THE ASSESSMENT CENTER AS AN EXPERIENTIAL CLASSROOM EXERCISE Developments In Business Simulation & Experiential Exercises, Volume 17, 1990 191 THE ASSESSMENT CENTER AS AN EXPERIENTIAL CLASSROOM EXERCISE Linda K. Good, Michigan State University Brenda J. Sternquist, Michigan State University Lisa A. Phillips, Michigan State University ABSTRACT Assessment centers are being implemented as internal or external staff selection mechanisms in over 3000 business organizations. The popularity of assessment centers has increased steadily every year. This paper reviews the rationale behind the assessment center and describes the development of a simulated assessment center, which was implemented in a college classroom. Examples of the assessment activities are provided. INTRODUCTION Simulation exercises used in college classrooms not only expose the students to situations which might arise in the “real” world, but they can also affect the students’ performance or behavior In the classroom setting. For example, when presenting the idea and process of assessment centers to a retailing human resource management class at Michigan State University, simulations proved to be very effective in transmitting ideas, concepts, and skills to students. Assessment centers are used by business/industry primarily as a screening device to identify individuals with managerial potential. By implementing an assessment center simulation, students have a chance to experience the intensive evaluation which is characteristic of assessment centers. The assessment center simulation can help students to maximize their performance in an actual work-related assessment center. ASSESSMENT CENTER AS A CLASSROOM SIMULATION The basic variation of the assessment center that we simulated consisted of 6 assessment-like activities. The students, or assesses, were randomly placed into six groups, 12 assesses per group. The groups simultaneously rotated every 20 minutes to a new exercise. In preparation, the students were informed of the nature and characteristics unique to the assessment center and the general types of simulations to expect. However, it is important to not let the assesses know what types of behaviors and results the assessors are looking for during the exercises, as it would sensitize the students to act in the desired manner. Selected assessors consisted of professors and graduate students. Prior to the administration of the assessment center simulation, each was presented with an outline of the specific simulation they were to evaluate, the behaviors to look for, and a standardized evaluation measure. Each simulated exercise was limited to 12 minutes. During the final two minutes, the participants were encouraged to rationalize their decisions and discuss how the exercise could be used as a performance measure in an actual work environment. Students then rotated to the next exercise, while the assessors evaluated each assessee. Assessment Activities The six activities we chose to simulate are by no means the only satisfactory applications of appraisal exercises. A main advantage of the assessment center over many other assessment techniques is the ability to adapt the assessment center to situation-specific circumstances. Six simulations were administered: In-Basket. This technique simulates a stress situation, which demands quick decision-making. Subjects read a scenario in which they are faced with urgent decisions, which must be made within a 30-minute time frame. It is the subjects responsibility to prioritize the situations which they would/could handle in the 30-minute period. Following prioritization, each student, in writing, rationalizes each decision made. Tragedy-Group. The simulation in this exercise allows the participants to experience the difficulty in getting people to change. Individuals read a short tragedy story and answer several accompanying questions. As a group, assesses then discuss why they answered as they did and then ultimately come to a group consensus for the answers to each question. Evaluation is based on leadership and persuasion abilities. Numbers. The objective of this exercise is to gauge the participant’s speed and accuracy in problem solving. The participants carefully read the instructions in which analytical irregularities are given. For example, a “-“ sign means to multiply, a “+‘ sign means to divide,.. .and so on. The students solve the test as quickly as possible. Evaluation is based upon both quickness and accuracy. Symbols. This exercise tests participant’s ability to follow oral instructions and perceptual/spatial abilities. Group members, paired off, are seated back to back. One member orally describes a line drawing while the other member draws a representation front the description. Evaluation is based on the accuracy of the drawing displayed teamwork, and thorough communication skills. Role Play. Participants read and act out an actual manager/employee situation that may occur on the job, emphasizing attention on interpersonal skills and creative problem solving. Evaluation is based on each student’s understanding of the situation, communication skills, and problem solving techniques. Leaderless-Group Discussion (LCD). This exercise demonstrates the student’s ability to reason/judge/persuade others. In this situation, students read a scenario dealing with the retail industry. The discussion should focus on pros/cons/causes/effects of the issues within the situation. Evaluation is based on the student’s leadership (not dominance), communication, interpersonal skills, and group facilitation. Evaluation The top three assesses in each group are identified as star performers” and are acknowledged at the following class period. Inevitably, some students are identified as “stars” who in other situations had never demonstrated excellence. This recognition often creates for them, a greater motivation to achieve. Table of Contents Volume 17, 1990 The Impact of Decision Support Systems on the Effectiveness of Small Group Decisions - Revisited The Relationship Between Financial Performance and Other Measures of Learning on a Simulation Exercise Use and Effectiveness of an Analogy-Based Expert System Suggestions for Computerized Business Authors Dealing with Power: An Experiential Exercise Using Movie and Personal Diary Analysis Techniques A Model for Developing Student Skills and Assessing Outcomes Through Outdoor Training Computer-Aided Exercises Versus Workbook Exercises as Learning Facilitator in the Principles of Marketing Course An Exposition of Guilford's Si Model as