This document discusses three scenarios where objective assessment was used to identify talent development needs. In scenario I, a community college workforce development team was assessed and found to need development in certain areas. They received feedback and set goals, improving team effectiveness. Scenario II involved developing a new degree program; students were assessed against employer models and received individual results to guide development plans. Scenario III addressed developing frontline leaders at a company; potential leaders were assessed, training needs identified, and customized learning modules addressed measured skill gaps. In all cases, objective assessment helped tailor talent development solutions to identified needs, with positive outcomes such as improved teamwork, student growth, and leadership readiness.

1. Aligning Talent Across
Education & Business
The Value of Objective Assessment of Jobs and People
A Division of
ATG

2. Bellwether Trends from Business
 Business leaders employ a wider variety of assessment tools to
increase the probability of making a successful hire
 40 percent of medium-sized companies report using work
styles questionnaires, and 32 percent use simulations in
addition to interviews in hiring processes.
The Landscape

3. 3 Talent Development Scenarios
St. Johns River Community College:
Developing the Workforce Development Team
Florida State College at Jacksonville:
Developing Students in a Degree Program
Raritan Valley Community College:
Developing Employees with Continuing Education
I
II
III

4. Value of Objective Assessment
Each scenario demonstrates the value of
using objective assessment of jobs and/or
people to identify talent development
needs and respond to those needs with
customized talent development solutions

5. Scenario I : Development
Developing the
Workforce
Development Team
The Development Need = The Team
Team was stuck; some members in position for over
five years
Couldn’t create vision of where workforce
development needed to go
Members functioning in own academic silo
High stress and symptoms of burnout

6. Scenario I : Development
The Development
Need:
The Climate for
Change
New College President
New VP of Workforce Development
Difficult economic times
Plans for new initiatives across the
college

7. Scenario I : Assessment Intervention
Completed
work-related
behavior
assessments
Received
individual
development
feedback
Assessment
results rolled
up into Team
Impact
Report
Process Stage
Ratings and
Preferred
Team Types
calculated

8. Assessment Results- WFD Team Then
0
2
4
6
8
Exploring Possibilities
Evaluating Options
Setting Direction
Committing to Action
Using Networks
Maintaining Cohesion
Staying Focused
Resisting Pressure
SJRCC Team Impact Cycle Phases
Mean
Maximum

9. Assessment Results continued…
Process Stage Team Impact This Team’s Rating
Creating
Exploring Possibilities Capable
Evaluating Options Capable
Managing
Setting Direction Weak*
Committing to Action Weak*
Resourcing
Using Networks Weak*
Maintaining Cohesion Capable
Delivering
Staying Focused Weak*
Resisting Pressure Strong
*The team needs development in this area.

10. Assessment Results WFD Team Now
Task Focus Impact People Focus Impact
Exploring Possibilities Adequate Behaviour Adequate Behaviour Setting Direction
Evaluating Options Adequate Behaviour Adequate Behaviour Committing to Action
Staying Focused Adequate Behaviour Development Need Using Networks
Resisting Pressure Strength Adequate Behaviour Maintaining Cohesion

11. Talent Development Activity
Team reviewed
data from
Team Impact
Report
Individual team
members
recognized
their strengths
and challenges
Team identified
team dynamics
that impeded
effectiveness
Team set goals
and objectives
to become
more effective

12. Talent Development Outcome
Two team members chose to retire
New enthusiasm and greater commitment to achieving team goals
Greater understanding of each member’s leadership role
Team members working more closely, productively, efficiently
Entire team now moving to bring about needed changes

13. Scenario II : Development
Developing Students in a
Degree Program
The Development Need
College creating new 4year degree in Supervisory
Management
Program had to be designed to meet expectations of
employers
Business community input necessary for graduates
to be hired

14. Employers
invited to
build model of
frontline
supervisor
role
Model
highlighted
attributes and
competencies
needed in role
Students
completed
assessment
with scores
matched to
model
Students
received own
results as
basis for
development
Assessment Intervention

15. Assessment Results

16. Assessment Results continued…
Essential Criteria

17. Talent Development Activity
Class
conducted to
help students
interpret their
assessment
results
Each student
asked to
select two or
three areas
for
development
Each student
wrote own
development
plan for
instructor
approval
Students
identified
resources
needed to
change
behaviors

18. Talent Development Outcome
Instructors introduced behavioral change material in courses
Students included behavior change efforts in their program
Students showed significant growth in relationship to people domain
Students reassessed after 12 to 18 months to measure improvement

19. Capstone Experience

20. Student’s Perceived Value

21. Scenario III
Developing Employees with Continuing
Education
The Development Need
DS&D grew dramatically through planned and
unplanned acquisitions
Great technical people, but no one with frontline
leadership skills
Most departments now large enough to need
frontline leadership
More growth both internal and through acquisition
expected in 2010
State of New Jersey made money available to train
frontline leaders

22. Assessment Intervention
Key executives
and several
potential
frontline
leaders built
model of role
Model
highlighted
attributes and
competencies
needed for
success
Potential
frontline
leaders
assessed and
scores matched
to model
Summary
assessment
data against
model
determined
training needs

23. Assessment Results
Persuasive:
enjoys selling and negotiating
Controlling:
likes to be in charge
Socially Confident:
feels comfortable when first meeting
people
Democratic :
involves other in decision making
Data Rational:
likes working with numbers
Evaluative:
critically evaluates information
Behavioral:
enjoys analyzing others’ behaviors
Forward Thinking:
enjoys forming long-term plans
8 Essential Behavioral Dimensions

24. Assessment Results continued…
Trainee Scores on Essential Dimensions
Persuasive No Incumbent
Score > 6
Controlling
No Incumbent
Score > 6
Need
Need
Socially
Confident
More than Half
Score <= 5 Need
Data
Rational
All Incumbents
Score >= 5 No Need
Evaluative
Only 4 incumbents
Score >= 6 Some Need
Behavioral
Only 3 Incumbents
Score >= 6 Some Need
No Incumbent
Score >7 Need
Democratic
Forward
Thinking
Only 3 Incumbents
Score >= 5
Need

25. Assessment Results continued…
Three Most Essential Competencies
Leadership No Incumbent
Score > 3
Planning &
Organizing
Incumbent Scores
Distributed Evenly
Need
No Need
Strategic
Only 2 Incumbents
Score > 3 Need

26. Trainees
provided with
own assessment
data and role
match
Magnitude of
gaps motivated
trainees to
attend classes
Training needs
data from
assessment
shared with
college trainer
Trainer
customized
learning
modules to
address
measured needs
Talent Development Activity

27. Talent Development Outcome
Customized training maximized return on New Jersey’s investment
Trainees received exactly what they needed to move into new roles
New frontline leaders took their leadership responsibilities seriously
DS&D has leadership depth to support growth in 2010 and beyond

28. Thank You
Dr. Dale F. Campbell
Professor and Director
CCLC University of Florida
dfc@coe.uff.edu
Anna Lebesch
VP Workforce Development
St Johns State College, FL
annalebesch@sjrcc.edu
Dr. Sheri B. Litt
E – Dean
Florida State College at Jacksonville
sblitt@fscj.edu
Dr. Leslie H. Krieger
President of ATG
les@assessment-tech.com
Contact Information