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Duncan J. R. Jackson

Researcher at University of Johannesburg

Publications -  39
Citations -  657

Duncan J. R. Jackson is an academic researcher from University of Johannesburg. The author has contributed to research in topics: Industrial and organizational psychology & Generalizability theory. The author has an hindex of 11, co-authored 37 publications receiving 570 citations. Previous affiliations of Duncan J. R. Jackson include Seoul National University & University of London.

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Guidelines and Ethical Considerations for Assessment Center Operations

TL;DR: In this article, the authors present guidelines for professionals and ethical considerations concerning the assessment center method, which will be beneficial to human resource management specialists, industrial and organizational consultants, and their legal compliance and ethics.
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Developing disaster management capability: an assessment centre approach

TL;DR: In this article, the authors explore the utility of the assessment centre as a developmental resource capable of developing mental models capable of reconciling knowledge of multiple goals with the collective expertise of those responding.
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An application of the theory of planned behavior to student retention

TL;DR: In this paper, structural equation modeling was used in two separate studies to compare a model of student dropout based on student integration theory with a psychological model based on the theory of planned behavior (TPB).
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Exploring the dynamics of New Zealand's talent flow

TL;DR: For example, Inkson et al. as mentioned in this paper conducted a survey with 2,201 highly skilled but expatriated New Zealanders and found that career, lifestyle and Whanau/Family were three major factors pushing people to relocate to other countries versus returning to New Zealand.
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Rating Tasks Versus Dimensions in Assessment Centers: A Psychometric Comparison

TL;DR: This paper investigated whether an alternative to the prevailing trait paradigm would provide a more sensible treatment of assessment centers (ACs) ratings and concluded that the situationally specific task-based model presents a more appropriate means by which to evaluate assessment centers' performance.