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Svetlana Simonenko, George C. Thornton III, Alyssa M. Gibbons and Anna Kravtcova «Personality Correlates of Assessment Center Consensus Competency Ratings: Evidence from Russia»
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<p><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Personality Correlates of Assessment Center</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Consensus Competency Ratings: Evidence</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">from Russia</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Svetlana Simonenko*, George C. Thornton III**,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Alyssa M. Gibbons*** and Anna Kravtcova****</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">*DeTech Group, Moscow, Russia</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">**Colorado State University, Fort Collins, CO 80523, USA.
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</script></span></span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">***Colorado State University, Fort Collins, CO, USA</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">****Saratov State University, Saratov, Russia</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Controversy has revolved around whether assessment center ratings have construct validity to measure intended dimensions of managerial performance. In contrast to much recent</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">research on the internal structure of assessment center ratings, the present studies investigated the relationship of final competency ratings derived by consensus discussion with external questionnaire measures of personality characteristics. Expanding on previous studies</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">showing correlations of dimension scores in relation to individual trait measures, this study</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">investigated the relationship of complex competencies with both single personality traits</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and with composites of personality traits. Evidence from two samples of managers in Russia</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">shows that final competency ratings are related to predicted composites of personality factors more consistently than to single factors. Taken together, these findings provide evidence that assessment center ratings derived by consensus discussion show construct validity</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">in relationship with predicted composites of personality characteristics.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">1. Introduction</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">F</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">or the past 25 years, the only major criticism of the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">assessment center (AC) method is that AC ratings</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">do not demonstrate construct validity to measure jobrelated performance dimensions. Whereas much of the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">criticism is based on analyses of relationships of ratings</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">within the AC method, in the present studies, we</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">investigate the relationships of final AC competency ratings with external measures of theoretically related personality characteristics.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Most recent research on AC construct validity has</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">focused on the internal structure of assessors’ ratings,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and the question of whether ratings of performance dimensions compared across different exercises share</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">sufficient common variance to be considered meaningful constructs (Lance, 2008a, 2008b). That criticism has</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">been countered with reviews of supportive evidence</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(Thornton, 2012; Thornton & Rupp, 2012). More recent studies continue to show construct validity in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">post-exercise dimension ratings (PEDRs). Guenole,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Chernyshenko, Stark, Corkerill, and Drasgow (2011,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2012) found that when assessors are certified to understand and follow a common frame of reference</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">when assessing, meaningful variation in ratings is attributable to dimensions. In addition, research has shown</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">that dimension loadings from factor analyses of PEDRs</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">are equivalent across exercises, and thus it is meaningful to combine these ratings into across-exercise ratings (Guenole et al., 2012). Furthermore, Kuncel and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Sackett (2013) found that when PEDRs are aggregated across as few as three exercises, dimension variance dominates over exercise variance. In addition,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Putka and Hoffman (2012) found that PEDRs are a</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">complex function of agreement in ratings of the dimensions across assessors, a stable component across exercises and dimensions, and a situationally variable</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">component reflecting the combination of the assessee,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">exercise, and dimension.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">By contrast, there is now considerable consensus that</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">AC construct validity should not be established only, or</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">primarily, by treating dimensions and exercises within an</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">bs_bs_banner</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">International Journal of Selection and Assessment Volume 27 Number 4 December 2013</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">©2013 John Wiley & Sons Ltd,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">9600 Garsington Road, Oxford, OX4 2DQ, UK and 350 Main St., Malden, MA, 02148, USA</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">AC as if they were the ‘traits’ and ‘methods’ respectively in a multitrait–multimethod matrix (Arthur, Day, &</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Woehr, 2008; Howard,1997, 2008). Although there is</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">value in studying the internal structure of within-AC ratings, such internal analyses are equivalent to studying</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the items on a test. Item-level analyses provide information about how the items relate to one another, but</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">they provide limited information about whether the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">items actually measure the intended construct. For that,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">evidence from outside the test itself is needed: for example, evidence about how the test relates as predicted</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">to relevant criteria and to other related constructs</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(American Educational Research Association, American</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Psychological Association, & American Council on</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Measurement in Education,1999; Society for Industrial</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and Organizational Psychology, 2003), and how variations in test scores produce variation in outcomes</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(Borsboom, Mellenbergh, & van Heerden, 2004).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Evidence that AC ratings predict outcome criteria</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">is quite extensive (Gaugler, Rosenthal, Thornton &</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Bentson, 1987; Hardison & Sackett, 2004; Hermelin,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Lievens, & Robertson, 2007; Thornton & Byham,1982).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">However, to paraphrase Sackett and Tuzinski (2001),</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">such overall predictive relationships indicate only that</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ACs measuresome constructs that are relevant to success in organizations; they do not tell us whichconstructs. There is evidence that overall AC ratings are</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">not simply measures of general cognitive ability (Dayan,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Kasten, & Fox, 2002; Dilchert & Ones, (2009),</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Goldstein, Yusko, Braverman, Smith, & Chung,1998;</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Hardison, 2005; Krause, Kersting, Heggestad, &</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thornton, 2006), nor of broad personality traits such as</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the Big Five (Dilchert & Ones, 2009; Goffin, Rothstein,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">& Johnston,1996; Hardison, 2005). These sorts of evidence address potential alternative explanations of the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">constructs underlying AC ratings; however, it tells us</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">what those constructs arenot, rather than what they</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">are. If we wish to be confident that AC ratings such as</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">leadership or communication truly reflect the candidate’s attributes on those dimensions, we must examine</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the nomological nets of AC ratings. In light of the nature</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of the competencies assessed in the ACs in the organizations in Russia yielding data for the present studies</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(described in subsequent sections), it is particularly informative to investigate the construct validity of competency ratings in relation to personality characteristics.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Few studies have examined nomological nets of AC</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">final dimension ratings and personality traits. Most early</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ACs used personality tests as an integral part of the assessment process (Thornton & Byham, 1982), but only</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the authors of the Management Progress Study reported</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the relationship of assessment ratings with personality</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">trait measures. Bray and Grant (1966) reported that</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">factor scores comprising sets of AC dimensions were</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">correlated with selected scales of personality questionnaires. For example, dominance on the Edwards Personal Preference Schedule (EPPS) correlated with a</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">number of AC factor scores, for example, administrative</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">skills and interpersonal skills. The assessment of general</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">effectiveness, passivity, and dependency correlated with</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">general activity and ascendancy on the Guilford-Martin</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Inventory of Factors (GAMIN). Bray, Campbell, and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Grant (1974) reported that dominance on the EPPS and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ascendancy on the GAMIN correlated with several factors in the assessments. In both reports, the preponderance of the correlations was trivial.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">However, those studies do not provide independent</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">evidence of construct validity of assessors’ ratings because the personality information was a direct, integral</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">part of the consensus discussion in those ACs. Shore,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thornton, and Shore (1990) did use personality measures that were independent of the AC ratings. They</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">classified AC dimensions broadly into ‘cognitive-style’</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and ‘interpersonal-style’ and found that, as predicted,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">cognitive-style dimensions were more strongly correlated with cognitive ability than were the interpersonalstyle dimensions, whereas the interpersonal-style</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">dimensions were more strongly related to personality.