Assessment Centres: A teaching method to enhance student employability? Isabella McMurray, Pat Roberts, Eileen Scott and Arti Kumar Background • The majority of Psychology Students (80 %) do not go on to a career in Psychology (HEA, Psychology Network Employability Guide, 2008). • It is increasingly the role of Psychology departments to support students to develop a range of competencies (knowledge, attitude and skills) that will aid them in gaining graduate level employment. • One of the findings of previous research in the department was that graduate employers wanted a range of competencies, along with an ability to be adaptable and work under pressure. What is an Assessment Centre? • “A series of integrated simulations designed to generate the behaviours similar to those required for success in the target role. It enables candidates’ performance to be measured objectively against specific criteria” (AGR, the Association of Graduate Recruiters, 2008). The Link between Assessment Centres and Psychology? • Occupational Psychologists have evaluated the competency ratings given by assessors in assessment centres (Stillman and Jackson, 2005) and the underlying constructs of these competencies (Heinsman, de Hoogh, Koopman and van Muijen, 2007). • However, there is a paucity of literature supporting the link between teaching practices in Psychology and the use of assessment centres, particularly in the UK. Objectives • to provide students with an assessment centre experience. • to offer students opportunities (through recruitment orientated tasks) to demonstrate the competencies they have developed throughout their Psychology degree. Research Approach • Using an action research approach (Lewin,1948), students were invited to take part in the first action step of the project that included a group task, an individual presentation and interview. Cycle 1: Preparatory period including pilot study Spring 2009 Cycle 2: Actual Study Spring 2010 Cycle 3: The way forward 2010-2011 Cycle 1: Preparatory period • What skills do we want our students to develop? • What skills do employers look for? • Do we currently already assess these skills in our curriculum? What are employers are looking for in a Psychology graduate? • • • • • • • • • • • • • • • • • A good Psychology degree (2:1 or above) Communication skills Confidence not arrogance Recognising Diversity Analytical skills Life skills An awareness of the job they are applying for A similar ethos to the organisation Reflection important for Chartership but not always essential for graduate level Working with others/independently Creativity Problem Solving Critical thinking Drive for Results Flexibility and Adaptability The ability to work under pressure Undertaking the task What are employers are looking for in a Psychology graduate? • • • • • • • • • • • • • • • • • A good Psychology degree (2:1 or above) Communication skills Confidence not arrogance Recognising Diversity Analytical skills Life skills An awareness of the job they are applying for A similar ethos to the organisation Reflection important for Chartership but not always essential for graduate level Working with others/independently Creativity Problem Solving Critical thinking Drive for Results Flexibility and Adaptability The ability to work under pressure Undertaking the task Recruiting Students • All level 3 students were invited to a meeting where the assessment centre approach was explained and a video was shown • Students were recruited from the meeting, lectures and tutorials • Students were emailed an invited to the session with joining instructions • Informed that it would include an individual interview about their personal and career development The Panel • An Employer – Suzanne Ion’s • Psychology – Isabella McMurray – Pat Roberts • Careers – Eileen Scott – Paul Harrison • CETL – Arti Kumar The pilot study • 9.45 Arrival and refreshments • 10.00 Welcome to the day (ES and AK) • 10.15 Morning Activities – Introduce yourself – Elevator Task (End of task ES - Allocate to groups, AK – Debrief) – Group Activity (AK to brief as above – IM and PR to keep groups to time) – Individual Presentation (Group 1) and 2 questions from the panel (Group 2 refreshments) – Individual Presentation (Group 2) and 2 questions from the panel (Group 1 refreshments) • • • • 11.50 Observers discussion 12.05 Results of Group Activity and Group discussion 12.30 Lunch 1pm-3pm Individual Interviews Elevator Pitch Assessment of Elevator Task • Attention (Instantly grabs your attention) – Described what he had previously done (volunteered for a charity in the jungle for 10 weeks) • Interest (Holds your interest) – Mentioned what he could do for the organisation • Desire to know more (Says something that makes you want to ask more questions) – Asked what the organisation could do for him, Mentioned long term plans