Apr 9, 2015 at 11:35 o\clock

Assessing For Success

"Management by objectives works if you first think through your objectives. Ninety percent of the time, you haven't."

Peter Drucker, Management Guru

1909 - 2005

Assessing For Success: Exposing the Misinformation about Assessments

Assessment: To determine the rate or amount of; to make an official valuation of for the purposes of judgment; to determine the importance, size, or value of something or someone.

Why do most professionals get the assessment process wrong?

In a recent presentation to a group of coaching professionals, we confirmed that many of CRGs concerns with how, where, why, what, and when assessments are deployed are serious and legitimate.

It appears that many professionals in the career, HR, training, and coaching fields have just enough information about assessments to be dangerous -- but not enough to be knowledgeable.

It also appears that academics (professors) are misleading their students about tests and assessments -- and the true purpose of these processes.

Why is CRG on this crusade?!

We believe most professionals are well meaning but are seriously deficient in their understanding of the differences between assessments and tests -- and their respective purpose in the personal and professional development process.

Test Your Knowledge and Understanding of Assessment Design

1.What does Ipsative mean?

2.What does Psychometric mean?

3.What are Norms?

4.What does Reliability mean?

5.What does Predictive Validity mean?

6.What does Face Validity mean?

7.What is the difference between a test and an assessment?

8.What is the purpose of an assessment?

The reality is that most professionals do not have the correct answers to the above questions. Because many think they do, we find that ignorance is one of the biggest issues we face.

A coach in attendance at our program was a PhD student in the midst of his measurement module. During the break, he came to me to say how relieved he was.

"Youre right about the half-truths and misinformation about tests and measurement. For weeks I have been struggling with some of teachings in my class that were not congruent with the development of a person. It seemed the entire focus was about the test and its design, never about how this testing process was going to impact the user or client. In fact the administrators elitist and arrogant attitude proclaimed that he, as The Professional, was the only one qualified to tell a person who he or she is."

For over 2 decades, we have witnessed the mentality that "only professionals with test results in hand are https://bible.org/users/freepersonalitytest - mbti certification training - qualified to assess." As the participant, you could not possibly know yourself, right?

Assessments should never be about the test itself. They must ALWAYS be about what the process will do for the individual, team, or group. Unfortunately many professionals make it about their being right and about the test results -- not about the actionable information an individual can understand and own from the process.

Misinformation from Ipsative Designed Tools

For years many assessments have claimed predictive validity and the ability to create norms for specific groups. The problem with these statements is that these assessments are based on an Ipsative design -- where you have interrelated scales or responses to a question such as least-most or rank-order scales.

All assessments that use this type of design can never have predictive validity or the ability to create norms. That means any such claims are simply false.

Yet many assessments in the marketplace still make such statements

Lessons We Have Learned about the Assessment Process

-Because something is popular does not mean it is valid or of good quality.

oFor example, the June 2005 Journal of Consulting Psychology had serious concerns about the validity of MBTI, even though many professionals still use it.

oPay attention to the design structure.

-You need to understand and challenge the assessment methodology

oTake the survey/assessment process seriously!

-Cute images and metaphors devalue the assessment process and content -- for example, animals, colors, and other non-related images. If, as the user, I do not understand the model on its own without explanation, dont expect me to have a memory long enough to apply it.

oAll assessments and processes must and should have a purpose. The assessment MUST be about serving the user, not the professional.

oDont confuse the user by having several different models on the same topic.

oYou must consider the implications of liability in using predictive tools.

oIpsative tools cannot have predictive validity.

oThe 360 process can have huge value as part of the assessment process.

oIf it requires your presence to administer or debrief, you have created a dependency relationship, not an empowered relationship.

oIf the client does not understand the process for achieving the results, how can he or she act on the information in the future?

oMost Clients Dont Want to Take a Test

Principles to Consider

Give psychology away for the benefit of the learner.

Assessments are something that you do with your clients, not to your clients.

Questions to Ask Yourself Before Using Assessment

oWhat is the purpose of an assessment?

oWhat are some of the benefits to the client of using assessments?

oWhat are some of the benefits to the professional of using assessments?

oWhy should you consider using assessments as a part of most coaching interventions?

Questions about the Assessment(s) You Are Considering

oIs the assessment professional and would it be taken seriously?

oIs it really valid?

oIs it easy to use and understand?

oIs the language understandable on its own . . . without explanation?

oDo you fully understand the design and application?

What Can You Assess?

oAnything and everything:


-Personal Style




-Interests and Gifts

-Entrepreneurial Skills

-Communication Skills


Assessments are very powerful and practical tools to accelerate the personal and professional development process. If used incorrectly or with misinformation, however, you can do more harm than good.

Pay attention to the details and always consider the benefits and outcomes the assessment will have for the participant. If there are no benefits, why bother with the process?

That is why all CRG assessments have been developed with the learner in mind -- and the fact that 80% of professionals switch to CRG resources once the differences have been revealed to them.

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