ERIC Number: ED307307
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
An Investigation of Participant Utilization of Assessment Center Results for Professional Development.
Tracy, Saundra J.; Schuttenberg, Ernest
The professional developmental activities of participants after assessment were studied in a situation where no specific developmental program was provided by the assessment center or the sponsoring organization. Characteristics of participants were studied to determine if certain types of persons are more likely to conduct follow-up activities to increase their skills after assessment. Of the initial sample of 104 educators who took part in a regional school administrator assessment center project over a 2-year period, 46 returned mailed questionnaires (the Myers-Briggs Type Indicator (MBTI), the Self-Directed Learning Readiness Scale, and an information sheet) and agreed to be interviewed by telephone. Forty-two of these subjects had taken some developmental action in the area of skill improvement. Those who took improvement actions were fairly equally distributed by gender, race, assessor's overall evaluation scores, and experience in education and administration. The large majority worked on developing two or three skills and there was a strong tendency for respondents to seek to improve the skills that had been rated relatively low during the assessment center process. Improvement strategies included a wide variety of activities, from enrollment in a formal course to finding a way to practice a skill on one's own. When participants rated their own improvement, intuitive types on the MBTI tended to indicate more improvement than sensing counterparts. Reasons sponsoring agencies gave for participation in assessment did not relate primarily to the efforts of participants to improve their skills. In the final analysis, many more participants used the process in selection than previously indicated. The participants appear to have created their own opportunities for growth, indicating that a formally structured program is not a necessity for professional growth after assessment. Ten tables provide study findings. (SLD)
Publication Type: Speeches/Meeting Papers; Reports - Research; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). Made possible by a grant from State of Ohio Research Challenge Program.