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">For example, AC ratings of amount of participation</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">were correlated with16PF scales of shy-bold, and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">submissive-dominant. Dilchert and Ones (2009) found</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">that AC ratings of problem solving were related to cognitive ability (r= .32), but minimally related to Big Five</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">personality traits. The opposite trend was observed for</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">dimensions such as drive, influencing others, and consideration of others, which were unrelated to cognitive</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ability but more strongly related to the personality</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">traits. In a meta-analysis of 65 studies, Meriac and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Woehr (2012) found that three factors of AC dimensions correlated in different patterns with external</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">measures: administrative dimensions correlated more</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">strongly with general mental ability (GMA) than with</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">personality characteristics. In addition, GMA correlated</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">more strongly with administrative dimensions than with</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">interpersonal and activity dimensions. Furthermore, the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">personality characteristic of extraversion correlated</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">more strongly with the activity dimension than with the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">administrative dimension. Although these findings do</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">provide some support for the argument that dimension</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ratings measure what they were intended to measure,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">they are still quite broad.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">More specific evidence of construct validity might include proposing and testing a nomological net for each</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">individual construct (competency) measured within the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">AC. For example, if the AC measures leadership, examining personality characteristics (or other external variables) that are theoretically associated with leadership</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">would provide convergent evidence for the validity of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">this particular competency. Linking personality to AC</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competencies, however, raises important questions</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">about scope and breadth. Narrow measures of single</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">traits are widely believed to be more appropriate pre-408 Svetlana Simonenko, George C. Thornton III, Alyssa M. Gibbons and Anna Kravtcova</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">International Journal of Selection and Assessment</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Volume 27 Number 4 December 2013</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">©2013 John Wiley & Sons Ltd</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">dictors of specific dimensions of job performance than</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">broad traits such as the Big Five (Hogan & Roberts,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">1996). However, AC dimensions are typically more</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">complex than single personality trait measures; any</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">single trait may capture only part of the variance in a</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">complex competency such as leadership, leading to</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">relatively small correlations between traits and dimensions (Ones & Viswesvaran, 1996). Schneider, Hough,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and Dunnette (1996) recommend, instead, compiling</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">composites or constellations of multiple narrow traits</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">that are logically or empirically related to the performance dimension in question. Such composites of narrow traits can predict constructs of medium breadth</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">better than either individual scales or broader trait measures (Ashton,1998; Christiansen & Robie, 2011). Thus,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">one appropriate comparison standard for AC dimensions consists of such personality composites.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">In the present study, we sought to provide more specific evidence that individual competency ratings made in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ACs relate to externally assessed personality constructs</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">in nomological nets that are theoretically related</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">to each competency. Specifically, we examined final</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competency ratings, derived by consensus discussion, in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">two samples of managers in Russia. We then developed</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and tested a set of more specific predictions about the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">nomological net of each competency, considering convergent and discriminant relationships of the competencies with both narrow (i.e., individual traits) and broader</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(i.e., composites of traits) indicators of external constructs. In the following sections, we provide context to</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">help the reader understand the competencies examined</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">in this study, describe the process we followed to identify a nomological net for each competency, and then</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">present our predictions and results for each of two</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">studies.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">1.1. Societal context in Russia</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The managerial competencies in the current studies</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">were chosen to reflect the needs of the Russian organizations in which the ACs operated. Some of these competencies may seem unfamiliar to readers accustomed</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">to ACs in Western Europe or the US, so a little background may be helpful. To provide a framework for understanding the competencies and the correlates we</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">studied, this section provides a description of the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">emerging context of Russian society and organizations.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The competencies assessed in these ACs were chosen</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">because the organizations were facing special management challenges in a changing environment.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">When a person moves from a totalitarian system and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">welfare environment to one more driven by democracy</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and market demands, culture shock is possible. The person’s habitual ways of thinking and acting may not work.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The cultural changes may influence demands on leadership and management.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The economy in Russia in recent years has been described as ‘a transitional economy’ (Grachev, Rogovsky,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">& Rakitski, 2008). During the Soviet period, economic</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">policy and many businesses were controlled by the state</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">or a small group of individuals. Competition was suppressed and decision making was centralized. Starting in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the 1990s, privatization of state property and industry</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">occurred. New models of economic development</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">emerged, including new relationships between government and small and large organizations. Competition increased among Russian organizations and with foreign</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ones.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Building on the earlier work of Hofstede (1980) and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">House et al. (2004), Grachev et al. (2008) reported</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Russian society to be low on assertiveness, emphasis</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">on performance, and orientation toward the future. Its</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">members strive to avoid uncertainty, rely on bureaucratic practices, and have high respect for authority</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and privileges. It has become transformed from a collectivistic to a more individualistic society. Suggesting</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">additional changes in the future, scores on ‘should</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">be’ were higher than ‘as is’ on the following societal</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">culture scales: uncertainty avoidance, and orientations</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">toward performance, future, and the human condition.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Furthermore, the rating on the ‘should be’ rating</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of power distance were considerably lower than the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">‘as is’ rating. More recently, while McCarthy, Puffer,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and Darda (2010) found that the predominant leadership style of 130 entrepreneurs in the years</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2003−2007 in Russia was somewhat like the transformational (vs. transactional) style becoming more prevalent in the US, Puffer and McCarthy (2011) found that</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">managers in Russian organizations tended to rely on</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the more traditional Russian style of strong and authoritative leadership style, and reliance on informal</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">institutions and personal networks. Taken together,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">these findings suggest Russian society and business</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">have gone through considerable transition in the recent past, and will likely undergo additional changes in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the future.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">In the midst of this culture context, Simonenko and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Khrenov (2010) worked with a variety of Russian</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">organizations to develop leadership assessment and development programs. They formulated a list of the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">managerial competencies determined to be important</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">in the Russian market. They compared this list with</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">standard competency models that had been developed</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">at different times in the United Kingdom based on national standards of leadership and management from</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">1998 to 2004. They found that, despite significant similarities between these models, there are differences in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the standards for success of a manager in Russia versus</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the West. The main differences can be found in the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">areas of interpersonal skills (e.g., communications skills,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">building relationships) and individual traits (e.g., positive</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">thinking, self-development), which depend to a large</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">AC Consensus Competency Ratings 409</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">©2013 John Wiley & Sons Ltd International Journal of Selection and Assessment</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Volume 27 Number 4 December 2013</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">extent on cultural specifics and the country’s socioeconomic development at the specific moment in time.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table1shows the competencies, examples of their</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">subcompetencies, and behavioral descriptions developed</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">for one of the largest Russian petrochemical companies.