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In order to improve the quality of data for making a decision on the best candidate for the job, multiple selection techniques are now used. It is common practice for competi- tive organisations to use assessment centres run by professionals to facilitate selection and recruitment process. In terms of conceptualisation, Cascio & Aguinis (2005), Swan- son & Foster (2005) and Dessler (2010) have put it that the assessment centre is a meth- od and not a place as some may think. It is a method that consists of standardised multi- ple assessment techniques for the evaluation of job applicants, particularly for manage- rial posts, by involving multiple assessors. Usually it is a one to two days assessment that may include simulation exercises involving between 10 to 12 candidates subjected to what is considered closest to the real working environment. Therefore, assessment centres assist the whole selection process by giving candidates virtual experience of the job while testing them on work-related activities as individuals and teams. Assessors

use the assessment results of each candidate, compare one against another, and predict the best performer for the real job for the present and in the future.

Developing assessment tools

The power of the tools used to predict performance and the potentials of managers and leaders in the future is a major reason for using assessment centres. Each behavioural indicator for a specific competence or talent for a job has a specific tool of assessment. For example, written exercise is useful in assessing conceptual and written communica- tion skills while team exercises assess personal assertiveness, teamwork, interpersonal effectiveness and drive for results. Therefore, different tools will be developed to cover several assessment techniques including simulations. These have high validity as they are designed to replicate the kinds of tasks we complete in our daily work. These tools will have to be standardised to provide objective prediction of performance in a current job, which serves as a good indicator of future potential. For example, in Tanzania, key result area 5 of phase 11 of the public service reform programme (2008-2012) expresses the government intention, strategies and challenges in the management of public ser- vants in the process of improving public service delivery. In terms of improving human resources, one of the government’s planned outcomes is to ensure that recruitment proc- esses result in the selection of the best available candidates, and appointments and pro- motions are based on merit.

Referring to leadership, key result area six of the public service reform phase 11 em- phasises the importance and need for strategies, required interventions and expected outcomes of leadership in public service. It shows that ministries, departments and agencies (MDAs) have different leadership cadre for different roles with different re- sponsibilities depending on the level and functional responsibilities. Therefore, in terms of recruitment, the assessment centres for leadership position such as those of commis- sioners, directors, and permanent secretaries will emphasise the different aspects of leadership qualities depending on the leaders’ position and the required competencies. Essential leadership capabilities in the Tanzania public service, which were empha- sised by His Excellence President Jakaya Kikwete as quoted by the key result area 6 of the public service reform phase 11 are 8, which are summarised as follows:

• Able to lead by example. • Able to use powers prudently.

• Able to abide by laws, rules and regulations. • Demonstrate strong public relations skills. • Able to act promptly when required. • Be innovative.

• Able to instil a spirit of self-reliance.

• Ability to build team spirit between the government and the citizenry.

Each of the above attributes will require systematic unpacking in order to be able to provide specific observable indicators that will predict the presence or non-presence of such qualities. For example, it will be difficult to make a judgement on whether the job applicant is a ‘law abider’ or not if we cannot design specific tools to establish whether it’s true or not in the same way in which we may test integrity, honesty and fair judge- ment. With this background, assessors will benchmark aggregated competencies and talents from the results of assessment techniques for each job applicant against the

above criteria and also rank each candidate in order to select the best person for the par- ticular leadership position.

Training assessors

Competencies of assessors are as important as the assessment techniques and processes. Competencies of assessors have to be developed through capacity building programmes if the organisation wishes to run its own assessment centres. However, even where as- sessors are hired as consultants, comprehensive understanding of the organisation, and more importantly the nature and scope of the job for which the assessment centres ap- ply, is necessary. This will help assessors to pick up all technical and behavioural com- petencies demonstrated by individual job applicants during exercises and match them with the actual job requirement within the framework of the organisation. Therefore, since assessors have to make decisions about which person to recruit through rating what they see, hear, observe and feel, about job seekers, they have to have competen- cies, not only in the techniques of assessing candidates, but also on how the criteria were developed and why certain methods and techniques are used in assessing job ap- plicants. Knowledge of how to evaluate jobs, job descriptions, specifications, prepara- tion and use of different assessment methods and techniques such as interviews, setting and use of questionnaires in conducting psychometric tests will create an opportunity for more informed decisions about the candidates. Others assessment techniques involve more face to face communication as they are designed to replicate the kinds of tasks we complete in our daily work, such as conducting meetings, writing reports, giving pres- entations, using emails, conducting performance reviews, meeting clients, and so on, which should be part of assessment, depending on the job requirements.

