HR Assessment Policy - Assignment Example

The work for the Talent Q Accreditation Training has been designed to replicate real-life scenarios as much as possible. You should allow approximately 16 hours to complete all questions (once you have read the course manual). We recommend working through the exercises as you progress through the course manual. All coursework must be submitted to your tutor within 30 days of completing the course. Content The coursework for the Talent Q Accreditation Training course has been designed to replicate real-life scenarios as much as possible. 2 You should allow approximately 16 hours to complete all questions (once you have read the course manual). We recommend working through the exercises as you progress through the course manual. 2 All coursework must be submitted to your tutor within 30 days of completing the course. 2 Exercise 1: Policy exercise 4 Question 1: Assessment policy 4 Question 2: Assessing candidates with disabilities 5 Question 3: Modes of assessment 5 Exercise 2: Psychometric theory exercise 7 Question 1: Calculations 7 Question 2: Using psychometric test results 8 Question 3: Personality 11 Question 4: Dimensions 15 Exercise 3: Online test administration 17 Question 1: Administering Elements and Dimensions 17 Question 2: Test log 18 Question 3: Generating reports 19 Question 4: Causes of error 19 Checklist for exercise 3 20 Exercise 4: Candidate written feedback 21 Exercise 5: Client written feedback 25 Exercise 6: Test recommendation exercise 28 Available assessments 28 Report structure 30 Exercise 7: Evaluation of your Dimensions feedback session 31 Exercise 1: Policy exercise 4 Question 1: Assessment policy 4 Question 2: Assessing candidates with disabilities 5 Question 3: Modes of assessment 5 Exercise 2: Psychometric theory exercise 7 Question 1: Calculations 7 Question 2: Using psychometric test results 8 Question 3: Personality 11 Question 4: Dimensions 17 Exercise 3: Online test administration 18 Question 1: Administering Elements and Dimensions 18 Question 2: Test log 19 Question 3: Generating reports 20 Question 4: Causes of error 21 Checklist for exercise 3 21 Exercise 4: Candidate written feedback 22 Exercise 5: Client written feedback 26 Exercise 6: Test recommendation exercise 29 Available assessments 29 Report structure 31 Exercise 7: Evaluation of your Dimensions feedback session 32 Exercise 1: Policy exercise Question 1: Assessment policy Peter Williams, the HR Director of ACME, has been asked by the board to standardise the organisation’s policy on using psychometric assessment within recruitment. ACME has used ability testing in some of their selection processes previously, but in a rather unstructured and piecemeal way. Whereas personality questionnaires have never been used by the company before. To help Peter understand the benefits and implications of using psychometric assessment for selection purposes, write a policy that outlines best practice in the use of ability and personality assessments within organisations. In your policy document, please ensure that you cover each of the following topics: The different contributions that ability and personality assessments can make to the recruitment process. What such assessments can measure, including an accessible definition of ‘ability’ and ‘personality’. How ability and environmental factors can interact and how these should be considered when choosing ability tests and interpreting their results. As personality assessment will be used to select for various roles in the business, explain the importance of using job descriptions to inform the appropriate use of a personality questionnaire. How you would use the organisation’s existing competency framework to inform how a personality questionnaire could be used for selection. How to brief candidates in advance of testing. Candidate familiarity with the assessment(s) being used. Assessment logistics: location, materials, support. Monitoring and supervision of candidates. The appropriate use of computer-generated reports. How assessment results should be combined with other assessment evidence in decision-making. Best practice in assessing candidates with disabilities. Provision of feedback to candidates. The implications of the relevant legislation regarding equal opportunities. The implications of the relevant legislation regarding data protection. The use of verification tests in ability testing. Assessment policy Question 2: Assessing candidates with disabilities Peter has a specific question about testing candidates with disabilities. One of his managers has reminded him that last year ACME received applications from two partially-sighted graduates. What guidance would you give Peter on what they should do if they receive similar applications this year? Also, how should their assessment results be interpreted? Question 3: Modes of assessment a) After reviewing the best practice document you have created, Peter has come back to you with concerns about assessing candidates remotely. Describe the four modes of assessment (open, controlled, supervised and managed) and outline the advantages and limitations of each. Mode Description Advantages Limitations Open Controlled (remote) Supervised Managed b) Related to the