Pengembangan Alat Ukur di Assessment Center
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Seta A. Wicaksana is a managing director, lecturer, author, and organizational development expert based in Indonesia. She has experience managing consulting firms, serving on government committees, teaching at universities, and writing books. Her educational background includes degrees in psychology from the University of Indonesia and postgraduate study in economics and business. She specializes in competency assessment, talent management, and developing simulations for assessment centers.
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Pengembangan Alat Ukur di Assessment Center
- 2. Seta A. Wicaksana 0811 19 53 43 wicaksana@humanikaconsulting.com • Managing Director of Humanika Amanah Indonesia – Humanika Consulting • Managing Director of Humanika Bisnis Digital – hipotest.com • Ahli Senior di Komite Kebijakan Pengelolaan Kinerja Organisasi dan SDM (KPKOS) Dewan Pengawas BPJS Ketenagakerjaan • Dosen Tetap Fakultas Psikologi Universitas Pancasila • Pembina Yayasan Humanika Edukasi Indonesia • Penulis Buku : “SOBAT WAY: Mengubah Potensi menjadi kompetensi” Elexmedia Gramedia 2016, Industri dan Organisasi: Pendekatan Integratif menghadapi perubahan, DD Publishing, 2020 • Organizational Development Expertise • Sedang mengikuti tugas belajar Doktoral (S3) di Fakultas Ilmu Ekonomi dan Bisnis Universitas Pancasila Bidang MSDM • Fakultas Psikologi S1 dan S2 Universitas Indonesia • Mathematics: Cryptology sekolah ikatan dinas Akademi Sandi Negara
- 3. Assessment Development Center The Series: KOMPETENSI ASSESSMENT CENTER Competency Development Developing Competency Dictionary Developing Tools AC Developing Role Play WRITING REPORT AC BEHAVIOR EVENT INTERVIEW Preparing AC Observing and Evaluating Behavior
- 4. Tujuan Pelatihan • Bagaimana menurunkan teori menjadi praktis • Panduan bagaimana membuat simulasi tes yang reliabel dan valid • Model pengembangan simulasi dari perencanaan, desain, evaluasi melalui uji coba simulasi
- 5. if you know what to do then you know how to measure if you know what to measure then you know how to manage if you know how to manage then you know what to improve
- 6. COMPETENCY and TALENT MANAGEMENT Strateg y Compe titive advant ages
- 9. Assessment Center… • Dulunya adalah Penilaian Kinerja/Performance management • Yang diukur adalah KOMPETENSI • Kemudian, “ Bagaimana Proses Penilaian yang Panjang Bisa di Sederhankan secara Proses dan Waktu, namun memiliki tingkat akurasi/validitas yang sama dengan Penilaian Kinerja?” • Tes Simulasi • Untuk mendapatkan orang- orang yang KOMPETEN
- 10. Pengukuran Proses Belajar PENGALAMAN KOMPETENSI STANDAR Knowledge/Pengetahuan Skill/Ketrampilan Ability/Kemampuan OTHERS/POTENSI EVALUASI&PENGEMBANGAN DUNIAKERJADUNIASEKOLAH PROSES BELAJAR QUIZ/UJIAN/TUGAS EVALUASI&PENGEMBANGAN
- 11. A C’s Components Assessment Center Standar Kompetensi Kamus Kompetensi Alat Ukur Kompetensi Asesor Kompetensi Skema Pengembangan Knowledge/Pengetahuan Skill/Ketrampilan Ability/Kemampuan OTHERS/POTENSI
- 12. Alat Ukur di Assessment Center Alat Ukur Knowledge Skill Ability Others Case Study In Basket Group Discussion Presentation Role Play Inventory
- 14. Apa Itu Tes? • Proses Pengukuran, • membandingkan obyek yang diukur dengan skala pengukuran
- 15. Bentuk pelaksanaannya Tes Perbuatan (performance test)Tes Tertulis ( paper and pencil test) Tes Lisan ( oral test)
- 16. Bentuk soal dan kemungkinan jawabannya • Tes Essay (uraian) • Tes Objektif Berdasarkan aspek pengetahuan dan keterampilan • Tes kemampuan (power test) • Tes kecepatan (speed test)
- 17. Ciri-ciri Tes Yang Baik • Bersifat valid atau memiliki validitas yang cukup tinggi. Suatu tes dikatakan valid bila tes itu isinya dapat mengukur apa yang seharusnya di ukur, artinya alat ukur yang digunakan tepat • Bersifat reliable, atau memiliki reliabelitas yang baik. Reliabelitas sering diartikan dengan keterandalan. Suatu tes dikatakan relliabel jika tes itu diberikan berulang-ulang memberikan hasil yang sama. • Bersifat praktis atau memiliki kepraktisan. Tes memiliki sifat kepraktisan artinya praktis dari segi perencanaan, pelaksanaan tes dan memiliki nilai ekonomi tetapi harus tetap mempertimbangkan kerahasiaan tes.
