Both individual characteristics of young managers as well as organizational settings in which they worked were studied and evaluation at the assessment centre was used to predict whether the participant would make it to the middle management in the next ten years or less. The sample included both recent college graduates and non-management personnel who had risen to the managerial positions relatively early in their career. The dimensions assessed included managerial functions like organizing, planning, decision making, general ability such as intellectual ability, personal impression, sensitivity, and values and attitudes, both work related and social. The success of the earlier work of ATT was followed by Standard Oil which was the second to a start assessment centres. This was followed by IBM, Sears Roebuck, General Electric, and Caterpillar tractors. By 1981 more than 2500 organizations applied this methodology to select potential managers 1.4 Assessment Centers in Asia The first assessment centre in Asia was for selecting project leaders for the entrepreneurship development programme in Gujarat. Subsequently, efforts were made to introduce it in Larsen and Toubro . LT did a lot of work on job profiling but never got to the stage of developing an assessment centre for potential appraisal. Crompton Greaves attempted to use an assessment centre approach for selecting their general managers from within. It is only in the 1990s that interest in assessment centres was renewed. This was a natural response to the need to ensure competent people manning strategic positions. A large number of Asian companies have established assessment centres and many others are exploring. The companies that are trying out include : RPG Group, Escorts, TISCO, Aditya Birla Group, Eicher, Cadburys, Castrol (India), Glaxo, Grindwell Norton, ONGC, Mahindra and Mahindra, SAIL, Siemens, Wipro, Wockhardt, and Johnson Johnson. Different organizations initiated assessment centres for recruitment, selection, placement, promotion, career development, performance appraisal, and succession planning and development purposes such as identification of training needs, identification high potential managers, create a pool of managerial talent and multifunctional managers that would be available across the business group, employee recognition and fast growth. Philips, Dr. Reddys Laboratories, and Global Trust Bank are organizations that have been using assessment centres. Some of these organizations are, in the process of developing Indian managerial talent and measure it periodically. Generally the competencies that are to be measured are determined by each organization by using methods such as job analysis, managerial aptitude profile surveys, identifying competencies in star performers, etc. A variety of assessment techniques are used in Asian organizations like in-baskets, business simulations, questionnaires, group discussions, role plays, interviews, case study, individual presentations, etc. While the need is felt by all organizations to test reliability and validity of the tools used, many of them are not testing them. Both internal and external assessors are used for evaluation. Assessor training is done either through in-house training programmes or with the aid of external institutions like Academy of HRD (Hyderabad), SHL (UK), etc. Some Asian organizations have also sought assistance from organizations abroad that are using assessment centres such as GE, and Motorola. 1.5 Training and Developmental Needs Analysis The assessment centre methodology can be used to measure the abilities of individuals against certain critical criteria and identify their training and developmental needs. Such assessment centres are more diagnostic than evaluative and can be termed as development centres. In the case of use of assessment centre methodology for early identification, promotion, and selection, a final yes-no decision is critical. But in diagnostic assessment centres or development centres, final overall decision is insignificant. Each dimension must be measured with a high degree of reliability and validity because decisions are being made on each dimension. Therefore, the dimensions to be studied should be made as specific as possible. Quick, easy training methods dont change peoples skill levels. Skill acquisition requires intensive, time-consuming classroom training and must be coupled with opportunities for on-the-job practice and feedback so new behaviors are â€Å"set† in the individuals repertoire. Because skill development takes a lot of time and effort, everyone cannot be trained in every skill. The assessment center method provides an effective means to determine training or developmental needs. Individuals then can be placed in the most appropriate program. The assessment center method is an excellent diagnostic tool because it separates an individuals abilities into specific areas (dimensions) and then seeks specific examples of good and poor behavior within each dimension. This helps the assessee and his/her boss determine more precisely what training and developmental activities are required. Almost all organizations using assessment centers for selection or promotion also use the information obtained to diagnose training needs. However, a major shift in focus is the large number of firms now using assessment centers solely to diagnose training needs. 