above, outline the processes and procedures that can be put in place to rule out collusion in situations when remote assessment is used. Exercise 2: Psychometric theory exercise Question 1: Calculations Following the advice you gave Peter in the best practice policy, he successfully invited candidates applying for the graduate accountant role to complete the three Elements ability tests – Numerical, Verbal and Logical. Peter collated the raw scores for each candidate and displayed them in the table below. He has now asked for your help to interpret the psychometric data. Number N = 10 Candidate name Numerical raw score Verbal raw score Logical raw score 1 Monica Shaw 4.50 2.67 3.53 2 Jenny Everton 5.20 5.18 2.60 3 Matt Phillips 3.16 3.90 4.60 4 Amber Green 1.43 4.25 2.36 5 Rob Lovell 5.23 5.99 2.41 6 Craig Henson 4.10 1.45 4.60 7 Louisa Clarke 4.80 4.25 1.50 8 Joey Williams 2.50 5.10 2.70 9 Charlie Morgan 3.33 5.80 3.40 10 Ross Stewart 2.50 3.50 1.20 a) What is the mean test score for Elements Numerical? b) What is the median test score for Elements Verbal? c) What is the mode for Elements Logical? d) The standard deviation for Elements Numerical is 1.0 and the sample size is 800. Use this information to calculate the standard error of the mean. e) The standard error of measurement for Elements Numerical is 0.04. Calculate the 95% confidence banding for Craig Henson and Monica Shaw. Craig Monica f) What does this information tell you about both Craig and Monica’s performance on this test? How would you explain this to Peter? g) Using the above information, calculate the T-scores for Craig Henson and Monica Shaw. Craig Monica Question 2: Using psychometric test results Peter has come back to you with some follow-up questions about the use of psychometric test results. Answer the following short questions to help him better understand how such data should be used. a) Why is a raw test score of little use to candidates? b) Why is the standard error of the mean useful and what does it tell us? c) Describe four different types of reliability and explain why they are important. d) Outline why test validity is important. e) Describe each of the following types of validity – construct, face, content, criterion and consequential validity. Construct validity Face validity Content validity Criterion validity Consequential validity f) Explain to Peter why construct validity is so important. Peter wants to know more about norm groups and how they are composed. g) Outline the importance of having a representative sample and highlight the implications for accuracy of measurement and representativeness when a sample used for comparison is not representative. h) Peter has recently read about the concept of ‘item response theory’ (IRT). Write him a brief note to explain how IRT differs from ‘classical test theory’. Peter is aware that there are many assessment methods available, measuring different kinds of ability. i) Using the table below, identify whether the assessment methods measure ability in a general or specific way. Assessment method Specific or general? Verbal ability test IQ test Numerical reasoning test Test of memory Generic application form Question 3: Personality This exercise is intended to assess your understanding and ability to apply what you have learnt about personality at work. Please answer the questions below: a) Explain the differences between implicit/explicit models of personality. b) Describe the difference between personality, motivation, values, attitudes and beliefs. c) Explain the key differences between type and trait models of personality and their advantages and limitations. Mode Advantages Limitations Trait Type d) Describe the following approaches to understanding personality, illustrating the differences between them. Approach Description Key differences Psychodynamic Social learning Behavioural analytic Humanistic Psychometric e) The table below lists the range of different methods that can be used to assess personality. Please complete the table in relation to their advantages, limitations, sources of sabotage or bias, and possible controls. Example Advantages Limitations Sources of sabotage or bias Controls Self-report Report by others Situational assessments Projective measures Observations of behaviour Physiological measures f) Explain the difference between a trait and state measure of anxiety. g) Describe the five factors of the Five Factor Model (FFM) of personality. Factor Description h) Complete the table below to show which Big Five personality factors, the following scales of the Dimensions personality questionnaire are most closely related. Dimensions scale Big Five personality factor Communicative Supportive Conceptual Relaxed Methodical i) Outline the differences between normative and ipsative response formats and identify a personality questionnaire that uses each. Explain the different types of personality data that are collected using normative and ipsative response formats. j) Describe the Barnum Effect and outline its practical dangers for an organisation. k) Outline the dangers of using pseudo-scientific methods (e.g. graphology) to assess personality. l) Explain the differences between trait-based measures of personality and organisational