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46th ACSG Annual Conference

Virtual Conference Day Registration

ACSG Virtual Conference Programme 

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Marelie Botha

09:00 – 09:15

Chairperson Assessment Centre Study Group
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Welcome
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Introduction
The Fourth Industrial Revolution (4IR) is transforming leadership through rapid technological innovation, digitalisation, and increasing global complexity. Drawing on the interdisciplinary work, this keynote examines women’s leadership in the 4IR from the perspectives of industrial and organisational psychology, leadership, intercultural psychology, positive psychology, and salutogenesis. Mayer’s research highlights that while the 4IR creates new opportunities for participation, flexibility, and innovation, it also reproduces and amplifies gendered inequalities related to power, wellbeing, visibility, and access to digital resources. This keynote argues that women leaders bring critical capabilities to 4IR contexts, including relational and ethical leadership, emotional intelligence, adaptability, and meaning-centred decision-making. Building on human-centred leadership approaches, the address emphasises that sustainable success in digitally driven organisations requires more than technological competence; it requires attention to mental health, inclusion, and culturally responsive leadership practices. Women’s leadership is positioned as particularly relevant for navigating uncertainty, complexity, and intercultural collaboration in globalised digital workplaces. Further, this keynote explores how women leaders can enhance resilience, psychological safety, and meaningful work in environments characterised by constant change. It also addresses intersectionality and cultural context, acknowledging that women’s leadership experiences in the 4IR are shaped by diverse social, organisational, and cultural realities. The keynote concludes by advocating for systemic and organisational transformation that supports women leaders through inclusive policies, ethical digital practices, and intentional leadership development. Women’s leadership is framed not as complementary, but as essential to creating humane, sustainable, and future-oriented organisations in the Fourth Industrial Revolution.

Claude-Hélène Mayer

09:15 – 10:15

Psychologist, University of Johannesburg
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Local Keynote Presentation: Women leadership in the Fourth Industrial Revolution – South African insights
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Keynote
Proposes comprehensive ethical and procedural guidelines for AC assessor training covering certification vs refresher training, mandated content (FOR training, competency-based observation, clarification interviews, data integration), facilitator qualifications, and performance evaluation. Addresses digital risks, confidentiality, and the need for periodic refreshers.

Cahyo Amiseso; Galuh Asrirani and Benny Prasetyo

10:20 – 11:20

Various (Indonesia) — Assessment/HR consultants and leaders
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Guideline and Ethical Consideration of Assessor Assessment Center Training – Indonesia
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Presentation
Assessment Centres (ACs) have long been recognized as one of the most comprehensive and valid approaches for evaluating managerial and leadership potential. Researches found that competency evaluations generated through ACs remain reliable predictors of job-related performance (Rudrarat, 2025; Sackett et al., 2022). Traditionally, ACs are designed to assess relatively stable behavioural competencies that are linked to future job success, particularly for leadership and managerial roles. As a result, the competencies most frequently measured include leadership, communication, decision-making, teamwork, and problem-solving (Afsouran, Thornton III, & Charkhabi, 2022; Herd, Alagaraja, & Cumberland, 2016). Our internal data from 2020–2025 further indicate that most competencies assessed fall within leadership, business, and collaboration domains which reflect organizational expectations and demands of previous years However, the accelerating pace of technological change, the rise of AI-driven workflows, and the increasing complexity of organizational ecosystems have shifted the competency landscape. New skill sets are emerging as essential for employees to remain competitive and effective in this ever-changing business climate. Among these, AI literacy has been regarded as a future-critical competency. AI literacy encompasses foundational understanding of AI systems, prompt engineering skills, and the ethical, legal, and societal considerations tied to AI adoption (Bankins, Hu, & Yuan, 2024; Peter, Riemer, & Norman, 2024; World Economic Forum, 2025). Evidence suggests that AI literacy enhances adaptability, innovation, and overall performance in technology-enabled workplaces (Imjai et al., 2025; Niam et al., 2025). Despite its growing importance, AI literacy remains largely unmeasured within current AC practices. The traditional AC exercises (i.e. in-baskets, interaction roleplay, or business simulation) require substantial redesign to elicit behaviours that reflect AI-related competencies. This gap raises concerns regarding the predictive validity of ACs in identifying the talent suited to future organizational demands and the preparedness of leadership pipelines. Furthermore, continued reliance on assessing only traditional competencies may limit the ability of ACs to support organizations in addressing new challenges and solving complex, technology-driven problems. Addressing these limitations requires several approaches. First, competency frameworks must be expanded to define and operationalize AI literacy. that outline core components of AI literacy, including basic AI knowledge, understanding the capabilities and limitations of generative AI, contextual decision-making when implementing AI, and awareness of ethical and legal considerations (Almatrafi, Johri, & Lee, 2024; Annapureddy, Fornaroli, & Gatica-Perez, 2025; Faruqe, Watkins, & Medsker, 2021). Second, digital collaboration scenarios should be embedded within AC exercises to simulate technology-mediated decision-making and mirror the digital environments of employee workplace. This can be strengthened by integrating AI-supported behavioural analytics to enhance observation precision through data-informed insights (Tenison & Sparks, 2023). Lastly, performance-based simulations can be one of the alternatives. Bartolomé, Garaizar, and Larrucea (2022) shows the feasibility of performance-based digital competency assessments. Incorporating such simulations alongside ACs can enrich assessment insights by leveraging multiple methods to capture future-relevant behaviours. By modernizing AC structures and aligning them with evolving future-of-work skill requirements, organizations can strengthen the relevance and predictive accuracy of their assessments. Updating competency frameworks and leveraging digital and technology-enhanced simulation will enable ACs to capture future-critical capabilities and support the development of talent prepared to navigate ever-evolving challenges.

