Assessment Centres : Unlocking People Potential for Growth.

COVER -- TITLE PAGE -- ENDORSEMENTS -- COPYRIGHT PAGE -- TRIBUTE -- TABLE OF CONTENTS -- LIST OF FIGURES -- LIST OF TABLES -- SUMMARY OF CHAPTERS AND AUTHORS -- ABOUT THE EDITORS -- ABOUT THE CONTRIBUTORS -- PREFACE -- ACKNOWLEDGEMENTS -- CHAPTER 1 INTRODUCTION TO ASSESSMENT CENTRES Sandra Schlebusch and Gert Roodt -- 1. INTRODUCTION - WHAT ARE ASSESSMENT CENTRES (ACs)? -- 2. WHAT IS AN AC? -- 2.1 Demarcation of Terminology -- 3. TYPES OF ACs -- 3.1 Traditional ACs -- 3.2 Assessment ACs -- 3.3 Diagnostic ACs (DCs) -- 3.4 Learning ACs -- 3.5 Development ACs (DACs) -- 3.6 Collaborative ACs -- 3.7 Coaching Development Centres (CDCs) -- 3.8 Functional ACs -- 4. FEATURES OF ACs -- 4.1 Job analysis -- 4.2 Use of simulations -- 4.3 Multiple assessments -- 4.4 Link between AC assessments and the AC focal constructs -- 4.5 Multiple observers -- 4.6 Competent observers and role players -- 4.7 Behavioural observation and noting -- 4.8 Classifying and evaluating behaviour -- 4.9 Data integration -- 4.10 Standardisation -- 4.11 Feedback -- 4.12 Deliverables of an AC -- 5. STAKEHOLDERS OF ACs -- 5.1 Stakeholders directly involved in ACs -- 5.2 Stakeholders indirectly involved in ACs -- 6. AC APPLICATIONS -- 6.1 Selecting in -- 6.2 Selecting out -- 6.3 Development -- 6.4 Diagnostic purposes -- 7. THE DESIGN MODEL -- 7.1 Steps and stages -- 8. THE RATIONALE FOR USING A DESIGN MODEL -- 8.1 Following a systematic approach -- 8.2 Keeping the focus on the initial design objectives of the AC -- 8.3 Following an integrated process -- 8.4 Adding marketing value -- 8.5 Ensuring validity, reliability and fairness -- 9. CONCLUSION -- CHAPTER 2: ASSESSMENT CENTRES IN SOUTH AFRICAN HISTORY by Deon Meiring -- 1. A BRIEF HISTORY OF ASSESSMENT CENTRES (ACs) IN SOUTH AFRICA -- 2. FOUNDING OF THE ASSESSMENT CENTRE STUDY GROUP -- 3. AIMS AND OBJECTIVES OF THE ACSG.

4. AC GUIDELINES FOR SOUTH AFRICA -- 4.1 1991 Guidelines -- 4.2 1999 Guidelines -- 4.3 2007 Guidelines -- 4.4 2015 Guidelines -- 5. CODE OF ETHICS FOR ASSESSMENT CENTRES IN SOUTH AFRICA -- 6. FUTURE CHALLENGES PRESENTED BY ACS IN SOUTH AFRICA -- CHAPTER 3: MULTICULTURALISM AND THE USE OF ASSESSMENT CENTRES IN SOUTH AFRICA by Stella Nkomo and Christina Badalani -- 1. INTRODUCTION -- 2. STRUCTURE AND CONTENT OF CHAPTER -- 3. CULTURAL DIVERSITY AND ASSESSMENT CENTRES -- 4. LEGAL REQUIREMENTS OF ASSESSMENT CENTRES -- 4.1 Legal and other requirements for the validity of assessment centres -- 4.2 South African legal and professional requirements -- 5. ETHNOCULTURAL DIVERSITY IN SOUTH AFRICA -- 6. HISTORICAL AND POLITICAL CONTEXT OF SOUTH AFRICA -- 6.1 Ethnocultural diversity since 1994 -- 7. EMPIRICAL RESEARCH ON NATIONAL CULTURE DIFFERENCES IN SOUTH AFRICA -- 8. EMPIRICAL RESEARCH ON CULTURAL DIFFERENCES IN PERSONALITY -- 9. ETHNOCULTURAL DIVERSITY AND THE ESSENTIAL ELEMENTS OF ASSESSMENT CENTRES -- 9.1 Definition of assessment centres -- 9.2 The Impact of ethnocultural diversity on ACs -- 9.3 Ten Essential Elements of ACs and Recommendations to Minimise Ethnocultural Diversity Effects -- 10. CONCLUSION -- 11. CASE STUDY -- CHAPTER 4: ETHICS AND ASSESSMENT CENTRES by Rodney L. Lowman -- 1. INTRODUCTION -- 1.1 Ethical issues in South African assessment centres -- 1.2 ACs in South Africa -- 1.3 Description of ACs -- 1.4 Which Ethics Codes apply to AC Work? -- 2. THE SOUTH AFRICAN BEST ASSESSMENT CENTRES PRACTICES DOCUMENT -- 3. THE SOUTH AFRICAN AC ETHICS INITIATIVE -- 3.1 Principle 1: Respect for Participant Dignity -- 3.2 Principle 2: Respect for Participant Diversity -- 3.3 Principle 3: Respect for Participant Freedom -- 3.4 Principle 4: Respect for the Client and the Client's Organisation -- 3.5 Principle 5: Professional AC Competence.

