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This study seeks to expand the conceptualization of campus safety incorporating both physical and psychological dimensions and drawing attention to the experiences of Black college students. Using the 2019 ACHA-NCHA biannual assessment, this study examined campus safety experiences of Black/African American in comparison to White undergraduate students (N = 27,820) and how these relate to psychological distress and suicide attempts. Results demonstrate that Black students felt significantly less safe and reported experiencing physical assault and sexual penetration without consent (rape) compared to White students. Significantly more Black students reported feeling angry, hopeless, and attempted suicide. Moderation analyses showed ways in which being stalked and verbally threatened strengthened the relationship between feelings of safety and psychological distress. Implications for university policies and initiatives are discussed. [ABSTRACT FROM AUTHOR]

The Assessment Center becomes an interesting method to measure the degree of development of the competences acquired by the students of superior level, through a set of predefined situations. This technique allows to find a better adaptation of the future graduates to the labor profile, from a competence perspective. For this reason, the objective of this paper is to analyze from a descriptive theoretical approach of the Assessment Center as a technique for evaluating the competencies of students in their university training process. [ABSTRACT FROM AUTHOR]

This study investigated leniency and similar‐to‐me bias as mechanisms underlying demographic subgroup differences among assessees in assessors' initial dimension ratings from three assessment center (AC) simulation exercises used as part of high‐stakes promotional testing. It examined whether even small individual‐level effects can accumulate (i.e., "trickle‐up") to produce larger subgroup‐level differences. Individual‐level analyses were conducted using cross‐classified multilevel modeling and conducted separately for each exercise. Results demonstrated weak evidence of leniency toward White assessees and similar‐to‐me bias among non‐White assessee–assessor pairs. Similar leniency was found toward female assessees, but no statistically significant effects were found for assessee or assessor gender or assessee–assessor gender similarity. Using traditional d effect size estimates, weak individual level assessee effects translated into small but consistent subgroup differences favoring White and female assessees. Generally small but less consistent subgroup differences indicated that non‐White and male assessors gave higher ratings. Moreover, analyses of overall promotion decisions indicate the absence of adverse impact. Findings from this AC provide some support for the "trickle‐up" effect, but the effect on subgroup differences is trivial. The results counter recent reviews of AC studies suggesting larger than previously assumed subgroup differences. Consequently, the findings demonstrate the importance of following established best practices when developing and implementing the AC method for selection purposes to minimize subgroup differences. [ABSTRACT FROM AUTHOR]

This work develops and assesses a new Functions of Humor Scale, a scale that measures purposes (identification, clarification, enforcement, and differentiation) for which individuals enact humor. Two studies were conducted using undergraduate students (N = 210, N = 233) from different regions of the United States. Construct and criterion validity were established via factor analysis and the concurrent assessment of the new scale with previously published measures of humor. In addition, the scale produced good internal consistency coefficients for each factor. The researchers suggest continued testing and assessments for the new measure. [ABSTRACT FROM AUTHOR]

Background. People are the determining factor for the effectiveness of an organization. Diagnosing factors affecting the achievement of good work results, is an important issue, not only for the world of science, but above all for people managing organizations. The article presents factors affecting the level of competences expected by the organization and the tools through which they can be measured. Research aims. The aim of this study was to present the connection between self‑esteem of personality preferences in individual scales of the psychometric questionnaire, and the assessment of selected competences made by external observers during the Assessment Center session. Methodology. References to extensive literature were made, in the field of psychology and management science. Also the diagnosis of indicated persons to perform future managerial roles was made with the use of the Assessment Center session and the questionnaire - Bochumski - Personal Performance Inventory. Thereby, the data showing the relationship of competences with psychological factors were obtained. Key findings. The presented research indicates that there is a relation between the self‑esteem of personality preferences and the assessment of competences, made by external observers. Orientation on the target correlated positively with the Action and Team Orientation. There was a relationship between the Cooperation Competence and Relationships Orientation, and also Team Orientation, Emotional Stability and Self‑confidence and Flexibility. Leadership level was influenced by Achievement Power Motivation. Responsibility Competence positively correlated with Conscientiousness, Power Motivation and Team Orientation. There was also a connection between Change Management with Flexibility and Achievement Motivation. [ABSTRACT FROM AUTHOR]

Focuses on the application of the 'assessment center technique' in library settings. Description of the technique and assessment procedures; Benefits for unionized academic libraries; Financial aspects of the technique.

