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Assessment Centers (ACs) are a fantastic method to measure behavioral indicators of job performance in multiple diverse scenarios. Based upon a thorough job analysis, ACs have traditionally demonstrated very strong content and criterion-related validity. However, researchers have been puzzled for over three decades with the lack of evidence concerning construct validity. ACs are designed to measure critical job dimensions throughout multiple situational exercises. However, research has consistently revealed that different behavioral ratings within these scenarios are more strongly related to one another (exercise effects) than the same dimension rating across scenarios (dimension effects). That is, results from ACs suggest that we are unsure of what these behavioral measures represent. Over the last three decades, researchers have sought to illuminate why same dimension ratings are inconsistent across scenarios. However, these investigations have been limited to changes influencing the source of the ratings (e.g., assessors, trained raters). No approach has been taken to change the structure of the AC. This study breaks with tradition and introduces a structurally different AC: A Day-In-The Life AC (DITLAC). A DITLAC structure is designed to mimic that of a normal day on the job. In the present study, the construct validity between a DITLAC and a traditionally structured AC is compared with the argument that the DITLAC will demonstrate stronger construct validity evidence. In several cases, this was found to be true.

The purpose of this study was to systematically synthesize and analyze through a meta-analytic method the results of various studies pertaining to the validity of the NASSP Assessment Center process. Thirtyfour studies were identified as potential sources of information. The analysis focused primarily on criterion-related validity and the potential of gender, position type and racial bias in the assessment process. Results of the study indicated criterion-related validity of the NASSP Assessment Center process to be very low. Questions were raised about the ability of the assessment process to discriminate among the twelve skill dimensions. The low discriminant validity in the NASSP process probably reduced the criterion validity reported by the various studies. The results indicated the criterion validity of the process was relatively low across most of the criteria used to substantiate validity. No significance relationships were found between the twelve skill dimensions and the demographic variables of gender, position type, or race. Although thirty-four studies were identified as sources of data for assessing the validity of the NASSP Assessment Center process, there isa need for more research on both construct and criterion-related validity. Criterion-related validity should be based on the application of skills on the job rather than a global measure of job performance. / Ph. D.

As energy prices and demand are projected to increase globally and markets become more competitive nationally and internationally; the wood products industry must find ways to remain relevant. By: 1) analyzing energy-saving recommendations contained in the IAC database; 2) comparing those recommendations by criteria such as cost, savings, and payback period; 3) identifying recommendations that incorporate lean manufacturing principles; and 4) investigating the practices and perceptions of manufacturers at the facility level, this project provides information for identifying the greatest opportunities for energy management among U.S. wood product manufacturers. Results from the analysis of the IAC database show that wood product manufacturers had a low implementation rate of energy recommendations ranked purely by cost, savings, and payback period among wood product manufacturers suggesting they were not focused on implementing energy recommendations specifically based on those criteria. While some recommendations were found to be statistically different in at least one criteria: cost, savings, or payback period between wood and non-wood manufactures as well as primary and secondary wood manufacturers, only two recommendations had practical differences, large payback periods, between primary and secondary wood manufacturers. Twenty-four of 192 energy recommendations were classified as lean-based energy recommendations using the Kirby and Green (2003) methodology, however, there was no clear evidence to suggest the lean-based energy recommendations were superior in terms of cost, savings, or payback period when compared to simple energy recommendations. Interviews with primary and secondary manufacturers revealed a lack of commitment to energy performance improvement and the reported barriers of implementation among a small sample of wood products manufacturers suggests that the dissemination of energy management knowledge and benefits is a problem. / Master of Science