competencies. m) Describe how genetic and environmental factors can impact personality and describe how research could demonstrate the impact of genetics on personality. Identify an aspect of personality that you believe could be more strongly influenced by environment, and one by genetics. Question 4: Dimensions a) Outline the rationale for Dimensions and the approach adopted in its construction. b) Outline the Dimensions approach to choosing suitable norm groups. c) Complete the table below indicating the appropriate Dimensions profiles to be used in each of the talent management contexts listed, and any additional methods of assessment you feel would be relevant (and why). Contexts Dimensions reports Other assessment methods Recruitment Individual development Team development Identification of potential Exercise 3: Online test administration Question 1: Administering Elements and Dimensions Invite a colleague or friend to complete the three Elements ability tests (Numerical, Verbal and Logical) and Dimensions. Write them an assessment invitation letter as if they were a candidate for a job. (NB: You will be able to provide feedback to the individual at the end of this course). This should include the following information: Why they are being asked to complete the assessments Date, time and location of the assessment. How long testing will last. Clarify what the assessments will involve (e.g. a test of numerical reasoning, a personality questionnaire related to your preferences at work). How confidentiality will be managed regarding their test results. Allow candidates to raise whether they have any disability, which they believe should be taken into consideration. Contact details for confirming attendance and any candidate questions. Their consent to being tested is implied by them beginning the online assessments. Once completed, send this to your tutor via email. Invitation process checklist ☐ Send the individual the candidate invitation letter you have written ☐ Add them as a candidate on Talent Q Assessment Systems (TQAS) ☐ Assign them the Elements (Verbal, Numerical and Logical) and Dimensions assessments on TQAS ☐ Send the individual the automated assessment instructions via TQAS You should download the TQAS Quick Start Guide from the Learning Centre to help you with this exercise. Question 2: Test log Complete a test log to reflect the assessment session(s) and ensure you cover the following points: Test administrator Location Date Reason for testing Materials checklist (where applicable) ☐ Adequate test materials available (e.g. number of computers or test booklets and answer sheets) ☐ Stopwatch ☐ Rough paper ☐ Pens/pencils ☐ Calculators ☐ Instructions ☐ List of attendees Test used Start time End time Norms used and why Events and issues that may affect interpretation of results: Were any special circumstances encountered for particular candidates (e.g. disabilities)? Were there any disturbances or interruptions during the test session? Had the candidate taken the test before? Were there any other issues that should be taken into account when interpreting results? Special requirements: Question 3: Generating reports Generate your candidate’s Elements and Dimensions reports from TQAS. Again, refer to the TQAS Quick Start Guide to familiarise yourself with how to generate candidate reports. To generate an Elements Report, you first need to select a suitable norm group. You should indicate which norm group you have chosen (and why) in the test log above. Once generated, send a copy of these reports to your tutor. Question 4: Causes of error Complete the table below to illustrate the potential causes of error in test administration and how you can mitigate against them. Type of error Source of error Mitigating actions to prevent error Verbal instructions to candidate Written instructions to candidate Unsuitable testing environment Manual scoring error Automated scoring error Error inherent to the test Checklist for exercise 3 ☐ Invitation letter written and sent to candidate and tutor ☐ Set-up of candidate on TQAS and assignment of Elements and Dimensions assessments ☐ Online notification to candidate via TQAS ☐ Generation of reports, using a suitable norm group for Elements ☐ Completion of test log ☐ Elements and Dimensions reports sent to tutor ☐ Completion of administration error table Exercise 4: Candidate written feedback At ACME, Peter is now recruiting a Project Manager and David Jones has applied for the role. As part of the assessment process, he has completed the three Elements ability tests – Verbal, Numerical and Logical. Review the job description and person specification for the role and David’s Elements and Dimensions reports. Write a candidate feedback report for David, outlining his test scores and highlighting his strengths and development areas in relation to the new role. David Jones’ Elements Report David Jones’ Dimensions Trait Profile Separate to this feedback, identify what other kinds of roles you think David may be appropriate for, and also what kind of additional information you would need to support your hypotheses. Exercise 5: Client written feedback Write a report for Peter on the suitability of Maria Ortega for the Head of Sales role. She has already completed a