and goals • Generally the participants didn’t listen to the instructions of the task Group Activity • • • • • • A local Luton resident who supported local charities through out her life recently passed away. On the reading of the will it was found that she has bequeathed £50,000 to a local charity. However, she couldn’t decide which of her favourite charities to leave the money to and the money can’t be split. One of the charities was The Autistic society*. The executer of the will has asked the local charities to present their ideas on how they would spend this amount of money for the benefit of the users of the charity. You have been asked to present the case for The Autistic Society*. Using the information you have as a starting point, your objectives are: to meet with your colleagues and to agree how you might spend this money to justify what has informed your decisions. you will be given 20 minutes to come to an agreement on this task. Then you will be given a further 20 minutes to prepare a ten minute presentation using a flipchart which you will present as a team. Each member of the group needs to ensure that they give their verbal contribution to the presentation. • Materials: Lap top with internet connection for research purposes. The wall can be used for notes if you wish, pens are available. • Presentation should be given with the use of the flip chart Communication Negative Positive Waits for someone to make their point and then make their own Speaks clearly and with confidence Voice lacks expression Listens to others Takes an aggressive stance Questions others ideas gets to the point Lacks brevity rambles during discussion Persuades in a positive manner Lacks eye contact, looks down when speaking Maintains eye contact when speaking to other members of the group Always lengthy rambling from other group members Open and friendly body language Candidate Name: Negative Positive Communication Poor = 1, Fair = 2 Fairly Effective = 3, Effective = 4 Team Player Poor = 1, Fair = 2 Fairly Effective = 3, Effective = 4 Drive for Results Poor = 1, Fair = 2 Fairly Effective = 3, Effective = 4 Creativity and Analytical Skills Poor = 1, Fair = 2 Fairly Effective = 3, Effective = 4 Content Poor = 1, Fair = 2 Fairly Effective = 3, Effective = 4 Individual Presentation Content Negative Positive The task is not addressed The task is addressed Not realistic Suggestions/goals realistic Benefits the users Is it sustainable? Have they shown initiative in working with others? Indication of action/time line? Candidate Name: Negative Positive Content Poor = 1, Fair = 2 Fairly Effective = 3, Effective = 4 Organisation Poor = 1, Fair = 2 Fairly Effective = 3, Effective = 4 Style Poor = 1, Fair = 2 Fairly Effective = 3, Effective = 4 Drive for Results Poor = 1, Fair = 2 Fairly Effective = 3, Effective = 4 Individual Interview • You will be given an individual interview where you will have the opportunity to share your perceptions of the skills you have developed during your degree (within the curriculum and outside of Uni, e.g. voluntary work). In addition you have the chance to discuss your career goals to date. Interview Questions • • • • • • • • • • • • • • • • • The curriculum and skills Why did you choose your course? What was your decision process in this? What skills do you think you developed on this course? Can you give examples of these? Can you describe your level of competency with examples in IT and information literacy? Can you describe your level of competency with examples in Creative and critical thinking? How do you think you work at in a group? Please give examples? How relevant do you think these skills might be useful in the work place? Careers What are your career ideas to date How are you going to implement these General Can you elaborate on a specific achievement to date? What was your role in it? Give me a time when something didn’t work out for you as you had hoped? How did you manage this situation? How do you cope with failure? Pick on area that they say they have done during the day (make this question up on the day) What have you learnt most about today? SELF ASSESSMENT QUESTIONNAIRE General aspects of Assessment Centres exercises I appreciate and can explain what behavioural competences employers are looking for (and the criteria they use) at ACs I can use the same criteria to observe and assess others’ in AC activities I discern effective behaviours from those that impact negatively I give constructive feedback to others to help them improve I can evaluate my own performance objectively I use feedback suggestions that will help me improve My strengths are reflected in the contributions I make to AC activities In group discussions and problem solving exercises… I express myself confidently and assertively I contribute ideas and suggestions relevant to the topic or task I take