Schreyer Honors College PNC Leadership Assessment Center (PNC LAC)

1. Schreyer Honors CollegePNC Leadership Assessment Center (PNC LAC) Pennsylvania State University http://www.shc.psu.edu/alumni/lac/

2. Background about Assessment Centers • Widely Used in Industry & Public Sector • To select leaders • To develop future leaders • Characterized by • Multiple Exercises • Multiple Competencies • Multiple Assessors • Provides information to individuals about strengths and weaknesses • Provides organizations with talent management data

3. Why an Assessment Center for Students at Penn State? • Better prepares our students for the next step in their career • Define strengths and developmental opportunities • Create a program for ongoing leadership development • Better inform our organizations about our undergraduate students • Participants can share results with interviewers • PSU’s reputation for career preparation will be enhanced • Create opportunities for learning • Students being assessed, on the assessment team, running the center, and participating in research

4. Building an Assessment Center to meet the Values of SHC • Schreyer Honors College Mission is to promote: • Achieving academic excellence with integrity • Building a global perspective, and • Creating opportunities for leadership and civic engagement. • Schreyer Honors College Vision • To educate men and women who will have an important and ethical influence in the world, affecting academic, professional, civic, social, and business outcomes. • To improve educational practice and to be recognized as a leading force in honors education nationwide.

5. Our Challenges • Finding a meaningful competency model • Creating exercises that are: • Realistic • Within the capabilities of participants • Fair regardless of academic background • Attracting a team of assessors each session • Providing meaningful feedback for participants

6. The Process: Overview • Preparation • Self selection of 12 junior and senior scholars • Student orientation and pre-assessment questionnaires • Assessment Day • 5 hours of simulated work activities observed by assessors • Individual and collaborative • Written and oral • Integration session among assessors • Alumni, local business leaders, graduate students from I/O Psychology, Business, and Human Resources & Employment Relations Departments • Feedback Session • One-on-one with a grad student to interpret feedback • Detailed report of leadership competencies • Review of specific behavioral observations • Creation of development plan

7. Scholars Being Assessed & Preparation • 12 students participate in each assessment center • Includes Schreyer Honors Scholars, Presidential Leadership Academy Students, &Bunton-Waller Scholars • Attend an orientation session to learn: • History of assessment centers • Preview of what to expect on the assessment day • Receive background information on the business simulation & complete a case study summary • Complete a survey &standardized personality assessment on the web

8. Simulation Environment & the Exercises • All exercises are part of a single, integrated business simulation involving an ongoing organization • Currently 3 versions of the business models: • Coffee Company • Big Buddies • Employment Agency • Participants assume various roles within the organization • Exercises range from independent to interdependent activities (examples below from coffee company simulation) • Written – summary of the company situation, letter to a dissatisfiedcustomer, revision of a memo, & letter to job applicant • Presentation – oral with powerpoint or other graphics to evaluate employees’ and shop performance • Interactive – Meeting with unhappy customer and summary of meeting with supervisor & leaderless group discussion to create a mission statement for merged company

9. Work Performed Prior to the AC Day • Receive background information on the company including data on the organization • Participants analyze & integrate data to form a written executive summary of the current situation of the organization • Coffee company example: • Receive revenue statistics, performance ratings of managers, &store inspection data across 8 coffee shop locations associated with the company • Write a summary & rank the performance of managers using all information provided

10. Written Work Performed at the AC • Compose written responses to coworkers, stakeholders/clients, & job applicants • Goal is to assess written communication skills in terms of clarity, tactfulness, & decisiveness • Coffee company example: • Synthesizing & integrating complaints from 2 customers in order to respond to both in one standardized letter • Informing a job applicant of their decision to not hire her • Editing & reformatting a memo to highlight the most important elements contained

11. Interactive Exercises at the AC • Role play exercise with assessor • Coffee company example: talks to a long-time patron who is dissatisfied with recent service: must propose a plan to fix the problem & prevent it from reoccurring; then, discusses recommendations with an HR representative • Presentation of the executive summary prepared prior to the assessment center & then responds to questions • Coffee company example: provides suggestions of which manager to promote & rationale for decision • Leaderless group discussion with 5 other participants • Coffee company example: creates a new mission statement integrating the different values of the two merging coffee chains

12. What Are We Measuring ? • Information about general leadership capabilities and more specific managerial skills • Performance at the center in relation to an accepted and well documented taxonomy (Bartram, 2005) that has been customized for this center • Behaviorally based information regarding strengths and developmental opportunities • Measured via behaviorally anchored ratings scales developed specifically for the AC