- 19. 1. Situation Analysis • Dimension analysis • Attributes, skills, competencies • Competence analysis • Level of dimension, difficulty • Task analysis • Duties, activities • Organization analysis • Industry, climate, TM philosophy
- 20. 2. Specifications • Definition of dimensions, competencies • “Problem analysis” differs across jobs • Difficulty level expected • Minimal screening or Excellence • Type of exercises and content • Type: In-box, case study, role play • Content: problem with employee or process • Setting • Bank, manufacturing, service • Stable or turbulent environment
- 21. 3. Construction • Build rating scales • Definition of dimension • BARs: generic for all dimensions, • exercise-specific • Build guides for role player, administer, assessors • Build stimulus materials • Instructions: oral, written, video-tape • Content in the items of in- box, case • Follow up questions for assessors
- 22. Three “take away” points: • A model for developing organizational simulations helps • Gather a wide variety of information when studying job requirements. • Theories are practical when building organizational simulations.
- 23. MEMBUAT MEMBELI
- 24. Alasan Membuat Sendiri • Sesuai kebutuhan organisasi • Bisa disempurnakan setiap saatnya • Dipastikan alatnya digunakan hanya untuk organisasi tersebut/ Keamanan • Efisiensi • Kasus di lapangan dapat dijadikan inspirasi pembuatan tools nya
- 25. KASUS YANG DIUJIKAN DALAM TES SIMULASI 1. Krisis kandidat harus memecahkan problem dalam deadline ketat, jika tindakan tidak tepat akan memperparah problem (CS, IB, PS, LGD, RP) 2. Eksploitasi kandidat mengembangkan/memperbaiki suatu problem (CS, IB, PS, LGD, RP) 3. Kreatif kandidat mendesain, merencanakan sesuatu yang baru (CS, LGD, RP)
- 26. Case Study / Problem Analysis
- 27. CASE STUDY / PROBLEM ANALYSIS • The case study exercise is a realistic simulation of the type of business or strategic problem you are likely to encounter in your new role (if you get the job!). • a series of fictional documents such as company reports, a consultant’s report, results from new product research etc. (i.e. similar to the in-tray exercise except these documents will be longer) • be asked to make business decisions based on the information. • can be done as an individual exercise, or more likely done in a group discussion so that assessors can also score your team working ability.
- 28. • Presenting proposal in the form of a brief report or presentation. • presenting your recommendations at an interview with an assessor • case study exercises are usually designed not to have one ‘correct’ answer.
- 29. TYPICAL COMPETENCIES ASSESSED IN THE CASE STUDY ARE: 1. Analytical Thinking 2. Assimilation of Information 3. Commercial Awareness/keeping update information 4. Innovation 5. Organizing 6. Decisiveness 7. Judgement
- 30. EXPLORING SKILLS 1. Interpreting lots of data in varying formats and from various sources. 2. Analytical and strategic analysis of problems 3. Formulating and committing to a decision. 4. Commercial and entrepreneurial insight into a problem. 5. Setting priority based on time management 6. Oral communication skills for discussing your recommendations
- 31. SUITABLE THEMES FOR CASE OR PROJECT FILES • A project is behind schedule and over budget. • A complaint has been filed and an investigation is either ongoing or has concluded. • A decision denying an application has been appealed. • An income assistance file needs to be reviewed and critical decisions made. • A labour relations case involving many interwoven and underlying issues requires recommendations on action or preparation for arbitration. • A technical engineering project file needs to be audited for adherence to regulations and standards.
- 32. Tools for Developing Problem Analysis • Helicopter view → Strategic (tools: BSC, SWOT Analysis, 7s Mc Kinsey, etc) • Time management → 4 Quadrant of time/priority • Thinking → Analysis (depth, Convergent, and Focus), Conceptual (width, divergent, and creative), Strategic (Combination thinking, conceptual, imaginative, and Innovative) • Problem solving → I (Identify & clarifying) – D (Defining Goals) – E (Exploration Ideas) – A (Action) – L (Learning) • Typology of Decision maker : ABCD
- 33. Example
- 34. Developing Case/Project study • Purpose →This simulation will measure? • Scenario • Materials Provided • Required Performance • Time Limit • Method of Rating
- 35. Strategic Tools - BSC Mission and Vision
- 36. Strategic Tools – SWOT Analysis
- 37. Strategic Tools – 7s Mc Kinsey
- 38. Strategic Tools - Comparative
- 39. Time Management
- 40. THINKING (BLOOM’S REVISED TAXONOMY) Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding
- 41. Problem Solving
- 42. Typology of Decision Maker
- 44. Tips for Developing Effective Case / Project File Tests • Base tests on typical job samples from real life → Choose a complex example that happens on a fairly routine basis. • Design rating scales in advance : can be used to measure one skill or many skills concurrently and • Disguise real people and real fact. • Provide all applicants with the same knowledge base.
