16 research outputs found
The evaluation of a frame-of-reference training programme for intern psychometrists
Orientation: The use of assessment centres (ACs) has drastically increased over the past decade. However, ACs are constantly confronted with the lack of construct validity. One aspect of ACs that could improve the construct validity significantly is that of assessor training. Unfortunately untrained or poorly trained assessors are often used in AC processes.
Research purpose: The purpose of this research was to evaluate a frame-of-reference (FOR) programme to train intern psychometrists as assessors at an assessment centre.
Motivation of study: The role of an assessor is important in an AC; therefore it is vital for an assessor to be able to evaluate and observe candidates’ behaviour adequately. Commencing with this training in a graduate psychometrist programme gives the added benefit of sending skilled psychometrists to the workplace.
Research design, approach and method: A quantitative research approach was implemented, utilising a randomised pre-test-post-test comparison group design. Industrial Psychology postgraduate students (N = 22) at a South African university were used and divided into an experimental group (n = 11) and control group (n = 11). Three typical AC simulations were utilised as pre- and post-tests, and the ratings obtained from both groups were statistically analysed to determine the effect of the FOR training programme.
Main findings: The data indicated that there was a significant increase in the familiarity of the participants with the one-on-one simulation and the group discussion simulation.
Practical/managerial implications: Training intern psychometrists in a FOR programme could assist organisations in the appointment of more competent assessors.
Contribution/value-add: To design an assessor training programme using FOR training for intern psychometrists in the South African context, specifically by incorporating this programme into the training programme for Honours students at universities
Personality and well-being in black and white South African emerging adults
In the last ten years, the South African Personality Inventory
(SAPI) has been developed as an indigenous measurement
of personality for the multi-cultural environment of
South Africa. The aim of the SAPI is to assess personality
in an unbiased and equivalent way. For the purpose of this
study, we used an 82-item version of the SAPI which measures
nine factors (Conscientiousness, Emotional Stability,
Extraversion, Facilitating, Integrity, Intellect, Openness,
Relationship Harmony and Soft-heartedness)
An exploration of stereotype perceptions amongst support staff within a South African higher education institution
Orientation: After the 1994 democratic elections, South African organisations had to replace discriminatory policies with new policies to integrate all people and to embrace diversity. As a consequence stereotypes may be more prevalent in diverse working environments.
Research purpose: The objective of this study was to explore the experience of stereotypes amongst the support staff within a higher education institution.
Motivation for this study: Changes within South African working environments, and specifically higher education institutions, resulted in more diverse management teams and a more culturally diverse workforce. With this in mind, the experience of stereotypes may become more prevalent within South African working environments. Many researchers have focused on stereotypes; however, studies on stereotypes within South Africa are limited, especially within higher education institutions.
Research approach, design and method: The research approach was qualitative and a case study design was employed. A combination of both quota and convenience sampling was used. The sample consisted of (N = 30) support staff within a higher education institution in South Africa. Semi-structured interviews were used to collect data.
Main findings: The results indicated that the participants do experience stereotypes within their workplace and also hold stereotypes of other people within their workplace. The most prevalent stereotypes mentioned by participants were age, gender, racial and occupational stereotypes. There is also an indication that stereotypes have cognitive, emotional and behavioural effects on the stereotyped.
Practical/managerial implications: Organisations should do away with stereotyping by embracing and managing diversity and dealing with stereotypes, specifically within higher education institutions. When managers are aware of stereotypes and the effects thereof in the organisation, they can make every effort to eradicate the stereotypes and address the impact thereof.
Contribution: In an environment where there is a diverse workforce, stereotyping is more likely to exist. This study will provide useful information about stereotypes within a higher education institution seeing that there are a limited number of studies on this topic within South Africa and within this specific occupation. The results of the study will enlighten the organisation to become more aware of stereotypes and the debilitating impact that they have on the individual and the organisation, thereby providing the organisation with the opportunity to address stereotypes and the impact thereof on employees and the organisation
Corrigendum: Assessing cultural intelligence, personality and identity amongst young white Afrikaans-speaking students: A preliminary study
No abstract available
Assessing cultural intelligence, personality and identity amongst young white Afrikaans-speaking students: a preliminary study
Orientation: Cultural intelligence (CQ) is a relatively new construct to academia that has
recently gained increasing attention. Its relevance in a multicultural context like South Africa
is apparent since cultural interaction between different ethnic groups is unavoidable.
Research purpose: The objective of this research is to determine the relationship between
personality, identity and CQ amongst young Afrikaans-speaking South Africans.
Research approach, design and method: A quantitative research design was used in this
study. This study was cross-sectional in nature. For the purpose of this study, a sample of
young South African university students (N = 252) was used. The personal identity subscale
from the Erickson Psychosocial Stage Inventory, the Multi-Ethnic Identity Measure, the
Religious Identity Short Scale, the South African Personality Inventory questionnaire and the
Four Factor Model of Cultural Intelligence Scale were applied as the measuring instruments.
Main findings: Religious identity and ethnic identity have a relationship with cognitive
CQ. Soft-heartedness and conscientiousness have a relationship with behavioural CQ. Also,
soft-heartedness, facilitating, extroversion and religious identity have a relationship with
motivational CQ.
Practical/managerial implications: Organisations within South Africa will gain a better
understanding of CQ and the benefits of having a culturally intelligent workforce as a
strengths-based approach. Culturally intelligent employees will be able to adjust to working
with co-workers from another culture, not feel threatened when interacting with co-workers
and clients and be able to transfer knowledge from one culture to another, which will aid the
organisation in completing overseas assignments, cross-cultural decision-making, leadership
in multicultural environments and managing international careers.
Contribution/value-add: CQ is a relatively new concept and empirical research on positive
subjects is still very limited. Research on personality, identity and CQ within the South African
context is still very limited. Therefore, this study will contribute to literature on positive
psychology and cultural intelligence
When There Are Only Minorities: Identity and In-Group / Out-Group Orientations of Emerging Adults in Four South African Ethnocultural Groups
Intergroup relation perspectives stem from research in Western contexts with clear distinctions between the dominant and nondominant groups. In South Africa, with at least 13 different cultural groups and 11 official languages, no group is dominant in all life spheres. We examine the relationship between identity and in-/out-group orientation across Black-Zulu, Coloured (mixed racial ancestry), Indian, and White-Afrikaans emerging adults (N = 390; 75% females, Mage = 19.97 years, SD = 2.44). Results indicate that personal identity for all groups and ethnic identity for Black-Zulu, Indian, and White-Afrikaans emerging adults were important for intergroup relations. Black-Zulu, Coloured, and Indian emerging adults distinguish themselves less from others, whereas White-Afrikaans emerging adults are less open to others. Ultimately, the complexity of intergroup relations in South Africa has implications for the effective transformation interventions needed to counter experiences of threat and make group boundaries more flexible for emerging adults