2021 ACSG VIRTUAL CONFERENCE ABSTRACT BOOKLET - 2021 ACSG Conference - 15 to 19 March 2021
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
2021 ACSG Conference – 15 to 19 March 2021
2021 ACSG VIRTUAL CONFERENCE
Page |1
ABSTRACT BOOKLET
2021 ACSG Conference – 15 to 19 March 2021
Assessment Centres: Turning Theory into Practice and Promising Beginnings
With thanks to our Sponsors & Exhibitors
ABSA Sponsorship Amount
Abstract Selection Process
BTS Conference Technology, Exhibition Space
The submission format, review process and the
Evalex Whova App, Exhibition Space & Exhibitor’s Corner acceptance of abstracts were handled by the
ACSG committee.
JvR Psychometrics Exhibition Space & Exhibitor’s Corner
LEMASA Exhibition Space & Exhibitor’s Corner All abstracts submitted were subjected to a
blind peer review process. The reviewers were
Pinsight Gifts for Presenters, Exhibition Space & Exhibitor’s Corner Anne Buckett, George Coetzee, Eugene de
Bruin, Martin Kleinmann, Petrus Nel, Sandra
Psytech Exhibition Space & Exhibitor’s Corner Schlebusch, Marius Stander and George
Thornton.
SHL Exhibition Space & Exhibitor’s Corner
Yellow Seed Exhibition Space & Exhibitor’s Corner
UP Sponsorship Amount
Network Partners
Knowledge Resources
SAGEA
SIOPSA
SABPP
Page |2
2021 ACSG Conference – 15 to 19 March 2021
Contents
Page Number
ACSG information 3
List of acronyms used 4
Programme 5
AC Academy training module abstracts 8–9
Pre-conference workshop abstracts 11 – 13
Conference abstracts 14 – 39
Presenters 40 – 58
Alphabetical presenters’ index 59
ACSG Committee (2017 – 2021) Past Chairpersons
Chairman Jaco de Jager 1981 – 1984 Hermann Spangenberg (SBW)
Treasurer Petrus Nel 1985 – 1985 Albert van der Merwe (Sasol)
Carl Herman 1986 – 1987 Hermann Spangenberg (SBW)
Stacy Isaacs 1988 – 1995 George Coetzee (Naspers)
Sandra Schlebusch 1996 – 2001 Hennie Kriek (SHL)
Support & Compliance Manager Judith Williamson 2002 – 2003 Willie Marais (Old Mutual)
2004 – 2005 Charmaine Swanevelder (SHL)
ACSG Honorary Members 2006 – 2007 Deon Meiring (SAPS)
Anne Buckett 2008 – 2009 Anne Buckett (Precision HR)
George Coetzee 2010 – 2011 Sandra Schlebusch (LEMASA)
Eugene de Bruin 2012 – 2013 Lydia Cillié-Schmidt (The Talent Hub)
Hennie Kriek 2014 – 2015 David Bischof (Deloitte)
Deon Meiring (IM) 2016 – 2017 Petrus Nel (University of the Free State)
Sandra Schlebusch 2018 – 2021 Jaco de Jager (TTS-Talent)
Herman Spangenberg
Mobile: +27 (0)83 304 6068 | Fax: +27 (0)86 548 5674 |Email: info@acsg.co.za | Website: www.acsg.co.za
Page |3
2021 ACSG Conference – 15 to 19 March 2021
List of Acronyms
AC Assessment Centre(s) SABPP South African Board for People Practices
AC/DC Assessment and Development Centre(s) SARS South African Revenue Services
ACSG SA Assessment Centre Study Group NPC SIOPSA Society for Industrial and Organisational Psychology of South Africa
ASSA Assessment Standards South Africa SIOP Society for Industrial and Organisational Psychology
AI Artificial Intelligence SJT Situational Judgement Test
DC Development Centre(s) SSA State Security Agency
DAC Development Assessment Centre TAT Trait Activation Theory
HPCSA Health Professions Council of South Africa UCT University of Cape Town
IACCP International Association for Cross-Cultural Psychology UJ University of Johannesburg
I/O Industrial and Organisational (Psychology) UP University of Pretoria
IPM Institute for People Management UNISA University of South Africa
IR Industrial Revolution US University of Stellenbosch
NWU North West University UWC University of Western Cape
SA South Africa VR Virtual Reality
Page |4
2021 ACSG Conference – 15 to 19 March 2021
AC Academy Training Workshops Pre-Conference Workshops
Monday, 15th and Tuesday, 16th March 2021 Wednesday, 17th March 2021
Module 1: Introduction to Behaviour Observation During an Promoting ethical excellence in the design and operation of
08:00 – 17:00 Assessment Centre (Observer 101) 08:00 – 12:30 Assessment Centres
Christine de Wet (LEMASA, South Africa) Henriëtte van den Berg (Private Practitioner, South Africa)
Module 2: The Design and Development of an Assessment
Centre (Designing Centres 101) – Practical Only * Introduction to Development Centres
08:00 – 17:00 13:00 – 17:30
Sandra Schlebusch (LEMASA, South Africa) Petrus Nel (University of Johannesburg, South Africa)
New Approaches in the Definition, Assessment and
Practical Only * Only the practical part of Module 2: The Design and Development of an
Development of Business Acumen and Strategy Execution:
Assessment Centre will be presented during the 2021 ACSG conference at a reduced rate of
14:00 – 18:30 Critical Capabilities for Organizational Success as Seen
R3 300.00 (excl VAT). It is recommended to complete the theoretical part of Module 2
(eLearning) before booking to attend the practical session. The theoretical part of Module Through the Lens of Organizations’ X Factors
2: The Design and Development of an Assessment Centre is available on TalentLMS as Sandra Hartog and Lynn Collins (BTS, USA)
eLearning course at R5 500.00 (excl VAT), students R1 500.00 (excl VAT).