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The termscompetency and dimension are often used</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">interchangeably in the AC literature, but they carry</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">somewhat different connotations. We use the term</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competency to refer to a set of dimensions, each of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">which is narrower and defined in more behavioral</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">terms. Competencies may be considered clusters of dimensions. For example, thoroughness of execution, a</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competency, may be composed of, in part, the dimensions responsibility, achievement orientation, and organization. Thus, the nomological net of thoroughness of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">execution may be related to the personality traits of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">self-discipline and conscientiousness, among others. The</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competencies examined in the current studies are</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">largely interpersonal and motivational in nature; thus it</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">was appropriate to study their nomological relationships</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">with personality characteristics.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">In summary, the purpose of this research was to explore the relationship of competency ratings in ACs in a</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">set of Russian organizations in relationship with narrow</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and broad personality characteristics. To the extent</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">that competencies are complex sets of performance</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">dimensions, it is expected that they will correlate with</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">different sets of personality characteristics. Several</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">approaches were taken to set forth our expectations</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">for the relationship of competencies assessed in the operational ACs studied here with individual and sets of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">personality characteristics. We chose a widely used test</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">to measure personality traits.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2. Study1</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2.1. Participants</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Sample 1 consisted of archival data from 175 middle</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">managers who participated in developmental ACs in five</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Russian and multinational organizations in the period</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">from 2007 to 2010. The industries of the organizations</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">in which the ACs took place included steel and mining</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(N= 76), retail sales (N= 24), wireless network (N= 6),</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">candy making (N=21), and personal care products</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(N= 48). All of the ACs in this study included the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">15FQ+ personality assessment (Psytech International,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2010), so personality and competency information was</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">available for all participants.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">In all of the ACs in the study, the client organizations</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">required all employees in second-level management positions to participate in the AC. All participants were</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">given developmental feedback, and the AC ratings were</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">used as input to succession planning processes in some</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">organizations. Thus, the participants represented the full</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">population of employees of interest to their organizations, and not a restricted group such as identified highpotentials or self-nominated volunteers.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2.2. Assessment centers</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">All ACs were operated by the same consulting firm and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">shared a common pool of assessors. Table 2 lists the exercises and other assessment tools included in different</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ACs. They consisted of at least three simulation exercises, a competency based interview, and psychometric</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">assessments including numerical and verbal ability tests</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and a personality questionnaire. The following types of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">simulation exercises were used: group discussion with</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">assigned roles, fact finding, role play, analytical presentation, and in tray. There was always a group discussion</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and role play. Each competency was assessed with at</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">least two exercises.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">All ACs were conducted by members of the same</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">pool of10 assessors consisting of six females and four</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">males. Specific subsets of assessors changed for different</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ACs. All assessors were professionally trained consultants with at least 2 years of experience with the AC</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">methods.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table1. Competencies, dimensions, and behavioral descriptions</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Competency Subcompetencies/Dimensions Description</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Leadership Objective setting, motivation,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">persuasion</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Sets up and explains targets; delegates tasks and checks understanding;</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">motivates others</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thoroughness of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">execution</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Responsibility, result</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">achievement, organization</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Makes detailed plans to reach goals; makes hard decisions; shows</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">persistence; takes responsibility for his/her and staff performance.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Strategic vision Analysis, decision making,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">commercial thinking</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Looks at situation in wide context of company strategy; considers</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">long-term perspective; tries to increase profits</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">People development</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and team building</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Communication, partnership,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">personnel development</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Communicates with respect to individuals; actively listens; asks for</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">input and solves problems with others; gives feedback; holds</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">discussions and sessions devoted to development.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Openness to</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">changes</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Initiative, adaptation,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">self-development</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Quickly reacts to and adjusts to changing conditions; looks for ways to</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">improve; seeks to develop himself/herself.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Corporate spirit Loyalty, following rules,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">understanding the company</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Participates in and supports projects from the central office</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">410 Svetlana Simonenko, George C. Thornton III, Alyssa M. Gibbons and Anna Kravtcova</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">International Journal of Selection and Assessment</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Volume 27 Number 4 December 2013</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">©2013 John Wiley & Sons Ltd</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The final ratings were given during group discussions</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of all assessors in the integration session. A description</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of the AC method as practiced in many countries can</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">be found in Thornton and Rupp (2006) and as practiced</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">in Russia in Simonenko and Khrenov (2010) and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Simonenko (2011).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Although the specific dimensions assessed in the individual ACs varied somewhat, they were combined</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">into a common framework using six broad competency</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">categories shown in Table1: leadership, thoroughness</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of execution, strategic vision, people development and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">team building, openness to changes, and corporate</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">spirit. The synthesis of the competency frameworks</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">was conducted by the first author, who oversaw all</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">five ACs and had extensive knowledge of Russian culture and leadership, the dimension definitions, and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">underlying competency models. All competency</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">categories were present in all five ACs with the exception of people development, which was used in only</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">four ACs. However, some competency scores were</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">missing for some candidates because the competencies</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">from specific frameworks in some organizations did</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">not match the common categories listed above; these</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">results were excluded from the data analysis. For this</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">reason, the effective sample size for the analyses varies</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">across competencies (see Tables 5 and 6 for exact</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">sample sizes). Each candidate received an overall rating</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">between 1.0 and 3.5 for each competency category</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">aggregated across exercises, based on consensus</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">discussion.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2.3. Personality measures</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">In addition to the simulation exercises, all 175 participants completed the 15FQ+ (Psytech International,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2010), a set of personality scales that are designed to</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">measure the16-factor model of personality proposed</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">by Cattell (1946). The measure consists of192 items,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">with12 items for each of the16 bipolar factor scales.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">See Table 3 for a list of factor names. The 15FQ+ is</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">widely used in international applications and has been</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">translated into numerous languages, including Russian</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(Psytech International, 2010). All participants completed</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">an online Russian-language version of the measure,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">which was scored using the publisher’s online scoring</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">system. As a result, the data available for analysis were</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the participants’ sten scores, which are standardized</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">scores transformed to range from1to 10 with a mean</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of 5.5 and a standard deviation of 2. Because raw item</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">responses were not available, we could not calculate the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">reliability of the scales in this sample, but the reliability</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of the factor scales has previously been reported as acceptable (Cronbach’sα= .72–.85; Psytech International,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2010).