Psychodiagnostics and its role in
bilan de compétences in France
11/10/2012, Kutná Hora
I. Psychological assessment in BdC:
core principles
Complementary objectives of BdC
Career path
security
Valuation
Dynamization
Empowerment
Self-knowledge
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
Risks linked to the usage of assessment tools
1. 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 / …
Risks linked to the usage of assessment tools
2. The fortune-teller syndrome – “Tell me who I am and
what I should do with my life.”
3. Testing encourages client’s dependency
4. Testing gives the counsellor a false authority
5. Assessment methods show little predictive validity
(0,12 for MBTI; source: ROTHSTEIN & GON, R.; 2006)
6. Testing used as a “shortcut” in counselling
BdC: Multiple intervening factors require a
multidisciplinary approach…
meaning
competencies
training
opportunities
values
personality
…
interests
environment
potential
labour market
…and use of a wide variety of tools!
Counselling
process /
interview
Observation
(360°, work
simulations…)
Competence
portfolio
Career
project
Assessment
tools
Documentation
Field research
Assessment tools are a part of a bigger picture.
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
II. Assessment tools for BdC in France
Assessment tools in French bilan de compétences
1.
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, …)
2.
Personality tests (NEO PI-R, MBTI, 16PF, PerformanSE,
specific skills assessment, e.g. sales skills…)
3.
Achievement tests for assessing cognitive capacities
(Raven, Critical Thinking Analysis, GAT, many specifically
French tools)
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.
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.
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)
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
III. Competence analysis
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:
Cognitive
component
Functional
component
Behavioural
component
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…
Pedagogical utility vs. scientific rigor

Various goals of the competence analysis:
1. Help client reflect his experiences (professional and nonprofessional)
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
2. Structure his competences in order to gain better legibility
3. Help the client express and “sell” his competences on the
labour market
4. Position the client in relation to similar jobs on the labour
market
5. Identify “motivated skills”, “burn-out skills” and “potentialskills” in relation to his career development (guidance
perspective)

Any classification or competence framework that
fosters these objectives can be used.
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
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)

Conclusion

Bilan de compétences is 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.
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/