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This paper covers considerations in using criterion measures based on administrative data. We begin with a conceptual framework for understanding and evaluating administrative criterion measures as "objective" rather than (ratings-based) assessments of job performance. We then describe the associated advantages (e.g., availability) and disadvantages (e.g., contamination) of using administrative data for criterion-related validation purposes. Best practices in the use of administrative data for validation purposes, including procedures for (a) handling missing data, (b) performing data checks, and (c) reporting detailed decision rules so future researchers can replicate the analyses are also described. Finally, we discuss "modern data management" approaches for improving administrative data for supporting organizational decision-making. [ABSTRACT FROM AUTHOR]

Case studies are frequently used in a number of organisational training settings. However, there has been little empirical study of how these cases can be most effective for developing leadership skills. The present study tests the impact of case content and structural features on the acquisition and transfer of leadership skills. Content features include explanations for failure, lessons learned and making forecasts. Structural features include chunking information, advanced organisers and presenting related types of information together. Results suggest that training using case studies is most effective when both case content and structural features are either present or absent. Having content without structure can hinder performance. Furthermore, participants in the case-based training conditions outperformed participants in the principle-based training conditions on a learning task. The implications for the development of Tacit Knowledge and leadership skills are discussed. (Contains 3 tables and 3 figures.)

Byline: Shane Connelly, Matthew T. Allen, Ethan Waples Case studies are frequently used in a number of organisational training settings. However, there has been little empirical study of how these cases can be most effective for developing leadership skills. The present study tests the impact of case content and structural features on the acquisition and transfer of leadership skills. Content features include explanations for failure, lessons learned and making forecasts. Structural features include chunking information, advanced organisers and presenting related types of information together. Results suggest that training using case studies is most effective when both case content and structural features are either present or absent. Having content without structure can hinder performance. Furthermore, participants in the case-based training conditions outperformed participants in the principle-based training conditions on a learning task. The implications for the development of Tacit Knowledge and leadership skills are discussed.