competency-based interview and was rated (out of 5) as follows: Selling and Negotiating: 3 Networking: 4 Customer Orientation: 2 Developing Others: 2 Handling Numbers and Statistics: 5 Commercial Awareness: 5 Planning and Organising: 2 Decisiveness: 5 a) Review her Elements and Dimensions reports overleaf and indicate potential strengths and areas for development, based on the key competencies listed above. b) Identify areas where Peter could probe at the final interview stage to check Marias suitability for this role. When writing to Peter, bear in mind how the three tests correlate to a minor degree. This information can be found in the Dimensions Psychometric Review and Elements Psychometric Review, which are available for download from the Learning Centre. Maria Ortega’s Elements Report Maria Ortega’s Dimensions Trait Profile Exercise 6: Test recommendation exercise In this exercise, you are asked to identify what tests and other assessment techniques may be appropriate to help select the best candidate for a project manager role. The job description provided by the hiring manager is detailed on the next page. The hiring manager has also identified a list of tests they know were used in their last company and has asked you to indicate which of these is best suited to the task at hand. These tests are outlined in the table below. All have validity coefficients in the order of 0.4/0.5 in relation to performance on the ability they are designed to measure. Your task is to write a short report outlining your recommended course of action to the manager who the successful candidate will work for. Available assessments Name and purpose Norms (and sizes) Technical notes Choices Assesses social/managerial judgements critical to effective performance and practical decision-making. General management norm (n=7,050) 0.78 reliability Elements Verbal Measures ability to interpret verbal information and reach correct conclusions. Important for understanding business information and report writing. Graduate, managerial/professional and senior management norm (n=32,000) 0.83 reliability THINK! Spatial Measures ability to mentally rotate objects in space, important in engineering, design and architecture. Engineering professional norm (predominantly male) (n=5000) 0.86 reliability THINK! IT Focuses on how objects relate within a diagram, such as a circuit board design or computer processes. Used in assessing aptitude for IT programming. General management norm, IT professionals norm (n=575) 0.91 reliability THINK! Accuracy Tests how quickly and accurately large, routine information can be processed, such as checking numbers in clerical work. General clerical norm (n=125) 0.94 reliability Elements Numerical Measures ability to reason with numerical information and data. Important for working with budgets or analysing business data. Graduate, managerial/professional and senior management norm (n=30,000) 0.88 reliability, males tend to score slightly higher on average Report structure In your report, please outline the rationale for your choice of tests, giving due attention to the following: Identify how you would assess different elements of the role requirements. This may include the use of an interview and other assessment exercises, as well as drawing on the catalogue of psychometric assessments. Comment on the adequacy of the person specification to help guide what assessments would be appropriate. Why your choice of assessments (and accompanying norms) should provide a valid measure of the particular characteristics within the person specification. How reliable your chosen assessments are and what environmental factors may influence the reliability of results. What practical arrangements would be made for conducting assessments and how tests will need to be administered to ensure accurate results, taking into consideration the mode of test administration (e.g. open, controlled, supervised or managed). Clarify your obligations in relation to the Equality Act and Data Protection Act, in terms of ensuring fair and objective assessment of candidates. What arrangements should be made to accommodate candidates with disabilities. How results are interpreted and what cut-off scores (expressed as percentiles) would be appropriate to minimise adverse impact in terms of diversity (i.e. unfair bias on the basis of gender, age, ethnicity, etc.). Clarify the business benefits and risks associated with your chosen approach to assessment. Identify how you would design and conduct a validity study to demonstrate the validity of your chosen methods. Exercise 7: Evaluation of your Dimensions feedback session Using the Dimensions Trait Profile of the person who you gave feedback to as part of the course, prepare some key points of development feedback for them. a) Deliver this feedback and take notes of your discussion. b) Write a summary of your conversation, highlighting strengths and areas for development and including any actions that were agreed. Then email this to your tutor. c) Separate to the above point, make a list of your key learning points from the feedback your tutor gives you, identifying elements of your feedback style and content that you will deliver differently next time you provide feedback. Read More