1.6 Relationship between an Assessment Center and Development Center The type of centre can vary between the traditional assessment centre used purely for selection to the more modern development centre which involves self-assessment and whose primary purpose is development. One might ask the question Why group assessment and development centres together if they have different purposes? The answer to that question is threefold. Firstly, they both involve assessment and it is only the end use of the information obtained which is different i.e. one for selection and one for development; secondly, it is impossible to draw a line between assessment and development centres because all centres, be they for assessment or development naturally lie somewhere on a continuum somewhere between the two extremes; thirdly most assessment centres involve at least some development and most development centres involve at least some assessment. This means that it is very rare to find a centre devoted to pure assessment or pure development.. Also, it purely depends upon the Organizations requirements, its policies and procedures whether it wants to conduct an AC or a DC. It is easier to think about assessment centres as being equally to do with selection and development because a degree of assessment goes on in both. Development centres grew out a liberalisation of thinking about assessment centres and it is a historical quirk that while assessment centres were once used purely for selection and have evolved to have a more developmental flavour the language used to describe them has not. Another problem with using the assessment development dichotomy is that at the very least it causes us to infer that little or no assessment goes in development centres. While you will hear centres being called assessment or development centres remember that assessment goes on in both and so to some extent at least they are both assessment centres. The end result of this is that it is not possible to talk about assessment or development centres in any but the most general terms. It is more useful to talk about the constituent parts and general processes involved in each. In these terms we can identify a number of differences between assessment and development centres that one might typically find: Assessment centres usually * have a pass/fail criteria * are geared towards filing a job vacancy * address an immediate organisational need * have fewer assessors and more participants * involve line managers as assessors * have less emphasis placed on self-assessment * focus on what the candidate can do now * are geared to meet the needs of the organisation * assign the role of judge to assessors * place emphasis on selection with little or no developmental feedback and follow up * give feedback at a later date * involve the organisation having control over the information obtained * have very little pre-centre briefing * tend to be used with external candidates Development centres usually * do not have a pass/fail criteria * are geared towards developing the individual * address a longer term need * have a 1:1 ratio of assessor to participant * do not have line managers as assessors * have a greater emphasis placed on self-assessment * focus on potential * are geared to meet needs of the individual as well as the organisation * assign the role of facilitator to assessors * place emphasis on developmental feedback and follow up with little or no selection function * give feedback immediately * involve the individual having control over the information obtained * have a substantial pre-centre briefing * tend to be used with internal candidates Chapter 2 ASSESSMENT CENTERS INSIDE OUT 2.1 Stages in a typical Assessment Center A typical Assessment Center consists of the following stages. They are : Pre AC Stage During AC Stage Post AC Stage a. PRE AC STAGE * Defining the objective of AC . * Get approval for AC from the concerned officials. * Conduct job analysis. * Define the competencies required for the target position. * Identify the potential position holder and send them invitations. * Identify the observers. * Train the observers. * Design the AC exercises * Decide the rating methodology. * Make infrastructural arrangements. * Schedule the AC. * Informing the concerned people of the schedule. b. DURING AC STAGE * Explain participants the purpose of the AC, the procedure it would follow and its outcome. * Give instructions to the participants, before every exercise. * Distribute the competency-exercise matrix sheets among observers. * Conduct all exercises. * Conduct a discussion of all observers on every participants ratings, at the end of the session. * Make a report of the strengths and improvement areas of every participant. * Give feedback to participants. * Get feedback from participants and observers about the conduction of AC. c. POST AC STAGE * Compile reports of all participants and submit the list of selected participants to the concerned authorities. * Make improvements in the design according to the recommendations. * Evaluate the validity of results after a definite period. 2.2 Sequence of Steps of an Assessment Center Sequence of Steps of an Assessment Center ( Source ‘Assessment Center for Identifying potential project managers , a Paper for the 6th European Conference on Software Quality 1999 in Vienna ) 2.3 Factors for Evaluating Assessment Center Design Five Factors for evaluating the Center Design The COLAT Model (Source Research Paper ‘Assessment of Assessment Centers by Dr. P. Sethu Madhavan) Center Design The following factors related to the centre design can be used to evaluate and compare the Assessment Centers s in the backdrop of best practices and benchmarks. * Use of qualified resource persons, assessors and support staff * Content validity of the centre and the competency profiles * Use of triangulation and corroboration of assessment results Organizational Preparedness Organizational preparedness refers to following macro level factors, that need to be addressed adequately and established in order to make an assessment or development centre to work effectively. * Policies and