Page |5
2021 ACSG Conference – 15 to 19 March 2021
Conference Day One
Thursday, 18th March 2021
08:30 – 09:00 Official Welcome and Opening of the 41st Annual ACSG Conference - Jaco de Jager (Chairman: ACSG, South Africa)
09:00 – 10:00 Plenary Session – Practical Benefits from Psychological and Decision-making Theories - George Thornton (Colorado State University, USA)
TRANSITION
Towards leadership effectiveness: the role of individual leadership
Artificial Intelligence: Implications for competencies and constraints through the lens of the Bounded
the Assessment Centre Method Leadership Model Exhibitor’s
10:15 – 11:15
Corner
Hennie Kriek & Kim Dowdeswell Anna Baczyńska, Andrzej Kozmiński, Pawel Korzyński & Ilona
Skoczeń
TRANSITION
IGNITE SESSION
Do the principles of ORCE (observe, record, classify & evaluate)
still apply when scoring digital and virtual simulation exercises? Tripartite Model to achieve AC Competence: A Stakeholder Exhibitor’s
11:30 – 12:30
Perspective Corner
Danie Oosthuizen
Petrus Nel & Sandra Schlebusch
12:30 – 13:30 LUNCH - Towards Stillness, Starfish and O’Donohue’s Beautiful Landscape of the Mind - Inette Taylor (Private Practitioner, South Africa)
The AC Assessor Crisis: Is Artificial Intelligence eliminating IGNITE SESSION
the role of the Assessor in the AC method? Exhibitor’s
13:30 – 14:30 Tripartite Model to achieve AC Competence: A Stakeholder Corner
Pieter Bronkhorst Perspective Petrus Nel & Sandra Schlebusch
TRANSITION
Assessment Standards South Africa (ASSA) – Moving towards an
Adaptability: Definition, Assessment, and Development Exhibitor’s
14:45 – 15:45 online Assessment Certification Process
George Thornton Corner
David Bischof & Marie de Beer
TRANSITION
16:00 – 17:00 International Keynote Address - Decoding the High Potential Mystery: A New Model for Talent Assessment - Sandra Hartog (BTS, USA)
17:00 – 17:15 Closing Day One – Jaco de Jager (Chairman: ACSG, South Africa)
Page |6
2021 ACSG Conference – 15 to 19 March 2021
Conference Day Two
Friday, 19th March 2021
08:00 – 08:30 Welcome to Day Two - Jaco de Jager (Chairman: ACSG, South Africa)
08:30 – 09:30 Local Keynote Address – Entrepreneurship Education is a Human Right - Yogavelli (Yogi) Nambiar (Allan Gray Orbis Foundation, South Africa)
09:30 – 10:00 ACSG Annual General Meeting - Jaco de Jager (Chairman: ACSG, South Africa)
TRANSITION
An Artificial Intelligence (AI)
Psychological Portrait of an Entrepreneur Exhibitor’s
10:15 – 11:15 Driven Leadership Framework
Svetlana Simonenko Corner
Pieter Bronkhorst
TRANSITION
An intervention study to investigate diagnostic
Moving ACs Online: Lessons from Global Implementations assessment centres as an avenue to improve the self-efficacy of Exhibitor’s
11:30 – 12:30
Martin Lanik university graduates Corner
Melissa White, Jürgen Becker & Marieta du Plessis
12:30 – 13:30 LUNCH
13:30 – 14:30 Plenary Session – Leadership in the Face of Covid-19: Glaring Fault Lines and Ethical Dilemmas - Derick de Jongh (University of Pretoria, South Africa)
TRANSITION
Red Table: A candid conversation – the design of virtual
Case Study: Building AC Methodology in the Organisation’s DNA Exhibitor’s
14:45 – 15:45 assessment centres in our new reality
Jeremy Francis Corner
Discussion Leader Stacy Isaacs
TRANSITION
Identifying internal talent and driving succession planning
AC Ethics: In the Eye of the Beholder Exhibitor’s
16:00 – 17:00 in a non-profit mutual assurance organisation
Linda Fourie, Sandra Schlebusch & Raeanne Naidoo Corner
David Bischof & Vandana Varan
17:00 – 17:30 Closing Day Two – Jaco de Jager (Chairman: ACSG, South Africa)
Page |7
2021 ACSG Conference – 15 to 19 March 2021
AC Academy Training Module Module 1: Introduction to Behaviour Observation during an Assessment Centre
Track: AC Academy Training Workshop
Presenter: Christine de Wet (LEMASA, South Africa)
When: Monday, 15 and Tuesday, 16 March 2021 from 08:00 – 17:00
Purpose
Part of the reliability and validity of an Assessment Centre depends on using competent observers – people who have proven their competence in
Observing behaviour, Noting behaviour, Classifying behaviour and Evaluating behaviour (ONCE). However, these are skills that need to be learned and
continuously practised to ensure competence.
The purpose of Observer 101 is to introduce the potential observer to ONCE and to lay the foundation for eventually becoming a competent
observer.
Course Outcomes
We follow a behavioural approach to assessing behaviour displayed during simulations by centre participants. Observer 101 will therefore focus on
training potential observers on ONCE. At the end of the course, the delegates will have an understanding how to:
• Accurately identify behaviour
• Correctly Observing behaviour during an interactive simulation
• Accurately Noting behaviour during an interactive simulation
• Objectively Classifying behaviour according to focal constructs; and
• Fairly Evaluating behaviour according to norms.
• Being knowledgeable about ethics when Observing, Noting, Classifying and Evaluating behaviour
Target Groups
• IO Psychologists
• Psychometrists
• People working in Human Resources or Training and Development
• Anyone with a solid background in Human Behaviour
Page |8
2021 ACSG Conference – 15 to 19 March 2021
AC Academy Training Module Module 2: The Design and Development of an Assessment Centre
Track: AC Academy Training Workshop
Presenter: Sandra Schlebusch (LEMASA, South Africa)
When: Monday, 15 and Tuesday, 16 March 2021 from 08:00 – 17:00
Purpose
The purpose of Designing and Developing Assessment Centres is to lay the foundation for delegates to design an AC that will meet the important research
components required for AC validity. In addition, practitioners will have a solid platform to support practical initiatives with their clients.
Although a short training programme is not enough to ensure competence, the aim of this training programme is to transfer sufficient skill
so that, with practice, the delegates are on the road to competence.