3.6 Principle 6: Professional Accountability -- 4. WHO ENFORCES AC ETHICAL STANDARDS AND AGAINST WHOM? -- 4.1 Other classificatory schema -- 5. APPLYING ETHICS GUIDANCE TO THE THREE CASES -- 6. SUMMARY AND RECOMMENDATIONS -- CHAPTER 5: PURCHASING AN ASSESSMENT CENTRE by Anne Buckett -- 1. INTRODUCTION -- 2. ORGANISATIONAL PERSPECTIVE -- 2.1 Business case -- 2.2 Alignment with other people processes -- 2.3 Assessment Centre policy -- 2.4 Approach to Assessment Centre purchase -- 3. Service Provider Perspective -- 3.1 AC consultation process -- 3.2 Contracting the AC -- INTRODUCTION TO STAGE ONE: ANALYSIS -- 1. WHAT THE ANALYSIS STAGE IS ALL ABOUT -- 2. THE PURPOSE OF THE ANALYSIS STAGE -- 2.1 Growing a systematic understanding of the organisational context -- 2.2 Understanding the organisation, its dynamics and its specific needs -- 2.3 Having clarity about the job/role and its demands -- 3. CRITICAL DELIVERABLES OF THIS STAGE -- 3.1 Competency profiles and competency/behavioural elements -- 3.2 Establishing validation criteria -- 4. THE INTENDED OUTCOME OF THIS STAGE -- CHAPTER 6: NEEDS ANALYSIS by Gert Roodt -- 1. INTRODUCTION - THE PURPOSE OF A NEEDS ANALYSIS -- 2. SOUTH AFRICA'S DISTINCTIVE SOCIAL CONTEXT -- 2.1 Understanding South Africa's diverse context -- 2.2 South Africa's unique legal context -- 2.3 Ethical conduct demands in South Africa -- 3. A COMPANY-SPECIFIC NEEDS ANALYSIS -- 3.1 Sources of information for a needs analysis -- 4. ANALYSIS FOR PREPARING AN AC BUSINESS CASE -- 4.1 Critical assumptions and constraints -- 4.2 Analysis of available options -- 4.3 Cost-benefit analysis -- 4.4 Considerations in respect of the implementation strategy -- 5. CREATING THE APPROPRIATE CLIMATE AND CONTEXT -- 5.1 Participants -- 5.2 Project sponsors and ambassadors -- 5.3 Corporate climate and culture.