To examine the appropriateness of a Multi-Trait-Multi-Method framework for testing construct validity of Assessment Centers (ACs) and get practical implications for the improved AC design, degree to which the AC dimension-related performance behaviors consistently manifest across multiple AC rating situations was investigated. The present study used a large sample ( N = 5,006) to apply a measurement invariance analysis. AC rating situations generally produced consistent factor loadings for items on AC dimensions, item residuals, dimension factor variances, and covariance between dimensions. The AC rating situation of interview tended to produce higher ratings and less item residuals. These findings support the consistency in constructs assessed across different AC rating situations, while some exercises may be better for teasing apart particular dimensions than others. [ABSTRACT FROM AUTHOR]

Time-to-collision (TTC) underestimation has been interpreted as an adaptive response that allows observers to have more time to engage in a defensive behaviour. This bias seems, therefore, strongly linked to action preparation. There is evidence that the observer's physical fitness modulates the underestimation effect so that people who need more time to react (i.e. those with less physical fitness) show a stronger underestimation effect. Here we investigated whether this bias is influenced by the momentary action capability of the observers. In the first experiment, participants estimated the time-to-collision of threatening or non-threatening stimuli while being mildly immobilized (with a chin rest) or while standing freely. Having reduced the possibility of movement led participants to show more underestimation of the approaching stimuli. However, this effect was not stronger for threatening relative to non-threatening stimuli. The effect of the action capability found in the first experiment could be interpreted as an expansion of peripersonal space (PPS). In the second experiment, we thus investigated the generality of this effect using an established paradigm to measure the size of peripersonal space. Participants bisected lines from different distances while in the chin rest or standing freely. The results replicated the classic left-to-right gradient in lateral spatial attention with increasing viewing distance, but no effect of immobilization was found. The manipulation of the momentary action capability of the observers influenced the participants' performance in the TTC task but not in the line bisection task. These results are discussed in relation to the different functions of PPS. [ABSTRACT FROM AUTHOR]

In this rejoinder, I discuss several broad themes that emerged from the 32 commentaries in response to my target article about the value of integrating Situational Judgment Tests and Assessment Centre exercises for advancing research on the personality-situation interplay. Specifically, I summarize the various challenges put forward (e.g. deficient/contaminated trait measurement, assessment of situation construal, inclusion of personality-driven situation experience) and offer potential conceptual (e.g. use of situational taxonomies and contextualized personality perception) and methodological solutions (e.g. use of open-ended and nonlinear SJTs and multiple speed assessment). Taken together, this fits into a more comprehensive multi-method approach to personality assessment. [ABSTRACT FROM AUTHOR]

The aims of this research are to identify, for the first time, the dysfunctional features and processes perceived to take place in assessment centers (ACs) from multiple perspectives (assessment center designers, assessors, and candidates) and to indicate the frequency of these phenomena. Two surveys were conducted in this study. In the first, a wide variety of dysfunctional processes and events were identified, and, in the second, many of these processes are reported to occur with regularity. Based on these findings, it is proposed that ACs should be construed, researched, and managed, not only as large-scale psychometric systems, but also as complex administrative, social, and political events susceptible to a broad range of dysfunctional phenomena. [ABSTRACT FROM AUTHOR]

The present research examined the influence of constructs representing social effectiveness on assessment center (AC) ratings in two samples. We expected different effects of self-monitoring (SM) on different dimension ratings, a positive effect of the ability to identify criteria (ATIC) on the overall AC rating and a moderating effect of the ATIC on the relationship between SM and the dimension rating. Forty-six (Study 1) and 115 (Study 2) applicants participated in ACs in field settings. Across both studies, SM had a negative effect on the integrity rating. No relationship was identified between SM and social sensitivity or problem solving ratings. In Study 1, the ATIC had a positive effect on the overall AC rating. No support was identified for a moderating effect of the ATIC on the relationship between SM and the social sensitivity rating. [ABSTRACT FROM AUTHOR]

Most research examining the relationship between effective leadership and personality has focused on individual personality traits. However, profiles of personality traits more fully describe individuals, and these profiles may be important as they relate to leadership. This study used latent class analysis to examine how personality traits combine and interact to form subpopulations of leaders and how these subpopulations relate to performance criteria. Using a sample of 2,461 executive-level leaders, six personality profiles were identified: Unpredictable Leaders with Low Diligence (7.3%); Conscientious, Backend Leaders (3.6%); Unpredictable Leaders (8.6%); Creative Communicators (20.8%); Power Players (32.4%); and Protocol Followers (27.1%). One profile performed well on all criteria in an assessment center; remaining profiles exhibited strengths and weaknesses across criteria. Implications and future directions for research are highlighted. [ABSTRACT FROM PUBLISHER]