The assessment center is a contemporary approach to identifying managerial potential for purposes of selection, placement, promotion, or development. This research determined the extent to which participants actually implemented developmental activities following assessment. The organization assumed that learners would follow-up with recommended activities on their own. There has been no study to determine they did. This study set out to determine if participants did implement development and the conditions under which they did or did not. First, a preliminary questionnaire was administered to all 120 graduates of the Success Program. Nineteen participants who were originally divided into (a) those who completed one or more recommended developmental activities and some self-selected developmental activities, (b) those who did not implement recommended developmental activities but did complete one or more self-selected developmental activities, (c) those who implemented recommended and/or self-selected developmental activities but did not complete any, and (d) those who did not implement either recommended or self-selected developmental activities were interviewed. It was found that most people did. Individuals were further classified into levels of implementation: (a) High implementers, (b) moderate implementers, (c) low implementers, (d) implementers of self-selected activities only, and (e) non-implementers. This study provides evidence to support the organization's assumption: Through the assessment center process, individuals will be motivated to change their managerial behavior. Seventeen of the nineteen Success graduates followed up with development. While they differed in the number of activities they pursued, they targeted the same skills cited by the assessors for improvement. Further, the program was a positive learning experience for almost all its members. Self-awareness was heightened and served as a catalyst for further development in targeted managerial skills. Self-reported changes in management behavior tended to focus on the same skills targeted by the assessors for improvement. Both individual and organizational responsibilities were reflected in the problems encountered and reasons given for not pursuing development. Personal factors generally related to the willingness to devote time and energy to self-development and to the individuals' perceptions about the importance of change. Organizational factors generally related to feedback, relevance of the training to job functions, and post-program support. Although it was concluded that the Success Program is basically a sound one, recommendations were made to aid the organization in strengthening its program. / Ed. D.

The aim of this study is to investigate the effectiveness of the ”accelerated” development training programme by using two specifically compiled in-basket exercises equivalent in complexity. A pre- and post-evaluation were performed to determine whether learning transfer actually took place-that is, whether competencies developed. The research focused on the following competencies: action orientation; planning and organising; analysis and problem solving; teamness; and impact. From the statistical analysis conducted, significant differences were obtained for three competencies, impact, action orientation and problem solving. The separation of variables proved to be problematic and the results could not be attributed directly to the training programme. The results are explained, the design of the evaluation critically reviewed and recommendations made to improve the design of the evaluation. The value of the study is discussed and directions for possible future research provided. / Industrial and Organisational Psychology / M. A.(Industrial and Organisational Psychology)

