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High Performance Teams 
Using Assessments to Improve Learning and Training in Organizations 
www.mettl.com
Introduction 
Learning and training have always been a core 
component of business. In the recent past, these have 
become critical, as businesses struggle to retain talent 
amidst increasing uncertainty. A recent study published in 
the Harvard Business Review identified employee 
development as the most neglected business aspect. Lack 
of formal development practices such as training was 
found to be amongst the major reasons for dissatisfaction 
among employees, leading to a rising rate of exits among 
young managers. 
The biggest contributor to this trend, other than the cost 
involved in developing an effective training program, is 
what scholars term as the “development gap”; that is, 
organizations are rarely aware of the training and 
learning needs of their employees, and hence are not 
able to offer knowledge and career growth to them. This, 
in turn, leads to lower levels of commitment by 
employees, fueling high turnovers. 
This e-book surveys the role of assessments as a critical 
component of learning and training programs. Succession 
planning, an important strategic initiative for any 
organization, is also discussed. 
Learning 
& Training
PART I: Understanding Assessments 
Importance of Learning and Training for an 
Organization 
Assessment 
In the established schools of thought, a business is viewed as having three 
primary assets – machine, capital, and man. Given the rapid technological 
advances and globalization, it's safe to say that the first two are not major 
hurdles anymore; it has never been easier to raise capital for a venture, and 
automation has made machines more accessible. Manpower, however, still 
remains a challenge. 
It's not that finding manpower is a problem; in fact, thanks to the numerous 
online hiring platforms, reaching out to a large number of potential 
employees is easier than ever. The challenge remains to cultivate human 
capital so that a business can ride out times of change and uncertainty. 
According to a research published by the University of Rhode Island, training help an 
organization by improving the employees' level of commitment. Companies that work 
continuously towards a progressive training and learning program instill in their 
employees a “sense of debt”, which goes a long way in securing commitment. 
Training: An essential part of strategy 
Organizations that understand the importance of training have it woven right into business strategy. This 
entails developing training programs for every stage of an employee's career progression, such as 
managerial roles, skill enhancement, succession, etc. 
At Siemens, training and development are important strategic tools for business 
growth. Being one of the largest electrical and electronics engineering companies in 
the world, Siemens knows the importance of employee development at various levels. 
Accordingly, it has put in place the following programs: 
Apprenticeships: Apprenticeship at Siemens includes a combination of classroom 
instruction and on-the-job training, taking new hires through a carefully structured 
process of learning. 
Siemens Commercial Academy: The Commercial Academy is a four-year program 
offered as an alternative to standard university education. It ensures real-world 
experience and alignment with the Siemens culture as students learn the basics of 
business and finance. 
Siemens Graduation Programs: These are specialized programs aimed at graduates to 
help them get up to speed with the three core areas of Siemens's operations: 
engineering, information technology, and business. Through these programs, Siemens 
is able to develop a solid talent pool and instill loyalty.
Measuring Effectiveness of Learning and Training 
While it's imperative to have a strategy-driven learning and training program, effectiveness remains the 
acid test. Training managers should be able to show how the training modules map to the overall business 
strategy, and demonstrate that learning is reflected as direct improvement in quality. 
The International Atomic Energy Agency (IAEA) relies on highly trained personnel for 
successful operation of nuclear power plants. Given the high-stakes nature of the job, it 
is important for the IAEA to ensure that the training it imparts is effective. For this, it has 
developed an extensive assessment program that measures the impact of training at 
several levels (plant performance, plant safety, human performance, quality, etc.). 
For instance, the following indicators are considered by the IAEA when assessing plant 
safety post training: 
Ÿ Plant or company event reports. 
Ÿ Number of events caused by the personnel errors of “over 0” level according to 
the INES* scale for the reported period. 
Ÿ Accident rates 
Ÿ Lost and away days 
* The International Nuclear Event Scale (INES) was developed by the IAEA to ensure accurate and quick 
communication of safety-significant information related to nuclear plant operation. 