Orientation: Assessment Centres (ACs) have a long and successful track record in South Africa when used for selection and development purposes. The popularity of the approach is mainly attributable to the ACs' numerous strengths, which include the perceived fairness, practical utility and strong associations with on-the-job performance. To maintain the integrity of the AC, it is important for practitioners and decision makers to apply the method in a consistent and standardised manner. Research purpose: The purpose of the report is to provide practitioners and decision makers with practical guidelines and concrete procedures when using ACs as part of the organisation's human resource management strategy. Motivation for the study: The past decade has seen significant advances in the science and practice of ACs. Now in its fifth edition, the revised Guidelines seek to provide important information to practitioners and decision makers on a number of factors when used in conjunction with the AC method, namely, technology, validation, legislation, ethics and culture. Main findings: The Guidelines provide specific suggestions and recommendations for using technology as part of the manner of delivery. Issues of culture, diversity and representation are also discussed. New features of the Guidelines include more concrete guidance on how to conduct a validation study as well as unpacking several ethical dilemmas that practitioners may encounter. Of critical importance is a position statement on the use of ACs in relation to new legislation (Employment Equity Amendment Act, Section 8, clause d) pertaining to psychometric testing. Practical/managerial implications: The Guidelines serve as a benchmark of best practice for practitioners and decision makers who intend on, or are currently, using ACs in their organisations. Contribution/value-add: In the absence of formal standards governing the use of ACs in South Africa, the Guidelines provide an important step towards establishing standardisation in the use of the AC method. The Guidelines provide (1) guidance to industrial and organisational psychologists, organisational consultants, human resource management specialists, generalists and the Department of Labour, and others designing and conducting ACs; (2) information to managers deciding whether to introduce AC methods; (3) instructions to assessors taking part in the AC; (4) guidance on the use of technology and navigating diverse cultural contexts; and (5) a reference for professionals on best practice considerations in the use of the AC method. [ABSTRACT FROM AUTHOR]

Assessment centers have highly contributed to the quality of employee selection, training, and development in organizations. While many assessment centers are developed for business settings, they are also used as selection method in educational settings, although not as widely. Most assessment centers mainly focus on social skills. Those that simulate real problems that may be faced in the job show the highest validity. Current assessment formats for applicants of master's degree programs usually test core knowledge and social skills. However, they may underemphasize other important domains for master students, like scientific skills and the integration of scientific skills, social skills and core knowledge. We propose that for simulating real problems one may face at a master's degree program it is not sufficient to measure merely social skills. In this article we will discuss an extension of conventional assessment centers. We will show the design of an assessment center for the master's degree program 'Financial Management and Controlling' at FHWien University of Applied Sciences Vienna, which additionally measures the scientific skills of the applicants in the field of finance. We developed the following two dimensions of scientific skills: a) scientific method skills, b) argumentation skills and reflectivity. This method should help to simulate real problems one may face at a master's degree program and therefore to increase the validity of the assessment. [ABSTRACT FROM AUTHOR]

The study of the correlation of intellectual development according to the WISC test with the spatial organization of resting EEG in 52 children aged five to six years showed that the patterns of interregional interactions of different parts of the cortex, which correspond with the best performance in the subtests in boys ( n = 23) and girls ( n = 29) have significant topological differences. In girls, successful subtest performance was positively correlated with a greater degree of interhemispheric interactions; in boys, with long longitudinal rostral-caudal interactions between various regions of the cortex. The results showed the presence of important gender differences in the spatial organization of brain activity associated with the performance of different cognitive activities in preschool children. The successful performance of various subtests by boys required considerable variability in the organization of spatial patterns of interregional interactions; on the contrary, the spatial structure of these patterns in girls was relatively invariable. Obviously, for the successful performance of various cognitive activities at this age in boys, the cortex needs to form highly specialized organization of intercortical interactions, while in girls the brain uses relatively similar reorganization of systemic interactions. The data suggest that five- to six-year-old boys and girls use different cognitive strategies when performing the same subtests of the WISC test. [ABSTRACT FROM AUTHOR]

Lievens highlighted opportunities of employing situational judgment tests and assessment centre exercises for assessing personality-situation interplay. To broaden the range of possible approaches, we offer the patterned behaviour description interview as an additional selection instrument and outline why it might be particularly useful for studying the expression of personality in specific situations. In addition, we anticipate that diversifying methods for personality assessment will open up new research questions such as which methods are most suitable for studying which aspects of personality. [ABSTRACT FROM AUTHOR]