Course Outcomes
• Being able to build a business case for an AC
• Being able to identify competencies and simulations for use during the AC
• Being able to compile an AC Blueprint that can be followed for AC development
• Knowing how to involve the appropriate stakeholders during the design of the AC
• Having a basic understanding of designing simulations and simulation documentation
• Being able to design the simulation sequence during the AC
• Knowing how to compile an AC Administration Manual and AC Technical Manual
• Being able to deliver a fully functional AC ready for implementation
• Being able to design and develop an AC with ethics in mind
Page |9
2021 ACSG Conference – 15 to 19 March 2021
This module is presented in two parts
Part 1 - Theory which is presented in an asynchronous, eLearning format and takes approximately 25 hours to complete. Part 1 is a pre-requisite to attending
Part 2.
Part 2 – Practical which is about putting the theory into practice and designing an Assessment Centre that meets the need of a fictitious client.
Target Groups
Participants attending Designing Centres 101 should at least have attended an Assessment Centre and have a basic understanding of what an Assessment
Centre entails.
• IO Psychologists
• Psychometrists
• People working in Human Resources or Training and Development
• SETA registered assessors
• Anyone with a solid background in Human Behaviour
P a g e | 102021 ACSG Conference – 15 to 19 March 2021
Pre-Conference Workshop
Promoting Ethical Excellence in the Design and Operation of Assessment Centres
Track: Workshop
Presenter: Henriëtte van den Berg (Private Practitioner, South Africa)
When: Wednesday, 17 March 2021 from 08:00 – 12:30
The ethical dilemmas involved in psychological assessment in general and assessment centres in particular, are plenty. The complexity of psychological
assessment is one of the high-risk psychological practice areas that require advanced ethical competencies and a systematic decision-making process,
especially now that COVID restrictions require a more frequent reliance on online assessment processes. The potential harm that can be done with
unreliable and invalid assessment methods requires a high level of understanding of risk-mitigating measures that protect the interests of clients and
practitioners. This workshop aims to increase awareness of ethical dilemmas and equip participants with strategies to improve the quality of ethical
decision-making. Participants will identify the main ethical challenges encountered in their assessment centres and will be introduced to a stepwise decision-
making process, including regulatory frameworks to consider in the decision-making process. A matrix of four norm systems will be applied to case studies
involving multiple methods of assessment.
This will be followed by a risk assessment model of their assessment practices with a specific focus on how different assessment processes potentially
violate clients' integrity and autonomy, the potential risk-benefit ratio of these practices and considerations to ensure administrative justice in the
assessment process. Examples will be discussed of how these risks can be eliminated or controlled in designing, implementing, and evaluating assessment
tasks. Small groups will use the risk assessment feedback to apply a five-step ethical decision-making process to enable practitioners to identify and apply
alternative solutions to the ethical dilemmas that they frequently encounter in their practices. A resource kit of guideline documents will be shared with
participants to develop their own context-specific ethics resource kit.
P a g e | 112021 ACSG Conference – 15 to 19 March 2021
Pre-Conference Workshop Introduction to Development Centres
Track: Workshop
Presenter: Petrus Nel (University of Johannesburg, South Africa)
When: Wednesday, 17 March 2021 from 13:00 – 17:30
Assessment Centres (ACs) can be used for two purposes: assessment and development. Most people are familiar with using ACs for selection purposes;
only some will use ACs for development purposes. The objective of the workshop is to open up the possibility of using an AC for developmental purposes.
Development interventions can be expensive. In addition, line managers are hesitant to send their subordinates for training if they do not see the results
of the training in the work environment. Employees themselves are also reluctant to attend training since it does not address development needs as
perceived by them. Therefore, chances are that training and development interventions may not be successful. Development Assessment Centres (DACs)
may positively impact this situation.
The purpose of a (DAC) is to identify the participant’s current areas of strength and current areas needing further development so that future development
can be aligned with real needs, and to train delegates on the AC focal constructs while at the centre. When development interventions are truly needs-
driven the organisation can include these interventions as part of its Workplace Skills Plan and eventually claim some of the levies back. When DAC
participants buy into their individual development needs, they will probably be more committed to address these particular needs. The subsequent training
and development interventions will therefore be more effective.
This workshop introduces DACs and how to successfully implement a DAC within an organisation so that the organisation can reap the benefits of needs-
driven training and development interventions.
During the workshop theoretical input will be delivered along with practical hints. The differences between an Assessment Centre used for selection
purposes and an Assessment Centre used for developmental purposes, as well as the different variations of a DAC, will be discussed. After attending the
workshop, the delegates will be able to implement a DAC effectively within their organisation.
P a g e | 122021 ACSG Conference – 15 to 19 March 2021
Pre-Conference Workshop New Approaches in the Definition, Assessment and Development of Business Acumen and Strategy Execution: Critical
Capabilities for Organisational Success as Seen Through the Lens of Organisations’ X Factors
Track: Workshop
Presenter: Sandra Hartog & Lynn Collins (BTS, USA)
When: Wednesday, 17 March 2021 from 13:00 – 17:30
Developing talent management strategies that support and drive business strategy is the key to execution as people are the fulcrum on which the success
of strategy rests. I/O psychologists have worked for decades on strategic approaches to talent management yet have often left a gap in addressing
strategic talent approaches to execute business strategy. One of the areas where this becomes particularly problematic is in the assessment and
development of individuals charged with executing their organisation’s business strategy. This will be a workshop on an innovative approach to defining
and assessing business acumen and strategy execution and the application of these definitions and assessments for the benefit of the individual and the
organisation. Attendees will participate in an immersive learning experience where they will actually engage in an abbreviated assessment and learning
centre specifically designed to assess business and people acumen, and strategy alignment and execution. Leveraging a business simulation, participants
will explore first-hand approaches to the assessment and development of these capabilities. We will also review a series of data collected from a wide
range of business acumen assessment and development centres that demonstrate the efficacy of this approach for insight and application at the individual
and organisational levels. An additional benefit to this workshop is the examination of a virtual approach to a development centre that does not sacrifice
any of the best practices or inherent value embedded in traditional onsite centres. There will be 1 hour of prework for all workshop participants.
Participants will need steady internet and a computer for the workshop. A tablet or phone is not acceptable.
P a g e | 132021 ACSG Conference – 15 to 19 March 2021
Plenary Session Practical Benefits from Psychological and Decision-making Theories
Track: Plenary Session
Presenter: George Thornton (Colorado State University, USA)
When: Thursday, 18 March 2021 from 09:00 – 10:00
“There is nothing so practical as a good theory.”