Existing approaches to training and development 
Traditionally, the process of learning and training has been approached in two ways: 
Ÿ An external partner is located, from whom content for “relevant” training program is acquired and 
implemented. 
Ÿ Stakeholders from within the organization attempt to identify learning gaps and develop a relevant 
program. 
Both these approaches, however, fail to address the development gap experienced by an organization at 
different levels. 
As per the U.S. Office of Personnel Management, an organization requires training at 
three critical levels: 
Ÿ Organizational Level 
Ÿ Occupational Level 
Ÿ Individual Level 
In practice, however, only the Occupational shortcomings are addressed by most 
organizations, as a natural response to short-term business pressures. 
Assessments as Indispensable Feedback 
It follows that the right approach to developing a learning and training program is an adaptive, 
assessment-driven, in-house initiative. While it's not possible to get it right the very first time, successive 
implementations and assessments reveal important gaps and point stakeholders in the right direction.
Assessments in Learning and Training 
Assessments Defined 
An assessment can be defined as the process of gathering information about the human resources in an 
organization, with the aim assessing their knowledge-level. However, in order to be truly effective, an 
assessment program must include feedback loops so that it can be improved. The following diagram 
shows this process: 
Formulate assessment objectives 
(either through experience or through 
Conduct audit of the outcomes and 
enhance the assessment program 
Develop a relevant 
assessment program 
existing research) 
Inculcate learning into 
organizational programs 
The Government of Maryland follows a similar system (as above) for employee training 
and evaluation. The process has three steps: 
Ÿ Beginning-of-cycle, where the employee and the supervisor meet to define the 
current status and establish a baseline. 
Ÿ Mid-cycle, which marks the end of six months of the program and involves an 
evaluation. 
Ÿ End-of-cycle, which marks the end of the year, during which the entire cycle is 
reviewed and the next year's cycle is planned. 
Types of Assessment Outcomes 
An assessment isn't always conducted to gauge the extent of knowledge. The purpose of an assessment 
can be any of the following: 
Ÿ Need-based: A need-based assessment is used as a complementary tool for other types of 
assessments, such as Gap Analysis. The purpose is to highlight knowledge areas that the employees 
don't even know are important. 
Ÿ Formative: Such assessments focus on recall effectiveness rather than testing a particular skill. A quiz 
is a good example of formative assessment, in which clues are provided to stimulate imagination and 
foster easier recall. 
Ÿ Summative: Roughly speaking, certifications fall into this type of assessment, where the intent is to 
“sum up” the overall performance of an employee in order to declare whether he possesses a 
particular skill or not. Once verified, the employee receives a certification or badge validating his 
performance. 
Ÿ Reactive: As the name implies, Reactive assessments tend to capture the reaction of an employee 
towards an assessment. Ideally, these are performed right at the end of an assessment, so that the 
correct reaction can be captured. Note that Reactive assessments need not be too intricate; even 
simple questions like “How did you feel about the exam?” with options of “Happy”, “Confused”, 
“Sad”, etc., will do. 
Ÿ Diagnostic: The diagnostic assessment can be considered as a “meta assessment”; that is, it is 
administered before the main assessment. Using the learning from a Diagnostic assessment, 
employees can be segmented into appropriate groups and provided appropriate assessments.
PART II: Creating and Improving an 
Assessments Program 
Creating an Assessment Program 
for Learning and Training 
Planning 
When it comes to planning an assessment, an 
organization needs to look beyond working out just the 
assessment structure. Structure and format are important, 
but they don't address the key area an assessment aims 
at – demonstrating alignment with business objectives. In 
fact, this is where the schism between the learning 
manager and the top management develops. While the 
former sees the assessment primarily as an exercise in 
logistics and structuring, for the latter it's a significant 
expense that needs to be justified business-wise. 