13. Great 8 Competencies (Bartram, 2005) • Leading & Deciding • Supporting & Cooperating • Interacting & Presenting • Analyzing & Interpreting • Creating & Conceptualizing • Organizing & Executing • Adapting & Coping • Enterprising & Performing

14. Example: Interacting & Presenting • Communicates effectively in writing and orally • Influences and persuades others to change their viewpoint or accept a desired course of action • Interacts in a manner that is straightforward, respectful and inclusive • Speaks, listens and converses effectively • Presents a vision • Gives feedback • Demonstrates political savvy • Networks effectively

15. Example: Analyzing & Interpreting • Thinks analytically and systematically • Makes decisions effectively • Solves problems • Acquires information systematically from a variety of sources • Analyzes, interprets and evaluates information • Identifies implications and draws appropriate conclusions • Generates viable alternative solutions and evaluates the consequences of each • Assesses current internal and external conditions • Demonstrates mental agility • Engages in continuous learning

16. SHC Students Being Assessed • Completed survey & standardized assessments in advance on the web • Reviewed information on the business case prior to assessment day • Completed 6 simulations and interviews in @ 5 hours of on-site work at the center • Received feedback – 60 to 90 minute interview • Each competency reviewed • Specific behavioral feedback on observed actions during the day of assessment • Developmental guidance to help plan future education and training • Summarized in a written report • Finalized with a signed agreement

17. Post-AC: Feedback to the Assessees • Receives a one-on-one feedback session lasting 60 to 90 minutes • Reviews a narrative report compiled by the assessor • Details the ratings on each competency (overall & by exercise) • Compares self-report pre-assessment & post-assessment ratings with assessment ratings • Includes specific behavioral feedback on observed actions during the day of assessment

18. Post-AC: Feedback to the Assessees • Includes specific recommendations of how to improve each competency • Assessor & assessee work together to create goals for two areas needing development and to determine short & long-term steps he/she will take to achieve those goals • Finalized with a signed agreement

19. Running of the Assessment Center Participants & Behind the Scene Details

20. Assessment Center Location: Bank of America Career Services Center

21. Bank of America Career Services Center Integration Session Personal Offices for Assessors & Assesses

22. Who Participated During Years 1&2 ? • SCHREYER HONORS COLLEGE STUDENTS: 62 Assessed • SHC STUDENTS: 7 as Assistant Center Administrators • GRADUATE STUDENTS: @ 25 • Running the Center • Serving as assessors • Providing feedback to the participants • BUSINESS LEADERS AND SCHOLARS @ 20: from our community, from our distinguished alumni contacts and faculty serving as assessment team leaders

23. Team of Assessors • Trained to observe assessee behaviors and provide ratings & feedback • Coached on the assessment center model and the underlying set of management competencies • Trained on each exercise • Taught to avoid common rater errors • Instructed to record & categorize behaviors • Trained to write detailed feedback reports • Trained to role-play • Provided script & practice opportunities • Work in teams that include a business leader/scholar heading the effort with graduate students

24. Team of Assessors • Make individual ratings for participants on several exercises • Come together as a team to integrate ratings for each exercise • Finally, all assessors meet following the completion of exercises to integrate & discuss ratings for all participants

25. Assessment Team Running the Center

26. Assessment Team Running the Center • Provided assessor training • Provided overview for participants on-site • Kept center on-schedule • Participated in integration session with assessors • Edited feedback reports • Delivered feedback

27. Student Participants

28. 62 Students Assessed

29. Participation by College

30. Adriano ChaoManagement, Economics & International BusinessPenn State ‘11 “There are no similar classes or tests on campus that could give me a better chance to realize my own abilities, and more importantly, myself.”

31. Dan LevyPsychologyPenn State ‘11 “I've never had more fun writing papers, preparing and giving presentations, and working with a team to finish a job. The fact that alumni and faculty flew from all across the country solely to help students … is something I think we all appreciated. Their interest in helping us grow as leaders made me want to give my all.”

32. Sarah HeplerPsychologyPenn State ‘11 "The PNC LAC was one of the best experiences I've had at Penn State and I would (and have) recommend it to all students as a valuable way to constructively build and learn more about yourself.“

33. Undergraduate Assistants

34. Rebekah CoscoPsychologyPenn State ‘10 “Working as an undergraduate assistant to the PNCLAC was an unforgettable experience. By observing graduate student and alumni discussions, I was able to apply their interpretation of other students’ performance to my own behaviors. Interacting with the assessors further helped me to understand the qualities that potential employers and superiors would expect and appreciate.”