“The best way to understand something is to try to change it.”
Kurt Lewin
The first quote shows the relevance of theory to practice. The second quote shows the relevance of practice to theory. They provide a frame for this
presentation and the entire conference theme “Turning Theory Into Practice and Promising Beginnings.”
This presentation will describe how several theories from social perception, psychometrics, and interpersonal judgment help us design, implement, and
evaluate the assessment centre method. Various benefits from using theory will be cited. For example, when there is no prior practice or research has been
done, theory guides us. Examples from theories will be given and shown how they are useful. For example, Interactionist Theory informs us that behaviour
is a function of the interaction of characteristics of both the person and situation. This provides guidance for competencies to assess and exercise design.
Then the presentation will point out how theories are relevant to subsequent presentations at this conference. For example, presentations by Baczynska,
Simonenka, Hartog and others deal with competencies being assessed. Taxonomies of Competencies provide guidance of what we know and do not know
about human capabilities, and which ones are amenable to change in a developmental AC. Other examples include presentations by Oosthuizen and
Bronkhorst which deal with the processes of ORCE. For these, the Realistic Accuracy Model and the Frame of Reference Model articulate principles of
participant behaviour, assessor skills, and how to design exercises to provide optimal assessments.
The presenter will end with examples of how theories can guide AC practitioners and scholars in how to launch truly promising beginnings. Time for Q/A
will be provided.
P a g e | 142021 ACSG Conference – 15 to 19 March 2021
Presentation Artificial Intelligence: Implications for the Assessment Centre Method
Track: Presentation
Presenter: Kim Dowdeswell & Hennie Kriek (TTS-Talent, South Africa)
When: Thursday, 18 March 2021 from 10:15 – 11:15
Organisations’ digital-enabled responses to COVID’s unprecedented disruptions have highlighted again the fundamental role technology can play in enabling
organisations’ continuity and performance. Artificial intelligence (AI), one of the latest evolving technologies to impact talent management and the field of
IO Psychology, is no exception to this, and similar to previous technological advancements in the talent space, the adoption and use of AI-enabled
applications brings its own challenges and opportunities.
This presentation 1) reflects on the current state of play of AI and machine learning applications within the context of talent management practices, 2)
shares emerging local and international research findings concerning the use of AI in people measurement, and 3) explores potential applications of AI
within the assessment centre (AC) method, highlighting critical considerations for AC practitioners.
To open the session, a grounding will be given to different applications of AI in talent management practices, with a specific focus on how AI is currently
being used within the context of personnel assessment and selection decisions. While many organisations have responded to economic hardships brought
on by COVID by placing temporary freezes on hiring, the substantial job losses of 2020 suggest that recruiters may expect a massive influx of candidates
once hiring resumes. In such a scenario, we believe the inclusion of AI-enabled applications will go a long way to supporting recruiters in managing increased
volumes in a fair, efficient, and effective manner.
At the heart of the AC method is the observation of participants’ behaviour by multiple assessors and subsequent evaluation against predefined competency
requirements (Schlebusch & Roodt, 2008). However, Kuncel (2020) shared findings that the validity of decision-making improves as more optimal weightings
are consistently assigned algorithmically when integrating information, rather than relying on human judgement to process each integration subjectively.
Herein lies the crux of the utility offered to AC practitioners by the AI-enabled evaluation of competencies: the scalable, objective and consistent
measurement of participants’ demonstrated behaviours for final review and decision-making by AC practitioners.
In support of these arguments, we will share empirical data concerning the use of AI in the measurement of competencies in an international setting,
examining both convergent validity and adverse impact and bias considerations. Additionally, in what we believe is a first in the South African context, we
will share results from an investigation into the level of agreement between AI-scored and human-scored interview ratings for a sample of South African
applicants, as completed by a pool of 20 experienced South African IO psychologists and interns.
The presentation will close with a reflection on the local and international research findings as well as on the implications and possible applications of AI
to streamline and enhance current practices within the assessment centre method. As with the adoption of all new technologies, we believe it is important
for AC practitioners to be involved and guide AI-enabled applications to ensure effective, efficient and fair practices ensue. Key takeaways for AC
practitioners will be insight into current research concerning the use of AI in competency measurement and points to consider when encountering or
considering the adoption of AI-enabled applications in practice.
P a g e | 152021 ACSG Conference – 15 to 19 March 2021
Presentation Towards leadership effectiveness: the role of individual leadership competencies and constraints through the lens of
the Bounded Leadership Model
Track: Presentation
Presenter: Anna Baczyńska, Andrzej Kozmiński, Paweł Korzyński, Ilona Skoczeń (Kozminski University, Poland)
When: Thursday, 18 March 2021 from 10:15 – 11:15
The main purpose of this paper is to present the findings of a study that tested the relationship between leadership competencies and effectiveness, with
constrains as a mediating variable, as well as the application in Assessment and Development Centres.
The Challenge: AC practitioners are at times requested to select employees with leadership potential for organisations. AC practitioners may also assist
those with leadership potential in developing leadership competencies to reach their full potential as future leaders. AC practitioners are therefore in a
unique position to assist organisations in identifying and developing the leadership competencies of individuals that are crucial for leadership effectiveness.
Background: Leadership competencies, as potential factors influencing leadership effectiveness, have been studied by many scholars (Amagoh, 2009, Kragt
and Guenter, 2018). The previous work of Kozminski (2015) focused on qualitative interviews with recognisable Polish leaders representing politics, business,
culture, religion, sport, or local authorities. They included two former presidents, one prime minister, cardinal of the Catholic Church, CEOs of important
institutions. Leaders were asked to provide descriptions of situations and leadership behaviour patterns. Their responses were coded, analysed, and then
classified into five categories of competencies. Based on these findings, we have identified five leadership competences that might be important in terms
of leadership effectiveness: anticipatory competencies, visionary competencies, value-creating competencies, mobilisation competencies, and self-reflecting
competencies.
Anticipatory competencies relate to the ability to look ahead to intercept the future circumstances and conditions influencing the leadership process.
Anticipatory competencies help leaders create appropriate conditions for implementing change (Nadler and Tushman, 1990), facilitating the introduction
of innovative solutions (Ramos, 2013), and supporting the process of building a competitive advantage (Kandampully and Duddy, 1999).