Principles of effective assessment in assessment centres.

Human resource managers, professionals or staff working in assessment centres should be aware that the effectiveness of this selection method depends on the extent to which specific principles guiding the entire recruitment and selection process are applied. Fig- ure 5.1 displays the main blocks underpinning the principles. From the figure we can conclude that if ten key areas of assessment centres are closely followed, the results of the selection process will be effective in terms of ensuring that the most talented and competent job applicant is considered for recruitment. The starting point is job analysis, which establishes the nature of the job (tasks, activities, responsibilities, and account- abilities) which will also determine associated required talents and competencies defin- ing behavioural attributes for best performance. Each job applicant participating in the assessment centres will be assessed. Some of the assessment techniques, which may be used, are simulation exercises, tests, interviews, questionnaires, games and case law. One assessment technique may be more important than the other depending on the na- ture of the job and the position applied for. For example, case law is more important for the job of company secretary than a written test is because while a test will measure the understanding of legal concepts, principles and issues, a case will require the ability to use such knowledge in practice. However, as noted earlier, multiple assessment tech- niques are important because each technique will compliment or validate the other and hence improve the reliability of the conclusions reached for each candidate. The as- sessment has to be done by more than one assessor in ordered to reduce personal bias. Usually, five assessors will be adequate. The importance of training assessors does not

Figure 5.1 Components of effective assessment in assessment centres

Use job analysis

Use assessment techniques Train assessors Validated decision Systematic Recording Use multiple assessments Behavioural attributes Assess each competence Use multiple assessors Report

Source: adapted from Swanson & Foster (2005).

need to be emphasised again here. The task of assessing job applicants is technical and requires a thorough understanding of the job and the assessment techniques or tools. Therefore, the more assessors are familiar and experienced with assessment centres, the better the quality of the assessment. There is no firm rule on who should be part of the team of assessors. However, gender, race, seniority, experience are some of the criteria for appointing assessors. Recording the transactions made in the assessment centres is as important as the assessment itself. Each observation made regarding each compe- tence demonstrated has to be systematically recorded on a well-designed form that will rate or rank the presence or non-presence of a certain competence in an individual in relation to a specific aspect of the job. Using tapes, that can be replayed later, can help to illustrate what areas may require more questioning or testing. Criteria for making a decision regarding each job application are made based on the aggregation of the results from each assessor. A decision based on these aggregates is sufficiently valid to rec- ommend some individuals for employment. Where divergences on key areas of assess- ment are noted among assessors, a consensus has to be reached by using criteria that will be accepted by all. Where differences may still exist, recommendations will be submitted to the management for a final decision on who should be recruited based on the face value of the results as well as management wisdom. Finally, Figure 5.1 sug- gests that the ten principles of effective assessment centres are interlinked and intercon- nected because of the symbiotic and synergetic influence of each principle in the entire assessment centre.

References and confirmation of employment

References are useful for the purpose of confirming factual information obtained from the application letter and an opinion concerning the applicant taken from the interview and other selection methods used. A provisional offer may be given to the applicant that depends on satisfactory references being obtained.

Induction

This is the process of receiving and welcoming employees when they first join a com- pany. The aims are:

• To smoothen the preliminary stages for a better start up. • To establish a favourable attitude to the organisation. • To obtain effective output as early as possible.

An officer should conduct the induction process having sufficient information about the company, and which may include the history, products/services, organisation and man- agement etc. At the level of the department, the responsible manager should do the job. This will give the new employee a positive image of the company or organisation. The manager will hand the employee over to the section head/supervisor for more details. Follow-up

The follow-up induction is done in order to find out how well the new employee is do- ing. It is a feedback for the selection process.