Guidelines for cross-cultural assessor training in multicultural assessment centers.

Abstract

The globalization and internationalization of the assessment center (AC) method presents numerous challenges for research and practice. Culture affects every aspect of assessment, and in a multicultural context this creates tremendous potential for bias, miscommunication, misunderstanding, and inconsistency. The authors review and synthesize the general cross-cultural literature with respect to a critical issue in AC development: assessor training. On the basis of this research, they propose seven broad guidelines for AC developers to consider when planning assessor training in a multicultural context. As far as possible, the authors offer specific examples of training approaches, materials, and resources to facilitate these processes. Their goal is offer a useful overview for international AC practitioners and to encourage future research in this area."In a world joined together by nails, a hammer is a more useful tool than a wrench. In a world held together by nuts and bolts, a wrench is a more useful tool than a hammer." (Norenzayan, Choi, & Peng, 2007, p. 588) As the global economy matures, the need for selection and development tools that account for cultural contexts becomes more apparent. Multinational organizations must find ways to accurately assess personnel from diverse cultural

A Theoretical Support for Cultural Influence on Implementation and Acceptance of Assessment Centres for Malaysia Public Sector

“…Several scholars commented that most of the study on design, implementation and acceptance of ACs are mostly based on research conducted in societies in Western cultures (Claus & Briscoe, 2009;Howard, 1997;Lanik & Gibbons, 2011;Lievens & Thornton, 2005;Thornton & Povah, 2011). Therefore more research are required to study on how adaptations are made by the users.…”

“…Since Hamid's recommendation in 1993 and its implementation in 1998, little is known on how the Malaysian government adopts ACs, or how local cultural values influence their design, implementation and acceptance. A number of scholars commented that the study on design, implementation and acceptance of ACs are mostly based on research conducted in societies in Western cultures (Claus & Briscoe, 2009;Howard, 1997;Lanik & Gibbons, 2011;Lievens & Thornton, 2005;Thornton & Povah, 2011). Therefore, more research is required to study on how adaptations are made by the users.…”

“…The design of AC involves multiple assessment processes, where a group of participants takes part in exercises and is observed by a team of trained assessors who evaluate each participant against a number of predetermined, job-related behaviours (Lanik & Gibbons, 2011;Mueller-Hanson et al, 2017;Rupp et al, 2015;Thornton & Rupp, 2006;Thornton, Rupp, & Hoffman, 2014). Participants in an AC are measured and rated by trained assessors on job-related dimensions which is designed to replicate on-thejob situations (Gatewood & Feild, 2008;Lanik & Gibbons, 2011). The most commonly simulation exercises used are case analyses, in-baskets, oral presentations, role-plays and group discussions (Bowler, Woehr, Soc, & Org, 2006;Dilchert & Ones, 2009;Lievens, Chasteen, Day, & Christiansen, 2006).…”

“…Scholars suggested that ACs may be able to help an organisation obtain a large amount of information about a person in a relatively short period of time which useful to facilitate decisions for selection or promotion purposes, to diagnose training needs, or to facilitate employee development (Ballantyne & Povah, 2004;Cahoon et al, 2012;Rupp et al, 2015;Thornton & Rupp, 2006). As a result, this approach is now widely used by organisations in many countries, not only for managerial positions but also for non-managerial positions at different levels (Lanik & Gibbons, 2011).…”

“…Since the last five decades, Assessment centre (AC) has been a popular technique used in human resource management (Cahoon, Bowler, & Bowler, 2012;Mueller-Hanson, Thornton, & Rupp, 2017; Thornton, 2011) The core of this method is multiple work simulations activities which will help an organisation to obtain a large amount of information about a person in a relatively short period of time to support human resource decisions (Bray, 1982;Gibbons & Rupp, 2009;Mueller-Hanson et al, 2017) Nowadays, this approach is widely used by organisations in various countries (Lanik & Gibbons, 2011;Lievens & Thornton, 2005). This is due to its adaptability to the different purposes of the AC, as well as to cultural, societal, and organisational requirements (Thornton, 2011).…”