procedures * Structure * Clarity of organisational objectives * Buy in, commitment and change management * Communication Linkages, integration and alignment It has been observed that organizations vary considerably in ensuring the linkages, integration and alignment of ACs with the other organisational level factors and the individual level factors. ACs, therefore can be evaluated based on the following best practice anchors falling under these dimensions. * Alignment with core values, vision, mission and strategy * Alignment and linkages with other key HR systems and processes * Alignment with external professional bodies ADCs should be â€Å"purposively† aligned with and derived from the strategy, vision, mission, values and culture of the organisation or the unit. The centre should be designed in such way as to ensure that it helps to meet the strategic objectives of the organisation Quality of Assessment tools and methods In many countries, professional associations and legal requirements dictate that ACs follow some standard practices in the selection, use and administration of assessment methods, especially the psychometric tests. India perhaps has been lagging behind in imposing national level professional standards and certifications to ensure competent and ethical use of psychometric tests. In the absence of any national level qualifications regarding the use of psychometric tests in India, many institutions have been doing a great service to fill this gap by offering, professional training and consultancy services. However, observations and experiences reveal that ACs still vary considerably on their eagerness to ensure quality of tools and methods. * Quality of administration * Reliability * Validity * Utility * Reactivity * Relevance * Test fairness(Statistical) * Technology and use of computers Treatment of Participants and Data Treatment of participants and data in assessment centers is very important from ethical point of view. Some variables and indicators related to this dimension are listed below. * Psychological fairness as perceived by the participants and stakeholders * Right to information, informed consent and informed decisions * Confidentiality and data protection * Feedback policy * Post assessment follow-up and support 2.4 Types of Assessment Exercises Some of the widely used Assessment Center Exercises are as follows : Assement Center Exercise An in-tray or in-basket exercise asks to assume a particular role as an employee of a fictitious company and work through the correspondence in your in-tray. This exercise is designed to measure candidates ability to organize and prioritize work. In a presentation exercise, candidate is given a topic or possibly a choice of topics and asked to make a presentation of around ten minutes with five minutes at the end for questions. This is designed to measure his presentation skills including the ability to organise and structure the information and to communicate his points clearly and concisely. Group discussion exercises involve working with other candidates as part of a team to resolve a presented issue. These exercises are designed to measure interpersonal skills such as group leadership, teamwork, negotiation, and group problem solving skills. Panel interviews are regarded as a more objective means of assessing the candidates suitability as he will be interviewed by between three and five people and therefore the decision is not reliant on just one persons opinion. In addition, they are usually more structured than a one-to-one interview as the panel need to assess all of the candidates against the same criteria. 2.5 How Assessment Center Exercises are Conducted ? The assessment centre method is utilized in a variety of settings including industry and business, government, armed forces, educational institutions, and safety forces to select individuals for supervisory, technical, sales, or management positions. One recent trend is in the development of mass testing. This is done by video-taping candidates as they perform various exercises and by using objectively scored exercises. This permits the assessment of a much larger number of candidates per day as the scoring is done later and requires far less observation and administration. Assesment Centre Procedure Assessment centres are usually used after the initial stages of the selection process, because of the large amount of time and expense in conducting them, and usually follow the initial job interview. Other measurements such as psychological tests may complement the selection process.: They are commonly held either on employers premises or in a hotel and are considered by many organizations to be the fairest and most accurate method of selecting staff. This is because a number of different selectors get to see you over a longer period of time and have the chance to see what you can do, rather than what you say you can do, in a variety of situations. Assessment Centres may be conducted by HR personnel within the employer company or by outside consultants. They are highly structured in their design, application, and assessment procedure and are specifically adapted to assess factors such as your level of skills, aptitude and compatibility with the organizations culture. Each test measures a range of indicators within these factors. During each test, a group of observers will rate the candidate on a range of set indicators, using a prescribed performance scale. Results are then cross compared against the same indicators, which are measured in other tests. Following test completion, observers meet to discuss the test results and reach a group consensus about the ratings. At the beginning of the assessment, participant should receive an initial briefing about the timetable of