35. Valerie SmolterHRERPenn State ‘11 "Being involved with the PNCLAC in several roles over the past two years has been the most rewarding experience of my Penn State career. I have not only learned about myself as I leader but I have been able to grow and foster my skills and abilities while working to enhance the entire program. I am so passionate about the project because the role it has played in my own leadership development as well as so many others. My involvement has opened so many doors for my future while creating lasting connections along the way."

36. Assessors

37. Assessor Information

38. Graduate Students • “I have been a part of several project stages and each of these experiences has provided me with hands-on, practical knowledge and skills that will be essential to have for my future job” • NataliyaBaytalskaya • I/O Psychology • Doctoral Student • “The PNC LAC has given me invaluable experience in assessing individuals in both written and behavioral exercises, and has provided the opportunity to meet and network with successful individuals within industry.” • Paige Deckert • I/O Psychology • Doctoral Student • “I consistently mention my work with the Penn State assessment center on interviews because it always sparks employer interest.” • Katina Sawyer • I/O Psychology/ Women’s Studies • Doctoral Student

39. Assessors At Work

40. Alumni “The quality and content of the leadership assessment center program provides Penn State students with a development opportunity that most seasoned professionals never experience and could also really use. The program gives undergrads a great kick start towards a very successful career.” Robert Edwards Executive Vice President PNC Bank "The Leadership Assessment Center is an excellent model of learning for those who aspire to be leaders. The opportunity for the students to be part of an assessment system that includes presentations, role playing, interactive simulations, and receiving constructive feedback from experienced professionals will enrich the participant's overall learning experience at Penn State". Bennett Hoffman Lead Instructor & Facilitator Teamworks, Inc.

41. Directors

42. Rick JacobsProfessor of PsychologyPenn State University “The opportunity to be part of a program that provides opportunities for so many different individuals is the dream of every faculty member. The assessment center is truly a remarkable confluence of learning opportunities for students, faculty, administrators, and alums. After over 30 years on the faculty and being involved in so many activities here at University Park, I believe there is nothing else like it at Penn State.”

43. Greg LovisckyPsychology LecturerPenn State University “The PNC LAC has been a rewarding experience for me for a variety of reasons. It gives me a sense of fulfillment to use a tried-and-true professional development tool to help Penn State students gain insight about themselves. In addition, it is encouraging for me to see alumni and graduate student assessors lend their energy, insight, and time to helping Penn State students.”

44. April Jones-TatePhD, Penn State, 2009 “I was fortunate enough to be part of the assessment center from the beginning. I was the first grad assistant when we ran the program during year 1. The experience was incredible, I learned so much and I believe being a part of the AC was one of the biggest reasons I landed my first professional position. My employers were impressed that I actually knew how to design and run a center. “

45. Patricia GrabarekI/O Psychology, PhD Student “The Assessment Center has been one of the most important experiences of my graduate career. I have been able to apply my knowledge in a practical setting. I believe this experience will help me both get a job and do well in my future career. In addition, I have had the opportunity to work and network with many fantastic people, students and alumni alike.”

46. Alissa ParrI/O Psychology, PhD Student "I feel that one of the biggest rewards being a part of the Assessment Center team is interacting and giving feedback to the participants. I have been so impressed by the participants’ level of engagement and enthusiasm in creating plans to help develop their skills.  It is a wonderful opportunity for them and I’m happy to have a role in their development."

47. The Schreyer Honors College Leadership Assessment Center • Provides Unique Learning Experiences • Student participants learn about • Their leadership skills • Their developmental opportunities • Assessors learn valuable interviewing and evaluation techniques • Assessors learn more about on-going programs at Penn State • Creates Opportunities • For students to network with each other and with assessors • For grad student assessors and alumni assessors to make contacts for • Future job opportunities • Research possibilities • For alums to strengthen ties with on-going programs and on-campus projects • Sets Us Apart From ALL Other Institutions of Higher Learning • No other university has this comprehensive program • The Center combines strong business practice with underlying theory and research • Students completing the process are better equipped to engage in job search and to land the job that they desire • Success of the program thus far has resulted in a “buzz” about the SHCLAC