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Development Centres vs Assessment Centres: Understanding the Difference

In practice, Development Centres and Assessment Centres are often perceived as being the same. While both approaches may use similar assessment methods, they serve fundamentally different purposes – and this distinction has a significant impact on how participants experience the process. In many organisations, employees approach a Development Centre with a degree of scepticism. Some

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Future-Oriented Talent Development for Professional and Leadership Roles

The media industry continues to evolve rapidly. Emerging technologies, artificial intelligence, and changing expectations from customers and employees alike are reshaping business models and redefining the capabilities required of professionals and leaders. Organisations must therefore identify and develop talent at an early stage to strengthen their long-term capability and future readiness. Against this backdrop, a

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“Why run a Development or Assessment Centre?”

We often hear: “Our leaders know their people well. Why run a Development or Assessment Centre?” It is a fair question – and one that invites a closer look at the added value of psychometric and diagnostic approaches for everyone involved: participants, leaders and HR alike. Because leaders cannot see everything. Leaders typically experience employees

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Leadership Skills in Management Assessment – Part 7: Complexity Management

Complicated problems can be solved – complex challenges call for orientation. What does managing complexity mean? It is the ability to recognise patterns in ambiguous, dynamic situations, to tolerate contradictions and to remain capable of acting in the face of uncertainty. Managing complexity means providing direction without creating a false sense of certainty. Why does

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Leadership Skills in Management Assessment – Part 6: Self-Management

Anyone who wants to lead others must first be able to lead themselves. What does self-leadership mean? Self-leadership means having clarity about one’s own goals, values and resources – and managing these consciously. It includes focus, resilience and the ability to remain effective under pressure. Self-leadership forms the foundation for authentic and impactful leadership. Why

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Leadership Skills in Management Assessment – Part 5: Motivational Skills

Leadership also means inspiring others to perform at their best. How do you identify this potential in a management assessment? What does motivational capability mean? Motivational capability describes the ability to inspire and engage people in an authentic way and to provide a sense of purpose. It is about creating conditions in which commitment, personal

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Leadership Skills in Management Assessment – Part 4: Empathy

Empathetic leadership builds trust. But how does empathy become tangible in management assessments? What does empathy mean? Empathy describes the ability to recognise emotional signals, to understand others’ perspectives and to align one’s own behaviour accordingly. It is reflected not only in the way conversations are conducted, but also in how collaboration, feedback and conflict

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Leadership Skills in Management Assessment – Part 3: Innovative Thinking and Action

Anyone who wants to break new ground must think differently. How can you identify innovative capability in leaders? What does innovative thinking and action mean? This competency refers to the ability to question existing structures, adopt unconventional perspectives and develop creative yet practical solutions. It is not about creating “creative chaos”, but about the ability

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Leadership Competencies in Management Assessment – Part 2: Decision-Making Capability

How do your (internal or external) candidates deal with decisions under pressure? How do you recognise genuine decision-making capability? What does decision-making capability mean? Decision-making capability refers to the ability to make sound decisions under time pressure, uncertainty or incomplete information. Central to this is the ability to filter relevant information, evaluate alternatives and take

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From Potential Assessment to Learning Architecture – A Practical Example

Diagnostics are a starting point, not an end result. The crucial question is: what happens next? A practical example: → Development Centre series with 24 young professionals, all previously identified as high-potential employees within the organisation → Development of individual development plans based on the results of the potential assessment → Kick-off workshop with all

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