- 45. 5 Tips For Creating a Case Study 1. Write About Someone Your Ideal Customer Can Relate To “If it’s someone in the education industry, then make your case studies about your university customers” The goal is to ensure that once your ideal customer has read your case studies, they will feel: • You are comfortable in their industry. • You know their industry’s specific needs. • You know how to give their industry targeted results.
- 46. 5 Tips For Creating a Case Study 2. Tell the Story from Start to Finish People enjoy reading a story. A great case study will allow someone to really get to know the customer in the case study including: • Who is the sample customer and what do they do? • What were the customer’s goals? • What were the customer’s needs? • How did you satisfy those needs and help the customer meet their goals?
- 47. 5 Tips For Creating a Case Study 3. Provide Easy to Read Formatting Be sure to use good content formatting elements like you would with articles, blog posts, and copywriting on your website including: • Headers • Images • Bulleted lists • Bolded & italicized text
- 48. 5 Tips For Creating a Case Study 4. Include Real Numbers
- 49. 5 Tips For Creating a Case Study 5. Try Different Formats for Different Type of Learners • A podcast • A YouTube video • Or even an infographic
- 52. Kandidat diberikan 1 set berkas-berkas atau arsip yang mencerminkan tugas- tugas pada posisi/job tertentu. Kandidat diminta untuk membuat perencanaan, pengambilan keputusan, dan komunikasi secara tertulis berkaitan dengan problem yang ada. Waktu: 1-2 jam (sesuai tingkat kesulitan In-Basket) Kompetensi yang diukur: Problem Solving, Decision Making, Analytical Thinking, Sensitivity, dll.
- 53. In Basket / In Tray Work Efficiently Identify key issues Set Priorities Anticipate Problems Explore issues Suggest Options Make Recommendation Give Reasons
- 56. Kelebihan (+) Validitas lebih baik (+) Praktis, dikerjakan sendiri oleh kandidat (+) Proses penyusunan yang rumit dan panjang Kelemahan (-) Kejenuhan peserta (-) Memerlukan waktu lebih banyak untuk mengerjakan tes (1-3 jam)
- 57. For Developing Effective In Basket • Base on routine events on the job • Design rating scales • Pre-test • Make the in-basket test an "open book" exam • Avoid making success in one task contingent on success in another • Avoid bias towards applicants with "inside" knowledge
- 59. Leaderless Group Discussion Kandidat dilibatkan dalam kelompok 4-6 orang, diberikan Case Study atau problem dan diminta untuk mendiskusikan dan membuat kesimpulan berupa rekomendasi/solusi atas problem tersebut. Waktu: maksimal 45 menit Assesor: 2 orang / kandidat (observasi silang) Kompetensi yang dinilai: Communication, Influencing Others, Persuasiveness, Developing & Maintaining Relationship, Business Orientation, Negotiating, Leadership, dll.
- 60. Leaderless Group Discussion Contribute Idea Actively listening Define Objective Plan Solutions Create discussion Draw Conclusions
- 61. Leaderless Group Discussion Kelebihan (+) menonjolkan kemunculan kompetensi komunkasi, orientasi team, interpersonal relationship, negosiasi, persuasif. Kelemahan (-) Kejenuhan peserta (-) Memerlukan waktu lebih banyak untuk mengerjakan tes (1-3 jam)
- 62. ROLE PLAY
- 63. Role Play Identify underlying problem Don’t over-act Remain Sensitive Suggest options Make recommendation Give reasons
- 64. Three Steps for Developing Role Plays • Identify and Document Critical Incidents →identifying a job- related (critical) incident that actually occurred • Develop Rating Scales • Create Test Instructions or "Scripts" for Actors and Applicants
- 65. Role Play Kelebihan • (+) Menonjolkan kemunculan kompetensi sosial, yaitu komunikasi, interpersonal relationship, persuasiveness, negosiasi, empati, leadership, dll. Kelemahan • (-) Penampilan kandidat dapat dipengaruhi oleh penampilan role- player yang kurang memperhatikan skenario.
- 67. References • Povah, N. & Thornton, G.C. (Eds.), (2011). Assessment and development centres: Strategies for global talent management. Farnham, England: Grower. Chapter 4. • Schlebusch, S. & Roodt, G. (Eds.) (2008). Assessment centres: Unlocking potential for growth. Randburg, South Africa: Knowres. Chapter 6. Designing Simulations • Thornton, G.C. III & Mueller-Hanson, R.A. (2004). Developing organizational simulations: A guide for practitioners and students. Mahwah, NJ: Earlaum.