Universiẗat, Diss., 2006--Bielefeld.

Zugl.: Univ. Rostock, Diss., 2005

Thesis (doctoral)--Universität Bayreuth, 2004. / Includes bibliographical references (p. [273]-286) and index.

Der vorliegende Artikel nähert sich der Frage, welche Bedingungen Hochschulen erfüllen müssen, um E-Assessments anbieten zu können. Er bietet Hinweise darauf, welche technischen und bauplanerischen Bedingungen erfüllt sein sollten, um diese nach dem gegenwärtigen Stand nachhaltig rechtssicher durchführen zu können. Dabei werden drei Typen für E-Assessment-Center gegenübergestellt: das genuine E-Assessment-Center, E-Assessment-Center in PC-Pools, temporäre E-Assessment-Center (als stationäre und mobile Center). Welches Raumszenario sich für die jeweilige Hochschule eignet, muss fallweise entschieden werden.

Der vorliegende Artikel nähert sich der Frage, welche Bedingungen Hochschulen erfüllen müssen, um E-Assessments anbieten zu können. Er bietet Hinweise darauf, welche technischen und bauplanerischen Bedingungen erfüllt sein sollten, um diese nach dem gegenwärtigen Stand nachhaltig rechtssicher durchführen zu können. Dabei werden drei Typen für E-Assessment-Center gegenübergestellt: das genuine E-Assessment-Center, E-Assessment-Center in PC-Pools, temporäre E-Assessment-Center (als stationäre und mobile Center). Welches Raumszenario sich für die jeweilige Hochschule eignet, muss fallweise entschieden werden.:1. Einleitung 4 2. Grundlagen 5 2.1. Begriffliche Eingrenzung 5 2.2. Rechtlicher Rahmen 6 2.2.1. Prüfungsrecht 6 2.2.2. Datenschutzrecht 7 2.2.3. Versammlungsstättenverordnung 7 2.3. Bauplanerische und raumtechnische Voraussetzungen 8 2.3.1. Einbruch und Diebstahlsicherung 8 2.3.2. Klimatisierung und Belüftung 8 2.3.3. Verdunklung und Beleuchtung 9 2.3.4. Akustik und Schallschutz 9 2.3.5. Netzwerkanbindung und Stromversorgung 9 2.3.6. Inklusion von behinderten Prüfungsteilnehmenden 10 2.3.7. Anordnung der Prüfungsplätze und Verhinderung von Betrug 11 2.3.8. Ein-, Aus- und Notausgänge 12 2.3.9. Administrative Bereiche 12 2.3.10. Warte- und Anmeldebereiche für Teilnehmende 12 2.3.11. Garderobenbereiche 12 2.3.12. Sanitäre Einrichtungen 13 2.4. IT- und medientechnische Bedingungen 13 2.4.1. Server 13 2.4.2. Prüfungs-Clients 15 2.4.3. Prüfungssoftwarelösung 15 2.4.4. Anlagensteuerung der Prüfungs-Clients 18 3. Raumszenarien für E-Assessments 19 3.1. Genuines E-Assessment-Center 19 3.1.1. Beschreibung 19 3.1.2. Umsetzbare Prüfungstypen 19 3.1.3. Vorteile 20 3.1.4. Nachteile 20 3.1.5. Umsetzungsbeispiele 20 3.1.6. Grobschätzung initialer Investitionskosten und Folgeinvestitionen 20 3.1.7. Dauerhafte personelle Ressourcen 20 3.2. E-Assessment in PC-Pools 21 3.2.1. Beschreibung 21 3.2.2. Umsetzbare Prüfungstypen 21 3.2.3. Vorteile 21 3.2.4. Nachteile 22 3.2.5. Umsetzungsbeispiele 22 3.2.6. Grobschätzung initialer Investitionskosten und Folgeinvestitionen 22 3.3. Temporäres E-Assessment-Center 23 3.3.1. Beschreibung 23 3.3.2. Umsetzbare Prüfungstypen 24 3.3.3. Vorteile 24 3.3.4. Nachteile 24 3.3.5. Umsetzungsbeispiele 25 3.3.6. Grobschätzung der Investitionskosten 25 3.3.7. Dauerhafte personelle Ressourcen 26 4. Zusammenfassung und Bewertung 27 4.1. rechtliche Grundlagen 27 4.2. bauplanerische und raumtechnische Voraussetzungen 28 4.3. IT- und medientechnische Bedingungen 29 4.4. Raumszenarien für E-Assessments 30 4.5. Fazit 32 5. Literaturverzeichnis 32