To reconcile these points of view, it is necessary that the 
assessment program lies at the intersection of three 
important attributes: 
Effectiveness deals with a training program's ability to 
bring about the improvement required of it. Flexibility 
demands that the program be capable of rapid 
adaptation in response to changing market conditions; 
and correctness ensures that the training program has 
highly specific and relevant objectives that will directly 
translate into business returns. 
The other important requirement for successful planning 
is in-depth knowledge of your target audience. Some of 
the attributes to be clearly known in advance are: 
Ÿ Local laws 
Ÿ Sophistication 
Ÿ Culture 
Ÿ Tech-savviness 
Ÿ Prior exposure 
Flexibility 
Correctness 
Effectiveness 
Assessments 
Good 
Better 
Best
The Vanderbilt University describes the following six-step process for assessment 
planning: 
Ÿ Step 1: Refer to or create mission statement for overarching guidance 
Ÿ Step 2: Specify the purpose, goals, and outcomes 
Ÿ Step 3: Plan for the delivery of outcomes 
Ÿ Step 4: Design or identify existing methods and measures 
Ÿ Step 5: Plan for the implementation of the assessment process 
Ÿ Step 6: Plan for the communication of results 
Test items 
Development of test items is the next step in formulating an assessment. By now, the planning part is over, 
and the purpose and target audience are clearly known. 
Although the guidelines for item development vary according to assessment type, the following rules of 
thumb are helpful: 
Ÿ Once you have developed a test item, have it reviewed by an independent third party. Is the item 
legible, and does it state clearly what is being asked? Often it so happens that the purpose of a test 
item is “obvious” to the creator but is lost on the test-taker. 
Ÿ Avoid the use of humor in test items. There's a twofold reason for this: first, humor is highly subjective; 
and second, in written forms of communication, the intent is easily misunderstood or lost. 
Ÿ If a test item involves logical deduction, double check to make sure the expected answer is the only 
possibility. 
Ÿ Make the test instructions as detailed as possible. Extensively cover do's and don'ts to make sure that 
people have a clear idea of how the test is to be taken. 
Ÿ Make the language plain and easy to understand, and avoid verbosity. That is not to say that you 
should be cryptic, but that you should cut down on extraneous information. 
Ÿ Ensure that local laws are adhered to. For instance, in certain geographies it is mandatory to have a 
separate test version for the visually challenged. 
An extensive list of guidelines for developing test items is provided by the University of 
Wisconsin-Madison. Some of these are: 
Ÿ Make the questions as specific as possible. This minimizes ambiguity and makes 
the test more effective. 
Ÿ In essay-type questions, aim for test items that require short answers. 
Ÿ Do not include humorous items, as these can make the test-taker lose seriousness 
or get unduly anxious or confused. 
Ÿ Items should test exactly what they say, and not expect the test-taker to have in-depth 
knowledge of the item context. 
Ÿ Items should test how well test-takers know the things they know, and not what 
they don't know.
Delivery 
Delivery is the medium of administering an assessment. This can be paper-based or electronic, and in 
some cases even oral (although the responses will still need to be stored somewhere). For selecting the 
right medium of assessment delivery, the following considerations are important: 
Ÿ Content protection: The content of an assessment is the most important asset of a training program, 
and needs to be protected at all costs. Some common forms of content theft include test papers being 
stolen, or participants copying questions on the rough sheets provided and taking them home. Secure 
delivery of content is also important, which means that the medium chosen for assessment delivery 
should be reliable. 
Ÿ Cheating: When the objective is to foster learning, cheating can undermine the whole assessment 
program. The practice of cheating is especially prevalent in off-site assessments, where proctors are 
involved and likelihood of mistakes, honest or otherwise, increases. 
Ÿ Efficiency: Speed and efficiency are important when it comes to delivering an assessment. 
Organizations want to minimize operational complexities and overheads, while maintaining as much 
flexibility as possible. 
Computer-based assessments, though not foolproof, come quite close to offering all these advantages. 
However, without an anti-cheating module in place, a digital assessment platform is not much good. 
Evaluation 
Evaluation of an assessment can be of two types: item assessment and test assessment. While the former 
deals with individual items and tells how a candidate fared, test assessment is used to improve the exam 
itself. 
