A replication of an original study of managerial assessment centers performed by Sackett and Dreher (1982) is presented. Their major finding, indicating that assessment centers lack key tenets of internal construct validity, was corroborated in this study of a hotel managers' assessment center. This hotel managers' assessment center is also found to be externally valid using criterion-related validity. The argument is posed that assessment centers, as standardized tests of complex behavioral traits, appear to be operating outside the bounds of normal test construction principles. Five key explanations for this paradox are offered to guide much needed future research in this area. Additionally, a description of commonly utilized assessment center activities is offered the reader.

The purpose of this study was to examine the effects of behavioral checklist critical item content on subsequent global, Likert-type ratings. It was hypothesized that assessment center participants rated with positive critical items would receive higher scores on subsequent global ratings than would participants rated with negative critical items. Additionally, it was hypothesized that volunteers would receive better ratings than nonvolunteers. Finally, it was hypothesized that behavioral ratings would show less susceptibility to halo effect than global ratings.

Thesis (MComm)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Assessor bias remains an interesting and important topic for Assessment Centre (AC) practitioners, candidates and clients, but it has received relatively little research attention. By using social identity theory, this research project studied the effects of demographic characteristics (gender, age and race) on ratings in assessment centres. We studied main and interaction effects of assessor and assessee demographic variables on ratings in a national sample of managers (N = 220). Descriptive statistics (means, SD) and inferential statistical analysis (moderated multiple regression) were used to test for both main and interaction effects (between assessor and assessee characteristics) of demographic variables on ratings. The regression analysis revealed a highly statistically significant (p < .001.) gender main effect (for assessor) — male assessors consistently rated assessees higher that female assessors did. Neither assessor nor assessee race had a main effect on ratings (p > .05). Age showed no main or interaction effects, although evidence of possible interaction effects was seen in descriptive statistics. Demographic similarity did not seem to affect assessment centre ratings in the present study. Recommendations for future research and AC practice are made. / AFRIKAANSE OPSOMMING: Assessorsydigheid het tot dusver betreklik min navorsingsaandag ontvang, alhoewel dit steeds 'n interessante en belangrike onderwerp vir alle takseersentrumbelanghebbendes verteenwoordig. Vanuit ‘n sosiale identiteitsteorieraamwerk, het hierdie navorsingsprojek die invloed van demografiese kenmerke (geslag, ouderdom en ras) op takseersentrumbeoordelings ondersoek. Beide die hoofeffekte en interaksie-effekte van assessors en assessees se demografiese veranderlikes op beoordelings is ondersoek. Die studie het ‘n nasionale steekproef van bestuurders (N = 220) gebruik om die hipoteses te toets. Beskrywende statistiek (gemiddelde en standaardafwykings) en inferensiële analises (gemodereerde meervoudige regressie-analise) is gebruik om beide hoofen interaksie-effekte (tussen die assessor en assessee se demografiese veranderlikes) op beoordelings te toets. Die regressie-analise het hoogs statisties betekenisvolle (p < .001) geslagshoofeffekte (assessor) aan die lig gebring - manlike assessors het konsekwent hoër tellings as vroulike assessors aan assessees toegeken het. Rasgroep (van beide assessor en assessee) het geen hoofeffek op beoordelingstellings gehad nie (p > .05). Ouderdom het nie hoof- of interaksieeffekte getoon nie, alhoewel bewyse van moontlike interaksie-effekte bespeur is in beskrywende statistiek. Die resultate van die studie toon dat demografiese gelyksoortigheid tussen die assessee en assessor nie ‘n beduidende effek op takseersentrumbeoordelings het nie. Aanbevelings vir toekomstige navorsing en takseersentrumpraktyk word gemaak.

In recent times, situational judgment tests (SJTs) have emerged as an instrument of choice in organizations. This emergence is partly due to the high costs associated with developing and conducting high fidelity simulations such as assessment centers, coupled with the recent economic downturn affecting many organizations. The current study sought to validate an SJT as a low cost, alternate form of assessing leadership within an organizational context. A content validation study was carried out by retranslating items into eight dimensions and calibrating item responses. This study resulted in a content valid measure of leadership knowledge. Future studies should focus on further evaluating the psychometric properties of this new leadership assessment. Alternate forms reliability, convergent validity, and divergent validity studies, in particular, should be conducted to evaluate the new test.

Although assessment centers are popular for selecting and developing employees, important theoretical and practical questions remain about the key building blocks of the method: assessors, dimensions, and exercises. This symposium presents new empirical research regarding assessor training, the meaning of dimensions, candidates’ ability to identify dimensions, and exercise demands.

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

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 133-145). Also available via the Internet.

Thesis (M. Comm.(Human resource management))-University of Pretoria, 2004. / Abstract and summaries in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

M. Phil. (Industrial Psychology) / Orientation: Assessment centres (ACs) are a popular method of assessment, as they offer a direct, practical link to the required job, which link is not inferred but observed through candidate behaviour. Given the popularity of ACs in South Africa and how content is often borrowed from the USA, research in the applicability of US content in South Africa is justified. Research purpose: The main purpose of this study was to determine whether the selected US-developed virtual assessment centre (VAC) appeared to measure what it claimed to, and to determine whether the content found within the VAC is suitable for South Africa. Motivation for the study: A solid pre-statistical foundation of content forms the backbone of assessing validity. Content validation analysis is well-suited to analysing the relevance of AC simulations in a specific cultural context. The case exists that too often content validation is either implied, or that no more than a paragraph is deemed sufficient to explain content validation efforts. Research design: A content evaluation schedule was developed that covered seven content validation dimensions and consisted of 50 items. 13 Subject matter experts (SMEs) and 9 experienced middle level managers, who were considered functional experts (FEs), were tasked to assess an imported VAC using the developed evaluation schedule. Main findings: This study indicated that the VAC appears to measure what it purports to, and that the content found within the VAC is suitable for use in the South African context. Practical/Managerial implications: Content created in the USA can be assessed for relevance and applicability for use in South Africa through content validation. Contribution and value add: This study contributes to AC literature and assessment methodology by demonstrating the importance and utility of content validation. Importers and developers of AC content may use this study’s techniques to validate content so as to meet legislative requirements and ensure domain relevance of content.

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