Assessments are a Powerful Development Tool
Individual assessments have long been found to be useful tools for predicting who will be successful in a job (Prien, Schippmann and Prien, 2003). The process involves using multiple types of information to accurately forecast how an individual will perform in a future job. Such information typically includes:
- Behaviors
- Competencies including problem solving
- Social style
- Values
Traditionally organizations have focused most of their efforts on assessments for selection. There is a growing trend of using assessments more broadly for development. The reasons for this can vary from needing to retool groups of people for new work demands to the retention of high potential staff. Development sends a message to an employee that she is valued and important.
Researchers have also found that assessments for development create insight into the need to change for the better. Executive development using assessments has become a critical organizational tool for “revitalizing corporations and building learning-oriented competitiveness” (Ready, Vicere, & White, 1994). Most importantly, studies have shown that developmental assessment improves both individual and organizational performance (Avolio, Reichard, Hannah, Walumbawa, & Chan, 2009).
Distinctions between assessment purposes
While the goals of assessment for selection and development are different, they are not mutually exclusive. For example, even when an assessment is conducted for selection, there is usually some developmental feedback to the hiring manager for the successful candidate for on-boarding purposes. A developmental assessment, on the other hand, allows for expanded feedback without the immediate pressure of adapting to a new job and organization.
The purpose of the assessment needs to be made clear to the participants so that they understand how they and their managers each have a role in their development, as well as communication about the amount of feedback they will receive. In a selection context, unsuccessful candidates do not typically receive results. The owner of the results varies by purpose and organizational policy. In selection, the HR department or hiring manager typically own the results, whereas in development, the assessee, his or her immediate supervisor, and HR all have access to the results.
One mistake that should be avoided is using the development report in any performance appraisal context. While the results can help diagnose root causes of successes and failures, they are not appropriate to integrate into the appraisal results process. The recommended method for performance management is to take the action steps that result from the suggestions in the development report and integrate them into the personal goals section of the performance plan. For example, the report will shed additional light on areas that can be developed to support stretch goals and on areas that can be developed to support performance weaknesses. The action steps from the report can become part of the developmental goals that are integrated into the performance plan. In this way, the accountability stems from following through on goals.
Another common issue is the potential promotion of an individual who has a development report on file. The best practice is to determine where growth on the development opportunities has occurred, through retesting or through an interview. This is particularly important when it has been more than 24 months since the assessment.
Best practice reports for developmental purposes create an understanding of the whole person. Each component adds value. Competencies represent the skills that predict in what roles the individual is likely to excel. While social style is not predictive of skills, it is described to create a foundation for self awareness and self management. It will also relate to role preferences. The result of the values can guide the participant to a more ideal use of self at work. When people work in settings that are aligned to their values they stay more engaged and energized.
What is the value of using assessments for developmental purposes?
Research has shown that feedback is an effective way for individuals to gain insight into their need to change or develop. It permits participants to understand themselves more fully and to see the impact of their style and behavior on others and on goal attainment. The development process allows the manager or internal coach to help individuals take a more objective perspective. Assessment results in a credible and more accurate self awareness. Raising self awareness is critical for employees to take ownership for changing behaviors (Riggio, 2008). For example, development assessments uncover blind spots: areas of weakness that were unknown to the participant. Participants are likely to learn about hidden strengths: skills or competencies that can be further leveraged or adapted for future roles.
After feedback is received and digested, an action plan should be developed. The action plan includes follow up activities with a boss, coach or a mentor; activities are guided by the insights gained from the report. Ongoing development, as a result of assessment, is a way to keep good employees engaged. It is also useful for grooming individuals for advancement.
Managers are more likely to coach in a scenario where they have solid assessment data. Developmental assessment gives the employee’s manager the tools and language to support the coaching and reduces defensiveness on both sides. By having access to the participant’s report and participating in collaborative action planning, the manager and participant lay out a road map for continuous development that allows for accountability. In fact, research shows that when developmental action plans are based on data from executive assessments, they are more targeted and effective (Guinn, 1996).
Succession planning has become an increasing area of investment in best practice. The development process lays the foundation for a career trajectory and uncovers possibilities beyond the current position. For example, our clients have used data from the developmental assessment process to feed into roundtable discussions of performance and potential in the talent management process. The intersection of current job performance and the potential found in the assessment report is a powerful place to have conversation about the evolving organizational chart.
Individual development also improves team functioning. When members of a department or team participate in development, the team performance is likely to improve and experience value-added perceptions from the rest of the organization.
Finally, the organizational benefits of developmental assessments are well documented (Ready, Vicere, & White, 1994). Companies that invest in the development of their leaders are better able to adapt to and deal with change. Effective leaders are able to deal with a variety of changing circumstances and are more likely to ensure organizational survival and prosperity.