Provided that data from a good number of tests is available, a statistical analysis can be performed to 
reveal interesting insights. For instance, if a particular test item was answered correctly by most 
participants, it's likely that it was too easy and should be tweaked. Similarly, multiple-choice questions 
where all options received equal votes are the ones where participants most likely resorted to guesswork. 
Also, test items that were left out by most were probably too difficult.
Paper or Online? 
Online 
Paper 
Should assessments be paper-based or online? While several organizations continue to struggle with 
paper-based assessments, they don't need to. Online assessments offer several significant advantages, 
such as: 
Ÿ Extensibility: Digital platforms can easily produce the kind of assessments needed, whether formative, 
reactive, or other. This becomes a major challenge with paper-based assessments, as paper as a 
medium has severe limitations when it comes to interactivity and presentation. 
Ÿ Extensibility: Digital platforms can easily produce the kind of assessments needed, whether formative, 
reactive, or other. This becomes a major challenge with paper-based assessments, as paper as a 
medium has severe limitations when it comes to interactivity and presentation. 
Ÿ Improved speed: For any modern organization, speed is of essence, more so when it comes to 
learning and training. This is another key factor that speaks in favor of online assessments, as results 
are obtained and published immediately; this also makes reporting more efficient. 
Ÿ Improved speed: For any modern organization, speed is of essence, more so when it comes to 
learning and training. This is another key factor that speaks in favor of online assessments, as results 
are obtained and published immediately; this also makes reporting more efficient. 
Ÿ Cheating-proof: Software solutions that have webcam proctoring and behavior monitoring built in, go 
a long way to prevent cheating and maintain effectiveness of the assessment. These are not just cost-effective, 
but also much better and reliable at preventing cheating than manual proctoring is. 
Ÿ Customization: Online assessments can be tailored to meet the learning needs of different teams, and 
even individuals, with far more ease. This is made possible with the use of Application Programming 
Interfaces (API) provided by online platforms, helping organizations integrate these into existing 
systems. 
According to the Government of Victoria (Australia), online assessments have replaced 
their paper-based counterparts because of the following advantages: 
Ÿ Improved communication 
Ÿ Self-regulated learning 
Ÿ Efficiency 
Ÿ Authenticity 
Ÿ Speed of processing
Assessments and Succession Planning 
While the entry- to mid-level positions in an organization provide manpower, it is the leadership positions 
that breathe life into the business. That's why succession planning has received widespread attention of 
late. A high rate of turnover at senior positions leave an organization with serious “holes”, which can't be 
filled by the traditional route of on-demand hiring. Instead, organizations need to spot high-performers 
early and take them through a well-structured process of development that empowers them to take on 
critical roles in future. 
As part of its Succession Planning Toolkit, the Ohio State Government (USA) considers 
the following parameters in its leadership talent assessment: 
Core Competencies: 
Ÿ Communication 
Ÿ Strategic Planning 
Ÿ Building Productive Relationships 
Ÿ Continuously Improving Quality 
Ÿ Developing Self 
Ÿ Focusing on Customers 
Ÿ Valuing Cultural Diversity 
Ÿ Managing Change 
Ÿ Developing and Coaching Others 
Technical Competencies: 
Ÿ Project Management 
Ÿ Policy Development and Analysis 
Ÿ Budget and Fiscal Management 
Ÿ Human Resources Management 
Ÿ Legal Compliance 
Ÿ Computer Systems & Technology 
Ÿ Program Development 
Ÿ Data Analysis 
Ÿ Grants and Contract Management 
Of course every organization is unique and this format may not work for everyone. 
That said, it can serve as a good starting point in planning leadership assessment. 
Conclusion 
Of course every organization is unique and this format may not work for everyone. That said, it can serve 
as a good starting point in planning leadership assessment. 
