Published Research Papers Related to Assessment Center and Development Center

Paper 1

Journal of Personnel Psychology (2017), 16(1), 1–11

Retention of Assessment Center Rater Training

Improving Performance Schema Accuracy Using Frame-of-Reference Training

C. Allen Gorman1 and Joan R. Rentsch2

1Department of Management and Marketing, East Tennessee State University, Johnson City, TN, USA

2School of Communication Studies, University of Tennessee, Knoxville, TN, USA

Abstract:

The purpose of this research was to examine frame-of-reference (FOR) training retention in an assessment center (AC) rater training

context. In this study, we extended Gorman and Rentsch’s (2009) research showing FOR training effects on performance schemas by

examining the effects immediately after training and again after a two-week nonuse period. We examined the retention effects of FOR training

on performance ratings and on performance schema accuracy. The results indicated that the FOR training condition, compared to a control

condition, yielded performance ratings and performance schemas more similar to expert ratings and to an expert schema, respectively. FOR

training also had positive effects on ratings and performance schema accuracy assessed two weeks after training. These results support and

extend the theory of FOR training, which posits that the instructed theory of performance replaces the preexisting rater schemas (Lievens,

2001), and they contribute to the research on FOR training within AC contexts.

Keywords: frame-of-reference training, training retention, rating accuracy, schema accuracy

Paper 2

Journal of Applied Psychology © 2017 American Psychological Association

2017, Vol. 102, No. 11, 1514–1527 0021-9010

Positive and Negative Assessment Center Feedback in Relation to Development Self-Efficacy, Feedback Seeking, and Promotion

Abstract

In this field study we examined both positive and negative developmental feedback given in managerial assessment centers in relation to employees’ self-efficacy for their ability to improve their relevant skills assessed in the centers, the extent to which they sought subsequent feedback from others at work, and the career outcome of being promoted to a higher level position within the organization. We found that feedback was related to self-efficacy for improvement which was in turn positively related to feedback seeking, which was positively linked to the career outcome of promotion (e.g., feedback leads to self-efficacy for improvement leads to feedback seeking leads to promotion). In addition, we tested boundary variables for the effects of feedback in this model. Both social support for development and implicit theory of ability moderated the effects of negative feedback on self-efficacy. Having more support and believing that abilities can be improved buffered the detrimental impact of negative feedback on self-efficacy. We discuss implications for theory, future research and practical implications drawing upon literature on assessment centers, feedback and feedback seeking, employee development and career.