Knowing to what extent applicant reactions are related to stable individual differences and not only to characteristics of a selection procedure is important for the design and administration of the selection procedure and for dealing with applicants. The aim of this study was to explore relationships between individual differences ( Big Five, core self-evaluations, trait affectivity, and general mental ability) and applicants' perceptions of an operational assessment center ( AC). Data from 294 applicants revealed that individual difference variables explained significant variance in their perceptions of the AC, even after controlling for self-rated and actual performance. Based on these results, the nature of the applicant pool should be considered for designing selection procedures, dealing with applicants, and for research purposes. [ABSTRACT FROM AUTHOR]

Although assessment centers ( AC) continue to spread to Asian countries, no published study exists that evaluates AC practices in an Asian country, and none within the largest populous country within the region of Indonesia. Therefore, we conducted an exploratory survey of Indonesian organizations to examine how ACs are designed, executed, implemented, and evaluated in the target country. In this article, we show first how political, economic, and cultural circumstances have an impact on the use of AC programs in Indonesia. Second, we report a broad spectrum of AC features within Indonesian organizations. Third, we compare selected results of our study with prior findings in other countries and regions to identify advantages and disadvantages in current Indonesian AC practices. Finally, implications for both future AC research and practice in both this region, and more widely, are discussed. [ABSTRACT FROM AUTHOR]

Dopamine beta-hydroxylase (DBH), an enzyme that converts dopamine to norepinephrine, has broad influences on social functions. In this study, we examined to what extent two polymorphisms (−1021C/T and a 19 bp insertion/deletion) in DBH gene modulate individuals’ empathic perception and response, which were measured, respectively, by reading the mind in the eyes test and the empathic concern subscale of interpersonal reactivity index. Results showed that polymorphism at −1021C/T, but not the 19 bp insertion/deletion, accounts for 2.3% variance of empathic perception and 1.4% variance of empathic response. Individuals with the CC genotype, which is associated with higher DBH activity, manifested greater empathic ability than those with CT/TT genotypes. These findings demonstrate the importance of DBH −1021C/T as a genetic basis of empathy and in predicting individual differences in social and affective processing. [ABSTRACT FROM PUBLISHER]

Candidates’ assertive impression-management (IM) behaviors affect performance ratings during selection interviews, a finding that has caused some concern about selection interviews’ objectivity and accuracy. Similar effects have been proposed for assessment centers, yet research on IM in assessments centers is rare and inconclusive. This study uses trait-activation theory (Tett & Guterman, 2000) to predict how assertive IM-behaviors emerge and influence performance ratings during assessments centers. Results showed that candidates’ ingratiation behaviors related to observer ratings on the conceptually related AC-dimension cooperation, whereas self-promotion behaviors related to ratings on the dimensions leadership and planning. Furthermore, assertive IM behaviors during the assessment center construct-related validity and correlated significantly with candidates’ performance in non-evaluative situations. Consequently, assertive IM behaviors in personnel selection may pose less of a threat than frequently assumed but may partially reflect a behavioral manifestation of candidates’ underlying interindividual differences. [ABSTRACT FROM PUBLISHER]

Controversy has revolved around whether assessment center ratings have construct validity to measure intended dimensions of managerial performance. In contrast to much recent research on the internal structure of assessment center ratings, the present studies investigated the relationship of final competency ratings derived by consensus discussion with external questionnaire measures of personality characteristics. Expanding on previous studies showing correlations of dimension scores in relation to individual trait measures, this study investigated the relationship of complex competencies with both single personality traits and with composites of personality traits. Evidence from two samples of managers in Russia shows that final competency ratings are related to predicted composites of personality factors more consistently than to single factors. Taken together, these findings provide evidence that assessment center ratings derived by consensus discussion show construct validity in relationship with predicted composites of personality characteristics. [ABSTRACT FROM AUTHOR]

The use of sustainable tourism indicators (STI) raises several issues, mainly because of the multiple interpretations of the concept of sustainable development, and by extension of the concept of sustainable tourism. It also brings to light incompatibilities between the needs and objectives of academics and policy-makers in developing a set of STI. The STI are then either scientifically relevant but too complex to be operational, or else they result from a political consensus, which could lead to conflicts of interest, such as in the destination branding strategy. In this paper, we argue that the trade-off between academic and policy-maker approaches to indicator development can be achieved through the development of core STI, based on the application of two sets of selection criteria to 507 expert-recognized indicators. The first set of criteria allows us to select 20 core STI, while the second set of criteria aims to match the selected indicators with a destination's policy framework in order to guarantee their usability. We illustrate the selection procedure using the Gaspésie region in Québec as a case study. [ABSTRACT FROM AUTHOR]

This paper presents a theoretical substantiation of the stage model of waste management development. These stages have been derived inductively from analysing different European waste management systems and can be supported by a system of indicators as well as a critical empirical-content-related analysis of waste management data from various European countries. Main aim of this research is to assess the waste management system in Ukraine based on the model under study, create an assessment profile. [ABSTRACT FROM AUTHOR]