Reference 
Ÿ Handbook on Test Development: Helpful Tips for Creating Reliable and Valid Classroom Tests, by 
Allan S. Cohen and James A. Wollack, University of Wisconsin-Madison 
Ÿ The Nuts and Bolts of Succession Planning, The Dale Carnegie Institute 
Ÿ University of Rhode Island 
Ÿ Performance Planning and Evaluation Program, Government of Maryland 
Ÿ Training and Development: Planning and Evaluating, the U.S. Office of Personnel Management
www.mettl.com 
What is Mettl? 
Mettl is a Saas based assessment platform that enables organizations to create customized assessments for 
planning and executing training and development programs for employees/students. Training programs 
aside, organizations also use Mettl for pre-hire screening, candidate and employee skills assessment, 
certification exams, proctored exams, contests and more.

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Mettl e-book: Using Assessments to Improve Training & Learning

  • 1. High Performance Teams Using Assessments to Improve Learning and Training in Organizations www.mettl.com
  • 2. Introduction Learning and training have always been a core component of business. In the recent past, these have become critical, as businesses struggle to retain talent amidst increasing uncertainty. A recent study published in the Harvard Business Review identified employee development as the most neglected business aspect. Lack of formal development practices such as training was found to be amongst the major reasons for dissatisfaction among employees, leading to a rising rate of exits among young managers. The biggest contributor to this trend, other than the cost involved in developing an effective training program, is what scholars term as the “development gap”; that is, organizations are rarely aware of the training and learning needs of their employees, and hence are not able to offer knowledge and career growth to them. This, in turn, leads to lower levels of commitment by employees, fueling high turnovers. This e-book surveys the role of assessments as a critical component of learning and training programs. Succession planning, an important strategic initiative for any organization, is also discussed. Learning & Training
  • 3. PART I: Understanding Assessments Importance of Learning and Training for an Organization Assessment In the established schools of thought, a business is viewed as having three primary assets – machine, capital, and man. Given the rapid technological advances and globalization, it's safe to say that the first two are not major hurdles anymore; it has never been easier to raise capital for a venture, and automation has made machines more accessible. Manpower, however, still remains a challenge. It's not that finding manpower is a problem; in fact, thanks to the numerous online hiring platforms, reaching out to a large number of potential employees is easier than ever. The challenge remains to cultivate human capital so that a business can ride out times of change and uncertainty. According to a research published by the University of Rhode Island, training help an organization by improving the employees' level of commitment. Companies that work continuously towards a progressive training and learning program instill in their employees a “sense of debt”, which goes a long way in securing commitment. Training: An essential part of strategy Organizations that understand the importance of training have it woven right into business strategy. This entails developing training programs for every stage of an employee's career progression, such as managerial roles, skill enhancement, succession, etc. At Siemens, training and development are important strategic tools for business growth. Being one of the largest electrical and electronics engineering companies in the world, Siemens knows the importance of employee development at various levels. Accordingly, it has put in place the following programs: Apprenticeships: Apprenticeship at Siemens includes a combination of classroom instruction and on-the-job training, taking new hires through a carefully structured process of learning. Siemens Commercial Academy: The Commercial Academy is a four-year program offered as an alternative to standard university education. It ensures real-world experience and alignment with the Siemens culture as students learn the basics of business and finance. Siemens Graduation Programs: These are specialized programs aimed at graduates to help them get up to speed with the three core areas of Siemens's operations: engineering, information technology, and business. Through these programs, Siemens is able to develop a solid talent pool and instill loyalty.
