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I'm participating in AC/DC
"The Development Center will take place in our office in Budapest. Detailed information regarding the address, travel, and hotel is provided below…" you read in an email from HR.
They mentioned what this "development center" entails, but you're not entirely sure of its purpose. In short, you understood that for 2 days, along with employees from other departments, you would be participating in a series of various tasks designed to assess your skills, after which you would receive feedback.
"I'll talk to Anka (you think) – she also participated in something like this.
"For me, it was a very stressful experience – by the way, I was later dismissed and didn't learn anything special about myself," says Anka.
"What's going on? What are they coming up with now?" – you think, confused.
So, what's it all about???
Firstly, there are 2 terms for the same activity, although they differ in purpose.
Assessment Center (AC) = used as an element of the recruitment process or as part of the employee evaluation process to identify individuals for dismissal or internal transfer.
Development Center (DC) = used in organizations as a starting point for employee development. In other words, it assesses competency levels and then plans appropriate developmental actions (e.g., training/coaching/mentoring, new projects, postgraduate studies, etc.). Development Center can be part of a long-term succession plan, where participants are then developed to eventually join the pool of future managerial staff. In a development center, individuals who "show promise for the future," employees the company wants to develop, participate. Being part of such a process is therefore very positive and a form of recognition.
What can you expect?
Participating in a classic AC or DC conducted according to best practices, you will engage in various individual and/or group tasks. Often these are tasks closely related to the position, such as negotiating, conducting cost analyses, etc., performed individually, in pairs, or in a group.
There are also tasks completely unrelated to the position – so-called abstract tasks – often such a warm-up task (not fully diagnostic) starts the whole session. It is usually a group task – assessors observe how the group works, whether a natural leader emerges or if they maintain this position in later tasks.
Other types of tasks you can basically expect are: a simulation conversation (e.g., with a subordinate or superior), group discussion, written task (e.g., involving data analysis), presentation.
Analytical and personality tests may also be part of AC or DC.
Who evaluates?
During tasks (and only during tasks), you will be observed by one main assessor, who will then, in agreement with other assessors, evaluate your competencies and prepare a report. One assessor observes 2 people, but also the whole group and their own participants against the group. Assessments are also somewhat a result of the level of the entire group.
The assessor evaluates only those behaviors that are diagnostic and that reveal the intensity of a given competency. Tasks are designed so that a competency appears in at least several of them. Assessors look for tendencies. One behavior is not a tendency; thus, it cannot be assumed to be diagnostic. The final assessment in the report is the result of a discussion among assessors.
Will I learn "everything about myself" – no, you will not.
You will learn as much as was intended by the authors of the assessment/development center. During AC or DC, competencies that are detailed and quantified are assessed. One competency must be assessed in at least 2 tasks. Best practices suggest assessing a maximum of 6 competencies during AC or DC. The optimal assessment time is 2 days. I emphasize that the organization defines what is assessed (which competency) and how it is defined (described) and quantified. Contrary to what might be assumed, different organizations describe and scale competencies differently.
Below I present two examples of different gradations of the same competency – teamwork (one of the most frequently assessed competencies).
Teamwork – observational scale #1
| Grade | Aspect |
||||
| 1. | Does not cooperate, often competes or manipulates others | ||||
| 2. | Sometimes competes with others, prioritizes personal goals over team goals | ||||
| 3. | Effectively cooperates with others, does not compete, seeks agreement | ||||
| 4. | Puts group goals first, actively ensures there is no competitive atmosphere | ||||
| 5. | Anticipates and actively prevents any manifestations of destructive competition. Serves as a model of cooperation and teamwork for others |
Teamwork – observational scale #2
| Grade | Aspect |
| 1. | Very rarely speaks up, usually silent. Their posture (facial expressions, gestures) induces negative feelings in the interlocutor. Does not seek cooperation with others. Usually does not ask questions or requests from others, does not show interest in others' viewpoints. Performs their work without seeing its connection to team goals. Minimally fulfills tasks assigned by the group. Tends to blame others for poor work quality or justifies it by external factors. |
| 2. | Eagerly initiates contact with others. Joins discussions, expresses their opinion. Can focus on the interlocutor, e.g., by maintaining eye contact, addressing directly. Shares information when team members turn to them. Independently performs part of the work consistent with team goals. Ensures work results meet team expectations and goal criteria. Does not take corrective actions in case of difficulties, although signals the problem to the team. |
| 3. | Adjusts their speech and behavior to the situation. Ensures they are informed; asks questions about issues they are dealing with. Listens to others' opinions and takes them into account. Maintains positive relations with others, easily establishes them. Seeks opportunities for action and assigns themselves tasks consistent with team goals. Sees the connection between results and the efforts of the whole group. Willing to undertake new actions to achieve the goal. Seeks solutions when problems arise. If results are insufficient, takes additional actions. |
| 4. | Engages in open dialogue, ensures they are understood and understands the intentions of the interlocutor. Takes the initiative in sharing information they possess and consider important. Always behaves respectfully towards others. Adapts to the working style of coworkers and seeks common ground. Aims to take responsibility for the results of the entire team. Eagerly takes on new tasks, proposes improvements, solutions, initiates new forms of work. Strives to achieve the best results in the entire team. Monitors work results and makes modifications to achieve group goals. |
The AC or DC report can serve as inspiration for the future, but do not treat it as an infallible guide. Our competencies are subject to development, so the results from AC or DC conducted a few years ago are usually outdated. I caution candidates who send reports from AC or DC conducted a few years ago along with their CV.