Visionary competencies of a leader translate into the ability to create future visions for oneself and one’s followers, making them sufficiently distant and
attractive to mobilise followers to act. Westley and Mintzberg (1989) emphasise that these competencies require the creation of a certain idea that will be
communicated to employees in a manner that will inspire them to undertake specific actions aimed at putting this idea into practice. Visionary competencies
boost leaders’ impact on employees’ satisfaction (Cheema et al., 2015) and their bond with the organisation (Dvir et al., 2004).
Value-creating competencies are related to the ability to propose norms, values, and patterns of behaviour to ensure an effective impact of the leader on
his/her followers. Recent research showed that these skills can help lead organisations with somewhat limited resources. Thus, the leader often has to
decide how to divide the resources to achieve the goal that was set. Smith et al. (2016) argue that leaders with value-creating competencies can increase
the pool of resources through a variety of alliances and cooperation with individuals who share similar values.
Mobilisation competencies refer to the leader’s ability to generate an extraordinary degree of commitment among followers—to the point of personal
sacrifice—for the benefit of the organisation.
P a g e | 162021 ACSG Conference – 15 to 19 March 2021
In the literature, these competencies are often identified in the sector of education (Clark, 2013), health (Giles, 2010), or politics (Rucht, 2012). In commercial
organisations, these competencies are also important, as they are related to employee performance (Bruch and Vogel, 2011).
Self-reflecting competencies are associated with the leader’s ability to analyse and learn from successes and failures. Reflecting on oneself is strongly
emphasised in the theory of authentic leadership popularised by (George, 2007). According to his concept, authentic leaders analyse their life experiences
and, by doing so, get to know themselves. Sparrowe (2005) adds that leaders engage in specific dialogue with themselves, which enables them to become
authentic.
This Study collected data directly from leaders via self-reports and from their employees who provided other-informant data. The total sample included
242 leaders in top managerial positions. In total, six hypotheses were formed which related to the relationship between leadership competencies and
effectiveness and the role of constraints. Hypotheses were tested by analysing several regression models (H1-H5) and mediation effects (H6). Moreover,
internal consistency and construct validity were assessed by calculating the Cronbach’s alpha and assessing the intercorrelations between study variables.
Results: The study’s results demonstrate that leaders’ competencies are positively related to leadership effectiveness. We also found an indirect effect of
leadership competencies on effectiveness via constrains, with two types of competencies that were the strongest predictors in the mediation models which
were tested. Moreover, leaders’ self-reports, when compared to employees’ reports, assess themselves significantly higher on self-reflection competencies
and effectiveness but lower on the visionary and mobilisation competencies. Overall, it can be concluded that the scales included in the Bounded Leadership
Model (BLM) have satisfactory reliability and validity indicators.
Implications: The research examined the relationship between leadership competencies and effectiveness with constraints as a mediator. Moreover, it
introduces the BLM which takes a broader view on leadership and includes variables that seem to play an important role in leaders’ adjustment and success.
The study examined leadership competencies and effectiveness from various perspectives by applying a multi-rater approach, therefore providing a more
intriguing and compounded mechanism of leadership. These findings can be applied in Assessment (AC) and Development Centres (DCs) to support and
enhance existing organisational programmes aimed at developing leadership competencies. Ultimately, the results from the BLM, together with AC and
DCs could improve leadership effectiveness and address leadership constraints.
P a g e | 172021 ACSG Conference – 15 to 19 March 2021
Presentation Do the Principles of ORCE (observe, record, classify and evaluate) Still Apply When Scoring Digital and Virtual
Simulation Exercises?
Track: Presentation
Presenter: Danie Oosthuizen (TTS-Talent, South Africa)
When: Thursday, 18 March 2021 from 11:30 – 12:30
While Assessment Centres have crossed the Rubicon into the virtual space quite a number of years ago, the COVID-19 pandemic has fuelled a rapid and
dramatic acceleration of the transition to remotely administered assessments. Many practitioners who until recently preferred the tried-and-tested
traditional AC approach, are now forced to do things differently. This new milieu offers opportunities and challenges and provides fertile ground for learning
from successes and failures. This presentation focuses specifically on how these new developments apply to the scoring of simulation exercises using digital
platforms.
The principle of ORCE scoring when assessing behaviours on simulation exercises has been applied and taught to assessment practitioners throughout the
world. This principled is described in detail in the South Africa AC Guidelines (5th Edition) and it is widely applied when simulation exercises are scored, and
candidate ratings assigned. This process also forms the basis for many AC reliability and validity studies.
However, the impact technology has had on the field of people assessments needs to be considered. In the last few years, we have seen more and more
digital simulation exercises becoming available. Technology is not only used to present the AC exercises in a virtual fashion, but almost all such exercises
have a digital scoring format that practitioners can use.
Such rating formats are often highly structured and prescribed and includes tick box-type interfaces and lists of actions a candidate can display which are
linked to a particular competency. The role of the traditional assessor of human behaviour has now changed to that of individual who may merely scores
pre-determine actions by indicating within a scoring matrix if the particular action has been taken or not. Based on the number of actions indicated as
demonstrated, a score is then calculated. It therefore has the potential of becoming a very mechanical process of scoring a simulation and training of
assessors is focused on how to use the system to score the simulation. Very little freedom is allowed for the assessor to apply judgement (i.e. using ORCE
principles) of the behaviours demonstrated.
In this presentation various examples of digital scoring of a simulation exercise will be highlighted and discussed. The benefits and costs of a highly
mechanical approach to simulation scoring will be discussed and compared against those of the ORCE process. Suggestions will be offered on how these
two methods of simulation scoring might be merged, with specific reference to the use of artificial intelligence as an alternative or adjunct.
