Seta A. Wicaksana is a managing director, lecturer, author, and organizational development expert based in Indonesia. She has experience managing consulting firms, serving on government committees, teaching at universities, and writing books. Her educational background includes degrees in psychology from the University of Indonesia and postgraduate study in economics and business. She specializes in competency assessment, talent management, and developing simulations for assessment centers.
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Pengembangan Alat Ukur di Assessment Center
1.
2. Seta A. Wicaksana
0811 19 53 43
wicaksana@humanikaconsulting.com
• Managing Director of Humanika Amanah Indonesia –
Humanika Consulting
• Managing Director of Humanika Bisnis Digital –
hipotest.com
• Ahli Senior di Komite Kebijakan Pengelolaan Kinerja
Organisasi dan SDM (KPKOS) Dewan Pengawas BPJS
Ketenagakerjaan
• Dosen Tetap Fakultas Psikologi Universitas Pancasila
• Pembina Yayasan Humanika Edukasi Indonesia
• Penulis Buku : “SOBAT WAY: Mengubah Potensi menjadi
kompetensi” Elexmedia Gramedia 2016, Industri dan
Organisasi: Pendekatan Integratif menghadapi
perubahan, DD Publishing, 2020
• Organizational Development Expertise
• Sedang mengikuti tugas belajar Doktoral (S3) di Fakultas
Ilmu Ekonomi dan Bisnis Universitas Pancasila Bidang
MSDM
• Fakultas Psikologi S1 dan S2 Universitas Indonesia
• Mathematics: Cryptology sekolah ikatan dinas Akademi
Sandi Negara
4. Tujuan Pelatihan
• Bagaimana
menurunkan teori
menjadi praktis
• Panduan bagaimana
membuat simulasi tes
yang reliabel dan valid
• Model pengembangan
simulasi dari
perencanaan, desain,
evaluasi melalui uji
coba simulasi
5. if you know what to do
then you know how to
measure
if you know what to
measure then you know
how to manage
if you know how to
manage then you know
what to improve
9. Assessment Center…
• Dulunya adalah Penilaian
Kinerja/Performance
management
• Yang diukur adalah
KOMPETENSI
• Kemudian, “ Bagaimana
Proses Penilaian yang
Panjang Bisa di Sederhankan
secara Proses dan Waktu,
namun memiliki tingkat
akurasi/validitas yang sama
dengan Penilaian Kinerja?”
• Tes Simulasi
• Untuk mendapatkan orang-
orang yang KOMPETEN
10. Pengukuran Proses Belajar
PENGALAMAN KOMPETENSI STANDAR
Knowledge/Pengetahuan
Skill/Ketrampilan
Ability/Kemampuan
OTHERS/POTENSI
EVALUASI&PENGEMBANGAN
DUNIAKERJADUNIASEKOLAH
PROSES BELAJAR QUIZ/UJIAN/TUGAS EVALUASI&PENGEMBANGAN
11. A C’s Components
Assessment Center
Standar
Kompetensi
Kamus
Kompetensi
Alat Ukur
Kompetensi
Asesor
Kompetensi
Skema
Pengembangan
Knowledge/Pengetahuan
Skill/Ketrampilan
Ability/Kemampuan
OTHERS/POTENSI
12. Alat Ukur di Assessment Center
Alat Ukur Knowledge Skill Ability Others
Case Study
In Basket
Group
Discussion
Presentation
Role Play
Inventory
13.
14. Apa Itu
Tes?
• Proses Pengukuran,
• membandingkan obyek yang diukur dengan skala
pengukuran
16. Bentuk soal dan kemungkinan
jawabannya
• Tes Essay (uraian)
• Tes Objektif
Berdasarkan aspek pengetahuan
dan keterampilan
• Tes kemampuan (power test)
• Tes kecepatan (speed test)
17. Ciri-ciri Tes Yang Baik
• Bersifat valid atau memiliki validitas
yang cukup tinggi. Suatu tes dikatakan
valid bila tes itu isinya dapat mengukur
apa yang seharusnya di ukur, artinya
alat ukur yang digunakan tepat
• Bersifat reliable, atau memiliki
reliabelitas yang baik. Reliabelitas sering
diartikan dengan keterandalan. Suatu
tes dikatakan relliabel jika tes itu
diberikan berulang-ulang memberikan
hasil yang sama.
• Bersifat praktis atau memiliki
kepraktisan. Tes memiliki sifat
kepraktisan artinya praktis dari segi
perencanaan, pelaksanaan tes dan
memiliki nilai ekonomi tetapi harus
tetap mempertimbangkan kerahasiaan
tes.