tests, location of rooms etc. Prior to each test, he will be given instructions describing the exercise, his role, timeframes, equipment etc. He will not be told in detail about the individual indicators which will be measured. In addition, he is unlikely to receive feedback on the results, unless he have been successfully selected. Assessment centers typically involve the participants completing a range of exercises which simulate the activities carried out in the target job. Various combinations of these exercises and sometimes other assessment methods like psychometric testing and interviews are used to assess particular competencies in individuals. The theory behind this is that if one wishes to predict future job performance then the best way of doing this is to get the individual to carry out a set of tasks which accurately sample those required in the job and are as similar to them as possible. The particular competencies used will depend upon the target job but one will often find competencies such as relating to people; resistance to stress; planning and organising; motivation; adaptability and flexibility; problem solving; leadership; communication; decision making and initiative. There are numerous possible competencies and the ones which are relevant to a particular job are determined through job ana lysis. The fact that a set of exercises is used demonstrates one crucial characteristic of an assessment centre namely that it is behaviour that is being observed and measured. This represents a significant departure from many traditional selection approaches which rely on the observer or selector attempting to infer personal characteristics from behaviour based upon subjective judgement and usually precious little evidence. This approach is rendered unfair and inaccurate by the subjective whims and biases of the selector and in many cases produces a selection decision based on a freewheeling social interaction after which a decision is made whether the individual is face fit with the organisation. 2.6 Essential Elements of an Assessment Center Assessment Centers must have the following criteria to be called so : 1. Job Analysis To understand job challenges and the competencies required for successful execution of the job. 2. Predefined competencies Modeling the competencies, which will be tested during the process. 3. Behavioral classification Behaviors displayed by participants must be classified into meaningful and relevant categories such as dimensions, attributes, characteristics, aptitudes, qualities, skills, abilities, competencies, and knowledge. 4. Assessment techniques These include a number of exercises to test the assessees of their potentials. Each competency is tested through atleast 2 exercises for gathering adequate evidence for the presence of particular competence. 5. Simulations The exercises should simulate the job responsibilities as closely as possible to eliminate potential errors in selection. 6. Observations Accurate and unbiased observation is the most critical aspect of an AC. 7. Observers Multiple observers are used to eliminate subjectivity and biases from the process. They are given thorough training in the process prior to participating in the AC. 8. Recording Behavior A systematic procedure of recording must be used by the assessors for future reference. The recording could be in the form of hand written note, behavioral checklist, audio-video recording etc. 9. Reports Each observer must make a detailed report of his observation before going for the discussion of integration of scores. 10. Data Integration The pooling of information from different assessors is done through statistical techniques. 2.7 Assessment Centers Usage Various Organizations use the data provided

Free Ophelia Essays - Alone in Hamlet :: Shakespeare Hamlet Essays

Ophelia - All alone in Hamlet Within Ophelia's head spins many thoughts after the death of her father. She is inevitably suffering from a nervous breakdown at the hand of her once suitor Hamlet. Ophelia is now alone without, her brother Laertes, Hamlet, her father Polonius, or even a female role model to help her through this time of sadness. During the scene, she struggles with reality and fiction. Is what she saying all lost thoughts about her head, or do they make sense, perfect senses to the outcome of the play. For the most part during this time in her life, Ophelia has no one to tell her, or guide her. As her brother does when he warns her of "Hamlet and the trifling of his favor..." (1, 3, 5), that "His greatness weighed, his will is not his own"(1, 3, 17). She is also at a loss for her father, Polonius' words of wisdom of her relationship with Hamlet; he states, "Do not believe his vows, for they are brokers, not of that dye which their investments show..." (1, 3, 126-127). Nor does she have Hamlet to lean to for advice as when he tells her to "get thee to a nunnery..."(3, 1, 121). Shakespeare never lets on that Ophelia had a mother; this only leaves Queen Gertrude to fill the empty void as a female role model. At one time Polonius tries to convince the King and Queen that the lack of his daughter's love is the cause of Hamlet's madness, in Act two, Scene two. Only a short time later does Gertrude tell Ophelia, "Ophelia, I do wish that your good beauties be the happy cause of Hamlet's wildness. So shall I hope our virtues will bring him to his wonted way again..." (3, 1, 38-41). On the other hand, later in the play Gertrude refuses to see Ophelia, stating, " I will not speak to her " (4, 5, 1) on the first line of Act four, Scene five. Gertrude does not even attempt to change her mind until Horatio reminds her, " T'were good she were spoken with, for she may strew dangerous conjectures in ill-breeding minds" (4,5,15-16).