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Participants completed the 15FQ+ online within 1</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">week of their competency assessment in the AC. Most</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">completed the personality measures before the AC exercises, but due to scheduling constraints, a small number (fewer than10) completed them shortly afterwards.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Although some of the assessors had access to participants’ 15FQ+ scores for administrative purposes (e.g.,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ensuring that all data had been received), all assessors</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">were instructed to make their competency ratings solely</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">on the basis of performance in the simulation exercises.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thus, the competency ratings were kept separate from</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table 2. Assessment methods in five Russian assessment centers</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Simulation exercises Competency</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">based interview</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Ability</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">tests</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">15FQ+</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">n Group</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">discussion</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Fact</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">finding</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Role</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">play</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Analytical</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">presentation</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">In-tray</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">exercise</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">76 Y Y Y Y Y N Y Y</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">24 Y Y Y Y N Y Y Y</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">6Y Y Y Y N N Y Y 21 YNYY YY YY 48 Y N Y N Y N Y Y</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">n– number of delegates in the assessment centers.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Y – yes, the exercise was included in the assessment centers.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">N – no, the exercise was not included in the assessment centers.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table 3. Sixteen scales in the15FQ+</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Distant Aloof – Empathic</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Low Intellectance – High Intellectance</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Affected by Feelings – Emotionally Stable</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Accommodating – Dominant</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Sober Serious – Enthusiastic</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Expedient – Conscientious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Retiring – Socially-bold</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Heard-headed – Tender-minded</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Trusting –Suspicious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Concrete – Abstract</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Direct – Restrained</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Confident – Self-doubting</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Conventional – Radical</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Group-oriented – Self-sufficient</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Informal – Self-disciplined</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Composed – Tense-driven</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">AC Consensus Competency Ratings 411</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">©2013 John Wiley & Sons Ltd International Journal of Selection and Assessment</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Volume 27 Number 4 December 2013</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the personality measures, although it is possible that a</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">small amount of contamination may have occurred.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2.4. Predictions about competency–personality</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">relationships</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">To identify personality factors that were theoretically</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">related to each of the AC competencies, we solicited</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">input from a panel of four experienced assessors (one of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">whom is the first author of this study). Each of these</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">judges had a minimum of 5 years experience in AC</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">consulting and a minimum of 2 years experience in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">interpreting the 15FQ+. All had graduate training in psychology or related fields (two in social psychology; one</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">in industrial/organizational psychology; one in education)</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and formal training in both AC methods and the15FQ+.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Further, all judges were involved in the administration of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the ACs that provided the data for this study. Thus,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">they had considerable knowledge of both the 15FQ+</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">factors and the ways the competencies were</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">operationalized in these ACs.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Each judge began by independently recording his or</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">her individual predictions regarding (a) whether each of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the 15FQ+ factors was relevant to each competency</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and, if so, (b) in which direction (i.e., which pole of the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">15FQ+ scale should be positively related to the competency). The judges then met as a group to resolve disagreements about the remaining factor-competency</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">pairs by discussion. Disagreements among the judges’</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">initial predictions were present on fewer than 10ofthe</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">96 possible pairings; these were resolved by discussion.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The resulting consensus predictions are shown in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table 4. These predictions formed the basis for all analyses in Study 1; competency-trait pairs for which a relationship was predicted were considered convergent</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">relationships and pairs for which no relationship was</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">predicted were considereddiscriminantrelationships.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">3. Results</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The relationships of competencies with individual personality scales will be presented and then the relationships of competencies with composites of personality</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">scales. A comparison of the two sets of analyses is then</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">presented.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Following the process of Shore et al. (1990), we</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">began by examining the correlations between the AC</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competency ratings and individual factors of the15FQ+.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">We calculated Pearson correlations between each competency and each personality factor, and then computed</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the average correlations among theoretically related</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(convergent) and theoretically unrelated (discriminant)</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">factors for each competency, based on the expert</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">judges’ predictions as described in Table 4. We present</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">these averaged convergent and discriminant correlations</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">in Table 5. (The far right column will be described in the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">next section.) In general, the correlations between the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">AC ratings and individual personality scales were small,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">with an average ofr=.11. For four of the six dimensions, the average convergent relationships were larger</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">than the average discriminant relationships. However,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">these differences were small, there was considerable</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">variability within the convergent and discriminant correlations, and there were several individual trait correlations in the opposite direction from what had been</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">predicted.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The analyses above matched individual traits with</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competencies that were arguably much broader and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">more complex, and thus we correlated AC competencies with composites of personality measures. For example, the competency of leadership includes behaviors</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">such as setting goals and persuading others. Although</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">both of these sets of behaviors can be considered indicators of a broader leadership construct, they are quite</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">dissimilar, and might be related to different aspects of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">personality. In fact, the judges identified eight of the16</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">15FQ+ traits as having potentially meaningful relationships with leadership, implying that leadership entails a</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">combination of multiple personality characteristics.