on a specific role when required I listen respectfully to others I support others’ positive contributions I focus (or re-focus) the group on its tasks and goals I help the group to achieve its goals within a given timeframe When making presentations… I identify the main purpose of my presentation I make essential and relevant points convincingly I can adapt to the needs and interests of my audience I back up my points with credible examples, experience and/or evidence I speak at an appropriate pace – neither too fast nor too slow I use positive body language and self-presentation I make confident, clear and comprehensible speeches My tone is appropriate to the context I keep to the allocated time Ratings, 1-4 Participant Evaluation Form • Thank you for taking part in this pilot project today. Your evaluation of the project will help us to make amendments so that we can use this as a teaching tool in the next academic year. • • • • What three things have I learnt today? How will I use/apply the knowledge I have gained today? What questions or concerns do I still have? If you are given the opportunity to run an assessment centre day for Psychology students, what would you do the same or differently? Findings: Participant Evaluation Form • What three things have I learnt today? 1. 2. 3. Presentations/interviews always push outside the comfort zones Working in groups needs attention to what everyone is inputting Time keeping and good focus is important 1. 2. 3. Areas that I need to work on in my self presentation That I am quite good at some things That I need to think more about future work and define what I want in the future 1. 2. 3. Express confidently with open body language Time keeping with limited time Brainstorming ideas for the tasks 1. That I need to be more confidence and present myself in such a way That it is not difficult to talk about myself That everybody taking part in the interview process itself is the same boat with similar feelings to myself 2. 3. 1. 2. 3. Try to focus on the positive rather than the negative Confidence, belief in my own ability First impressions count 1. 2. 3. To ensure that I know how I am being measured To be confident The experience will help me manage my nerves for the future How will I use/apply the knowledge I have gained today? •Reflection. •Work and think about the areas that have been discussed in my feedback. Think more about my future. •I will improve my weakness points and apply the next time. •I will hopefully take what I have learned today to future interviews, more aware of how to present myself in such a way that employers are looking for. •It will allow me to feel more prepared and confident in the future. What questions or concerns do I still have? •Relative usefulness to the target audience •I am still extremely nervous and lack confidence •All concerns are down to getting my next job If you are given the opportunity to run an assessment centre day for Psychology students, what would you do the same or differently? • Limit the group task information to a finite body, e.g. a pack, rather than the internet. • Give a fictitious job description and person spec to give more focus. All activities although scary were relevant and good • I would like to do the same. It was very useful, my first time and the feedback was excellent. • As discussed earlier, maybe video interviewees and allow them to watch and reflect themselves before giving feedback. Maybe give students details about the specific job role that they are applying so people can be more relevant to what they say. • Perhaps a little more information before hand on what to expect (this person did not see the DVD). • I think all Psychology students would greatly benefit from this experience. The opportunity to get feedback is invaluable. I think it was well run and managed. Thank you. Things to consider – Staff Reflections • The panel of assessors found that an Assessment Centre approach was a suitable method for students to demonstrate the skills they had developed whilst studying Psychology. • How can we evaluate if this experience will help students with gaining employment • Amending the observation schedule to be more specific to behaviours • Students as observers • More employers to take part Cycle 2: Actual Study Spring 2010 • December 2009 – Contact employers – Show DVD in Dissertation lecture • January 2010 – Finishing touches to assessment schedules – Advertise to students – Inform employers about the day • February 2010 – Assessment Centre Cycle 3: The way forward 2010-2011 • Next academic year – Reflect on how the activity has worked in this academic year – Consider how the assessment centre approach might fit into the curriculum – Track the students employment progress – Continue to work with employers to ensure that we are using “real world” activities to assess competencies