Author: Donna Lee DenningPublisher:
ISBN:
Category :
Languages : en
Pages : 138
Book Description
Factors Influencing Performance in an Assessment Center
Author: Donna Lee DenningA Descriptive Analysis of Factors Influencing Participant Usage of Post-assessment Center Developmental Recommendations
Author: David Richard MacDonaldPublisher:
ISBN:
Category : Assessment centers (Personnel management procedure)
Languages : en
Pages : 524
Book Description
Assessment Centers and Managerial Performance
Author: George C. Thornton IIIPublisher: Elsevier
ISBN: 1483289273
Category : Business & Economics
Languages : en
Pages : 471
Book Description
Assessment Centers and Managerial Performance presents the historical development of multiple assessment procedures with focus on those advances relevant to assessment centers. This book discusses the models of job analysis, the nature of managerial work, work-sampling assessment methods, and the process of human judgment based on the assessment center experience. Organized into 11 chapters, this book begins with an overview of the various methods to describe, evaluate, and predict management effectiveness. This text then describes a number of assessment programs, including the earliest assessment centers. Other chapters consider the five approaches to predicting managerial effectiveness, including psychometric testing, clinical evaluations by psychologists, supervisor's ratings of potentials background interviews, and assessment centers. This book discusses as well the three levels of managerial jobs, namely, supervisory, middle management, and executive. The final chapter deals with the development of standards for assessment center operations. This book is a valuable resource for psychologists.
Factors Influencing the Transition from Observation of Performance to Evaluation of Performance
Author: Harry Knopf StevensonPublisher:
ISBN:
Category :
Languages : en
Pages : 103
Book Description
The Psychology of Assessment Centers
Author: Duncan JacksonPublisher: Routledge
ISBN: 113600968X
Category : Business & Economics
Languages : en
Pages : 337
Book Description
Research on the reliability and validity of assessment centers (ACs) has been ongoing for at least 50 years and continues to this day. The assessment center method is a technique or process that is used to assess individual performance and potential. One of the most heavily researched topics over the last 30 years has been the internal structure of AC ratings that assessors make on rating dimensions after the completion of each exercise. This volume, with contributions from experts from around the world, looks at Dimension-Based Assessment Centers, Task-Based Assessment Centers, and Mixed-Model Assessment Centers. All three perspectives are presented in different sections, and a summary of these diverse perspectives is given at the end of the book.
Assessment Centres and Global Talent Management
Author: Mr George C Thornton IIIPublisher: Gower Publishing, Ltd.
ISBN: 1409459268
Category : Business & Economics
Languages : en
Pages : 527
Book Description
Assessment Centres and Global Talent Management focuses on strategies that influence the design of the assessment centre in terms of the competencies being assessed, the exercises that are used and the nature of the event, so that they can deliver what is required. Practical examples and case studies are sprinkled throughout the book. Practitioners will see how science informs good practice; scholars will find the chapters a rich source of ideas for conducting research into emerging issues in the field.
Applying the Assessment Center Method
Author: Joseph L. MosesPublisher: Elsevier
ISBN: 1483187659
Category : Business & Economics
Languages : en
Pages : 325
Book Description
Applying the Assessment Center Method presents the findings, knowledge, strategies, and applications concerning the assessment center method. This book describes the mechanics and operations of individual assessment centers. Organized into three parts encompassing 15 chapters, this book begins with an overview of the assessment center method as a means of formally identifying potential. This text then examines the various components which make an assessment center what it is, including a series of characteristics to be measured, a means of measurement, and trained staff to administer and interpret the behaviors. Other chapters consider the empirical base of validation. This book discusses as well administrative cost of assessment centers. The final chapter deals with the trends in assessment at the predictor and criterion end of the selection equation. This book is a valuable resource for psychologists and managers. Researchers involved in implementing assessment operations in their respective organization will also find this book extremely useful.
An Overview of Assessment Centers
Author: Donald Wallace MacKinnonPublisher:
ISBN:
Category : Assessment centers (Personnel management procedure)
Languages : en
Pages : 54
Book Description
Factors Influencing Decision-making During Educational Assessment
Author: Sharon Elaine Haug RosenkoetterPublisher:
ISBN:
Category :
Languages : en
Pages : 174
Book Description
Factors Affecting the Acceptance and Application of Developmental Feedback from an Executive Assessment Program
Author: Tacy M. ByhamPublisher:
ISBN:
Category : Career development
Languages : en
Pages : 380
Book Description
"Developmental assessment centers are designed to give participants feedback about their behavior relative to success in senior management. In contrast to traditional assessment centers, developmental assessment centers are not focused solely on predicting performance, but on fostering change for participants. In the current study, a theoretical model of the factors necessary to bring about developmental change for persons who go through a developmental assessment center was created. The model suggests that source, message, recipient, and context variables influence five interrelated steps leading from feedback acceptance to completion of development activities. In our research, 79 middle managers or executives from a large manufacturing organization participated in an intensive one-day developmental assessment center session. After the session, they received feedback from professional assessors and completed a post-assessment survey to determine their levels of acceptance and motivation to engage in follow-up activities as a result of the experience. Approximately one year later, the participants completed a structured interview with the researcher to determine the extent to which they had created a formal development plan, the quality of any planned development activities, and whether they had completed the development activities. The two criteria of feedback acceptance and motivation to engage in follow-up activities had high average ratings-typical of high fidelity development assessment centers. And, as proposed, the significant correlates of acceptance were the expertise of the feedback provider and the face validity and perceived predictive validity of the developmental assessment center experience. The significant correlates of motivation to engage in follow-up activities were also the expertise of the assessors, whether the participants understood their feedback, and the perceptions that the feedback would be useful or beneficial in the future. Multiple regression analyses indicated that the recipient variable of motivation to learn explained substantially unique variance, indicating this personality trait plays a significant role in motivation to engage in follow-up activities. Interestingly, participants' acceptance of their developmental feedback and their motivation levels had limited or no impact on the remaining three criteria (i.e., formality and quality of the development plan and completion of development activities) that were collected a year following their participation in the developmental assessment center. The regression models indicated that the most significant contributor to the formality of development plans were perceptions of assistance from a manager or mentor in the creation of the development plan. The hypothesized relationship was substantiated, in that plans that were rated high in formality also were likely to be rated high in quality, meaning that the development goals were clear, achievable, behavioral, measurable, and prioritized and used a variety of learning methods to blend skill acquisition seamlessly into skill application. As hypothesized, these high-quality plans were more likely to be completed. The discussion focuses on the implication of the results for the proposed model and develops implication for applied practice."--Abstract.