Thesis (Ph. D.)--Auburn University. / Abstract. Includes bibliographical references (p. 55-67).

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The purpose of this study was to investigate the criterion-related validity of an assessment center's competency dimension ratings, exercise ratings, and standardized test scores. Numerous studies have clearly demonstrated assessment centers display substantial evidence of content and criterion-related validity. However, the inability of assessment centers to display construct-related validity has caused a great deal of concern among researchers. The suggestions of these researchers are addressed through a more detailed examination of the criterion-related validity of an assessment center. Despite a number of methodological issues, two competency dimensions and two components stand out as viable predictors of the criteria used in this study. Examination of individual and incremental validity coefficients reveals the Strategic Focus and Attracting and Developing Talent competency dimensions, the In-Basket exercise, and the Watson-Glaser scaled score consistently predict the criteria used in this study. The implications of these results for future research are discussed.

The purpose of this study was to examine the differences between the traditional global rating scale and a new behavioral rating scale in a university-based assessment center. It was hypothesized that personality factors, as measured by the 16PF and associated with the global ratings of performance would differ from those associated with the behavioral ratings of performance. It was further hypothesized that the associated personality factors would also differ for males and females. These hypotheses were ^confirmed. Pearson correlations were computed for ratings of males, females, and all subjects combined on both global and behavioral rating scales.

The present study compares the performance of volunteers and nonvolunteers in a 10-hour integrated series of management simulation exercises. It was hypothesized that there would be no performance differences in these two groups. Subjects were business students. Dependent measures were global ratings of management level and potential, as well as a behavioral checklist score. The results partially support the hypothesis. Volunteers performed significantly better on the global measures but not on the behavioral checklist. Differences on global measures were attributed to demand characteristics, whereas the behavioral checklist was not susceptible to this artifact. This finding raises doubts as to the usefulness of global measures and the validity of research based on them. Studies designed to upgrade and validate the behavioral checklist are needed.

Management development is critical for effective job performance and in turn for the success of the organisation. The cost of this development "calls for" an evaluation of the increased performance actually achieved. The aim of this study was to evaluate the effects of a development centre on management "performance" in South Africa. Research on this aspect of the assessment centre technology is lacking. The research was based on the Solomon Four-Group design. A sample of Ill managers at supervisory level was used. The job performance of participating managers was measured prior to attending the centre and three months after attendance. Consistent with the available research findings, the results indicated a statistically significant increase in the critical dimensions measured in the experimental groups. Consequently it was concluded that, in support of the hypothesis posed, the participation in a development centre contributes to an increase in managerial performance. Key terms: development centres; assessment centres; management development; managerial performance; managerial-dimensions; managerial-competencies. / Economics and Management Sciences / M.A. (Industrial Psychology)

M.Com. / Assessment Centers (ACs) are a commonly used method for selection and development of employees in South Africa (SA) and elsewhere. Despite this, little is known regarding ethical challenges in ACs in SA. The objective of this study was thus to explore ethical challenges in ACs in SA, with the intention of providing recommendations on how to minimize such challenges. Data was gathered using a qualitative survey and a focus group method respectively. A total of 98 participants who were attendees at an AC conference completed the qualitative survey and 14 purposely selected individuals participated in the focus group. Content analysis was then used to interpret the data. The findings of the study revealed many ethical challenges that could not be understood in isolation. For this reason, a conceptual framework was developed to provide a broader lens through which ethical challenges in ACs in SA could be understood...

Man Mei Kiu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 48-60). / Abstract in English and Chinese. / Abstract --- p.i / 摘文 --- p.ii / Acknowledgement --- p.iii / Table of Content --- p.iv / List of Tables and Figures --- p.vi / Chapter CHAPTER 1. --- INTRODUCTION --- p.1 / Demographic Characteristics --- p.1 / Theoretical Foundation of Relational Demography --- p.3 / Effects of Demographic Similarity --- p.4 / Demography in Assessment Center --- p.7 / Importance of Assessment Center in Industrial Settings --- p.10 / Assessors of Assessment Center --- p.12 / Culture Influence --- p.14 / The Present Study --- p.16 / The effect of race --- p.18 / The effect of gender --- p.18 / Chapter CHAPTER 2. --- METHOD --- p.20 / Participants --- p.20 / Measures --- p.21 / Independent variables --- p.21 / Dependent variables --- p.21 / Design --- p.22 / Chapter CHAPTER 3. --- RESULTS --- p.23 / Preliminary Analysis --- p.23 / Effect of Race --- p.25 / Average rating of exercise --- p.25 / Business focus --- p.26 / Thinking skills --- p.26 / Interpersonal effectiveness --- p.27 / Personal effectiveness --- p.27 / Further examination --- p.27 / Effect of Gender --- p.31 / Average rating of exercise --- p.31 / Business focus --- p.31 / Thinking skills --- p.31 / Interpersonal effectiveness --- p.31 / Personal effectiveness --- p.32 / Further examination --- p.32 / Chapter CHAPTER 4. --- DISCUSSION --- p.36 / Effects of Race --- p.36 / Effects of Gender --- p.39 / Types of Exercise --- p.41 / Chapter CHAPTER 5. --- IMPLICATIONS AND LIMITATIONS --- p.43 / Chapter CHAPTER 6. --- CONCLUSION --- p.47 / References --- p.48

This study examined the reliability and validity of scores taken from a series of four task simulations used to evaluate medical students. The four role-play exercises represented two different cases or scripts, yielding two pairs of exercises that are considered alternate forms. The design allowed examining what is essentially the ceiling for reliability and validity of ratings taken in such role plays. A multitrait-multimethod (MTMM) matrix was computed with exercises as methods and competencies (history taking, clinical skills, and communication) as traits. The results within alternate forms (within cases) were then used as a baseline to evaluate the reliability and validity of scores between the alternate forms (between cases). There was much less of an exercise effect (method variance, monomethod bias) in this study than is typically found in MTMM matrices for performance measurement. However, the convergent validity of the dimensions across exercises was weak both within and between cases. The study also examined the reliability of ratings by training raters to watch video recordings of the same four exercises who then complete the same forms used by the standardized patients. Generalizability analysis was used to compute variance components for case, station, rater, and ratee (medical student), which allowed the computation of reliability estimates for multiple designs. Both the generalizability analysis and the MTMM analysis indicated that rather long examinations (approximately 20 to 40 exercises) would be needed to create reliable examination scores for this population of examinees. Additionally, interjudge agreement was better for more objective dimensions (history taking, physical examination) than for the more subjective dimension (communication).