NCCET 2010 Miami

Aligning Talent Across Education & Business

The Value of Objective Assessment of Jobs and People

A Division of ATG

Bellwether Trends from Business

Business leaders employ a wider variety of assessment

tools to increase the probability of making a successful

hire

40 percent of medium-sized companies report using

work styles questionnaires, and 32 percent use

simulations in addition to interviews in hiring processes.

The Landscape

3 Talent Development Scenarios

St. Johns River Community College:Developing the Workforce Development Team

Florida State College at Jacksonville:Developing Students in a Degree Program

Raritan Valley Community College:Developing Employees with Continuing Education

I

II

III

Value of Objective Assessment

Each scenario demonstrates the value of using objective assessment of jobs and/or people to identify talent development needs and respond to those needs with customized talent development solutions

Scenario I : Development

Developing the Workforce

Development TeamThe Development Need = The Team

Team was stuck; some members in position for over five years

Couldn’t create vision of where workforce development needed to go

Members functioning in own academic silo

High stress and symptoms of burnout

Scenario I : Development

The Development Need:

The Climate for Change

New College President

New VP of Workforce

Development

Difficult economic times

Plans for new initiatives across

the college

Scenario I : Assessment Intervention

Completed work-related

behavior assessments

Received individual

development feedback

Assessment results rolled up into Team

Impact Report

Process Stage Ratings and Preferred

Team Types calculated

Assessment Results- WFD Team Then

Exploring Possibilities

Evaluating Options

Setting Direction

Committing to Action

Using Networks

Maintaining Cohesion

Staying Focused

Resisting Pressure

0

5

10

SJRCC Team Impact Cycle PhasesMean

Maxi-mum

Assessment Results continued…

Process Stage Team Impact This Team’s Rating

CreatingExploring Possibilities Capable

Evaluating Options Capable

ManagingSetting Direction Weak*

Committing to Action Weak*

ResourcingUsing Networks Weak*

Maintaining Cohesion Capable

DeliveringStaying Focused Weak*

Resisting Pressure Strong

*The team needs development in this area.

Assessment Results WFD Team Now

Task Focus Impact People Focus Impact

Exploring Possibilities Adequate Behaviour Adequate Behaviour Setting Direction

Evaluating Options Adequate Behaviour Adequate Behaviour Committing to Action

Staying Focused Adequate Behaviour Development Need Using Networks

Resisting Pressure Strength Adequate Behaviour Maintaining Cohesion

Talent Development Activity

Team reviewed data from Team Impact Report

Individual team members

recognized their strengths and

challenges

Team identified team dynamics that impeded effectiveness

Team set goals and objectives to

become more effective

Talent Development Outcome

Two team members chose to retire

New enthusiasm and greater commitment to achieving team goals

Greater understanding of each member’s leadership role

Team members working more closely, productively, efficiently

Entire team now moving to bring about needed changes

Scenario II : Development

Developing Students in a Degree Program

The Development Need

College creating new 4year degree in Supervisory Management

Program had to be designed to meet expectations of employers

Business community input necessary for

graduates to be hired

Employers invited to build

model of frontline

supervisor role

Model highlighted

attributes and competencies needed in role

Students completed assessment with scores matched to

model

Students received own

results as basis for

development

Assessment Intervention

Assessment Results


Essential Criteria


Class conducted to help students interpret their

assessment results

Each student asked to select two or three

areas for development

Each student wrote own

development plan for

instructor approval

Students identified resources needed to

change behaviors


Instructors introduced behavioral change material in courses

Students included behavior change efforts in their program

Students showed significant growth in relationship to people domain

Students reassessed after 12 to 18 months to measure improvement

Capstone Experience

Student’s Perceived Value

Scenario III

Developing Employees with Continuing Education

The Development Need

DS&D grew dramatically through planned and unplanned acquisitions

Great technical people, but no one with frontline leadership skills

Most departments now large enough to need

frontline leadership

More growth both internal and through acquisition expected in 2010

State of New Jersey made money available to train frontline leaders

Assessment Intervention

Key executives and several

potential frontline leaders

built model of role

Model highlighted

attributes and competencies

needed for success

Potential frontline leaders

assessed and scores matched

to model

Summary assessment data

against model determined

training needs

Assessment Results

Persuasive: enjoys selling and negotiating

Controlling:likes to be in charge

Socially Confident:feels comfortable when first meeting

people

Democratic :involves other in decision making

Data Rational:likes working with numbers

Evaluative:critically evaluates information

Behavioral:enjoys analyzing others’ behaviors

Forward Thinking:enjoys forming long-term plans

8 Essential Behavioral Dimensions


Trainee Scores on Essential Dimensions

Persuasive No IncumbentScore > 6

Controlling No IncumbentScore > 6

Need

Need

Socially Confident

More than Half Score <= 5 Need

Data Rational

All Incumbents Score >= 5 No Need

Evaluative Only 4

incumbents Score >= 6

Some Need

Behavioral Only 3

Incumbents Score >= 6

Some Need

No Incumbent Score >7 Need

Democratic

ForwardThinking

Only 3 IncumbentsScore >= 5

Need


Three Most Essential Competencies

Leadership No IncumbentScore > 3

Planning & Organizing

Incumbent ScoresDistributed Evenly

Need

No Need

Strategic Only 2 IncumbentsScore > 3 Need

Trainees provided with own

assessment data and role match

Magnitude of gaps motivated trainees to attend classes

Training needs data from

assessment shared with

college trainer

Trainer customized

learning modules to address

measured needs



Customized training maximized return on New Jersey’s investment

Trainees received exactly what they needed to move into new roles

New frontline leaders took their leadership responsibilities seriously

DS&D has leadership depth to support growth in 2010 and beyond

Thank You

Dr. Dale F. CampbellProfessor and Director

CCLC University of [email protected]

Anna LebeschVP Workforce DevelopmentSt Johns State College, [email protected]

Dr. Sheri B. LittE – Dean

Florida State College at Jacksonville

[email protected]

Dr. Leslie H. KriegerPresident of ATG

[email protected]

Contact Information

mailto:[email protected]



NCCET 2010 Miami

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