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">To allow a degree of complexity in the personality</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">measures that would be more similar to the complexity</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of the competencies, we created a personality composTable 4. Study1predictions of personality characteristics related to competencies</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Competency Personality characteristics</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Leadership Distant Aloof –Empathetic</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Retiring –Socially Bold</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Accommodating –Dominant</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Trusting– Suspicious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Sober Serious –Enthusiastic</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Concrete– Abstract</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Self-assured– Apprehensive</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Expedient –Conscientious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thoroughness of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">execution</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Low –High Intellectance</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Informal – Self-Disciplined</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Expedient –Conscientious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Composed –Tense-Driven</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Concrete– Abstract</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Strategic vision Low –High Intellectance</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Conventional –Radical</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Concrete –Abstract</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">People development</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and team building</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Distant Aloof –Empathetic</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Trusting– Suspicious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Group Oriented– Self-Sufficient</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Openness to changes Low –High Intellectance</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Conventional –Radical</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Self-assured – Apprehensive</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Informal – Self-Disciplined</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Group Oriented– Self-Sufficient</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Corporate spirit Expedient –Conscientious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Informal – Self-Disciplined</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Group Oriented– Self-Sufficient</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">412 Svetlana Simonenko, George C. Thornton III, Alyssa M. Gibbons and Anna Kravtcova</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">International Journal of Selection and Assessment</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Volume 27 Number 4 December 2013</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">©2013 John Wiley & Sons Ltd</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ite by summing participants’ scores on each of the traits</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">that the judges had predicted to be relevant to each</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competency (cf. Christiansen & Robie, 2011; Schneider</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">et al.,1996). For example, the personality composite for</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">thoroughness of execution was comprised of the high</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">intellectance, conscientious, concrete, self-disciplined,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and tense-driven scores (cf. Table 4). It is important to</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">note that these composites are not thought to represent latent constructs; what the elements of each composite have ‘in common’ is that they are expected to</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">relate to the competency. Rather, the composites represent proposed personality profiles of high scorers on</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">each competency. That is, we expected that a person</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">who scores high on thoroughness of execution would</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">be high in intellectance, and would be conscientious,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">concrete, self-disciplined, and tense-driven, regardless of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the correlations or lack thereof among these traits in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the general population. As our goal was not to create</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">orthogonal factors or composites, we allowed personality scales to be included in more than one composite if</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">they were relevant to more than one competency. For</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">example, high intellectance forms part of the composite</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">for thoroughness of execution, strategic vision, and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">openness to changes because the judges identified it as</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">relevant to all three competencies. We used a simple</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">sum of the relevant personality scale scores to calculate</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">scores for each participant on each composite.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table 6 presents the full matrix of convergent and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">discriminant correlations among the competencies and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">personality composites. The correlations between each</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competency and its corresponding personality composite ranged from r=.13 to .35, and the correlations</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">between noncorresponding competencies and personality composites ranged fromr=−.05 to .37. On average, the convergent correlations (averager= .23) were</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">higher than the discriminant correlations (average</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">r=.15). There were three cases in which a competency correlated more highly with a personality</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">composite other than its intended correspondent,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">namely strategic vision, thoroughness of execution, and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">openness to changes. In the latter two cases, the differences were slight (i.e., r= .37 vs. .35 and .25 vs. .23).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">In addition, the personality components of thoroughness of execution and openness to changes included</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">two of the same scales and were correlated highly</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(r=.81).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table 5 shows the critical comparison in columns 3</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and 5. For each AC competency, the correlation of the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">composite is larger than the average correlation for</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">comparable individual personality traits. The average of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the former is .23, whereas the average of the latter is</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">.13. When these two sets of findings are considered</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">together, a contrast is apparent. The analyses of the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">convergent and discriminant validity of AC ratings in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">relation to individual personality traits suggest a lack of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">construct validity. By contrast, the analyses of correlations of competencies with personality composites</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">show stronger construct validity.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table 5. Study1. Correlations of assessment center competency ratings with averages of similar and different individual personality</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">traits and with composites of similar traits</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Assessment center competency n Average convergent</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">correlation</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Average discriminant</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">correlation</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Composite of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">comparable Traits</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Leadership 162 .12.10 .25</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thoroughness of execution 158 .19.10 .35</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Strategic vision 175 .16.13 .23</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">People development and team building 93 .07 .08 .13</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Openness to changes 152 .11 .12 .23</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Corporate spirit 167 .13.10.21</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Overall average .13.10 .23</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table 6. Study1correlations among assessment center competency ratings and composites of personality characteristics</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;"># Assessment center competency n Personality composite</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">1 23456</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">1 Leadership 162 .25* .03 .09 .15* .05 .05</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2 Thoroughness of execution 158 .07 .35* .27* −.05 .37* .30*</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">3 Strategic vision 175 .02 .34* .23* .16* .35* .30*</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">4 People development and team building 93 .11 .11 .02 .13 .01 .01</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">5 Openness to changes 152 .13 .25* .19* .13 .23* .20*</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">6 Corporate spirit 167 .15* .17* .16* .06 .19* .21*</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Bold type indicates predicted convergent validity coefficients, *p<.05.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">AC Consensus Competency Ratings 413</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">©2013 John Wiley & Sons Ltd International Journal of Selection and Assessment</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Volume 27 Number 4 December 2013</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">4. Study 2</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">To extend the findings, in Study 2, we examined data</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">from another sample, including 112 top managers from</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">one Russian company which is the leader of petrochemistry in Russia and Eastern Europe. The managers</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">participated in a developmental AC similar to those described in Study1, and completed the 15FQ+ personality test. Members of the same pool of assessors</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">conducted the ACs.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">4.1. Predictions</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">As in Study1, the same team of judges made predictions</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">about the personality traits that were most relevant to</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">each competency (see Table 7). These new composites</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">were slightly different from those used in Study1because the underlying competency model for this client</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">organization differed in subtle, but important, ways from</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the general competency framework of Study 1. The</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competencies in Study1were broader, as they represented a synthesis of models across several organizations; the competency model in Study 2 was more</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">detailed and specific to a single organization. This increased specificity allowed us to link the scales of the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">personality questionnaire with each behavioral indicator</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of each competency in the framework. As a result, the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">personality composites for Study 2 represented a more</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">precise match to the competencies as they were</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">operationalized within this particular AC.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">5. Results</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">As in Study1, we again analyzed relationships of competency ratings with individual traits and then composites</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of traits. The traits listed in Table 7 were expected to</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">show convergent relationships for that competency,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">whereas traitsnotlisted here for a particular competency were expected to show discriminant relationships.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table 8 shows the results for individual traits. The average convergent correlation was larger than the average</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">discriminant correlation (.17 vs. .07). This difference is</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">larger than the difference in Study 1, and is more</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">consistent across the AC competencies. Moreover,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">compared to Study1, the average convergent correlation was larger (.17 vs. .13) and the average discriminant</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">correlation was smaller (.07 vs. .10). This pattern suggests better construct validity at the individual trait level</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">in these AC ratings in this individual organization than</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">was shown in the AC ratings from several organizations</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">in Study 1.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table 9 shows the correlations of the personality</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">composites with the AC competency ratings. For every</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competency, the correlation of the AC rating with the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">comparable personality composite was larger than the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">correlation with the other noncomparable components.