  • 4. Measuring Effectiveness of Learning and Training While it's imperative to have a strategy-driven learning and training program, effectiveness remains the acid test. Training managers should be able to show how the training modules map to the overall business strategy, and demonstrate that learning is reflected as direct improvement in quality. The International Atomic Energy Agency (IAEA) relies on highly trained personnel for successful operation of nuclear power plants. Given the high-stakes nature of the job, it is important for the IAEA to ensure that the training it imparts is effective. For this, it has developed an extensive assessment program that measures the impact of training at several levels (plant performance, plant safety, human performance, quality, etc.). For instance, the following indicators are considered by the IAEA when assessing plant safety post training: Ÿ Plant or company event reports. Ÿ Number of events caused by the personnel errors of “over 0” level according to the INES* scale for the reported period. Ÿ Accident rates Ÿ Lost and away days * The International Nuclear Event Scale (INES) was developed by the IAEA to ensure accurate and quick communication of safety-significant information related to nuclear plant operation. Existing approaches to training and development Traditionally, the process of learning and training has been approached in two ways: Ÿ An external partner is located, from whom content for “relevant” training program is acquired and implemented. Ÿ Stakeholders from within the organization attempt to identify learning gaps and develop a relevant program. Both these approaches, however, fail to address the development gap experienced by an organization at different levels. As per the U.S. Office of Personnel Management, an organization requires training at three critical levels: Ÿ Organizational Level Ÿ Occupational Level Ÿ Individual Level In practice, however, only the Occupational shortcomings are addressed by most organizations, as a natural response to short-term business pressures. Assessments as Indispensable Feedback It follows that the right approach to developing a learning and training program is an adaptive, assessment-driven, in-house initiative. While it's not possible to get it right the very first time, successive implementations and assessments reveal important gaps and point stakeholders in the right direction.
  • 5. Assessments in Learning and Training Assessments Defined An assessment can be defined as the process of gathering information about the human resources in an organization, with the aim assessing their knowledge-level. However, in order to be truly effective, an assessment program must include feedback loops so that it can be improved. The following diagram shows this process: Formulate assessment objectives (either through experience or through Conduct audit of the outcomes and enhance the assessment program Develop a relevant assessment program existing research) Inculcate learning into organizational programs The Government of Maryland follows a similar system (as above) for employee training and evaluation. The process has three steps: Ÿ Beginning-of-cycle, where the employee and the supervisor meet to define the current status and establish a baseline. Ÿ Mid-cycle, which marks the end of six months of the program and involves an evaluation. Ÿ End-of-cycle, which marks the end of the year, during which the entire cycle is reviewed and the next year's cycle is planned. Types of Assessment Outcomes An assessment isn't always conducted to gauge the extent of knowledge. The purpose of an assessment can be any of the following: Ÿ Need-based: A need-based assessment is used as a complementary tool for other types of assessments, such as Gap Analysis. The purpose is to highlight knowledge areas that the employees don't even know are important. Ÿ Formative: Such assessments focus on recall effectiveness rather than testing a particular skill. A quiz is a good example of formative assessment, in which clues are provided to stimulate imagination and foster easier recall. Ÿ Summative: Roughly speaking, certifications fall into this type of assessment, where the intent is to “sum up” the overall performance of an employee in order to declare whether he possesses a particular skill or not. Once verified, the employee receives a certification or badge validating his performance. Ÿ Reactive: As the name implies, Reactive assessments tend to capture the reaction of an employee towards an assessment. Ideally, these are performed right at the end of an assessment, so that the correct reaction can be captured. Note that Reactive assessments need not be too intricate; even simple questions like “How did you feel about the exam?” with options of “Happy”, “Confused”, “Sad”, etc., will do. Ÿ Diagnostic: The diagnostic assessment can be considered as a “meta assessment”; that is, it is administered before the main assessment. Using the learning from a Diagnostic assessment, employees can be segmented into appropriate groups and provided appropriate assessments.
