An Integrative Model of Competency Development, Training Design, Assessment Center, and Multi-Rater Assessment

Abstract

The problem and the solution. Although assessment center has been proven effective in predicting performance, the issue of establishing construct-related validity of assessment center is still unsolved, resulting in an unmet research challenge.Woehr and Arthur asserted that the lack of construct-related validity in assessment center literature is primarily due to issues of design and development.This article focuses on the design aspect of assessment center to develop an integrative competency-based assessment center model that links competency development, training design, assessment center, and multi-rater assessment together. Built around validity (particularly construct-related) issues of assessment center, the model guides scholarly practitioners on how to design a competency-based assessment center that has potential to improve construct-related validity and capability to build into training design and assessment and other human resource functions. Nine propositions related to validity were developed in accordance with the model to evoke future research. Practical implications are also provided.

An Investigation of the Competencies Required of Airline Cabin Crew Members: The Case of a Korean Airline

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Educational Tourism as an Effective Learning Model at Vredeburg Fort Museum Yogyakarta Indonesia

“…Educational tourism organizes tourism as an educational activity to achieve its goals and meet the targets set by the curriculum. It focuses on the formation and development of individual qualities expressed as general and special professional competencies (Chen & Naquin, 2008;Hoffmann, 1999;McLegan, 1997). William (2010) presents a pedagogical and didactic basis for the development of the concept of educational tourism lies in the pedagogy sectoral (tourism), because its functional represent the educational process carried out outside the educational institutions.…”

Assessment of Staff Intercultural Competences in Health Care Organisations

“…In this way, old attitudes, behaviour, and cognition toward strange culture(s) are gradually transformed into a new perception of intercultural, and the individual becomes more a flexible (Davis and Cho, 2005). Spencer and Spencer (1993), Athey and Orth (1999), Chen and Naquin (2006), Campion et al (2011) and other scientists believe that to understand better the definition of intercultural competences, we should pay more attention to the elements, mainly three: knowledge, skills, attitudes, that constitutes the term. There exist a multitude of different models to conceptualise elements and stages of intercultural competence.…”