TheAssessment Center methodology, originally developed for selection and evaluation in companies, is undergoing a new evolutionary phase, extending to Public Administration as well. This adaptation is motivated by the growing awareness that Entities also need reliable, and as objective as possible, tools in their people management processes.
Underlying this need is theincreased value placed on behavioral skills, now recognized as fundamental in any organizational role, and even more so in managerial roles, including within PA.
Innovating competition procedures by integrating the Assessment Center
The complexity of day-to-day work management has made it clear that while knowledge-the hard skills-are the “building blocks” that enable one to perform well, behavioral skills (relational, emotional, leadership, thinking and innovation) are the “cement” that ensures optimal professional performance and fosters a positive climate.
With this in mind, the Public Administration has also decided to innovate its selection processes, identifying transversal aptitude skills, as defined by the National School of Administration (SNA), as the enabling factor for its “managerialization.”
This takes the form of integrating the Assessment Center methodology into competition procedures.
Guidelines and tools
The guidelines for access to public management, drafted by SNA and approved in the Unified Conference, implementArticle 3 of Decree Law 80/2021 (as amended by Decree Law 36/2022), which provides for the evaluation of individual abilities, aptitudes and motivation in competitions.
Thus, in addition to the traditional written and oral tests to assess the technical subjects related to each management position, new tools are introduced such as:
- individual or group situational rehearsal (in baskets, case studies, management cases, presentations, interview simulation/role play, behavioral interviews, group discussions);
- Standardized and validated cognitive, self-descriptive and situational tests;
- motivational interviews.
On both a regulatory and operational level, Public Administration Entities have a methodological and deontological duty to entrust the design, delivery/conduction and evaluation of these assessment tools to experienced professionals and specialized companies.
Assessment Center: how the assessment method works and what the crucial steps are
Initial implementations by the most organized and structured public administrations, characterized by considerable size and volume of applications (Regions, large municipalities. For a concrete example see the Emilia Romagna case), allow us to identify the crucial steps to make the competition procedure functional. Let’s look at the main ones.
Identification of transversal aptitude skills
It is essential to identify the behavioral skills to be observed based on the job profile sought, and thus on the Job Description. It is equally necessary to structure an appropriate set of behavioral indicators for each skill to ensure a higher level of objectivity in the assessment.
The 6 transversal attitudinal skills suggested as fundamental by the SNA guidelines are:
- problem solving;
- process management;
- employee development;
- responsible decision;
- Management of internal and external relations;
- emotional resilience.
Choice of Assessment Center tests
Creating a map called the “competency evidence matrix” helps identify how to observe competencies, ensuring that each competency is assessed in at least two separate tests and through two different instruments.
While motivational tests and interviews are not yet widely used, the following situational tests are considered the most cost-effective.
Written individual situational tests
From an operational point of view, the use of written tests appears to be the most appropriate choice. They are characterized by objectively predefined modes of administration and evaluation to minimize the risk of misinterpretation during and after delivery.
An additional methodological aspect of these tests that is particularly relevant and functional is the creation of simulated scenarios and contexts, which are not immediately attributable to the usual “playing field” of the management function being selected. An approach that allows behavioral competencies to be observed in a neutral manner untethered from technical-specialist knowledge.
An example of a test is theIn Basket: aspects of managerial work are simulated, and the candidate must manage documents and tasks (e-mails, phone calls, reports, notes, etc.), identifying critical issues, setting priorities, organizing activities, and justifying decisions made.
The skills assessed in In Basket usually involve aspects related to problem and process management, systemic and strategic vision, result orientation and decision making.
Another type of individual written test are Situational Questions: these are used to investigate how the candidate would behave in specific work situations.
Brief scenarios and response options representing different behavioral strategies are proposed. The person is asked to choose and identify the most appropriate one to implement in that given context.
Written oral group situational tests
The best tool for assessing relational behavioral skills is the Leaderless Group Discussion (LGD).
The suitable number for conducting the test is 8 people. They are brought together in a realistic simulation to discuss a problem to be solved, a goal to be achieved, with a clear rule: deal with the situation by confronting each other as equals, supporting one’s position and holding firm to the goal of a unanimous and shared decision.
The candidates are the protagonists of this simulation, while the Assessors do not take part in the discussion and remain outside observers, maintaining a neutral and silent position so as not to influence the interactive process in any way, in the same way as the Commission assesses the dynamics.
As with the In Basket test, for this simulation candidates should not anchor themselves in situations pertaining to their own work experience to avoid bringing technical and/or specialized knowledge into play, and a setting other than PA contexts is therefore preferred.
Oral individual situational tests
The behavioral interview is a semi-structured interview conducted by the Assessor to detect any behavioral competence. It can be of two types:
- Behavioural Description Interview (BDI): involves a detailed description of past situations and the related behaviours the candidate enacted to deal with them.
- Situational Interview (SI): involves briefly describing situations to the candidate, investigating his or her behavioral intentions, i.e., how he or she would deal with them.
Interview Simulation (Role Play), on the other hand, consists of simulating a job interview with a co-worker or colleague impersonated by the Assessor who, in this case, is called upon to interact directly with the candidate within a specific proposed situation.
This situation usually concerns the management of conflicts or disagreements and allows direct observation of negotiation skills, relationship management, results orientation, self-development, emotional resilience, but also aspects related to people management.
The requirement for “uniqueness” of evidence administered in competition procedures applies to all situational type exercises, both individual and group, oral and written, which must therefore be original and designed ad hoc each time.
Drafting the notice of competition
Drafting comprehensive, clear and unambiguous notices of competition and recruitment is essential. Therefore, during drafting it is advisable to collaborate with those who will be in charge of the behavioral competency assessment, and thus the Assessment Center tests. This is because knowledge of the various stages of the process, tools and techniques for observation and assessment makes it smoother.
Decisions need to be made at this stage:
- What transversal aptitude skills will be assessed;
- what the stages of the selection process will be and the types of different tests (and the computer or physical media that may be used);
- what system of scores and access thresholds will be applied and how they will integrate into the traditional (subject domain knowledge) written/oral tests.
Training to the evaluation committee
These new methodologies are an innovation for most examination board members, despite their experience in assessment. It is therefore appropriate to provide training on the Assessment Center, the skills being observed, and how these can be assessed in the various tests.
Although they are adjunct members of the Commission, a choice to date preferred over the position of full member (to avoid the costs of being present during activities for which they do not create real added value), Assessors have the burden and opportunity to transfer their expertise and experience to the entire Commission, ensuring professionalism and scientific rigor in testing and Assessment Center activities.
Conclusions
Active measurement and management of Soft Skills can effectively support increased professionalism and performance in public administration.
This is evidenced by the push toward the use of the Assessment Center for the selection of non-management positions as well, as outlined in the Ministerial Decree of June 28, 2023.
Although there is no regulatory requirement for Public Entities to use the Assessment Center methodology, the integration of tools that allow for objective assessment of behavioral competencies within competition procedures offers the opportunity to include individuals capable of actually contributing to the evolution of the organization.
This approach aims to ensure merit-based selection and increase the overall quality of human resources within the public administration, thereby helping to improve the effectiveness and efficiency of its activities.