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The pattern supporting construct validity is strongest</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">for people development and team building and corporate spirit. Moreover, when the convergent correlations</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of the composites are compared to the average convergent correlations with individual traits (in the first and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">last columns of Table 8), it is clear that the correlations</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">based on the composites are larger.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">As in Study1, the two sets of analyses suggest different conclusions. While there is only a slight difference in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the convergent and discriminant correlations for individual traits (.17 vs. .07), and thus one might conclude</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">little construct validity, there is more evidence of construct validity in the correlations of AC competency ratings with composites of personality traits: convergent</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">correlations are considerably larger than discriminant</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">correlations. Finally, correlations with composites are</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">consistently larger than the average correlation with individual traits.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">6. Discussion</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">These studies provide further evidence of the construct</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">validity of AC ratings. In two studies, ratings of complex</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">managerial competencies correlated with theoretically</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table 7. Study 2 predictions of personality characteristics related to competencies</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Competency Personality characteristics</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Leadership Accommodating –Dominant</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Conventional –Radical</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Sober Serious –Enthusiastic</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Group-Oriented –Self-Sufficient</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Trusting– Suspicious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Composed –Tense-Driven</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Concrete– Abstract</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thoroughness of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">execution</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Low –High Intellectance</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Expedient –Conscientious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Accommodating –Dominant</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Retiring –Socially Bold</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Sober Serious– Enthusiastic</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Strategic vision Low –High Intellectance</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Trusting– Suspicious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Expedient– Conscientious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Concrete –Abstract</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Hard-Headed– Tender-Minded</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Conventional –Radical</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">People development</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and team building</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Distant Aloof –Empathetic</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Direct –Restrained</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Low –High Intellectance</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Self-assured –Apprehensive</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Trusting– Suspicious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Openness to changes Low –High Intellectance</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Direct –Restrained</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Expedient– Conscientious</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Conventional –Radical</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Hard-Headed– Tender-Minded</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Corporate spirit Distant Aloof –Empathic</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Informal – Self-Disciplined</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Group Oriented– Self-Sufficient</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">414 Svetlana Simonenko, George C. Thornton III, Alyssa M. Gibbons and Anna Kravtcova</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">International Journal of Selection and Assessment</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Volume 27 Number 4 December 2013</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">©2013 John Wiley & Sons Ltd</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">related sets of personality characteristics. Whereas</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competency ratings showed little evidence (Study1)or</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">moderate evidence (Study 2) of convergent versus discriminant correlations with individual personality traits,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">by contrast, the competency ratings were correlated</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">with composites of personality traits, and the convergent correlations were consistently larger than the discriminant correlations.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Competencies showed different, and logical, patterns</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of relationships with externally measured personality</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">traits. The results provide support for the contention</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">that the AC method can yield diagnosis of different</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">managerial competencies. Furthermore, three competencies related consistently with personality characteristics. In both samples, leadership was related to the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">personality composites containing the traits of enthusiasm, trusting, and concrete thinking, Thoroughness of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">execution was related to personality composites containing high intellectance and conscientiousness, and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">corporate spirit was related to the personality composite containing group orientation and self-discipline.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Such information is both theoretically and practically</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">valuable. Theoretically, the evidence suggests that these</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ACs are not measuring merely some generalized personality characteristic related to performance. Rather,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the ratings can provide assessments of distinct attributes</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">related in different ways to personality traits. These</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">findings extend evidence cited in the introduction that</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">AC ratings measure something other than general ability</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and personality, and show which particular personality</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">traits underlie different AC ratings. The consistent relationships across the two studies provide information</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">about the personality constructs underlying leadership,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">thoroughness of execution, and displaying a corporate</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">spirit.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Practically, the evidence supports the use of the AC</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">method to provide diagnostic information about a</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">candidate’s strengths and weaknesses on specified performance constructs. Such information can then be</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">used to guide developmental follow-up interventions.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Furthermore, knowing the personality correlates of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competencies may be helpful when giving feedback to</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">persons who assess low on certain competencies. For</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">example, when coaching a candidate who assessed low</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">on leadership, it may help to anticipate that the candidate may be relatively sober-serious and suspicious,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and tend toward abstract, rather than concrete, thinking. The evidence may also help with placement of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">individuals into organizational roles which suit personality profiles.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The results suggest that one must examine carefully</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the nature and complexity of variables evaluated in AC</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">research, and thus the claims about what constructs are</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">actually measured by any AC. Historically, literature</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">about the AC method has referred to variables being</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">assessed asdimensions. In that context, dimensions have</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">typically been relatively specific attributes such as performance abilities (e.g., problem analysis), interpersonal</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table 8. Study 2 correlations of assessment center competency ratings with similar and different individual personality traits and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">with composites of similar traits</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Assessment center competency Average convergent</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">correlation</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Average discriminant</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">correlation</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Composite</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of comparable</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">traits</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Leadership .10.10.31</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thoroughness of execution .16 .05 .30</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Strategic vision .18 .08 .40</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">People development and team building .14 .05 .31</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Openness to changes .16 .06 .38</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Corporate spirit .27 .06 .42</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Overall average .17 .07 .34</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">n=112.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table 9. Study 2 correlations among assessment center competency ratings and composites of personality characteristics</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;"># Assessment center competency Personality composite</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">1 23 45 6</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">1 Leadership .31* .15.21* .07 .23* −.18</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2 Thoroughness of execution .26* .30* .22* .21* .22* .00</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">3 Strategic vision .26* .19* .40* .23* .35* −.14</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">4 People development and team building .06 .01 .11 .31* .12.13</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">5 Openness to changes .17.10 .33* .17 .38* .02</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">6 Corporate spirit −.15 .02 −.07 .16 −.05 .42*</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">n=112.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Bold type indicates predicted convergent validity coefficients, *p<.05.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">AC Consensus Competency Ratings 415</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">©2013 John Wiley & Sons Ltd International Journal of Selection and Assessment</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Volume 27 Number 4 December 2013</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">styles (e.g., assertiveness), or intrapersonal motivations</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(e.g., drive). One framework of six categories encompassing most dimensions is provided by Arthur, Day,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">McNelly, and Edens (2003). More recently, the term</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competency has been adopted in the human resource</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">management fields, but there is inconsistency in the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">use of competency. It is used to refer to a wide</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">range of variables including human attributes and traits,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">broad behavioral categories, and organizational aspirations such as customer service orientation. In the present study, competency was used to refer to sets of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">dimensions.