My thoughts and ideas Essay

Firstly I would like to congratulate you on your excellent audition for the part of Juliet. As time is limited and due to our individual work commitments, we are unable to meet up before rehearsals begin. Therefore, as the stage director I thought it maybe helpful to discuss some of my thoughts and ideas for the play and give you some background information that will be useful in helping you prepare for the part of Juliet. Shakespeares’s Romeo and Juliet was written during the reign of Queen Elizabeth I although it is unknown exactly when it was set. During this time people were taught that there was a divine way of doing things and that God has instituted a church and ordained a monarchy so that the people could be ruled over in a proper way. Despite the country being ruled by a powerful woman, women had very little freedom socially, economically or legally. At the time of this play marriages were comparably different to today’s idea of marriage. Firstly the common age for girls to be married was fourteen and they had little or no say in the choice of husbands who were often chosen by families. Husbands were often chosen for their status in society so they could be rich and powerful allies to a family. Within families the father ruled over the wife and children just as the monarch did over the state. Religion played an important part in everyday life and children were taught about their duty to God and attendance at Church services was compulsory. Services were carried out by licensed clergy. This meant that the authorities were able to keep checks on citizens and monitor conformity. Julia, at this point a brief overview of the play maybe useful to you. Essentially it is about two chief families in Verona, the rich and noble Capulets and the Montagues. An old feud between the two families had grown in deep hatred that affected not only the family members but also anyone associated with each household, including the staff. Chance meeting often led to brawls and bloodshed disturbing the quietness of the streets of Verona. Romeo is a Montague and Juliet is a Capulet. The play is a tragedy and the main theme is love and hatred. The first two scenes in Act 1 set the scene for the play and are mainly about the males and establishes the violence between the two families. Your first appearance as Juliet in this production is in Act 1 scene III. This scene is very important as we meet the main female character and two others: Lady Capulet who has a rather formal and distant relationship with her daughter and the nurse who is Juliet’s carer. We learn that Juliet is nearly fourteen years old in the play. In Act I Scene III Lady Capulet asks the nurse to summon Juliet then Lady Capulet asks the nurse to leave her and Juliet alone as they â€Å"must talk in secret† but then immediately asks her to â€Å"come back† as she has known Juliet from a young age. This demonstrates the nurse’s closeness to Juliet and the Capulet family. It also establishes her importance in the play. I would like you to portray Juliet as the young, polite and quiet girl she appears to be at this point although as we know her character changes after she meets Romeo. In Act 1 scene III Juliet is respectful and polite to her mother in a formal way. This is clearly demonstrated when Juliet replies to Lady Capulet after being summoned, â€Å"Madam, I am here, what is your will? † You should speak these words in a quiet soft voice and you could make direct eye contact with Lady Capulet before looking away towards the Nurse so the audience sense Juliet’s respectful but shy nature. Lady Capulet appears to want to stick to convention and asks Juliet to agree to look at a possible husband during the feast that night at the Capulet’s home. Lady Capulet reminds Juliet that she was the same age as Juliet when she gave birth to her. â€Å"By my count I was your mother much upon these years† and that girls younger than Juliet were â€Å"already mothers. † The nurse is present throughout this conversation and establishes her importance in the play. She cares for Juliet as she almost replaced the nurse’s own daughter who had died. At this point the nurse starts to tell stories about Juliet as a baby. Juliet is embarrassed particularly when she recalls how she got her to stop breastfeeding. There are some sexual implications in the nurse’s speech here and you need to show the shock and embarrassment that the naive Juliet will feel. We know that she has cared for Juliet since she was a baby as she talks about her childhood. You need to portray Juliet’s embarrassment about her childhood stories. The Nurse explains that it would be an â€Å"honour† to see her married. You may be taken by surprise at the abrupt way the question of marriage is asked by Lady Capulet. â€Å"Speak briefly can you like of Paris’ love? † You will need to convey that although Juliet’s in awe of Lady Capulet she seeks parental approval. So even though Juliet has not met Paris before and does not know whether she can love him