Factors related to participants' acceptance of developmental assessment center feedback

Despite the rising popularity of developmental assessment centers, little research has systematically examined the effectiveness of this approach. In particular, beyond looking at overall reactions to assessment centers, very few studies have explored those factors which may affect individuals' responses to feedback. The purpose of this study was two-fold: (1) to examine the influence of feedback source, message, recipient, and context characteristics on feedback acceptance; and (2) to identify the most important determinant(s) of feedback acceptance. Several hypotheses based on past performance appraisal and assessment center research were tested using data from 107 government employees who attended a one and one-half day assessment center for management development. Significant zero-order correlation results revealed that recipients were more likely to perceive their feedback as accurate when they perceived assessors as experts, feedback as favorable, exercises as job-related, and when they enjoyed the overall assessment experience. Recipients with higher analytic, critical thinking, judgment, and self-confidence skills were also more apt to be receptive to feedback. On the other hand, factors unrelated to acceptance included recipients' personality characteristics (e.g., tolerance toward others' beliefs and values, flexibility, realization of potential) and age. Results using dominance analysis indicated that perceived job- relatedness was the most important determinant of acceptance, while cognitive-related skills were the least important contributors. Implications of the findings and suggestions for future research are addressed.