ABSTRACT
The usefulness of assessment centers for personnel selection and development is well documented (e.g., Thornton, Gaugler, Rosenthal, & Bentson, 1987). But, past research primarily has examined methodological aspects like predictive and construct validity (Sackett & Dreher, 1982; Schmitt, Gooding, Noe, & Kirsch, 1984). However, the social components of the selection situation require as much emphasis as the methodological aspects. For instance, Schuler and Stehle (1983) compared psychological test methods and assessment centers with respect to “social validity” (cf. Schuler, chapter 1, this volume). The comparison showed that the assessment center is superior to psychological test methods with respect to the information, participation, transparency, and feedback these methods offer to the participants. If it is assumed that assessment centers and tests (especially ability tests) possess an approximately comparable predictive validity (Schuler & Funke, 1989), the assessment center receives applicants’ greater acceptance because of its higher “social validity” (Bourgeois, Leim, Slivinski, & Grant, 1975; Dodd, 1977; Noe & Steffy, 1987).