P a g e | 182021 ACSG Conference – 15 to 19 March 2021
Presentation IGNITE – Tripartite Model to Achieve AC Competence: A Stakeholder Perspective
Track: Presentation
Coordinators: Petrus Nel (University of Johannesburg, South Africa) & Sandra Schlebusch (LEMASA, South Africa)
Presenters: Jürgen Becker (University of Western Cape), Thinus Delport (University of the Free State), Zoelfah Hardien (Allan Gray Orbis
Foundation), Stacy Isaacs (ABSA), Karolina Laba (University of Johannesburg), Karel Stanz (University Pretoria) and Gail Wrogeman
(University of Johannesburg)
When: Thursday, 18 March 2021 from 11:30 – 12:30
Assessment Centres (ACs) can be used for two purposes: assessment and development. Most people are familiar with using ACs for selection purposes;
Background and Introduction: Our knowledge and competence, as AC practitioners and scientists, are based on three key components: theory, research,
and practice. No single component is more important than the other. They complement each other, requiring integration for successful ACs and competent
practitioners and researchers. All three components are required in order for existing AC knowledge to be shared and validated, as well as the creation of
new AC knowledge.
The question can therefore be asked: who should take responsibility for these three components? Within the South Africa context, there are three
stakeholders that are jointly responsible for these three components: universities, organisations, and the ACSG. It is the view of this session that no single
stakeholder has a monopoly on each of the three components. However, it is likely that the stakeholders may have different strengths when it comes to
each of the three components. Each of the three stakeholders have a role to play.
Strengths, Weaknesses, and Opportunities: Emphasising their strengths, universities are in a good position to assist emerging AC practitioners and scientists
with laying the theoretical foundation (i.e. sharing AC knowledge). It is also likely that universities are in an excellent position to validate existing AC
knowledge, but also test the accuracy of new AC knowledge (i.e. knowledge creation) through rigorous research Universities should also capitalise on
available opportunities to share their research expertise with other stakeholder groups (e.g. students, organisations, practitioners). However, universities
may not always be in a position to provide emerging practitioners and scientists with extensive exposure to the practice of ACs.
Organisations are able to expose emerging practitioners and scientists (including academics) to the practice of ACs – a unique strength. As such, they are
able to demonstrate the limits of existing theory and practice of ACs, while implementing novel solutions to such organisational challenges. It is therefore
likely that organisations contribute to both new knowledge being created in terms of practice, but also in terms of developing new theory that supports
practice. However, organisations may not always be in a position to empirically test the efficacy of such new approaches.
The ACSG has access to all three the components of AC knowledge. Through the AC Academy, both theory and practice are shared with emerging
practitioners and scientists. In addition, the annual conference provides a platform for both organisations and researchers to share their latest findings and
practices. Organisations should capitalise on available opportunities to share their expertise in terms of practice with those stakeholder groups (e.g.
students, interns, researchers) who require exposure to this component of AC competence.
P a g e | 192021 ACSG Conference – 15 to 19 March 2021
It is therefore proposed that the ACSG acts as a bridge between universities, emerging practitioners, and organisations. As a non-profit organisation, the
mission of the ACSG is to establish and transfer “competence to AC practitioners to design, implement, and research ACs according to best practice and
ethical guidelines that support Talent Management objectives in organisations. This is done through presenting various training interventions”.
More specifically, the ACSG can connect universities with organisations to facilitate the following: researchers testing new ACs adhering to good scientific
principles; providing much-needed practical exposure to students and researchers regarding AC practice; sharing new knowledge based on scientific
principles and good practice.
It should be noted that in this tripartite relationship, no single stakeholder is more important than the other, with objectives being of equal value. It is
therefore important to note that all three stakeholders are important components in developing AC competence and knowledge.
Purpose of the Session: The purpose of this IGNITE-session is to allow representatives from universities and organisations to share their efforts in the
development of AC competence. One of the session’s discussants will facilitate the integration of the presentations with recommendations for closer
collaboration among the three stakeholder groups.
P a g e | 202021 ACSG Conference – 15 to 19 March 2021
Plenary Session Towards Stillness, Starfish and O’Donohue’s Beautiful Landscape of the Mind
Track: Plenary Session
Presenter: Inette Taylor (Private Practitioner, South Africa)
When: Thursday, 18 March 2021 from 12:30 – 13:30
In times of emotional and social turbulence such as the current pandemic, many people seek and practice wisdoms by spiritual leaders to restore within
them a sense of hope, calm and inner strength. The fourteenth German theologian and Mystic Meister Eckhart (1260 – 1328) reminds us that there is a
place in the soul that neither time, nor space, nor no created thing can touch. These words are quoted by Irish priest, poet and philosopher John O’Donohue
(1956 – 2008) to remind us that there is a place in the soul were no one has ever been wounded. In her presentation Inette draws from these wisdoms
which she links to advances in neuroscience, breathing based on the polyvagal theory by Stephen Porges (b. 1945), and a combination of deep relaxation
techniques. She will share useful relaxation techniques that help create alpha rhythms, open focus, and states popularly referred to as mindfulness, which
promote positive neuroplasticity. Through positive neuroplasticity the brain is able to regenerate itself, like some starfish regenerate lost limbs. This
presentation involves theory as well as a practical deep relaxation exercise.
P a g e | 212021 ACSG Conference – 15 to 19 March 2021
Presentation The Assessment Centre Assessor Crisis: Is Artificial Intelligence Eliminating the Role of the Assessor in the
Assessment Centre Method
Track: Presentation
Presenter: Pieter Bronkhorst (Evalex, South Africa)
When: Thursday, 18 March 2021 from 13:30 – 14:30
The AC method has been with us as a talent assessment solution for the best part of the past 70 years. During this time, it has established itself as undeniably
effective in predicting job performance and potential. The method is still alive and well and has defined its position within the broader assessment process
most often consisting of Psychometrics (Abilities, Personality and so forth) and AC simulations. The AC method as a leadership development instrument is
almost unrivalled. It fits in well as a tool to develop leadership behaviour, living alongside academic programs focusing on developing cognitive frameworks
in the form of business and leadership theories.
Having said the above, the AC method has shown only incremental progress rather than seismic shifts in how it is managed. As a result, the time involved
in running them, demands in engaging multiple assessors, doing the exercises, resultant assessor interpretations, reporting and feedback is slightly out of
sync with modern business realities requiring shorter assessment time and easy to set up and complete assessment sessions.
The cloud based virtual assessment centres available today have addressed most of these issues in some way or another. But they have not dealt with
assessor quality (bias, fatigue, inter-rater reliability) to the extent that we can sleep peacefully. The issues of cost of process and assessor predictive validity
remain concerns.