she agrees to look at him during the festivities that night. After a quick glance at the nurse again I want you to pause slightly before replying to Lady Capulet in a soft, formal manner, â€Å"I’ll look to like, if looking like move But no more deep will I endart mine eye Than your consent gives strength to make it fly† This shows Juliet’s willingness to do as her mother says. The audience should sense your anxiety in anticipation of Lady Capulet’s response and then the relief you feel, when as you finish your sentence, Lady Capulet smiles with approval at your response. In Juliet’s reply there is some mirroring of language between her and Lady Capulet, words such as â€Å"look† and â€Å"like. † This adds to the idea that at this point Juliet is willing and keen to get approval from her mother. As Lady Capulet and the nurse leave you can show further relief as you relax the animated posture and drop your shoulders. After a few seconds you could portray a sense of excitement and anticipation of the dinner. The lights fade as you jauntily exit the stage. The next scene that Juliet appears in is Act 1 Scene V. In this scene Romeo and Juliet meet for the first time. Romeo spots Juliet while standing to the side during the dancing at the banquet. He immediately falls in love with her. Romeo is so struck by Juliet’s beauty he is inspired to speak a monologue in tribute. He uses light and dark imagery to stress her beauty. He says it seemed to him that she could â€Å"teach torches to burn bright† and â€Å"she hangs upon the cheek of night as a rich jewel in an Ethiop’s ear†. Shakespeare continues this theme of light and dark imagery by using metaphors such as â€Å"snowy dove trooping with crows† to demonstrate how Juliet shines above the other ladies there. Though Romeo is awestruck by your perfection you are unaware that you are being watched so you continue to dance in the background however your movements must be light, graceful but spirited to convey your youthful innocence. Shakespeare uses metaphors to create a positive image about Juliet’s beauty. Romeo also describes Juliet’s beauty as â€Å"To rich for use, for earth to dear! † This is one of the many references to the theme of wealth in the play. This scene will be challenging for any actress as you are on the stage all the time. Eventually Romeo finds Juliet and touches her hand. At this point I want you to look at his hand and then slowly wonder your gaze up to make eye contact with Romeo. This is an electrifying point in the play and as such the audience need to be made to actually feel the sudden love at first sight. You and Romeo speak in a sonnet form to one another. Your tone is soft and flirtatious yet clear and precise. This makes the verse more noticeably poetic and allows the audience to believe in your love. At this point you are at the centre of the audience’s attention but you need to be totally focussed onto Romeo’s face. You need to make the audience believe they are almost intruding into your emotions and feelings. They need to sense the strength of your love. This is a very significant part in the production as Romeo and Juliet do not know each others status but the audience do. The audience will realise that it will be impossible for Romeo and Juliet to be together despite their passionate love for each other. This is known as dramatic irony as the audience knows something that the characters do not. Around you the festivities will be continuing with the other actors, dining and dancing. You and Romeo are totally engrossed in each other so much so that you do not notice that Tybalt has recognised Romeo as a Montague and is forced to restrain himself by Capulet not to cause a brawl in the middle of the festivities. Romeo eventually gets to kiss Juliet â€Å"Let lips do what hands do† that is join together. The poetry in lines 92-109 is between Romeo and Juliet. They share the same images and thoughts and their words flow together giving us the idea that they complete each other. The content of the sonnet has a religious theme and is an example of how religion is related to love. It uses imagery of saints and pilgrims. Romeo takes Juliet’s hand in the gentlest manner calling it a â€Å"shrine†. The use of religious words and references shows that Romeo sees Juliet as a blessing. The imagery for the audience needs to be that if Romeo is a pilgrim then Juliet is a saint and his love is holy devotion. Juliet tells Romeo that they should not kiss but she does not really mean this in fact she says â€Å"The have my lips the sin that they have took. † You need to show the contradiction in what you are saying and your body language should support this. Move your face closer to Romeo’s face as if inviting him to kiss her again. The couple are engaged in this loving exchange when Juliet is called away to her mother. You need to show reluctance in having to leave Romeo to respond to your mother’s call. Then hurry away after a little hesitance showing your desire for Romeo. The nurse tells Romeo that Juliet is