We investigated the effects of assessor team size on the accuracy of ratings in a presentation exercise as it is commonly used in assessment centers and compared it to the effects of two factors related to assessor expertise (assessor training and assessor background). On the basis of actual ratings from a simulated selection setting (N = 383), we sampled assessor teams of different sizes and with different expertise and determined the accuracy of their ratings in the presentation exercise. Of the three factors, assessor training had the strongest effect on rating accuracy. Furthermore, in most conditions, using larger assessor teams also led to more accurate ratings. In addition, the use of larger assessor teams compensated for having not attended an assessor training only when the assessors had a psychological background. Concerning assessor background, we did not find a significant main effect. Practical implications and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Little is known about how assessment center exercises might be designed to better elicit job-relevant behavior. This study uses trait activation theory as a theoretical lens for increasing the number of behaviors that can be observed in assessment centers. Two standardized exercise stimuli (specific exercise instructions and role-player prompts) are proposed, and their effects on the observability of candidate behavior are examined. Results showed a significant effect of role-player prompts in increasing both the general number of behavioral observations and the number of behavioral observations related to three out of four dimensions. Specific exercise instructions did not have effects on observability. Implications for trait activation theory and assessment center practice are discussed. [ABSTRACT FROM PUBLISHER]

Purpose: This article investigates the efficacy of the Structured Free Recall Intervention (SFRI; J Bus Psychol 15:229-246, ; Organ Behav Hum Decis Process 82:237-267, ) for reducing the impact of bodyweight-based stereotype endorsement on performance ratings, both immediately and when a time delay occurs between the observation and rating of performance. Design/Methodology/Approach: 512 undergraduates participated in a 2 × 2 × 2 between-subjects factorial experiment. A measure of bodyweight-based stereotype endorsement was pre-screened, and participants were randomly assigned to (a) either a no-delay or two-day time delay condition, (b) view either an average bodyweight or overweight ratee, and (c) undergo the SFRI or not. Findings: Results suggest that (a) bodyweight-based stereotype endorsement predicts performance ratings for overweight ratees, (b) the SFRI is effective at reducing the impact of such stereotypes on performance ratings when conducted immediately after the observation of performance, and (c) the SFRI maintains this efficacy after a two-day delay between the observation and rating of performance. Implications: These findings suggest that the best real-world application of the SFRI paradigm may be to situations with minimal delays between the observation and rating of performance, such as selection assessment centers or pre-employment interviews. Originality/Value: Drawing on theories from the cognitive information processing literature, this paper extends previous research regarding the efficacy of the SFRI by demonstrating that short time delays between performance observation and rating-a common organizational phenomena-have minimal observed effects on the efficacy of the SFRI as a performance rating intervention. [ABSTRACT FROM AUTHOR]

The present study uses an alternate analytical framework to examine the degree to which performance is differentiated by dimensions in assessment center ( AC) exercises and whether these performance dimensions are rated on the same scale across exercises. Confirmatory factor analysis likelihood ratio tests supported the presence of three broad latent performance dimensions in each of three AC exercises. Additional tests revealed that five of six manifest performance dimensions were rated on the same psychological scale across exercises. Taken together, our results support a multidimensional interpretation of AC exercises and provide empirical support to the notion that differences in AC performance across exercises reflect true performance, rather than a measurement artifact. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate whether the training and experience of assessors to record behaviors as part of an actual organizational assessment center (AC) would transfer to another context: performance appraisals. Specifically, we examined the effects of transfer of training on managers' behavioral specificity in comments on performance evaluations. Performance appraisal comments from managers who had received training and participated as an assessor and from managers who had not were compared. Analyses revealed significant differences between managers who were trained as assessors compared with managers who were not, suggesting transfer of training effects. Results provide the first empirical evidence for an added benefit of AC assessor participation and training. [ABSTRACT FROM AUTHOR]

Despite the popularity of assessment centers (AC) in South Africa, no recent study exists that describes AC practices in that region. Given this research gap, we conducted a survey study that analyzes the development, execution, and evaluation of ACs in N=43 South African organizations. We report findings regarding AC design, job analysis and job requirements assessed, target groups and positions of the participants after the AC, number and kind of exercises used, additional diagnostic methods used, assessors and characteristics considered in constitution of the assessor pool, observational systems and rotation plan, characteristics, contents, and methods of assessor training, types of information provided to participants, data integration process, use of self- and peer-rating, characteristics of the feedback process, and features after the AC. Finally, we compare the results with professional suggestions to identify pros and cons in current South African AC practices and offer suggestions for improvement. [ABSTRACT FROM AUTHOR]

The article discusses the development of the IMpact program and how this program can be used to improve development of and in organizations. It explores how the program was born, which is defined as a pact between learning program manager and the group he/she assigns back at work for management development. It states that the Impact program, which acts on the International Masters in Practicing Management (IMPM), includes several components to promote it.