20. 2. Specifications
• Definition of dimensions,
competencies
• “Problem analysis” differs across
jobs
• Difficulty level expected
• Minimal screening or Excellence
• Type of exercises and content
• Type: In-box, case study, role play
• Content: problem with employee or
process
• Setting
• Bank, manufacturing, service
• Stable or turbulent environment
21. 3. Construction
• Build rating scales
• Definition of dimension
• BARs: generic for all
dimensions,
• exercise-specific
• Build guides for role player,
administer, assessors
• Build stimulus materials
• Instructions: oral, written,
video-tape
• Content in the items of in-
box, case
• Follow up questions for
assessors
22. Three “take away” points:
• A model for developing
organizational
simulations helps
• Gather a wide variety of
information when
studying job
requirements.
• Theories are practical
when building
organizational
simulations.
24. Alasan Membuat Sendiri
• Sesuai kebutuhan organisasi
• Bisa disempurnakan setiap saatnya
• Dipastikan alatnya digunakan hanya untuk organisasi
tersebut/ Keamanan
• Efisiensi
• Kasus di lapangan dapat dijadikan inspirasi pembuatan tools
nya
25. KASUS YANG DIUJIKAN DALAM TES
SIMULASI
1. Krisis
kandidat harus memecahkan
problem dalam deadline ketat,
jika tindakan tidak tepat akan
memperparah problem (CS, IB,
PS, LGD, RP)
2. Eksploitasi
kandidat
mengembangkan/memperbaiki
suatu problem (CS, IB, PS, LGD,
RP)
3. Kreatif
kandidat mendesain,
merencanakan sesuatu yang
baru (CS, LGD, RP)
27. CASE STUDY / PROBLEM ANALYSIS
• The case study exercise is a realistic simulation of the type of
business or strategic problem you are likely to encounter in your
new role (if you get the job!).
• a series of fictional documents such as company reports, a
consultant’s report, results from new product research etc. (i.e.
similar to the in-tray exercise except these documents will be
longer)
• be asked to make business decisions based on the information.
• can be done as an individual exercise, or more likely done in a group
discussion so that assessors can also score your team working
ability.
28. • Presenting proposal in the form of a brief report
or presentation.
• presenting your recommendations at an
interview with an assessor
• case study exercises are usually designed not to
have one ‘correct’ answer.
29. TYPICAL COMPETENCIES ASSESSED IN
THE CASE STUDY ARE:
1. Analytical Thinking
2. Assimilation of Information
3. Commercial
Awareness/keeping update
information
4. Innovation
5. Organizing
6. Decisiveness
7. Judgement
30. EXPLORING SKILLS
1. Interpreting lots of data in varying
formats and from various sources.
2. Analytical and strategic analysis of
problems
3. Formulating and committing to a
decision.
4. Commercial and entrepreneurial
insight into a problem.
5. Setting priority based on time
management
6. Oral communication skills for
discussing your recommendations
31. SUITABLE THEMES FOR CASE OR PROJECT FILES
• A project is behind schedule and over
budget.
• A complaint has been filed and an
investigation is either ongoing or has
concluded.
• A decision denying an application has been
appealed.
• An income assistance file needs to be
reviewed and critical decisions made.
• A labour relations case involving many
interwoven and underlying issues requires
recommendations on action or preparation
for arbitration.
• A technical engineering project file needs
to be audited for adherence to regulations
and standards.
32. Tools for Developing Problem Analysis
• Helicopter view → Strategic (tools:
BSC, SWOT Analysis, 7s Mc Kinsey, etc)
• Time management → 4 Quadrant of
time/priority
• Thinking → Analysis (depth,
Convergent, and Focus), Conceptual
(width, divergent, and creative),
Strategic (Combination thinking,
conceptual, imaginative, and
Innovative)
• Problem solving → I (Identify &
clarifying) – D (Defining Goals) – E
(Exploration Ideas) – A (Action) – L
(Learning)
• Typology of Decision maker : ABCD
40. THINKING (BLOOM’S REVISED TAXONOMY)
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
44. Tips for Developing Effective Case /
Project File Tests
• Base tests on typical job samples from real
life → Choose a complex example that
happens on a fairly routine basis.
• Design rating scales in advance : can be used
to measure one skill or many skills
concurrently and
• Disguise real people and real fact.
• Provide all applicants with the same
knowledge base.