  • 6. PART II: Creating and Improving an Assessments Program Creating an Assessment Program for Learning and Training Planning When it comes to planning an assessment, an organization needs to look beyond working out just the assessment structure. Structure and format are important, but they don't address the key area an assessment aims at – demonstrating alignment with business objectives. In fact, this is where the schism between the learning manager and the top management develops. While the former sees the assessment primarily as an exercise in logistics and structuring, for the latter it's a significant expense that needs to be justified business-wise. To reconcile these points of view, it is necessary that the assessment program lies at the intersection of three important attributes: Effectiveness deals with a training program's ability to bring about the improvement required of it. Flexibility demands that the program be capable of rapid adaptation in response to changing market conditions; and correctness ensures that the training program has highly specific and relevant objectives that will directly translate into business returns. The other important requirement for successful planning is in-depth knowledge of your target audience. Some of the attributes to be clearly known in advance are: Ÿ Local laws Ÿ Sophistication Ÿ Culture Ÿ Tech-savviness Ÿ Prior exposure Flexibility Correctness Effectiveness Assessments Good Better Best
  • 7. The Vanderbilt University describes the following six-step process for assessment planning: Ÿ Step 1: Refer to or create mission statement for overarching guidance Ÿ Step 2: Specify the purpose, goals, and outcomes Ÿ Step 3: Plan for the delivery of outcomes Ÿ Step 4: Design or identify existing methods and measures Ÿ Step 5: Plan for the implementation of the assessment process Ÿ Step 6: Plan for the communication of results Test items Development of test items is the next step in formulating an assessment. By now, the planning part is over, and the purpose and target audience are clearly known. Although the guidelines for item development vary according to assessment type, the following rules of thumb are helpful: Ÿ Once you have developed a test item, have it reviewed by an independent third party. Is the item legible, and does it state clearly what is being asked? Often it so happens that the purpose of a test item is “obvious” to the creator but is lost on the test-taker. Ÿ Avoid the use of humor in test items. There's a twofold reason for this: first, humor is highly subjective; and second, in written forms of communication, the intent is easily misunderstood or lost. Ÿ If a test item involves logical deduction, double check to make sure the expected answer is the only possibility. Ÿ Make the test instructions as detailed as possible. Extensively cover do's and don'ts to make sure that people have a clear idea of how the test is to be taken. Ÿ Make the language plain and easy to understand, and avoid verbosity. That is not to say that you should be cryptic, but that you should cut down on extraneous information. Ÿ Ensure that local laws are adhered to. For instance, in certain geographies it is mandatory to have a separate test version for the visually challenged. An extensive list of guidelines for developing test items is provided by the University of Wisconsin-Madison. Some of these are: Ÿ Make the questions as specific as possible. This minimizes ambiguity and makes the test more effective. Ÿ In essay-type questions, aim for test items that require short answers. Ÿ Do not include humorous items, as these can make the test-taker lose seriousness or get unduly anxious or confused. Ÿ Items should test exactly what they say, and not expect the test-taker to have in-depth knowledge of the item context. Ÿ Items should test how well test-takers know the things they know, and not what they don't know.
  • 8. Delivery Delivery is the medium of administering an assessment. This can be paper-based or electronic, and in some cases even oral (although the responses will still need to be stored somewhere). For selecting the right medium of assessment delivery, the following considerations are important: Ÿ Content protection: The content of an assessment is the most important asset of a training program, and needs to be protected at all costs. Some common forms of content theft include test papers being stolen, or participants copying questions on the rough sheets provided and taking them home. Secure delivery of content is also important, which means that the medium chosen for assessment delivery should be reliable. Ÿ Cheating: When the objective is to foster learning, cheating can undermine the whole assessment program. The practice of cheating is especially prevalent in off-site assessments, where proctors are involved and likelihood of mistakes, honest or otherwise, increases. Ÿ Efficiency: Speed and efficiency are important when it comes to delivering an assessment. Organizations want to minimize operational complexities and overheads, while maintaining as much flexibility as possible. Computer-based assessments, though not foolproof, come quite close to offering all these advantages. However, without an anti-cheating module in place, a digital assessment platform is not much good. Evaluation Evaluation of an assessment can be of two types: item assessment and test assessment. While the former deals with individual items and tells how a candidate fared, test assessment is used to improve the exam itself. Provided that data from a good number of tests is available, a statistical analysis can be performed to reveal interesting insights. For instance, if a particular test item was answered correctly by most participants, it's likely that it was too easy and should be tweaked. Similarly, multiple-choice questions where all options received equal votes are the ones where participants most likely resorted to guesswork. Also, test items that were left out by most were probably too difficult.