a Means of Diagnosing and Generating Pedagogical Strategies in Collegiate Business Education Formal Planning and Simulation Team Performance: A Cross Sectional Approach Cases: Real Organizations in Real Time in the Classroom An Empirical Investigation of the Internal Validity of Marketing Simulation Game An Empirical Evaluation of the Pedagogical Value of Playing a Simulation Game in a Principles of Marketing Course Factors Affecting Effective Teaching of Strategic Planning: Some Preliminary Evidence An Experiential Exercise for Learning About the Relationship Between Organizational Form & the Project Management Process Accounting Communication Skills can be Taught in the Auditing Course Modeling Cost Functions in Computerized Business Simulation: An Application of Duality Theory and Sheppard's Lemma A Life Cycle Analysis of Decision Making for a Strategic Management Team What's the Problem? A Dynamic Model for Teaching Problem Solving Skills Experientially International Currency Fluctuations: Money$im, A Simulation Superstores: A Specialized Retailing Simulation Within a Specialized Marketing Curriculum Factors Affecting Student Perceptions of Learning in a Business Policy Game VC + EL = VL The Name Game: An Experiential Exercise in Intergroup Relations The Effects of Experiential Accounting Work Experience on Student Performance in Intermediate Accounting Courses The Results of Using the Experiential Activity Group Performance Evaluation in a Business Policy Setting Using a Legal Database to Describe the Legal Environment of Marketing (and Business) Matching Environmental Uncertainty and Organizational Configuration An Instructional Computer Simulation of Tampering in QC Executive Evaluation of Student Learning in the Looking Glass Simulation Group Personality Composition and Total Enterprise Simulation Performance An Expert System for Selecting Analytical Techniques for Analyzing Marketing Research Data Effects of Cognitive Styles on Responses in an In-Basket Simulation A Psychometric Analysis of Kolb's Revised Learning Style-Inventory Selecting and Developing Experiential Exercises Using Movies Application of a Real-World Strategic Management Model in the Classroom Demand Equations which Include Product Attributes Consumption as the Objective in Computer-Scored Total Enterprise Simulations The Effects of Decision Format and Evaluation on Simulation Performance, Decision Time, and Team Cohesion The Effects of Computer Related Assignments on Student Performance in Business Administration The Money Game: A Dynamic Simulation Including Random Shocks for Money and Banking Courses Methods for Evaluating Performance on Business Simulations: A Survey The Effects of Synergogy on the Policy Course: Significant Improvements in Student Learning and Teacher Evaluation Conditions and Outcomes of Trust in a Two-Person Bargaining Exercise Bankgame Enhancing Computer Business Simulation with the Use of VGA Graphics An Experiential Approach to Entrepreneurship An Advanced Simulation Method (ASM) for Multiple Objective Problems The Influence of Experiential learning Techniques on Student Recognition of Non-Primary Learning Styles Negotiating Mergers and Acquisitions: A Cocktail Napkin Approach Identification of Unintended Effects in Experiential Laboratory Exercises An Experimental Comparison of Paper and Pencil and Computer Aided Decision Support Tools Porting a Simulation from the IBM World to the Macintosh World A Transaction Cost Analysis of Experiential Learning The Development of Experiential Exercises for Courses in Entrepreneurship and Small Business Management The Assessment Center as and Experiential Classroom Exercise Pricing Strategy Algorithms for Playing Business Simulations Organizational Structures for International Operations: An Experiential Activity Simulation Emphasis in the Business School Capstone Course An Integrated Approach to Computerizing the Business Curriculum Cross-Cultural Business Negotiations Exercise Organizational Socialization and Gender Differences in Students at Work Understanding Student Work Experience: A Content-Analytic Approach Introducing Executive MBA Programs with Management Games An Analysis of Improvement in Business Decision Outcome with Sequential Use of Two Simulation Games Teaching Business Policy Utilizing Mass Lecture and Individual Case Labs Potholes Along the Road to Evaluating Learning Outcomes: The Case of Outdoor Management Training Experiential Learning for Interior Design Students: Using CADD, Lotus 1-2-3, and Wordperfect Cognitive Learning Using a Computer-Based, Qualitative Interactive Business Simulation Sex Discrimination: Does the Woman get the Job or Does the Best Man Win? A Search for Visual Aids to Support Experiential Learning Through the 1990's An Experimental Analysis fo the Effectiveness of Student Role-Playing in Sales Training How to Have Students Learn from their Term Projects Self-Evaluation Exercise (SEE): An Assessment of Class Contribution A Study of the Influence of Team Formation on Attitudes and Performance in Management Games A Hardware Based CIM Simulation Laboratory Model Test Substance Abuse in Organizations Micro Computer Training Models Teaching Forecasting, Cash Budgeting and Inventory Model Building Using SBTools A Comparison of the Effects of Experiential Learning Activities and Traditional Lecture Classes An Adjunct Writing Instruction Assistant, The Computer; With an Illustration Classroom Software for ABC Analysis Utilizing Information Processing Technology to Enhance the Business Policy Simulation Experience Progressive Cases Realistic Job Previews Vs. Traditional Job Previews: Experiencing the Differences and Understanding the Consequences Investment Analysis Using the Pragmatic Multiplier Approach A Computer Simulation Interface for Competitive and Firm Analysis Self-Assessment of Ethical Decision Making Predispositions Preparing Managers for Overseas Assignments An Inquiry into Japanese Marketing: Workshop on Teaching Japanese Marketing The Performance Appraisal Feedback Interview: A Role Play for Human Resources Management Teaching Counselor Selling techniques Using Experiential Techniques to Teach International Topics International Management Simulation Gaming: Current Status and Future Developments A Realism Comparison of Simulation Technologies/Methodologies A Time-Efficient Game to Illustrate Concepts Taught in Management Courses and Management Development Programs Teaching the Management of Technology The Concept of Face and the Applicability of Experiential Exercises in an Oriental Culture's