Another important issue is that the person participating in AC or DC is also assessed against other participants, and the report they receive is an individual report. The "stronger the group" (generally higher competencies) during DC, the better for you – you will benefit more. Of course, during AC, the situation is quite different.
How to prepare?
For AC or DC, there really isn't a way to prepare. We don't know what will be assessed and on what scale. Possibly, if we participate in DC, the competency model of the organization we work for could be a guide for us (but first, it is not often shared, and second, it does not always exist in the organization – in which case the competency model is built under the AC or DC session).
Here are a few tips:
- Do your best – treat participation in AC or DC as an opportunity.
- Read task descriptions with an understanding of the content, ask questions if necessary (you may not receive a full answer – it is part of the process). Mainly, pay attention to the objectives in tasks. AC or DC is almost always a test of your communication skills (even if this competency is not directly assessed).
- Act naturally – do not try to think about what assessors would like to hear. Assessors do not have any preconceived scenarios. They assess what they see, and most importantly, they are not against you.
- Manage your time – time is limited, and the schedule is always tight.
- Pay attention to the resources you have to complete the task – if you need more, ask. Sometimes resources may be available but only upon request.
- Write clearly – take notes (written products are collected and are part of the diagnosis - they can improve your assessment).
- Try to participate actively in tasks/"do not hide" – assessors evaluate your competencies based on your behavior during AC or DC.
- Cooperate with other team members.
- Do not give up – try to perform as well as possible.
- If part of AC or DC includes an interview ("interview") with an assessor (usually conducted at the end of the session), take advantage of this opportunity. Often, questions about how you felt during the session, what you would do differently, whether you believe the behaviors you presented are natural for you, are asked. Awareness of one's actions is also evaluated.
Feedback
If you participate in a DC session, you, your supervisor, and an HR representative will receive an individual report with your results.
- If you participate in a DC session, you, your supervisor, and an HR representative will receive an individual report with your results. You will also receive feedback from your assessor. Such feedback lasts about 1 hour. Often, it is a creative discussion during which your results and tips for further development are discussed in detail.
- If you participate in an AC session, you may not always receive a report. It depends on the organization. Before joining the session, make sure whether you will receive such a report. You are unlikely to receive an additional feedback session with an assessor (these actions are additionally charged, and most companies do not want to invest in them if the goal is to select a candidate in the recruitment process). The result of AC in the recruitment process is either a job offer or its absence.
"Let's not go crazy"
The AC and DC method is considered the most accurate in assessing the competencies of (potential) employees, but it is not perfect because no method is. Remember, people are assessing people. The assessor team discusses the results proposed by individual assessors, and the final assessment is not just the evaluation of one person. Time for AC or DC is very limited, and everyone operates under, let's say, laboratory conditions.
Remember the important information found in the AC or DC session report.
"The description and assessment of activated competencies and behaviors relate exactly to those behaviors that were observed during the (Assessment) Development Center. This is not a description of personality. It is also not a description of immutable behaviors. It is rather a snapshot of the potential and habitual ways of behavior the participant presented during the two days of working on tasks of varied structure. Please accept that the appropriate time for maintaining the accuracy of this report is about one and a half years."
AC or DC is primarily an assessment intended to serve the organization (because it is the organization that develops - DC its resources, i.e., people, in the direction it sets itself. The organization also hires people who are able to achieve its goals - AC). If someone says they participated in AC or DC and bases their entire knowledge of themselves on it, they are mistaken. If you want to take your career into your own hands and be responsible for your development (which I sincerely encourage), I suggest starting with a diagnosis of your strengths or conducting another behavioral analysis (e.g., Extended Disc) and consulting with a Coach/Career Advisor about directions for further development.
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Agnieszka Piątkowska