Assessment Center Practices in Indonesia: An exploratory study (original) (raw)

A SURVEY OF ASSESSMENT CENTER PRACTICES IN ORGANIZATIONS IN THE UNITED STATES

Personnel Psychology, 1997

Two hundred fifteen organizations in the United States provided information about multiple aspects of their assessment centers, including design, usage, and their adherence to professional guidelines and research-based suggestions for the use of this method. Results reveal that centers are usually conducted for selection, promotion, and development purposes. Supervisor recommendation plays a sizable role in choosing center participants. Most often, line managers act as assessors; they typically arrive at participant ratings through a consensus process. In general, respondents indicate close adherence to recommendations for center design and assessor training. Recommendations involving other practices (e.g., informing participants, evaluating assessors, validating center results) are frequently not followed. Furthermore, methods thought to improve predictive validity of center ratings are underutilized. Variability in center practices according to industry and center purpose was revealed. We encourage practitioners to follow recommendations for center usage, and researchers to work to better understand moderators of center validity.

Educational Assessment System in Japan, Germany, and Indonesia; a Comparative Study

2021

Assessment is an essential aspect of education. Assessment in Indonesia has been carried out with various efforts to improve the quality of education in this country. However, this has not been optimal in producing good quality education. In an effort to improve the quality of educational assessment in Indonesia, a comparative study of the assessment system can be carried out in countries with good quality education and internationally recognized education, such as Japan and Germany. Although the two countries are advanced in various fields, the implementation of the assessment has its own characteristics. The similarity of the assessment systems of the two countries is that they do not use the national exam as a benchmark for students' graduation to move up to the next level of the education unit. The assessment system applied also contributes to the happiness index of the people in the country. Therefore, learning from the educational assessment systems of Japan and Germany, m...