Psychodiagnostics and its role in bilan de compétences in France

1. Psychodiagnostics and its role in bilan de compétences in France 11/10/2012, Kutná Hora

2. Psychological assessment in BdC: core principles

3. Complementary objectives of BdC Valuation Dynamization Career path security Empowerment Self-knowledge

4. Necessary condition of a successful BdC: The client is always active player, decision maker, and the main “manager” of the BdC: The success of the process depends heavily on the implication of the client

5. Risks linked to the usage of assessment tools • Analytical grip (“emprise analytique”): • Asymmetric relationship between counsellor and client, in which the client perceives himself as an object of an expert analysis instead of an active subject of the procedure. This state can be caused by the use of analytical instruments, such as assessment tools. (Lemoine C., 2009) Bilan de compétences ≠ evaluation / selection / assessment centre / …

6. Risks linked to the usage of assessment tools • The fortune-teller syndrome – “Tell me who I am and what I should do with my life.” • Testing encourages client’s dependency • Testing gives the counsellor a false authority • Assessment methods show little predictive validity (0,12 for MBTI; source: ROTHSTEIN & GON, R.; 2006) • Testing used as a “shortcut” in counselling

7. BdC: Multiple intervening factors require a multidisciplinary approach…

8. …and use of a wide variety of tools! Careerproject Assessment tools are a part of a bigger picture.

9. Conditions for efficient use of assessment methods • The career choice as a whole cannot be predicted from the parts – assessment results are only indications • Career choice is an ongoing process, not a one-time decision – BdC should give client tools that he can use in his career evolution beyond BdC duration (pedagogical approach) • Assessment results must be future- and action-oriented • Assessment methods should be selected according to the profile and initial demand of the client • Assessment results should be cross-checked with results of other techniques

10. Assessment tools for BdC in France

11. Assessment tools in French bilan de compétences • Motivation assessment questionnaires based on main theories of career development (D. Super’s QVP, J. Holland IRMR) or empirically-built French professional interests assessment tools (123-explore, Inforizon, …) • Personality tests (NEO PI-R, MBTI, 16PF, PerformanSE, specific skills assessment, e.g. sales skills…) • Achievement tests for assessing cognitive capacities (Raven, Critical Thinking Analysis, GAT, many specifically French tools)

12. Example 1: Holland’s occupational themes (Rothwell-Miller Inventory Revised – IRMR) • Identifies client’s preferences for six occupational themes: • Doers (Realistic) • Thinkers (Investigative) • Creators (Artistic) • Helpers (Social) • Persuaders (Enterprising) • Organizers (Conventional) • These core preferences can be further refined: outdoor, technical, medical, aesthetics, literature, musical, social services, commercial activities, office, numerical, etc.

13. Example 1: IRMR profile The profile helps clarify core professional motivations of a client, especially in early stages of the development of his idea. It can also enlarge client’s perspective on career options. However, these tendencies need to be elaborated and transformed into specific career options during the BdC.

14. Example 2: PerformanSE • Web-based personality assessment toolbox • Theoretical sources: BIG5 and systemic approach • Self-evaluation, evaluation or 360° evaluation can be used combined or independently • Measures 7 personality factors (extraversion, receptiveness, rigor, assertion, ....) and 4 motivational factors (power, achievement, belonging)

15. Example 2: PerformanSE outcome • Intelligent system-generated report composed of 4 parts: • A: Perf-ECHO: Description of behavioural tendencies of the person (first impressions, sociability, relation to authority, stress management,...) • B: Perf-ORIENTE: Assessing strengths and weaknesses of the profile relative to 8 generic work activities (Administer, Supervise, Create, Produce…) with recomandations • C: Interview guide: a series of questions that can be used for clarification, contextualisation and appropriation of the result by the client • D: Perf-DIALOG

16. Competence analysis

17. Europe: Towards a common definition of competence Competence is considered as a fuzzy notion in psychological/ergonomic research, but in the context of BdC and career guidance, the following approach seems the most appropriate from operational point of view:

18. Transversal competences and employability The ultimate objective of a BdC is better employability. • Job-related competences (sometimes also called “technical skills”, or “professional competences”). We mean by these all the knowledge and skills that are directly linked to the specific occupation or specific educational curricula. • Transversal competences (personal, transferable, key competences) - a large group of skills and competences that are not linked to specific occupation or educational curricula and can be used in a large variety of contexts. This category includes groups of skills that are sometimes referred to as “social”, “methodological”, “soft” or other skills…

19. Pedagogical utility vs. scientific rigor • Various goals of the competence analysis: • Help client reflect his experiences (professional and non-professional) 4 level analysis: 1. simple reconstitution of facts; 2. evidencing one’s personal input; 3. identifying one’s transformation through working activity; 4. analysing meta-competences • Structure his competences in order to gain better legibility • Help the client express and “sell” his competences on the labour market • Position the client in relation to similar jobs on the labour market • Identify “motivated skills”, “burn-out skills” and “potential-skills” in relation to his career development (guidance perspective) • Any classification or competence framework that fosters these objectives can be used.

20. Competence analysis: Competence portfolio • personal workbook / portfolio with description of competences acquired during professional and voluntary experiences • can contain a collection of proofs Source: Passeport de compétences, CIBC Bourgogne Sud

21. Other approaches to competence analysis • Field-based classification (e.g. Europass): • Linguistic competences • Technical competences • Computer competences • Social competences • Organisational competences • Artistic competences • Other competences • Resource-based classification: • Action • Reflection • Communication • Creation • Other possible pedagogical tools: verb lists, checklists, groups of competences, cards... • NOTE: always use the same framework (for the sake of pedagogy)

22. Conclusion • Bilan de compétencesis a multidisciplinary approach combining a variety of approaches and methods. Beyond career guidance, it’s goal is to foster employability and career path security of the client. • Results of psychological assessment are not always adapted for these purposes. • Competence analysis is always an integral part of the French BdC, because it’s value for self-marketing and employability is crucial.

23. Ressources • LEMOINE, C. Se former au bilan de compétences. Paris, DUNOD, 3rd edition, 2009. • ROTHSTEIN, M.; GON, R: The use of personality measures in personnel selection, Human ressources management review, 23, 2006. • LE DEIST, F., WINTERTON, J. What is competence? Human Resource Development International, 46, 2005. • www.performanse.com • http://europass.cedefop.europa.eu/