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thus, when trying to integrate the literature on the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">construct validity of ACs, one encounters an undifferentiated combination of studies investigating the underlying</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">variables assessed by assessors’ ratings. The present</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">study demonstrates that the evaluation of the construct</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">validity of complex competencies in relation to individual personality traits may not be an appropriate</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">methodology and may lead to faulty conclusions, namely</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">that the AC ratings do not have construct validity. By</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">contrast, comparing competency ratings in the AC with</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">composites of personality traits can provide evidence of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">construct validity.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Some of the observed correlations were inconsistent</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">with predictions. Both low convergent and high discriminant correlations were found. For example, in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Study1people development and team building showed</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">low convergence, and in Study 2, openness to changes</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">showed low discriminant correlations. More development of theory about the breadth of dimensions and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competencies, and the relationship between these AC</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">constructs and personality traits is needed.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The results of these studies reinforce the value of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">studying the construct validity of final assessment ratings</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">in relationship with evidence external to the AC in contrast with relationships among PEDRs. Final dimension</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ratings are aggregations of observations of behavior</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">across assessors and across exercises; they may be derived by consensus discussion (as in the present ACs) or</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">by statistically combinations of PEDRs. In this approach,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">using the terminology of the multitrait–multimethod matrix, ‘traits’ are represented by final dimensions, and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">‘methods’ are represented by the AC and some other</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">distinct assessment technique (in the present study by</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the personality questionnaire). This approach is quite</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">different from studies of only ratings internal to the AC</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">where the ‘methods’ are the simulation exercises and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the ‘traits’ are the ratings of a dimension in these exercises. The current study provides evidence of construct</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">correspondence of AC ratings external to the AC.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">6.1. Limitations</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Certain features of the current studies must be recognized when drawing conclusions. The components of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the competencies varied somewhat from company to</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">company in Study1. For example, the subcompetencies</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and behavioral indicators of a competency such as leadership differed slightly from one to another. While this</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">reflects a lack of standardization, the variation suggests</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the results may have been even stronger if there was</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">more consistency in definitions of the competencies,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and then in the specification of personality correlates, as</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">was done in Study 2.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">This study investigated the average correlation of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competency ratings with narrow personality scores in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">comparison with the correlation of the competency ratings with personality composites. A parallel analysis that</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">might be probative in future research would be to study</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the average correlation between traditional dimensions</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and narrow personality scores in comparison with the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">average correlation between narrow dimensions and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">personality composites. Such an analysis was not possible here because assessors made ratings only on the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">six competencies. Guidance in rating the competencies</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">was provided by consideration of the components and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">indicators of the competencies, that is, the dimensions,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">subcompetencies, and behavioral descriptions shown in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Table1.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">There may be some undecipherable amount of confounding of knowledge of personality test scores with</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the final consensus AC ratings on the competencies.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Some of the candidates took the online personality</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">questionnaire prior to participation in the simulation exercises, but others did not do so until later. Some of the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">personality questionnaire results were available to some</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">assessors, but not all assessors knew the meaning of the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">trait labels or test scores; furthermore, many assessors</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">were not trained to interpret the personality profiles. In</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">actual application, the personality scores were used consistently only in the process of giving feedback to</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">candidates. The extent of confounding of personality</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">scores and assessment ratings is probably considerably</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">less that in ACs where reporting of scores is an integral</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">part of the consensus discussion as was done in most</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">early ACs, and is common in recent developmental ACs</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(Povah, 2011).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Another distinguishing feature of these ACs is that</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the assessors were experienced consultants. The results may not generalize to other ACs where assessors</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">are higher level managers in the organizations and may</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">have considerably less AC experience. On the other</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">hand, the results of the present study are consistent</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">with other studies showing construct validity of ratings</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">provided by experienced consultants familiar with the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competency model employed in the ACs (Guenole</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">et al., 2011). Certainly, it is quite common for assessors to be experienced consultants (Hughes, Riley,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Shalfrooshan, Gibbons, & Thornton, 2012; Povah,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">2011), and thus the current findings are informative for</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">practice.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">416 Svetlana Simonenko, George C. Thornton III, Alyssa M. Gibbons and Anna Kravtcova</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">International Journal of Selection and Assessment</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Volume 27 Number 4 December 2013</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">©2013 John Wiley & Sons Ltd</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The ACs studied here employed the dimension-based</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">AC model. Two other models have been articulated in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">recent years, namely task-based ACs, and mixed model</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ACs (Jackson, Lance, & Hoffman, 2012). The method</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">employed in the present research might be used to provide construct validity evidence of ratings emanating</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">from ACs following other models. To be sure, there is</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">evidence supporting the contention that variance in AC</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ratings is a function of factors other than dimensions.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The purpose of the present research is not to investigate the relative size of dimension effects or task effects, nor to advocate the implementation of one</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">approach. Rather, the research explores the construct</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">validity of AC ratings derived from dimension based</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ACs using the process of consensus discussion.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">7. Conclusions</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">These studies reflect the strengths and weaknesses of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">field research into the AC method. They involved a</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">unique set of data from multiple real ACs in real organizations in a country, namely Russia, heretofore not</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">studied and quite different from Western Europe or the</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">US. While some methodological features are not as</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">standardized and ‘clean’ as one might desire, the findings</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">are still consistent enough to allow meaningful tentative</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">conclusions. Final AC ratings of complex managerial</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">competencies showed construct validity in relationship</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">with personality characteristics.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">References</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">American Educational Research Association, American Psychological Association, & American Council on Measurement in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Education. (1999).Standards for educational and psychological</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">tests. Washington DC: American Psychological Association.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Arthur, W. Jr, Day, E. A., McNelly, T. L., & Edens, P. S. (2003).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">A meta-analysis of the criterion-related validity of assessment center dimensions.Personnel Psychology, 56, 125–</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">154.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Arthur, W. Jr, Day, E. A., & Woehr, D. J. (2008). Mend it,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">don’t end it: An alternative view of assessment center</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">construct-related validity evidence. Industrial and Organizational Psychology: Perspectives on Science and Practice, 1, 105–</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">111.