In addressing these dilemmas, the researcher has developed an AI driven neurological network to ostensibly replace the assessor in reading through and
interpreting text-based AC simulations.
The question is now asked, how does the AI scored simulation compare to the assessor scored simulation in terms of predictive validity.
What will be presented are the research outcomes of a project, where 160 candidates undertook the virtual assessment centre consisting of 5 case studies,
resulting in the candidates having to deal with 20 organisational and business issues and challenges.
The assessment results or protocols were interpreted by experience I/O Psychologists as well as the AI engine or “black-box”.
The findings are extremely insightful in providing guidance for the future development of ACs but even more critical, the challenge to the role of assessors
in the AC method.
P a g e | 222021 ACSG Conference – 15 to 19 March 2021
Presentation Designing an Entrepreneurial Assessment Centre: Experiences from this Journey
Track: Presentation
Presenter: Carl Herman & Landi Mashiloane (Allan Gray Orbis Foundation, South Africa)
When: Thursday, 18 March 2021 from 11:30 – 12:30
Background: The Allan Gray Orbis Foundation (AGOF) invests in the education and development of individuals with entrepreneurial potential within
Southern Africa. The aim of the Fellowship Programme is to help university students prepare for life as a high-impact, responsible entrepreneur. Applicants
must be in Grade 12 or 1st year university and have a 70% overall academic average. Once applicants are successful, they are on boarded as Candidate
Fellows. AGOF follows a multi-hurdle selection process of which an assessment centre is the last hurdle. In 2019 AGOF introduced a new Entrepreneurial
Success Profile on which to base their selection, as well as further development of the candidate fellows. This required that a new assessment centre,
assessing the new competencies encompassed in the Success Profile, had to be designed.
The Unique Challenges: There were three unique challenges:
1. The ethos of the programme is to identify “people who take a wild idea, root it in a strategy and grow it into a game changer”. The challenge was
therefore to design an assessment centre that personifies this ethos.
2. The target audience that would attend the assessment centre being between 17 and 19 years of age. The challenge was therefore to design an
assessment centre that would be appropriate for this age group.
3. The assessment centre should not discriminate against students from South Africa’s quantile 1, 2 and 3 schools (schools in lower income environments,
receiving government funding). The challenge was therefore to design an assessment centre that assessed entrepreneurial potential irrespective of
educational background.
In short, applying typical graduate selection approaches would not completely address these unique challenges.
The Approach: AGOF decided to:
• Compile a multi-disciplinary design team consisting of an assessment centre specialist, an industrial psychologist, an educational psychologist, a
generational specialist (a specialist in working with people from different generations), a subject matter expert (an entrepreneur), as well as a subject
matter expert working with the candidate fellows once on the programme.
• Implement a governance process that consisted of multiple approval committees.
• Follow the methodology set-out in the AC Design Model (Schlebusch & Roodt, 2020).
The Development Process and Results: The 9-month process resulted in a unique, immersive experience for the selection camp candidates that consists of
selection simulations, educational experiences, as well as fun activities. This presentation will share the journey that the Design Team embarked upon, the
critical decisions along the way, the lessons learnt and how the unique challenges were resolved.
P a g e | 232021 ACSG Conference – 15 to 19 March 2021
Presentation Assessment Standards South Africa – Moving Towards an Online Assessment Centre Process
Track: Presentation
Presenter: David Bischof (Evalex, South Africa) & Marié de Beer (M&M Initiatives, South Africa)
When: Thursday, 18 March 2021 from 14:45 – 15:45
An urgent need for a test certification process has arisen over the past few years, given the revised HPCSA mandate to focus on the classification and not
the certification of tests. This led to the formation of Assessment Standards South Africa (ASSA).
ASSA is an independent non-regulatory external assessments evaluation ‘body’ working collaboratively with the support of the Department of Labour and
the HPCSA to assist in implementing a robust, best practice and technology enabled process. The process will focus on the quality review of voluntarily
submitted people assessment instruments and tests.
It is envisaged that ASSA will look at the broad spectrum of instruments that are used in South Africa and will not be limited to psychological tests only. In
cases where an instrument meets the criteria for test classification as a psychological test, the applicants will be informed accordingly about submitting the
test for classification to the HPCSA as per the statutory requirements.
ASSA will focus on:
• Providing a minimum standard focus in South Africa for all activities in relation tests and testing.
• Maintaining a website and online platform to provide information for best practice, results of test reviews and access to information about tests and
testing
• Manage and disseminate information on standards relating to tests and testing. This includes information on qualifications in test use, tests reviews,
test registration and the publishing and dissemination of advisory statements, in addition to guidelines and other literature on standards for the
construction, use and availability of tests.
With the finalisation of an ASSA developed online Assessment Certification website and process, this presentation will provide the assessment community
with an update on the current legislation with regards to assessments, as well as ASSA processes, the website and our envisaged way forward.
P a g e | 242021 ACSG Conference – 15 to 19 March 2021
Presentation Adaptability: Definition, Assessment and Development
Track: Presentation
Presenter: George Thornton (Colorado State University, USA)
When: Thursday, 18 March 2021 from 14:45 – 15:45
This presentation will summarize the insights in a white paper prepared by a global group of consultants, scholars, and HR specialists after a year-long study of
the theory, research, and practice of the assessment center method related to the competency of Adaptability.
Adaptability is important for leaders, managers, technical specialists, and staff at all organizational levels. It has been on lists of assessment center dimensions,
leadership competencies, and managerial attributes for decades. Its importance became heightened with globalization in business affairs. And then in 2020
Adaptability became even more critical in the crises created by the Covid19 pandemic.
Adaptability is the ability to
• recognize that challenges have changed in the volatile, uncertain, chaotic, or ambiguous (VUCA) environment,
• modify one’s own reactive and active behaviours to initiate actions that have positive effects, and
• encourage and prepare organizations, employees, and others to make behavioural changes.
It includes positive assertive behaviours, overt negative behaviours, and failure to take action.
Adaptability can be assessed by observation of multiple behaviours in multiple diverse behavioural simulations of organizational challenges. Changes in
behaviour in at least two simulations must be observed: they may be presented either serially or in parallel.
In light of the complexity of this competency, it is helpful to have other methods and other sources of assessment, including tests, interviews, and questionnaires
to provide valuable insights in each individual’s Adaptability.
