Assessment Centers: A Blended Adult Development Strategy

2011 ◽  
pp. 230-250
Author(s):  
Lynn Gracin Collins ◽  
Sandra B. Hartog
Keyword(s):  
Adult Learning ◽  
Best Practices ◽  
Blended Learning ◽  
Development Strategy ◽  
Adult Development ◽  
Management Development ◽  
Assessment Center ◽  
Learning Approach ◽  
Assessment Centers ◽  
Traditional Assessment

This chapter addresses and defends a growing trend in the application of Assessment Centers as a management development strategy for adult learning and describes how innovations in technology can elevate a traditional assessment center design to allow for a comprehensive blended learning approach that supports multiple styles of learning and learners. Drawing on best practices, the chapter offers a guideline for designing and implementing an assessment center. The chapter also examines innovations in technology-enhanced assessment centers (TEACs) as a way to add to the fidelity and impact of an assessment center experience. The chapter includes client case studies and directions for practice and research.

Assessment Centers

2020 ◽  
Author(s):  
Lynn Gracin Collins ◽  
Sandra B. Hartog
Keyword(s):  
Best Practices ◽  
Development Strategy ◽  
Training And Development ◽  
Assessment Center ◽  
Assessment Centers ◽  
Development Programs ◽  
Traditional Assessment ◽  
Business Results ◽  
Effective Training ◽  
Future Practice

This chapter addresses the application of assessment centers as a management development strategy for adult learning and describes how innovations in technology and other tools can elevate the traditional assessment center design to allow for a comprehensive blended-learning approach that adds to the fidelity and impact of the assessment center experience. Effective training and development programs can enhance a company’s ability to prepare its workforce and, thereby, to achieve business results such as profitability, growth and expansion, and successful competition. Drawing on best practices and including client case studies and suggested directions for future practice, the chapter offers guidelines for designing and implementing an assessment center.

Technology of Express-Assessment Centre and Order of Carrying It Out

10.12737/5798 ◽  
2014 ◽  
Vol 3 (5) ◽  
pp. 62-66
Author(s):  
Никитина ◽  
M. Nikitina
Keyword(s):  
Original Method ◽  
Assessment Center ◽  
Assessment Centers ◽  
Express Method ◽  
Traditional Methods ◽  
Simulation Exercise ◽  
Traditional Assessment ◽  
Assessment Centre ◽  
Line Manager

Technology of assessment centers has been showing a good performance as a method of recruitment since the early stages of implementation in large foreign companies. However in Russian experience of recruitment traditional methods still prevail. Assessment-center is a time-consuming and therefore quite expensive method, which is an obstacle for being carried out by domestic organizations. This article proposes an alternative to carrying out technology of assessment-center – an express-assessment-center. Unlike the traditional assessment-center, the express method allows assessing candidates within a few hours without reducing the quality of an original method. The paper describes the order of carrying out the express-assessment-center, proposes competency profi les and methods of assessing its demonstration as exemplifi ed in company’s line manager position, provides examples of simulation exercise to discover announced competencies.

Ten Classic Assessment Center Errors: Challenges to Selection Validity

2003 ◽  
Vol 32 (1) ◽  
pp. 73-88 ◽  
Author(s):  
Cam Caldwell ◽  
George C. Thornton ◽  
Melissa L. Gruys
Keyword(s):  
Best Practices ◽  
Human Resource ◽  
Job Analysis ◽  
Assessment Center ◽  
Assessment Centers ◽  
Human Resource Professionals ◽  
Selection Decisions

This paper summarizes 10 classic errors associated with selection and promotion related Assessment Center (AC) administration. Critical errors covered are: 1. Poor planning, 2. Inadequate job analysis, 3. Weakly defined dimensions, 4. Poor exercises, 5. No pre-test evaluations, 6. Unqualified assessors, 7. Inadequate assessor training, 8. Inadequate candidate preparation, 9. Sloppy behavior documentation and scoring, and 10. Misuse of results. The list of common errors is aimed at assisting public human resource professionals in assessing the extent to which the assessment centers used by their jurisdictions comply with “best practices.” Reducing and/or eliminating the errors in this list will allow municipalities to more efficiently and effectively use ACs for employee promotion and selection decisions.

scholarly journals Blended Learning on Blood Pressure Measurement: Investigating Two In-Class Strategies in a Flipped Classroom-Like Setting to Teach Pharmacy Students Blood Pressure Measurement Skills

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 822
Author(s):  
Samieh Farahani ◽  
Imaneh Farahani ◽  
Maira Anna Deters ◽  
Holger Schwender ◽  
Bjoern Bengt Burckhardt ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Blended Learning ◽  
Pressure Measurement ◽  
Flipped Classroom ◽  
Blood Pressure Measurement ◽  
Pharmacy Students ◽  
Learning Approach ◽  
Self Assessment ◽  
Class Session ◽  
Self Confidence

For reliable blood pressure measurement, various potential sources of inaccuracies need to be considered to avoid incorrect decision-making. Pharmacy students should be sensitized and taught the skill accordingly. One strategy to teach students’ blood pressure measurement skills might be through a blended learning approach in a flipped classroom-like setting. With a randomized two-arm study among pharmacy students in their eighth semester, the required extent of in-class session in the scope of a blended learning approach in a flipped classroom-like setting was evaluated. Participants’ self-confidence and self-perceived proficiency were evaluated through a survey, and participants’ blood pressure measurement performance was assessed by objective structured clinical examination (OSCE). Participants’ satisfaction with, and perception of, the flipped classroom were also surveyed. The extended in-class activities did not result in a significantly higher increase of participants’ OSCE score and self-assessment score when compared to the brief in-class session. Both in-class sessions yielded a significant increase in the OSCE scores as well as in the self-assessment scores. Moreover, the teaching approaches were predominantly well-received by the students. The use of both flipped classroom-like approaches improved pharmacy students’ blood pressure measurement performance, though the brief in-class session was sufficient. Students’ self-confidence/self-perceived proficiency in blood pressure measurement skills increased similarly in both settings.

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