45. 5 Tips For Creating a Case Study
1. Write About Someone Your Ideal Customer
Can Relate To
“If it’s someone in the education industry, then make your case studies about your
university customers”
The goal is to ensure that once your ideal customer has read your case studies, they
will feel:
• You are comfortable in their industry.
• You know their industry’s specific needs.
• You know how to give their industry targeted
results.
46. 5 Tips For Creating a Case Study
2. Tell the Story from Start to Finish
People enjoy reading a story. A great case study will allow
someone to really get to know the customer in the case study
including:
• Who is the sample customer and
what do they do?
• What were the customer’s goals?
• What were the customer’s needs?
• How did you satisfy those needs
and help the customer meet their
goals?
47. 5 Tips For Creating a Case Study
3. Provide Easy to Read Formatting
Be sure to use good content formatting elements like you would with articles,
blog posts, and copywriting on your website including:
• Headers
• Images
• Bulleted lists
• Bolded & italicized text
48. 5 Tips For Creating a Case Study
4. Include Real Numbers
49. 5 Tips For Creating a Case Study
5. Try Different
Formats for Different
Type of Learners
• A podcast
• A YouTube video
• Or even an
infographic
50.
51.
52. Kandidat diberikan 1 set berkas-berkas
atau arsip yang mencerminkan tugas-
tugas pada posisi/job tertentu.
Kandidat diminta untuk membuat
perencanaan, pengambilan
keputusan, dan komunikasi secara
tertulis berkaitan dengan problem
yang ada.
Waktu: 1-2 jam (sesuai tingkat kesulitan
In-Basket)
Kompetensi yang diukur: Problem
Solving, Decision Making, Analytical
Thinking, Sensitivity, dll.
53. In Basket / In Tray
Work Efficiently
Identify key issues
Set Priorities
Anticipate Problems
Explore issues
Suggest Options
Make Recommendation
Give Reasons
54.
55.
56. Kelebihan
(+) Validitas lebih baik
(+) Praktis, dikerjakan sendiri oleh kandidat
(+) Proses penyusunan yang rumit dan panjang
Kelemahan
(-) Kejenuhan peserta
(-) Memerlukan waktu lebih banyak untuk mengerjakan tes
(1-3 jam)
57. For Developing
Effective In
Basket
• Base on routine events on the job
• Design rating scales
• Pre-test
• Make the in-basket test an "open book" exam
• Avoid making success in one task contingent on success in
another
• Avoid bias towards applicants with "inside" knowledge
59. Leaderless Group Discussion
Kandidat dilibatkan dalam kelompok 4-6
orang, diberikan Case Study atau
problem dan diminta untuk
mendiskusikan dan membuat
kesimpulan berupa
rekomendasi/solusi atas problem
tersebut.
Waktu: maksimal 45 menit
Assesor: 2 orang / kandidat (observasi
silang)
Kompetensi yang dinilai: Communication,
Influencing Others, Persuasiveness,
Developing & Maintaining
Relationship, Business Orientation,
Negotiating, Leadership, dll.
61. Leaderless Group Discussion
Kelebihan
(+) menonjolkan kemunculan kompetensi
komunkasi, orientasi team,
interpersonal relationship, negosiasi,
persuasif.
Kelemahan
(-) Kejenuhan peserta
(-) Memerlukan waktu lebih banyak untuk
mengerjakan tes (1-3 jam)
63. Role Play
Identify underlying problem
Don’t over-act
Remain Sensitive
Suggest options
Make recommendation
Give reasons
64. Three Steps for Developing Role Plays
• Identify and Document
Critical Incidents
→identifying a job-
related (critical) incident
that actually occurred
• Develop Rating Scales
• Create Test Instructions
or "Scripts" for Actors
and Applicants
65. Role Play
Kelebihan
• (+) Menonjolkan kemunculan
kompetensi sosial, yaitu komunikasi,
interpersonal relationship,
persuasiveness, negosiasi, empati,
leadership, dll.
Kelemahan
• (-) Penampilan kandidat dapat
dipengaruhi oleh penampilan role-
player yang kurang memperhatikan
skenario.
66.
67. References
• Povah, N. & Thornton, G.C. (Eds.), (2011).
Assessment and development centres: Strategies
for global talent management. Farnham, England:
Grower. Chapter 4.
• Schlebusch, S. & Roodt, G. (Eds.) (2008).
Assessment centres: Unlocking potential for
growth. Randburg, South Africa: Knowres. Chapter
6. Designing Simulations
• Thornton, G.C. III & Mueller-Hanson, R.A. (2004).
Developing organizational simulations: A guide for
practitioners and students. Mahwah, NJ: Earlaum.