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Ashton, M. C. (1998). Personality and job performance: The</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">importance of narrow traits. Journal of Organizational Behavior, 19, 289–303.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Borsboom, D., Mellenbergh, G. J., & van Heerden, J. (2004).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">The concept of validity.Psychological Review, 111, 1061–</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">1071.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Bray, D. W., Campbell, R. J., & Grant, D. L. (1974).Formative</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">years in business: A long-term AT&T study of managerial lives.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">New York: Wiley.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Bray, D. W., & Grant, D. L. (1966). The assessment center in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the measurement of potential for business management.Psychological Monographs, 80, 1–27.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Cattell, R. B. (1946).The description and measurement of personality. Yonkers-on-Hudson, NY: World Book.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Christiansen, N. D., & Robie, C. (2011). Further consideration</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of the use of narrow trait scales. Canadian Journal of</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Behavioural Science/Revue canadienne des sciences du</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">comportement, 43, 183–194.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Dayan, K., Kasten, R., & Fox, S. (2002). Entry-level police candidate assessment center: Efficient tool or a hammer to kill</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">a fly?Personnel Psychology, 55, 827–849.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Dilchert, S., & Ones, D. S. (2009). Assessment center dimensions: Individual differences correlates and meta-analytical</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">incremental validity. International Journal of Selection and Assessment, 17, 254–270.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Gaugler, B. B., Rosenthal, D. B., Thornton, G. C. III, &</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Bentson, C. (1987). Meta-analysis of assessment center validity. Journal of Applied Psychology, 72, 493–511.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Goffin, R. D., Rothstein, M. G., & Johnston, N. G. (1996). Personality testing and the assessment center: Incremental validity for managerial selection. Journal of Applied Psychology,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">81, 746–756.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Goldstein, H. W., Yusko, K. P., Braverman, E. P., Smith, D., &</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Chung, B. (1998). The role of cognitive ability in the subgroup differences and incremental validity of assessment</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">center exercises.Personnel Psychology,51, 357–374.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Grachev, M. V., Rogovsky, N. G., & Rakitski, B. V. (2008).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Leadership and culture in Russia: The case of transitional</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">economy. In J. S. Chhokar, F. C. Brodbeck, & R. J. House</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(Eds.), Culture and leadership across the world(pp. 803–831).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Mahwah, NJ: Lawrence Erlbaum.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Guenole, N., Chernyshenko, O., Stark, S., Corkerill, T., &</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Drasgow, F. (2011). We’re doing better than you might</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">think: A large-scale demonstration of assessment centre</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">convergent and discriminant validity. In N. Povah & G. C.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thornton (Eds.),Assessment and development centres: Strategies for global talent management (pp. 15–32). Farnham:</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Grower.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Guenole, N., Chernyshenko, O., Stark, S., Corkerill, T., &</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Drasgow, F. (2012). More than mirage: A large scale assessment centre with more dimension variance that exercise</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">variance.Journal of Occupational and Organizational Psychology,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">86,1–17.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Hardison, C. M. (2005). Construct validity of assessment center overall ratings: An investigation of relationships with and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">incremental criterion validity over Big 5 personality traits</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and cognitive ability. Unpublished doctoral dissertation: University of Minnesota.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Hardison, C. M., & Sackett, P. R. (2004). Assessment center</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">criterion-related validity: A meta-analytic update. Paper presented at the19th annual conference of the Society for Industrial and Organizational Psychology, Chicago, IL.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Hermelin, E., Lievens, F., & Robertson, I. T. (2007). The validity</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of assessment centres for prediction of supervisory performance ratings: A meta-analysis. International Journal of Selection and Assessment, 15, 405–411.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Hofstede, G. (1980).Cultural consequences: International differences in work-related values. Beverly Hills, CA: Sage.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Hogan, J., & Roberts, B. W. (1996). Issues and non-issues in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the fidelity-bandwidth trade-off. Journal of Organizational Behavior, 17, 627–637.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., Gupta,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">V., & Globe Associates. (2004). Culture, leadership, and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">AC Consensus Competency Ratings 417</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">©2013 John Wiley & Sons Ltd International Journal of Selection and Assessment</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Volume 27 Number 4 December 2013</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">organizations: The GLOBE study of 62 societies. Thousand</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Oaks, CA: Sage.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Howard, A. (1997). A reassessment of assessment centers:</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Challenges for the 21st century.Journal of Social Behavior and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Personality, 12,13–52.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Howard, A. (2008). Making assessment centers work the way</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">they are supposed to.Industrial and Organizational Psychology:</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Perspectives on Science and Practice, 1, 98–104.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Hughes, D., Riley, P., Shalfrooshan, A., Gibbons, A., &</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thornton, G. C. III. (2012).A global survey of assessment centre practices. Godalming, Surrey, UK: The adc Group.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Jackson, D. J. R., Lance, C. E., & Hoffman, B. J. (2012).The psychology of assessment centers. New York: Routledge.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Krause, D. E., Kersting, M., Heggestad, E. D., & Thornton, G.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">C. III. (2006). Incremental validity of assessment center ratings over cognitive ability tests: A study at the executive</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">management level.International Journal of Selection and Assessment, 14, 360–371.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Kuncel, N. R., & Sackett, P. R. (2013). Resolving the assessment center construct validity problem.Journal of Applied</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Psychology, doi:10.1037/a0034147.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Lance, C. E. (2008a). Why assessment centers do not work</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">the way they are supposed to. Industrial and Organizational</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Psychology: Perspectives on Science and Practice, 1, 84–97.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Lance, C. E. (2008b). Where have we been, how did we get</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">there, and where shall we go? 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Hoffman, Dimension, task, and</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">mixed-model perspectives on assessment centers. 27th Annual Conference of the Society for Industrial and Organizational Psychology, San Diego, CA.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Ones, D. S., & Viswesvaran, C. (1996). Bandwidth-fidelity dilemma in personality measurement for personnel selection.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Journal of Organizational Behavior, 17, 609–626.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Povah, N. (2011). A review of recent international surveys</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">into assessment centre practices. In N. Povah & G. 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Clarifying the contribution</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">of assessee-, dimension-, exercise-, and assessor-related effects to reliable and unreliable variance in assessment center</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">ratings.Journal of Applied Psychology, 98, 114–133.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Sackett, P. R., & Tuzinski, K. A. (2001). The role of dimensions</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and exercises in assessment center judgments. In M. London</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">(Ed.), How people evaluate others in organizations(pp. 111–</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">129). Mahwah, NJ: Lawrence Erlbaum.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Schneider, R. J., Hough, L. M., & Dunnette, M. D. (1996).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Broadsided by broad traits: How to sink science in five dimensions or less.Journal of Organizational Behavior, 17, 639–</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">655.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Shore, T. H., Thornton, G. C., & Shore, L. M. (1990). Construct validity of two categories of assessment center dimension ratings.Personnel Psychology, 43, 101–116.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Simonenko, S. (2011). The use of assessment and development</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">centres in Russia. In N. Povah & G. C. Thornton (Eds.),Assessment and development centres: Strategies for global talent</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">management(pp. 429–440). Farnham: Grower.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Simonenko, S., & Khrenov, D. (2010). Skazki i byli o</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">mctoda% o,cnki pcrsonala. [Fairy tales and true stories about</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">assessment methods of personnel]. Moscow, RF: DeTech.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Society for Industrial and Organizational Psychology. (2003).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Principles for the validation and use of personnel selection</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">procedures(4th ed.) Bowling Green, OH: Author.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thornton, G. C. III. (2012). Evidence that assessment center</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">judgments measure dimensions of managerial performance.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Organizational Psychology, Available at www.orgpsyjournal</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">.hse.ru (accessed 30 September 2013).</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thornton, G. C. III, & Byham, W. C. (1982).Assessment centers</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">and managerial performance. New York: Academic Press.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thornton, G. C. III, & Rupp, D. R. (2006).Assessment centers in</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">human resource management: Strategies for prediction, diagnosis, and development. Mahwah, NJ: Lawrence Erlbaum.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Thornton, G. C. III, & Rupp, D. R. (2012). Research into</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">dimension-based assessment centers. In D. J. R. Jackson,</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">C. E. Lance, & B. J. Hoffman (Eds.),The psychology of assessment centers(pp.141–170). New York: Routledge.</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">418 Svetlana Simonenko, George C. Thornton III, Alyssa M. Gibbons and Anna Kravtcova</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">International Journal of Selection and Assessment</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">Volume 27 Number 4 December 2013</span><br><span style="font-size: 12pt; font-family: 'book antiqua', palatino;">©2013 John Wiley & Sons Ltd</span></p>
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