Now that I've Been Assessed, What Do I Do? Facilitating Development after Individual Assessments (original) (raw)

The impact of 360‐degree feedback on management skills development

Human Resource Management, 1993

This study investigated changes in the skill levels of managers which occurred two years following the managers' participation in 360-degree feedback. The major objective was to investigate how skill development, development efforts, and environmental support for development are related. The Management Skills Profile (MSP) was used to measure skills and to give feedback. Of the original 198 managers who received feedback, 48 accepted the opportunity to complete the instrument again two years later. A t that time, they also completed a questionnaire surveying what development activities they had completed and the extent to which they received support for development from their supervisor and the organization. The first hypothesis was that, for the group, (a) participants' skills would increase following feedback, and (b) self-other agreement would be greater at Time 2 than at Time I. This was supported. The second hypothesis was that management skills would be related to later advancement. This also was supported. The third hypothesis was that skill development would be related to both development tforts and environmental support, and that some development activities would be more efecfive than others. Hypothesis four was that those who put more effort into development (a) would have received at Time 1 ratings which were more favorable and more congruent with their self-ratings, and (b) would have received more environmental support. Hypotheses three and four were only partially supported. The results have implications for what managers can do to develop their skills and how others can support this development. 0 1993 by John Wiley & Sons, Inc.

Receptivity to assessment-based feedback for management development

Journal of Management Development, 2000

Research on feedback acceptance typically has not focused on feedback given in developmental contexts nor has this research used sources other than self-reports to measure feedback acceptance. This study examined recipient characteristics as influences on receptivity to management development feedback. Racial similarity of the feedback recipient and giver was the most consistent predictor of receptivity. Self-report, feedback giver, and outsider ratings of receptivity evidenced little congruence. Implications for understanding receptivity in developmental contexts are discussed.

Relevance, challenge and motivation: The ingredients of a novel managerial development program

International Journal for Academic Development, 2005

Relevance, Challenge and Motivation: The ingredients of a novel managerial development program relativement à leur attribution de responsabilités divisionnelles pour des projets interdépartementaux complexes. De plus en plus, il existe une compréhension collective et partagée des dimensions relatives à l'accomplissement de certaines tâches ausein de l'organisation. De façon importante, ceci suggère un nouveau modèle de développement académique, lequel a un potentiel correspondant à des applications plus vastes.

Developing a framework for assessing effective development activities

Personnel Review, 2008

Almuth is a lecturer in occupational psychology at Surrey University. Her research areas are training and development including coaching and feedback, the interface of work and non/work and the application of psychometrics in organization, as well as their cross-cultural adaptation. She regularly advises organizations on the design and implementation of staff assessment and development and work/life balance initiatives.

Management Development Programs and the Readiness for Changes

International Journal of Accounting and Business Management

The objective of the study is to test the relationship between management development programs and the readiness for changes among young managers in Malaysia. Four development programs were examined namely on-the-job programs, off-the-job programs, assessment and mentoring. The respondents were all below 45 years old and they are either performing professional occupations or in low to middle level positions and must have participated in development programs. 399 employees participated in the study. The Pearson's correlation test showed that assessment program was not significantly correlated to readiness for changes (r = .035, p > .01). On the other hand, readiness for changes was significantly correlated with the other three MDPs.

A Critical Evaluation of the State of Assessment and Development for Senior Leaders

Industrial and Organizational Psychology

Practice and research with senior leaders can be rewarding but also challenging and risky for industrial and organizational (I-O) psychologists; the fact that much of the work with these populations is difficult to access elevates these concerns. In this article we summarize work presented by prominent researchers and practitioners at a symposium organized to share common practices and challenges associated with work at higher levels of organizational management. We review implications for research and practice with senior leaders by examining how assessments are applied at senior levels, how assessments and development practices can be linked, and the challenges associated with research and evaluation conducted with these leaders. Also, we offer suggestions for advancing research and practice at senior levels.

The Management Development Process: Puzzle Solving or Paradigm Shifting?

Management Research News, 1991

Interest in the issue of management development has become a major preoccupation in recent years amongst both practitioners and management theorists. Constable and McCormick (1987) and Handy (1987) have both noted the inadequacy of British managerial education in their reports and unambiguously urged for a steep increase in management development efforts. The outcome has been a dramatic upsurge in the demand for managerial education and development both through the established educational institutions as well as management consultancies. Storey (1989) notes that the common theme which prevails is “to treat management development as a key device to engineer organizational change” (Storey 1989: 4). One major consequence of this understanding has been the concerted attempts to identify key managerial competencies which it is believed will lead to better managerial performance. While this has become the central preoccupation of the Management Charter Initiative, there are those who view...

The developmental assessment centre: the next generation

Career Development International, 1998

A critical instrument in managerial selection for the past 25 years has been the assessment centre (AC). One of the major reasons for its success is that it has relatively good predictive validity. However, ACs are not without problems. Despite their relatively good predictive validity, research has been unable to show adequately their content validity, and construct validity has not been demonstrated. It is for this reason that the need for and analysis of the development assessment centre (DAC) is being presented. A DAC needs to be seen as the start point ‐ not end point ‐ of development. However, the evolution of the ACs towards DACs remains too new to generalize on their impact on job performance although some related research is promising. This article examines AC characteristics and AC criteria such as: effectiveness requirements; validity; cost effectiveness and outcomes (descriptive or prescriptive). The gap between the AC and the DAC is examined in terms of design applicati...