This study contributes to research on assessment centers' (AC) external construct-related validity by investigating a potential moderator of the relationship between personality and AC dimension ratings. On the basis of recent insights in person-situation contingencies we hypothesized that individual differences in people's perception of situational demands moderate the relationship between personality and conceptually related AC dimension ratings. The hypotheses were tested with 108 individuals in two leaderless group discussion exercises. Results confirmed the hypotheses for two of the three traits (i.e., Agreeableness and Conscientiousness). In particular, people high on these traits who identified the situational demands received higher AC dimension ratings. People high on these traits who did not identify the situational demands received lower AC dimension ratings. [ABSTRACT FROM AUTHOR]

Task-based assessment centres (TBACs) have been suggested as a viable approach to evaluation in employment scenarios. Despite such suggestions, little or no empirical evidence exists on the relationship between TBAC scores and work outcomes. A sample of managers in a New Zealand service company participated in a TBAC used for organizational diagnostics and development. Results suggested a factor structure that reflected managerial roles and an uncorrected predictive validity coefficient with a job performance criterion of .42 (p < .01). In practical terms, TBAC ratings did not discriminate on the basis of work-irrelevant variables, including age, gender, and ethnicity. [ABSTRACT FROM AUTHOR]

So far, a substantial amount of assessment center (AC) studies have aimed to improve the quality of the AC method by focusing on the assessors. However, systematic studies about the role-player in AC exercises are nonexistent. This is surprising as the role-player might serve as a key figure for consistently evoking job-relevant behavior across candidates. Therefore, this study focused on the 'role' of role-players in ACs. We examined the effects of instructing role-players to use prompts among 233 candidates. Results suggest that role-players are able to use prompts and that their negative impact on candidates' reactions is negligible. In addition, some AC dimensions (problem solving and interpersonal sensitivity) were better measured when role-players used prompts. No effects on interrater reliability were found. [ABSTRACT FROM AUTHOR]

This study examined the construct-related validity of an assessment centre (AC) developed by a national distribution company for the selection and development of lower-grade managers. In five locations throughout Britain, 487 individuals were observed on nine dimensions, each of which was measured through six distinct exercises. Multitrait-multimethod analyses conducted to investigate the convergent and discriminant validity of the AC revealed strong exercise ('method') effects. This finding was corroborated by an exploratory factor analysis showing that AC ratings clustered into factors according to exercises, rather than according to performance dimensions. A series of MANOVAs and chi-squared tests demonstrated that neither the exercise ratings nor the selection decision were biased by sex, ethnicity, or training location, and a logistic regression determined which exercises had most impact on the final decision. [ABSTRACT FROM AUTHOR]

It has been suggested that the large cognitive demands during the observation of assessment center (AC) participants can impair the quality of the assessors' ratings. An aspect that is especially relevant in this regard is the number of candidates that assessors have to observe simultaneously during group discussions, which are one of the most commonly used AC exercises. The present research evaluated potential impairments of the quality of the assessors' ratings (construct- and criterion-related validity and rating accuracy) related to the number of to-be-observed candidates. Study 1 ( N=1046) was a quasi-experimental field study and Study 2 ( N=71) was an experimental laboratory study. Both studies found significant impairments of assessors' rating quality when a larger in comparison to a lower number of candidates had to be observed simultaneously. These results suggest that assessors should not have to observe too many candidates at the same time during AC group discussions. [ABSTRACT FROM AUTHOR]

Communication apprehension (CA), an individual difference variable not previously examined within assessment centres, was negatively related to critical thinking and oral communication scores. CA also mediated the relationships between participants' extraversion and emotional stability and their dimension scores. In addition, results indicated that for critical thinking scores, there was a significant interaction between exercise form (i.e., a presentation vs. group discussion) and CA. [ABSTRACT FROM AUTHOR]

