![](\"https:\/\/consulting.humanvalue.it\/wp-content\/uploads\/2018\/09\/assessment_center.jpg\" "\\"assessment_center\\"")
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Identifying the right potential<\/span><\/h2><\/h1><\/div>Assessment Center<\/span><\/h1><\/h1><\/div><\/div><\/div><\/div>CONTENTS<\/span><\/h2><\/h1><\/div>\n- Defining an assessment:<\/b> Objectives<\/b>, a brief history <\/b>and content<\/b><\/li>\n
- Performance<\/b> vs. Potential<\/b><\/li>\n
- Assessment process: Planning, delivery, interpretation <\/b>and finalisation<\/b><\/li>\n
- What competencies <\/b>do they possess and how do we observe them?<\/b><\/li>\n
- Behaviour<\/b> as a factor that allows skills to be measured and monitored<\/li>\n
- Causal flow model for skills: intentions, actions, outcomes<\/b><\/li>\n
- Three behaviours<\/b> make one competence<\/b><\/li>\n
- Structure and timetable for the assessment: pre-assessment online<\/li>\n
- Revelatory tools<\/b> and their features<\/b>: Personality tests<\/b> (e.g. OPQ32), English-language tests, aptitude<\/b> tests (numerical, logic, verbal reasoning), psychological <\/b>and situational<\/b> tests, dynamics in a group both where roles are assigned and in a group where they are not, dynamics in a group with and without context, self<\/b>–presentation<\/b>, self-perception questionnaire<\/b><\/li>\n
- Assessor\u2019s role<\/b>: how and what to observe<\/li>\n
- Writing up a personal profile<\/b><\/li>\n
- The subsequent assessment interview<\/b>: opportunities for development, potential risks and how to overcome them<\/li>\n<\/ul>\n<\/div>
OBJECTIVES<\/span><\/h2><\/h1><\/div>\n- Acquire and learn to use the ability to assess <\/b>a candidate\u2019s competences, aptitude and potential<\/b><\/li>\n
- Map<\/b> an individual\u2019s abilities<\/b><\/li>\n
- Identify (according to objective skills-related criteria): suitability<\/b> for the role, range of activities<\/b> the role covers, potential for growth<\/b>, how well they can be integrated <\/b>into the company\u2019s existing structure and its values system<\/li>\n<\/ul>\n<\/div><\/div><\/div><\/div>
METHODOLOGY<\/span><\/h2><\/h1><\/div>
Assessment Center<\/span><\/h1><\/h1><\/div><\/div><\/div><\/div>CONTENTS<\/span><\/h2><\/h1><\/div>\n- Defining an assessment:<\/b> Objectives<\/b>, a brief history <\/b>and content<\/b><\/li>\n
- Performance<\/b> vs. Potential<\/b><\/li>\n
- Assessment process: Planning, delivery, interpretation <\/b>and finalisation<\/b><\/li>\n
- What competencies <\/b>do they possess and how do we observe them?<\/b><\/li>\n
- Behaviour<\/b> as a factor that allows skills to be measured and monitored<\/li>\n
- Causal flow model for skills: intentions, actions, outcomes<\/b><\/li>\n
- Three behaviours<\/b> make one competence<\/b><\/li>\n
- Structure and timetable for the assessment: pre-assessment online<\/li>\n
- Revelatory tools<\/b> and their features<\/b>: Personality tests<\/b> (e.g. OPQ32), English-language tests, aptitude<\/b> tests (numerical, logic, verbal reasoning), psychological <\/b>and situational<\/b> tests, dynamics in a group both where roles are assigned and in a group where they are not, dynamics in a group with and without context, self<\/b>–presentation<\/b>, self-perception questionnaire<\/b><\/li>\n
- Assessor\u2019s role<\/b>: how and what to observe<\/li>\n
- Writing up a personal profile<\/b><\/li>\n
- The subsequent assessment interview<\/b>: opportunities for development, potential risks and how to overcome them<\/li>\n<\/ul>\n<\/div>
OBJECTIVES<\/span><\/h2><\/h1><\/div>\n- Acquire and learn to use the ability to assess <\/b>a candidate\u2019s competences, aptitude and potential<\/b><\/li>\n
- Map<\/b> an individual\u2019s abilities<\/b><\/li>\n
- Identify (according to objective skills-related criteria): suitability<\/b> for the role, range of activities<\/b> the role covers, potential for growth<\/b>, how well they can be integrated <\/b>into the company\u2019s existing structure and its values system<\/li>\n<\/ul>\n<\/div><\/div><\/div><\/div>