  • 9. Paper or Online? Online Paper Should assessments be paper-based or online? While several organizations continue to struggle with paper-based assessments, they don't need to. Online assessments offer several significant advantages, such as: Ÿ Extensibility: Digital platforms can easily produce the kind of assessments needed, whether formative, reactive, or other. This becomes a major challenge with paper-based assessments, as paper as a medium has severe limitations when it comes to interactivity and presentation. Ÿ Extensibility: Digital platforms can easily produce the kind of assessments needed, whether formative, reactive, or other. This becomes a major challenge with paper-based assessments, as paper as a medium has severe limitations when it comes to interactivity and presentation. Ÿ Improved speed: For any modern organization, speed is of essence, more so when it comes to learning and training. This is another key factor that speaks in favor of online assessments, as results are obtained and published immediately; this also makes reporting more efficient. Ÿ Improved speed: For any modern organization, speed is of essence, more so when it comes to learning and training. This is another key factor that speaks in favor of online assessments, as results are obtained and published immediately; this also makes reporting more efficient. Ÿ Cheating-proof: Software solutions that have webcam proctoring and behavior monitoring built in, go a long way to prevent cheating and maintain effectiveness of the assessment. These are not just cost-effective, but also much better and reliable at preventing cheating than manual proctoring is. Ÿ Customization: Online assessments can be tailored to meet the learning needs of different teams, and even individuals, with far more ease. This is made possible with the use of Application Programming Interfaces (API) provided by online platforms, helping organizations integrate these into existing systems. According to the Government of Victoria (Australia), online assessments have replaced their paper-based counterparts because of the following advantages: Ÿ Improved communication Ÿ Self-regulated learning Ÿ Efficiency Ÿ Authenticity Ÿ Speed of processing
  • 10. Assessments and Succession Planning While the entry- to mid-level positions in an organization provide manpower, it is the leadership positions that breathe life into the business. That's why succession planning has received widespread attention of late. A high rate of turnover at senior positions leave an organization with serious “holes”, which can't be filled by the traditional route of on-demand hiring. Instead, organizations need to spot high-performers early and take them through a well-structured process of development that empowers them to take on critical roles in future. As part of its Succession Planning Toolkit, the Ohio State Government (USA) considers the following parameters in its leadership talent assessment: Core Competencies: Ÿ Communication Ÿ Strategic Planning Ÿ Building Productive Relationships Ÿ Continuously Improving Quality Ÿ Developing Self Ÿ Focusing on Customers Ÿ Valuing Cultural Diversity Ÿ Managing Change Ÿ Developing and Coaching Others Technical Competencies: Ÿ Project Management Ÿ Policy Development and Analysis Ÿ Budget and Fiscal Management Ÿ Human Resources Management Ÿ Legal Compliance Ÿ Computer Systems & Technology Ÿ Program Development Ÿ Data Analysis Ÿ Grants and Contract Management Of course every organization is unique and this format may not work for everyone. That said, it can serve as a good starting point in planning leadership assessment. Conclusion Of course every organization is unique and this format may not work for everyone. That said, it can serve as a good starting point in planning leadership assessment. Reference Ÿ Handbook on Test Development: Helpful Tips for Creating Reliable and Valid Classroom Tests, by Allan S. Cohen and James A. Wollack, University of Wisconsin-Madison Ÿ The Nuts and Bolts of Succession Planning, The Dale Carnegie Institute Ÿ University of Rhode Island Ÿ Performance Planning and Evaluation Program, Government of Maryland Ÿ Training and Development: Planning and Evaluating, the U.S. Office of Personnel Management
  • 11. www.mettl.com What is Mettl? Mettl is a Saas based assessment platform that enables organizations to create customized assessments for planning and executing training and development programs for employees/students. Training programs aside, organizations also use Mettl for pre-hire screening, candidate and employee skills assessment, certification exams, proctored exams, contests and more.