This article identifies interest, ability, and personality characteristics of two geographically distant samples of adult males employed at two separate locations of the same corporation, a paper manufacturer. Each of these participants was assessed in developmental or selection assessment centers. Each sample on average strongly endorsed realistic occupational interests (Holland, 1997) with different secondary and tertiary interests depending on which interest measure was used (Strong Vocational Interest Blank vs. the Vocational Interest Inventory). The results generally confirmed Lowman's (1991, 1993) interdomain model in the samples' ability and personality results. Compared with normative groups, the samples scored, on avarage, high on mechanical abilities, average in verbal and overall general intelligence, but in the high average range on nonverbal intelligence while scoring average in the assessment center exercises. On the personality measures, participants on average presented themselves as being masculine, inflexible, and closed minded on personality measures. Although participants also on average presented themselves as being extraverted and socially dominant, these results were interpreted in the context of positive impression management associated with their candidacy for advancement consideration. The authors discuss the implications for the management of such employees and interventions into their work settings. [ABSTRACT FROM AUTHOR]

Task-based assessment centers (TBACs) have been suggested to hold promise for practitioners and users of real-world ACs. However, a theoretical understanding of this approach is lacking in the literature, which leads to misunderstandings. The present study tested aspects of a systems model empirically, to help elucidate TBACs and explore their inner workings. When applied to data from an AC completed by 214 managers, canonical correlation analysis revealed that extraversion, abstract reasoning, and verbal reasoning, conceptualized as inputs into a system, explained around 21% of variance in manifest assessment center behavior. Behavior, in this regard, was found to consist of both general and situationally specific elements. Results are discussed in terms of their support for a systems model and as they pertain to the literature on TBACs. [ABSTRACT FROM AUTHOR]

The article presents a study to evaluate the quality and effectiveness of a professional training program. The Alzheimer's Association developed a survey to evaluate the Foundations training which will be used for program management purpose and identify the best practices for the program. The result shows that the participant's satisfaction and outcomes varies from the trainer and training sessions and the foundation of the training depends on the quality of the session and trainer.

The goals of this investigation were to review current AC practices in the United States by evaluating whether they follow the Guidelines and Ethical Considerations for Assessment Center Operations (International Task Force on Assessment Centers, 2000). We both expanded upon and compared our results to a prior benchmarking study (Spychalski et al. in Personnel Psychol, 50:71–90, ), and investigated practices regarding job analysis, AC development, dimensions (i.e., job requirements), exercises, assessor characteristics and training, behavior recording, data integration, organizational policy, assessee rights, AC evaluation and AC technology. Data were collected via an online survey completed by individuals from human resource departments of organizations ( N = 54) across the U.S; organizations to whom the survey was sent were selected by sampling Fortune 500 organizations based on economic sector. Results indicate that 93% of organizations reported considering the Guidelines for AC development and use. More specifically, the investigation reports specific findings regarding job analysis, AC development, AC dimensions, AC exercises, assessor characteristics, assessor training, behavior recording, data integration, organizational policy, assessee rights, AC evaluation, and AC technology. We provide two types of conclusions. First, based on two concerns, we provide two recommendations for improving current practice. Second, we present two commendations (i.e., positive trends that should continue). Finally, to continue to advance AC practice, we discuss our results in the context of observations on recent developments in AC practices by Lievens and Thornton (Assessment centers: Recent developments in practice and research. Blackwell, Malden, pp 243–264, ). Despite the importance of assessment centers (ACs) for personnel selection and development, no recent benchmarking studies exist. [ABSTRACT FROM AUTHOR]

This study presents a simultaneous examination of multiple evidential bases of the validity of assessment center (AC) ratings. In particular, we combine both construct-related and criterion-related validation strategies in the same sample to determine the relative importance of exercises and dimensions. We examine the underlying structure of ACs in terms of exercise and dimension factors while directly linking these factors to a work-related criterion (salary). Results from an AC (N = 753) showed that exercise factors not only explained more variance in AC ratings than dimension factors but also were more important in predicting salary. Dimension factors explained a smaller albeit significant portion of the variance in AC ratings and had lower validity for predicting salary. The implications of these findings for AC theory, practice, and research are discussed. [ABSTRACT FROM AUTHOR]

The three non-profit student exchange organizations AFS, Experiment and YFU, have been running a special assessment center for the development of skills necessary for volunteers working in international student exchange. This paper presents the goals and intentions behind this tool and also discusses the use of human resource development tools in youth exchange. The training of volunteers plays a significant role in all organizations, enabling volunteers to conduct the preparation of participants at a high level. The special assessment center presents a new way of ensuring quality. Participants are enabled to focus on their individual strengths and weaknesses by receiving expert advice during weekend-long training. [ABSTRACT FROM AUTHOR]