Adaptability can be developed by using some variation of the Developmental Assessment Center Method. One variant is the Coaching Development Center.
These approaches involve
• An orientation to provide the individual a cognitive understanding of the competencies being developed.
• The individual demonstrates behaviour in multiple simulations.
• The individual receives feedback from trained assessors/coaches.
• The learner then demonstrates behaviour a second time with the same or similar challenges.
These behavioural development methods can be augmented by feedback about personality test results, 360 degree feedback tools, and in-depth background
interviews.
Reality Test!! Change in a complex competency such as Adaptability is not easy. While short term interventions may not lead to change in deep personality
traits, the Global AC Villagers are confident adults can make changes in overt adaptive behaviours.
P a g e | 252021 ACSG Conference – 15 to 19 March 2021
Plenary Session Decoding the High Potential Mystery: A New Model for Talent Assessment
Track: Plenary Session
Presenter: Sandra Hartog (BTS, USA)
When: Thursday, 18 March 2021 from 16:00 – 17:00
The identification and development of high potentials is more important now than ever before. With the recent combination of influences of the global
pandemic, economic recession, and social unrest in many countries, organisations are experiencing increased pressure to identify their high potentials,
determine where to place their “best bets” at different levels of the organisation, and to accelerate their development. The feeling is that there is no
longer time to “slowly develop in role” and that there is an acceleration of the need to identify the right people and get them up to speed faster than
ever before. In large part this is due to the acknowledgement that the world of work and the expectations of what it takes to be successful in this evolving
world has changed. During this presentation, I will discuss some of the research on high potential identification and development conducted by the
Cultivating Leaders Center of Excellence and APG, a subsidiary of BTS and discuss how that research led my colleagues and me to a new 5 factor model
for defining and identifying high potentials, customisation by an organisation’s unique X Factor. I will also discuss several use cases for a customised and
experiential approach to the assessment of high potentials at different levels in the organisation.
P a g e | 262021 ACSG Conference – 15 to 19 March 2021
Plenary Session Entrepreneurial Education: A Human Right
Track: Plenary Session
Presenter: Yogavelli (Yogi) Nambiar (Allan Gray Orbis Foundation, South Africa)
When: Friday, 19 March 2021 from 18:30 – 09:30
The volatility, uncertainty, complexity and ambiguity of the world has long been captured in the VUCA-concept and yet, little has changed by way of how
we educate young people. Socio-economic and environmental challenges have risen to untenable levels and still, we are finding that the youth are ill-
equipped to think through and address these problems. Digital disruptions are being spoken of simultaneously but has remained the opportunity haven of
the elite.
The case for entrepreneurship education to be democratised is made in order to ensure that future generations of adults have a more entrepreneurial lens
on the world. This will enable them to be more responsive and solutions driven.
The talk will also unpack the entrepreneurial competency framework that was developed from research done by the University of Pretoria and the Allan
Gray Orbis Foundation on 1200 South African entrepreneurs. The study sought to uncover the mental attributes and capabilities that the entrepreneurs
exhibited. The findings provide insight into the 14 key competencies that these entrepreneurs share, and how these can be used by assessment centres to
identify and continually evaluate entrepreneurial potential in young people.
This study provides the basis for a more structured view on entrepreneurship education in the primary and higher education sectors; and the talk
encourages that it is embedded into various other sectors and industries.
P a g e | 272021 ACSG Conference – 15 to 19 March 2021
Presentation Psychological Portrait of an Entrepreneur
Track: Presentation
Presenter: Svetlana Simonenko (Detech Group, Russian Federation)
When: Friday, 19 March 2021 from 10:15 – 11:15
The Challenge: AC practitioners are at times requested to select employees with an entrepreneurial mind-set for organisations. In addition, AC practitioners
are also requested to assist start-up businesses to select the management team that will support the business founder and often the founder wants people
like him / her (e.g. like-minded people) in the team.
Among the factors which are typically considered the most common reasons for the failure of a start-up, is the ineffective management team. Financial
miscalculations and errors in the business models, unsuccessful marketing, ignoring customer needs, etc. are indicative of typical human error, and not
simply an unfortunate coincidence of circumstances. Here, the founder of the business is always a key figure as his personality and ambitions determine to
a large extent how the business will develop, who will be at the helm and what decisions will be implemented. Although literature indicates what the
competence of an entrepreneur should be, we wanted to empirically determine the psychological profile of the founder of a business – the entrepreneur.
This Study involved 68 successful entrepreneurs operating in different regions of Russia and in various business areas. The businesses had annual turnovers
from $1,5 million to over $1,5 billion and experienced constant annual business growth not less than 10%. All the entrepreneurs completed the DEEP
psychological questionnaire, which consists of 272 questions and describes an individual’s personality in 33 basic scales.
We calculated the average for each scale and obtained an average profile of the group of entrepreneurs, which was benchmarked against market averages.
The results are presented in stens (standard 10-point scale, where 5.5 is the average).
The psychological profile of an entrepreneur differs significantly from the average statistical profile. This profile contains traits with both high and low scores,
indicating that entrepreneurs have bright, outstanding personalities. The following personality features are significantly higher than the market average:
Intuition (7.09), Originality (6.67), Optimism (6.56), Foresight (6.56), Ostentation (6.51), Dominance (6.53), Decisiveness (6.49), Flexibility (6.42),
Competitiveness (6.37), Self-esteem (6.16), Proactive approach (6.35), and Independence (6.3).
Traits that differ from the statistical average (lower than the average):
Law-abiding nature (2.95), Pedanticism (3.63), Structured approach (3.83), Conservatism (4.21), Diplomacy (4.37), Compassion (4.47), Commitment (4.53),
Control of emotions (4.67), Integrity (4.79) Altruism (4.91), Curiosity (4.91).
Discussion: Just looking at the list of these traits, even without a detail description of each, we begin to understand why just a small part of people is
successful as entrepreneurs. The entrepreneurs who participated in the study gave us feedback that the results do reflect their situation in terms of individual
characteristics, approach to running business and related issues. This research shows us that such people have striking features which enable them to
succeed, but which may at the same time be the reason for failure if they are not counterbalanced by a strong team.
P a g e | 28You can also read
