Purpose: The goal of this study was to understand the relationships between mentoring roles, career calling, and the transmission of tacit knowledge in the setting of executive development centers. The purpose of this research was to determine if there is a link between mentoring roles and the transmission of tacit knowledge and, if so, to what…

This study seeks to develop and validate an Assessment Centre (AC) tool for the evaluation and selection of school leaders, focusing on the identification of competencies that influence teaching and learning outcomes. International research supports the creation of Assessment Centres to select candidates for these roles, due to their superior…

South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a…

Recruiting and retaining excellent teachers remains a pressing policy issue in education systems worldwide. According to UNESCO estimates, 68.8 million teachers will need to be recruited globally to meet Sustainable Development Goal 4. However, simply recruiting more teachers will not be enough to meet this challenge: we need to recruit…

Despite widespread application of developmental assessment centers (DACs), little is known about the impact of the process on participants' understanding of the assessed performance dimensions. This study explores this issue by applying Golembiewski, Billingsley, and Yeager's (1976) tripartite model of change to assess the presence of alpha, beta,…

In high-stakes selection among candidates with considerable domain-specific knowledge and experience, investigations of whether high-fidelity simulations (assessment centers; ACs) have incremental validity over low-fidelity simulations (situational judgment tests; SJTs) are lacking. Therefore, this article integrates research on the validity of…

Work placements as a form of Work Integrated Learning (WIL) are widely recognised for the positive impact they have on improving the employability and work readiness of students. Assessment Centres (ACs) are typically used in corporate settings for recruitment, selection and more recently to provide developmental feedback to participants. The…

Recent Monte Carlo research has illustrated that the traditional method for assessing the construct-related validity of assessment center (AC) post-exercise dimension ratings (PEDRs), an application of confirmatory factor analysis (CFA) to a multitrait-multimethod matrix, produces inconsistent results [Lance, C. E., Woehr, D. J., & Meade, A. W.…

In response to federal requirements for general curriculum access and participation in large-scale academic assessments, states have shifted curriculum for students with significant cognitive disabilities from a primarily functional model to one that includes academics. What does academic instruction look like for students with significant…

Examined construct validity of assessment center final dimension ratings within a nomological network of cognitive and personality measures. Employees (N=411) completed four tests. Results suggest that final dimension ratings possess construct validity and the assessors can differentiate between two broad categories of assessment dimensions.…

Investigated influence of retranslated behavior checklists on construct validity of dimension ratings for 2 assessment center exercises using 10 assessors. Found assessor use of behavior checklists increased average convergent validity while decreasing average discriminant validity. Behavior checklist sums were moderately correlated with…

The Myers-Briggs Type Inventory was completed by 135 cooperative extension agents who attended an assessment center. The majority were extroverts with sensing, thinking, and judging preferences. Those in administration or community/natural resources or with more experience had higher assessment center scores. Perceiving-oriented agents had lower…

In an Irish bank, 135 applicants were evaluated in an assessment center. Results did not support the validity of such centers. Exercises lacked content validity, and criterion validity was similarly poor. (SK)

One potential source of variation in assessment center ratings may be the way the assessor organizes and processes information. To examine how assessment center methods affect the way assessors organize and process assessment center information and the ratings they make, independent groups of assessors (N=24) used one of two models for integrating…

Assessment center ratings of 52 state law enforcement agency managers predicted both contaminated promotions criterion and 2 uncontaminated ratings criteria. Gathered criteria data 2, 4, and 7 years after assessment center, and modest upward trend in validity coefficients was observed. Subordinates' ratings outperformed assessment center on…