This study provides an investigation of the nomological net for the seven primary assessment center (AC) dimensions identified by Arthur, Day, McNelly, and Eden ( Personnel Psychology, 56, 125–154, 2003). In doing so, the authors provide the first robust estimates of the relationships between all primary AC dimensions with cognitive ability and the Big 5 factors of personality. Additionally, intercorrelations between AC dimensions based on sample sizes much larger than those previously available in the meta-analytic literature are presented. Data were obtained from two large managerial samples (total N=4985). Primary data on AC dimensions, personality, and cognitive ability interrelationships were subsequently integrated with meta-analytic data to estimate incremental validity for optimally and unit-weighted AC dimension composites as well as overall AC ratings over psychometric tests of personality and cognitive ability. Results show that unit- and optimally weighted composites of construct-based AC dimensions add incremental validity over tests of personality and cognitive ability, while overall AC ratings (including those obtained using subjective methods of data combination) do not. [ABSTRACT FROM AUTHOR]

This document is an update of several prior editions of guidelines and ethical considerations for assessment center operations dating back to 1975. Each set of guidelines was developed and endorsed by specialists in the research, development, and implementation of assessment centers. The guidelines are a statement of the considerations believed to be most important for all users of the assessment center method. For instance, the use of job-related simulations is a core concept when using the method. Job simulation exercises allow individuals to demonstrate their abilities in situations that are important on the job. As stressed in these guidelines, a procedure should not be represented as an assessment center unless it includes at least one, and usually several, job-related simulations that require the assessee to demonstrate a constructed behavioral response. Other important areas include assessor selection and training, using ‘competencies’ as dimensions to be assessed, validation, participants' rights, and the incorporation of technology into assessment center programs. The current guidelines discuss a number of considerations in developing and using assessment centers in diverse cultural settings. [ABSTRACT FROM AUTHOR]

The article discusses the effects of cognitive resources in building a nation's wealth. This paper looks into the issues of how can a country benefit in capitalizing on their citizen's mental abilities. It focuses on the rapidly changing world and the resources that a nation could capitalize for long-term effect especially on mental and material wealth. The British government has launched a project on the foresight of mental capital and wellbeing. This project aims to locate implications and challenges that will help provide assessments. Policy-makers are encouraged to collaborate.

The basis for assessment center dimension ratings has been examined through the lens of various multitrait–multimethod approaches, with some researchers concluding that dimension ratings are not representative of meaningful constructs. This presents a serious challenge for those who would generalize predictor constructs, particularly those that are broadly articulated in management assessment center dimensions. This paper addresses the problems with applying such analyses to assessment center dimension ratings without first articulating expected construct relationships. Ackerman and Humphreys' analysis of constructs will be used to better frame assessment center dimensions and to articulate possible assessor constructs in use. Theories of performance held by the managers, who serve both as subject matter experts when dimensional constructs are initially defined, and as the assessors who impose these dimensions on assessees' behavior in assessment center ratings, are suggested as important bases for further construct validation. Approaches for generalization of assessor constructs in use to the managerial work domain will be discussed. [ABSTRACT FROM AUTHOR]

The current study examined the relationships between personnel employment interview scores (PEI), cognitive ability test scores (CAT) and assessment center (AC) scores, as well as the potential to circumvent the costly AC method for some of the candidates by using these less expensive selection methods. A total of 423 Israeli police force candidates participated in the study. Their PEI and CAT scores were collected in the first stage of the selection process. They subsequently participated in an AC and a final decision was made regarding their acceptance to the police force. It was found that PEI and CAT scores significantly correlated with the AC scores and the recruitment decision, although the PEI scores demonstrated stronger correlations with the criteria. An actuarial analysis demonstrated the benefit of using the AC procedure for those achieving middle range scores on the PEI and CAT, circumventing the costly ACs for those achieving high and low scores. This strategy resulted in minor costs of both α and β errors. Organizations can adopt this economical strategy when the AC costs exceed the manpower costs incurred by disposing of the AC. [ABSTRACT FROM AUTHOR]

Juvenile assessment centers (JACs) were developed to address service fragmentation and promote the sharing of information among agencies providing services to youth involved with the juvenile justice system. To date, there are no reports that describe the diagnostic profiles of the youth served by such centers. The authors hypothesize that the rates of psychiatric disorder among youth at JAC intake would be lower than rates reported for youth in secure care, that girls would show higher rates of some disorders, and that those with substance disorders would show higher rates of other, co-occurring disorders. Disorder was measured on the Voice Diagnostic Interview Schedule for Children in 1,012 randomly selected youth (248 girls). Rates of disorder for JAC youth are lower than those reported for incarcerated samples and more comparable to other general intake samples; JAC youth's diagnostic profiles remain elevated compared to youth in the general population, and girls report higher rates of disorder in three of four diagnostic clusters examined. Clinical and policy implications are discussed. [ABSTRACT FROM AUTHOR]