a Capulet and he realises he has fallen in love with someone from the enemy but this does not lessen his feelings towards Juliet. Juliet also begs her nurse to find out who Romeo is. â€Å"Go ask his name- if he be married My grave is like to be my wedding-bed† The nurse returns and informs her that he is Montague. Juliet is taken back that she has fallen in love with someone that she has been brought up to hate. You need to react to this in a stunned manner moving onto momentary despair and confusion. â€Å"My only love sprung from my only hate. † Juliet appears to be thinking out loud. She realises that she must love her enemy even though family considerations should induce her to hate Romeo. The audience needs to sense your predicament leaving the audience wondering what she will do. By the end of the scene the audience will understand that Juliet is a stronger character than she appears to be in Act 1 Scene III. She is willing to break with tradition to be with Romeo. Juliet’s behaviour is changing, she is showing signs of defiance and her tone is more assertive. As the stage director I am attempting to send a message that despite this tragedy, love triumphs over hate. I want the audience to have warmth for Juliet as she dies for love and sense the needless tragedy that has occurred. I hope the information in this letter will help to you prepare for the production. I’m looking forward to working with you in rehearsals. Feel free to contact me if I can be of any further assistance.

Alice Paul Quotes

Alice Paul Quotes Alice Paul is credited as one of the leading figures responsible for the passage of the 19th Amendment (woman suffrage) to the U.S. Constitution. In her honor, the Equal Rights Amendment was sometimes called the Alice Paul Amendment. Selected Alice Paul Quotations When you put your hand to the plow, you cant put it down until you get to the end of the row. I never doubted that equal rights was the right direction. Most reforms, most problems are complicated. But to me, there is nothing complicated about ordinary equality. It is better, as far as getting the vote is concerned I believe, to have a small, united group than an immense debating society. I always feel the movement is a sort of mosaic. Each of us puts in one little stone, and then you get a great mosaic at the end. We women of America tell you that America is not a democracy. Twenty million women are denied the right to vote. The Womans Party is made up of women of all races, creeds, and nationalities who are united on the one program of working to raise the status of women. There will never be a new world order until women are a part of it. My first Paul ancestor was imprisoned in England as a Quaker and came to this country for that reason, I mean not to escape prison but because he was such a strong opponent of the government in every possible way. All the girls planned to start in and support themselves- and you know it wasnt so general then for girls to support themselves.  -About her Swarthmore fellow students While I was at the School of Economics, I met one girl especially, her name was Rachel Barrett, I remember, who was a very ardent worker in the Womens SSocial and Political Union, as they called it, of Mrs. Pankhursts. I remember the first thing that I ever really did [for suffrage] while I was still at the School of Economics. This particular person, I think it was this Rachel Barrett, asked me if I would go out and help her in selling their paper,  Votes for Women,  in the street. So I did. I remember how very bold and good she was and how very timid and [laughing] unsuccessful I was, standing beside her trying to ask people to buy  Votes for Women. So contrary to my nature, really. I didnt seem to be very brave by nature. I remember very well doing this day after day after day, going down to the School of Economics, where she was a student and I was a student and other people were students, and we would just stand out in the street wherever we were supposed to stand, on some corner, with these  Votes for Women. It is what they did all over London. A great many of the girls in all parts of London were doing it. -About her first contribution to the woman suffrage movement,  source Crystal Eastman about Alice Paul: History has known dedicated souls from the beginning, men and women whose every waking moment is devoted to an impersonal end, leaders of a cause who are ready at any moment quite simply to die for it. But is it rare to find in one human being this passion for service and sacrifice combined first with the shrewd calculating mind of a born political leader, and second with the ruthless driving force, sure judgment, and phenomenal grasp of detail that characterize a great entrepreneur. Quote collection assembled by Jone Johnson Lewis. Each quotation page in this collection and the entire collection of Jone Johnson Lewis. This is an informal collection assembled over many years. Regretfully, if the original source is not listed with the quote, it was unavailable.