METHODOLOGY<\/span><\/h2><\/h1><\/div>
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CONTENTS<\/span><\/h2><\/h1><\/div>\n- Defining an assessment:<\/b> Objectives<\/b>, a brief history <\/b>and content<\/b><\/li>\n
- Performance<\/b> vs. Potential<\/b><\/li>\n
- Assessment process: Planning, delivery, interpretation <\/b>and finalisation<\/b><\/li>\n
- What competencies <\/b>do they possess and how do we observe them?<\/b><\/li>\n
- Behaviour<\/b> as a factor that allows skills to be measured and monitored<\/li>\n
- Causal flow model for skills: intentions, actions, outcomes<\/b><\/li>\n
- Three behaviours<\/b> make one competence<\/b><\/li>\n
- Structure and timetable for the assessment: pre-assessment online<\/li>\n
- Revelatory tools<\/b> and their features<\/b>: Personality tests<\/b> (e.g. OPQ32), English-language tests, aptitude<\/b> tests (numerical, logic, verbal reasoning), psychological <\/b>and situational<\/b> tests, dynamics in a group both where roles are assigned and in a group where they are not, dynamics in a group with and without context, self<\/b>–presentation<\/b>, self-perception questionnaire<\/b><\/li>\n
- Assessor\u2019s role<\/b>: how and what to observe<\/li>\n
- Writing up a personal profile<\/b><\/li>\n
- The subsequent assessment interview<\/b>: opportunities for development, potential risks and how to overcome them<\/li>\n<\/ul>\n<\/div>
OBJECTIVES<\/span><\/h2><\/h1><\/div>\n- Acquire and learn to use the ability to assess <\/b>a candidate\u2019s competences, aptitude and potential<\/b><\/li>\n
- Map<\/b> an individual\u2019s abilities<\/b><\/li>\n
- Identify (according to objective skills-related criteria): suitability<\/b> for the role, range of activities<\/b> the role covers, potential for growth<\/b>, how well they can be integrated <\/b>into the company\u2019s existing structure and its values system<\/li>\n<\/ul>\n<\/div><\/div><\/div><\/div>
METHODOLOGY<\/span><\/h2><\/h1><\/div>
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- Defining an assessment:<\/b> Objectives<\/b>, a brief history <\/b>and content<\/b><\/li>\n
- Performance<\/b> vs. Potential<\/b><\/li>\n
- Assessment process: Planning, delivery, interpretation <\/b>and finalisation<\/b><\/li>\n
- What competencies <\/b>do they possess and how do we observe them?<\/b><\/li>\n
- Behaviour<\/b> as a factor that allows skills to be measured and monitored<\/li>\n
- Causal flow model for skills: intentions, actions, outcomes<\/b><\/li>\n
- Three behaviours<\/b> make one competence<\/b><\/li>\n
- Structure and timetable for the assessment: pre-assessment online<\/li>\n
- Revelatory tools<\/b> and their features<\/b>: Personality tests<\/b> (e.g. OPQ32), English-language tests, aptitude<\/b> tests (numerical, logic, verbal reasoning), psychological <\/b>and situational<\/b> tests, dynamics in a group both where roles are assigned and in a group where they are not, dynamics in a group with and without context, self<\/b>–presentation<\/b>, self-perception questionnaire<\/b><\/li>\n
- Assessor\u2019s role<\/b>: how and what to observe<\/li>\n
- Writing up a personal profile<\/b><\/li>\n
- The subsequent assessment interview<\/b>: opportunities for development, potential risks and how to overcome them<\/li>\n<\/ul>\n<\/div>
OBJECTIVES<\/span><\/h2><\/h1><\/div>
- \n
- Acquire and learn to use the ability to assess <\/b>a candidate\u2019s competences, aptitude and potential<\/b><\/li>\n
- Map<\/b> an individual\u2019s abilities<\/b><\/li>\n
- Identify (according to objective skills-related criteria): suitability<\/b> for the role, range of activities<\/b> the role covers, potential for growth<\/b>, how well they can be integrated <\/b>into the company\u2019s existing structure and its values system<\/li>\n<\/ul>\n<\/div>
<\/div><\/div><\/div>METHODOLOGY<\/span><\/h2><\/h1><\/div>
- Map<\/b> an individual\u2019s abilities<\/b><\/li>\n
- Performance<\/b> vs. Potential<\/b><\/li>\n
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