6. CRITICAL DECISIONS RELATING TO, AND OUTCOMES OF, THIS STEP -- 6.1 Analysis of the broad business context -- 6.2 A company-specific needs analysis -- 6.3 Creating an appropriate climate or context -- 6.4 Building a business case or project plan -- CHAPTER 7: ORGANISATIONAL EFFECTIVENESS ANALYSIS by Gert Roodt -- 1. INTRODUCTION - THE PURPOSE OF AN ORGANISATIONALEFFECTIVENESS ANALYSIS -- 2. DIFFERENT VIEWS ON ORGANISATIONAL EFFECTIVENESS -- 2.1 The effectiveness criteria model -- 2.2 The goal model -- 2.3 The multiple-constituency model -- 2.4 The balanced-scorecard model -- 3. MANAGEMENT DEFINED -- 3.1 Different management levels and management functions -- 3.2 Key functions and deliverables of each management level -- 3.3 ACs are designed for different management levels -- 4. EXAMPLES OF "GENERIC" MANAGEMENT COMPETENCY PROFILES -- 4.1 Generic management competencies -- 4.2 Competency elements -- 5. ESTABLISHING VALID EFFECTIVENESS CRITERIA -- 5.1 The difficulty in selecting valid criteria -- 5.2 What to look for in selecting a criterion -- 5.3 Developing valid criteria -- 6. CRITICAL DECISIONS RELATING TO, AND OUTCOMES OF, THIS STEP -- 6.1 Identify and develop appropriate competencies -- 6.2 Identify and develop evaluation criteria -- CHAPTER 8: JOB ANALYSIS by Sandra Schlebusch -- 1. INTRODUCTION - WHERE DOES JOB ANALYSIS FIT IN? -- 2. THE AC DESIGN TEAM -- 3. THE PURPOSE OF A JOB ANALYSIS -- 3.1 What is the target job all about and what is needed to perform the job? -- 3.2 How does job analysis differ from competency modelling? -- 3.3 What are the critical competencies leading to success? -- 4. JOB ANALYSIS APPROACH -- 4.1 Shelf information -- 4.2 Process mapping -- 4.3 Interviews -- 4.4 Focus-group discussions -- 4.5 Questionnaires and surveys -- 4.6 Critical incidents -- 4.7 Observation -- 4.8 Competency profile instruments.

4.9 Combined techniques -- 4.10 Information gathered during the job analysis -- 5. JOB ANALYSIS DELIVERABLES TO THE AC DESIGN TEAM: DETAILED INFORMATION ON FOCAL CONSTRUCTS -- 5.1 Dimension profiles -- 5.2 Competency profiles -- 5.3 Situations as focal constructs (task competencies) -- 5.4 Situations to use as simulations -- 5.5 Organisational and industry contexts -- 6. SUMMARY OF THE PROCESS OF JOB ANALYSIS FOR AC DESIGN PURPOSES -- 7. HINTS FOR CONDUCTING A JOB ANALYSIS FOR AC DESIGN PURPOSES -- 7.1 Collect data for two time frames -- 7.2 Use multiple sources of information -- 7.3 Use a representative sample -- 7.4 Obtain sign-off from those involved with the job analysis techniques -- 7.5 Document everything -- 7.6 Get the steering committee's sign-off -- 8. CRITICAL DECISIONS RELATING TO, AND OUTCOMES OF, THIS STEP -- 8.1 Dimension/competency profiles per job level -- 8.2 Clear dimension or competency definitions -- 8.3 Dimension or competency (behaviour) elements -- 8.4 Situations that the target job incumbent is exposed to -- 8.5 Understanding the target job context and organisational trends -- SYNTHESIS OF STAGE ONE: ANALYSIS -- 1. THE PURPOSE OF THE ANALYSIS STAGE -- 1.1 Growing a systematic understanding of the organisational context -- 1.2 Understanding the organisation, its dynamics and its specific needs -- 1.3 Having clarity about the job/role and its demands -- 2. CRITICAL DELIVERABLES OF THIS STAGE -- 2.1 Competency profiles, or other focal constructs, and competency/behavioural elements -- 2.2 Establishing criteria for validation and evaluation -- 3. THE FINAL OUTCOME OF THIS STAGE -- INTRODUCTION TO STAGE TWO: DESIGN AND DEVELOPMENT -- 1. WHAT THE DESIGN AND DEVELOPMENT STAGE IS ALL ABOUT -- 2. PURPOSE OF THE DESIGN AND DEVELOPMENT STAGE.

2.1 To translate the information from the analysis stage into an operational AC Blueprint that will guide simulation and AC development.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.