Thesis (MBA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The changing environment has had an influence on managerial skills and competencies. The question is what will be expected from the millennium manager? Thus what competencies would be needed to cope in the now faster changing era and how must training interventions be adapted to ensure optimum development opportunities? Although management is found at all levels and in all functions of an organisation, each level and each role requires different personal skills for the performance of the management task. However conceptual skills which involves the manager's thinking and planning abilities and interpersonal skills which refer to the ability to work with people, are mutually inclusive to all managerial positions. From literature it is clear that there are many methodologies available for management development such as corporate universities, outsourcing to local accredited colleges and universities for specialised programs such as a formal MBA, mentoring programs, leadership development programs, self-directed learning and career development. Critical evaluation of these interventions however indicate that conceptual skills are addressed but that the social and emotional dimensions are lacking. The focus of development interventions must shift to a more holistic, integrated approach of employee well-being. Another question to be asked is do educators take cognisance of the fact that personality and or psychological types are learning in different ways under different circumstances. In literature there seems to be very little evidence that programs are adapted to cater for these differences. From the literature sufficient information regarding learning theories, andragogy, learning styles and management development models is available. The challenge however is to incorporate and integrate the available information effectively to address the needs of a psychological, culturally diverse population. The trend in management development is moving towards incorporation of emotional intelligence as one of the components of development programmes. The emotional competence framework focus on personal competence which determines how we manage ourselves, and on social competence which determines how we handle relationships. In order to be able to effectively manage ourselves we have to focus on self-awareness, self-regulation and motivation. Therefore the need exists for a selfmanagement intervention in management development programmes. Very little information is available in existing literature on self-management programmes. The outcome of this literature survey is a suggested framework for a self-management module. The framework suggests three phases namely phase 1: Self-discovery which entails the gathering of information regarding personality and learning styles, brain dominance and the emotional intelligence (EO) map. Phase 2: Self-transforming which starts with the analysis of the self-discovery interventions, followed up by a guided process of self-transforming which entails personal goal setting and action plans. Phase 3: Self-mastery which is an active working towards the goals in all spheres of one's life, and celebrating "victories" to reinforce newly acquired skills or competencies. A follow-up on this study would be to develop a detailed module, integrating all the principles, theories and models to ensure a management development intervention that succeeds in providing "self-managing managers"! / AFRIKAANSE OPSOMMING: Die veranderende omgewing en tye het 'n invloed gehad op bestuursvernuf en bekwaamheid. Die vraag is dus: Wat sal verwag word van die "Millennium Bestuurder"? Dit wil sê, watter bekwaamhede sal nodig wees om aan te pas by dié vinniger veranderende era en hoe moet beroepsopleiding aangepas word vir optimum ontwikkelingsgeleenthede. Alhoewel bestuur gevind word op alle vlakke en in alle funksies van 'n organisasie, vereis elke vlak en elke rol verskillende persoonlike kundighede vir die uitvoer van die bestuurstaak. Konsepsuele kundigheid, wat na die bestuurder se denkvermoë, beplanningsvernuf en interpersoonlike vaardighede verwys, is wedersyds ingeslote by alle bestuursvlakke. Vanuit die literatuur is dit duidelik dat daar baie metodes van studie beskikbaar is vir bestuursontwikkeling soos korporatiewe universiteite, plaaslike ge-akkrediteerde kolleges en universiteite vir gespesialiseerde programme soos 'n formele MBA, mentorskapprogramme, leierskapontwikkelingsprogramme, self-gedrewe leeraktiwiteite en beroepsontwikkeling. Kritiese evaluasie van die intervensies wys daarop dat konsepsuele kundighede wel geadresseer word, maar dat die sosiale en emosionele dimensies ontbreek. Die fokus van ontwikkelingsintervensies moet skuif na 'n meer holistiese geïntegreede benadering in terme van werknemersgesondheid. Ons kan die vraag afvra of opvoeders wel kennis neem van die feit dat persoonlikheids- en sielkundige tipes verskillend leer onder verskillende omstandighede. In die literatuur blyk daar min bewyse te wees van programme wat aangepas is om vir dié verskille voorsiening te maak. In die literatuur is daar wel genoegsame inligting oor leerteorieë, andragogie, leerstyle en bestuursontwikkelingsmodelle. Die uitdaging is dus om die beskikbare inligting te inkorporeer, integreer en die behoeftes van 'n sielkundig, kulturele diverse populasie effektief te adresseer. Die neiging in bestuursontwikkeling is die inkorporering van emosionele intelligensie as een van die komponente van ontwikkelingsprogramme. Die emosionelevaardigheidsraamwerk fokus op persoonlike vaardigheid, wat bepaal hoe individue hulself bestuur, en op sosiale vaardigheid, wat bepaal hoe individue verhoudings hanteer. Dus die behoefte bestaan vir 'n self-bestuurs intervensie in bestuursontwikkelingsprogramme. Baie min informasie in Suid-Afrikaanse navorsing is beskikbaar in bestaande literatuur op self-bestuursprogramme. Die uitkoms van dié literatuurstudie is 'n voorgestelde raamwerk vir 'n self-bestuurs module. Die raamwerk stel drie fases voor naamlik, Fase 1: Self-ontdekking wat insluit die invordering van informasie aangaande persoonlikheids-en-Ieerstyle, brein dominansie en die emosionele intelligensie kartering. Fase 2: Self-transformasie wat begin by die analise van die self-ontdekkings intervensies, gevolg deur 'n gereguleerde proses van selftransformasie wat omvat persoonlike doelstellings en aksie planne. Fase 3: Selfbemeestering wat 'n aktiewe strewe is na die bereiking van doelstellings in alle sfere van 'n individu se lewe en die viering van "oorwinnings" om nuutgevonde vaardigede en kundighede te versterk. 'n Opvolg op dié studie sou wees om 'n gedetailleerde module saam te stel wat al die beginsels, teorieë en modelle integreer om sodoende 'n bestuursontwikkelings intervensie te verseker met "self-besturende bestuurders" as uitkoms!

The aim of this study is to investigate the effectiveness of the ”accelerated” development training programme by using two specifically compiled in-basket exercises equivalent in complexity. A pre- and post-evaluation were performed to determine whether learning transfer actually took place-that is, whether competencies developed. The research focused on the following competencies: action orientation; planning and organising; analysis and problem solving; teamness; and impact. From the statistical analysis conducted, significant differences were obtained for three competencies, impact, action orientation and problem solving. The separation of variables proved to be problematic and the results could not be attributed directly to the training programme. The results are explained, the design of the evaluation critically reviewed and recommendations made to improve the design of the evaluation. The value of the study is discussed and directions for possible future research provided. / Industrial and Organisational Psychology / M. A.(Industrial and Organisational Psychology)

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