The subject of my final thesis is the assessment centre as a method being used in practice of personnel psychology. The theoretical part is aimed at basic methods of assessment centre, it contains the definitions and instructions which limit and edit the assessment centre as regards its content and implementation aspects. It describes the processes of assessment centre creation and choice of its partial methods (dialogue, test methods, model situation etc). In more detail it deals with character of assessment centre partial methods and possibilities of their diagnostic outputs application. In particular chapter special attention is given to model situations and group exercises questions. At the same time it describes the assessment centre social-psychological aspects and its cultural and intercultural extent. The empirical part contains the description and analysis of particular existing assessment centre, from which a suggestion for its optimalization arises. Key words assessment center group exercises simulations

The thesis deals with the problem of group tasks in assessment centers. The theoretical part provides an overview to the basic characteristics of the method of assessment center, describes the process of designing and realization, and discusses in detail the issue of simulation exercises and group tasks. The empirical part focuses on relations among activity of participants during group tasks, their personal characteristics and experience with the method of assessment center. Key words: assessment center group tasks simulation excercise

Univ., Diss.--Bayreuth, 2004. / Literaturverz. S. [273] - 286.

The primary purpose of the study was to determine the perceived accuracy of the Indiana Assessment Center (IAC) process in rating potential administrators' skills in 12 specified areas as judged by IAC participants and their employing officials. Referent groups in the study included:1. IAC participants2. Employing officials of IAC participants 3. IAC assessorsA 22-item questionnaire containing the 12 specified skill areas was used to gather perceptions from the three educational referent groups.Findings1. Seventy-eight percent of the participants and 86% of the employing officials who read the IAC final report agreed that they would recommend friends and colleagues aspiring to be principals to participate in the IAC.2. Seventy-five percent of the participants and 71% of the employing officials who wrote a narrative response to the evaluative statement ("I would recommend to my friends and colleagues who aspire to be principals to participate in the IAC. Why or why not?") agreed that participation in the IAC was a positive professional experience.3. Participants with administrative experience attained higher scores than participants with instructional experience.4. The mean ratings of assessors were higher for females than males in the skill areas of judgment, leadership, range of interest, personal motivation, educational values, oral communication, and written communication.ConclusionsThe IAC was perceived by a majority of the participants and their employing officials as an accurate method of rating potential building administrators' skills in 12 specified areas. The participants' gender, experience, and position influenced participants' ratings in the 12 skill areas. / Department of Educational Administration and Supervision

The thesis focuses on the issues of job interviews for ICT positions and related aspects of this matter. It includes the set of procedures that serve as an assistant for a graduate who will apply for a job in this field. The main objective of this thesis is to determine the process and requirements for admission for the positions in ICT companies in the Czech Republic. The theoretical part focuses on the individual components of the process that leads to employment. The curriculum vitae, cover letter, preparation for a job interview, the interview itself, assessment center and internet portals that are used for finding work or employees are also included. The practical part is mainly devoted to the questionnaire which I sent to companies in our country. Its evaluation is illustrated with graphs and tables. I consulted the results with human resources specialist, who gave me more detailed information on the individual issues. The thesis is concluded in chapter which summarizes the requirements for IT roles and positions. The benefit of this work is summarized overview that can help graduates to find some job. This is a set of requirements, which may be required for interviews in Czech companies.