Illustration: The Case of Jessica
Meet Jessica Michaels; Jessica is 34 and works for a major software development company as an account manager in their sales division. The software she sells is complex, which requires a long sales cycle and calls upon her analytical skills to help customers apply the software solutions to solve their problems. Jessica’s position requires technical competence to ensure clear communications between customers and sales support and to ensure specific client needs are addressed in a timely manner. Jessica excels as a salesperson and customers find it easy to trust her because she is innovative and demonstrates technical and analytical competence.
Jessica’s manager, Rob Hanson, is a regional director for the software development company. He has eight direct reports, each of whom is an account manager with several large accounts. He recognizes Jessica’s strengths as a competent sales professional, yet he has been struggling with how to help her take her sales performance to the next level. His success is measured in part by staff improvement, and he knows that developing her sales skills will also help the company’s bottom line results. He values her technical and analytical abilities, which are an outstanding asset in this field, and he would like to see Jessica excel even further.
Rob sees that Jessica is very goal focused and driven to succeed. However, when she focuses on a problem in the sales situation, she can often become overly immersed in the data and lose track of time, continuing to work and rework a problem. Under stress, she can become overly critical and abrasive to those around her, in particular sales support, so people internally are reluctant to work with her. Rob has even had occasional feedback from customers, who say they are impressed with her innovation and problem-solving skills, but also say she can rub them the wrong way, especially when they question her analyses and prolong making a buy decision.
Recently, her company implemented a companywide employee assessment program to give managers the information they need to help develop their employees. Jessica completed an assessment of her behaviors, values, competencies and thinking style preferences.
Her manager just received Jessica’s assessment report results. He is impressed by how clearly the report reflects what he already knows about Jessica and pleased with the advice the report provides for helping her future development. After he has reviewed the full report, he turns to the summary to help him focus on how he can use the information to communicate with Jessica.
Jessica also receives an assessment report that shows her results in detail and explains what her areas of strength are and where she has potential overextensions or limitations. After each profile (behavior, competencies, values and motivation, and thinking styles), the report asks Jessica to reflect and report her observations, such as any comments that surprised her, how her strengths help her in the workplace, what she sees that might be limiting, and what specific actions or challenges she might take to change or adapt. Jessica then meets with an internal coach who reviews the results with her. As part of the review and coaching session, Jessica completes the interactive reflection portions of the assessment report, resulting in the creation of her development plan. The development plan is then incorporated into the assessment report results.
Rob meets with Jessica to review the results together. As they go through the full assessment report, Rob listens as Jessica communicates how she responded to the interactive questions throughout. Rob and Jessica examine the development suggestions in the report for each of the profile areas and then review Jessica’s development plan. When they have completed their session, they create specific action steps, with time commitments, providing a clear plan of action for how Jessica can use her strengths and to help her work on areas of limitation or overextension.
Getting employees on board with developmental assessments
Transparency is the best policy when gaining buy in from participants. Not only should the participant understand the personal benefits of using the developmental tool and process, but they should relate the outcomes to the strategic goals of the department and company. It’s critical to communicate the benefit and value of the developmental process for the employee. Employees who see the process as an investment in their future are grateful. Conversely, assessments can carry punitive overtones when the organization uses them for employment related decisions after describing them as developmental.
Explaining the process steps and the policies regarding use and storage of data will gain and build trust (Kaiser & Kaplan, 2006). HR must clearly articulate to the participants who will see the results of the process and at what level of detail. Establish and communicate a fair process for determining who is a candidate for developmental assessments and connect it to other talent management initiatives (e.g., succession planning). Developmental assessments can be indicated for employees who are struggling with ongoing performance issues. However, the purpose needs to be clear. If it is for action planning, the results cannot be used to terminate the employee.
Good communication should include getting managers on board so that they see the value of the process and engage with the employee around the results. The benefits of developmental assessments are profound when they are used strategically and follow best practice guidelines.
References
Avolio, B.J., & Hannah, S.T. (2008). Developmental readiness: Accelerating leader
development. Consulting Psychology Journal: Practice and Research, 60, 331-347.
Avolio, B.J., Reichard, R., Hannah, S.T., Walumbawa, F.O., & Chan, A. (2009). A meta-analytic review of leadership impact research: Experimental and quasi experimental studies. The Leadership Quarterly, 20, 764-784.
Gregory, J.B., Levy, P.E., & Jeffers, M. (2008). Development of a model of the feedback process within executive coaching. Consulting Psychology Journal: Practice and Research, 60, 42-56.
Guinn, K.A. (1996). Assessment techniques for top executives. Career Development International, 3, 9-14.
Prien, E.P., Schippmann, J.S., & Prien, K.O. (2003). Individual assessment: As practiced in industry and consulting. Lawrence Erlbaum Associates, New Jersey.
Ready, D.A., Vicere, A.A., & White, A.F. (1994). Towards a systems approach to executive development. Journal of Management Development, 13, 64-71.
Riggio, R.E. (2008). Leadership development: The current state and future expectations. Consulting Psychology Journal: Practice and Research, 60, 383-392.
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