Hani Pahlevi

11:45 – 12:45

Daya Dimensi Indonesia, Consultant
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Evolving Assessment Centre Practices: Redesigning Competency Frameworks and Measurement for Emerging AI-Related Skills
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Presentation
Global sustainability challenges, climate risks, and ecological pressures are reshaping expectations for future leaders. As organizations increasingly pursue strategies grounded in environmental responsibility, the question for Assessment Center (AC) practitioners becomes urgent: How should AC methodology evolve to identify leaders capable of driving sustainability and ecological stewardship? This paper presents insights derived from the Perkumpulan Assessment Center Indonesia or Indonesian Assessment Center Association (PASSTI) national webinar, “Green Leadership: Trend atau Tuntutan?”, (Green Leadership: Trend or Demand?) held on 26 April 2025. With 201 participants across hybrid formats—including PASSTI members, AC providers, university students, state owned enterprise employees and public practitioners—the event explored how Green Leadership can be conceptualized, observed, and assessed within the AC framework. Objective / Problem Statement: Although sustainability has emerged as a core leadership expectation globally, Green Leadership remains underrepresented in competency models and AC practices across many organizations. Most AC methodologies still emphasize traditional performance, strategic, organizational or business orientation and interpersonal competencies, leaving a gap in evaluating leaders’ ecological consciousness, long-term stewardship, and ethical resource decisions. The session aims to articulate this gap and offer a pathway for integrating sustainability-related indicators into leadership assessment. Theoretical Foundation: The webinar featured three diverse experts—a government policymaker in micro-enterprise sustainability, a community psychology scholar, and a corporate human capital leader from the biotech sector. Their combined perspectives position Green Leadership as a multidimensional construct encompassing ecological awareness, systems thinking, environmental ethics, stakeholder sensitivity, and the behavioural capacity to champion sustainable innovation. These dimensions align with contemporary leadership theories while expanding the behavioural indicators traditionally used in ACs. Application / Methodology: Through presentations, panel dialogue, and active Q&A, the webinar examined how Green Leadership behaviours manifest in organizational contexts. Participants discussed (1) the readiness of Indonesian leaders to internalize sustainability values, (2) the role of youth in accelerating ecological consciousness, (3) risks such as corruption that undermine environmental governance, and (4) the practical demands placed on leaders operating in sustainability-sensitive industries. PASSTI synthesized these insights into initial behavioural clusters—such as responsible decision-making, resource-conscious problem solving,   community impact orientation, ethical environmental judgement, and risk management, which can be translated into observable cues within AC exercises. Results, Implications, and Conclusion: The webinar confirmed broad practitioner support for incorporating sustainability-related competencies into AC designs. Three implications emerged: 1. Definition and Standardization: Clear, operational behavioural indicators of Green Leadership are needed to ensure consistent assessment practices. 2. Simulation Adaptation: AC exercises should increasingly represent sustainability dilemmas, such as multi-stakeholder trade-offs, environmental risk scenarios, or ethical resource conflicts, to elicit relevant behaviours. 3. Collaborative Action: PASSTI is encouraged to partner with government bodies and industry to advance sustainability-focused competency standards and strengthen the strategic role of ACs in shaping environmentally responsible leadership pipelines. The session positions Green Leadership not as a trend, but as a foundational leadership requirement. For AC practitioners, these insights offer a practical roadmap for evolving competency frameworks, simulation designs, and assessor training to meet emerging global expectations. Delegates will gain conceptual clarity, applied guidance, and a starter framework to begin embedding sustainability competencies into their assessment practices.

Justi Ariesthiawati

13:30 – 14:30

Indonesian Assessment Center Association (PASSTI)/President
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Green Leadership and the Future of Assessment Centers: Insights from PASSTI’s National Initiative – Justi Ariesthiawati
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Presentation
As assessment centers continue to move online, accessibility is no longer a “nice to have”—it is a legal, ethical, and business imperative. Virtual assessment centers (VACs) promise scale, efficiency, and broader reach, but without intentional design they can unintentionally exclude candidates with disabilities, undermine fairness, and expose organizations to legal risk. This session explores how to make assessment centers genuinely accessible, compliant, and inclusive—without sacrificing rigor or candidate experience. The session opens with a practical overview of the legal landscape driving accessibility requirements in both the United States and the European Union. In the US, laws such as the Americans with Disabilities Act (ADA) and Section 508 of the Rehabilitation Act require employers and technology providers to ensure equal access to employment-related assessments. Increasingly, courts and regulators are referencing the Web Content Accessibility Guidelines (WCAG) as the de facto technical standard for digital accessibility. In the EU, the European Accessibility Act (EAA), the Equality Act, and national disability legislation are converging on similar expectations, particularly for digital services used in employment and professional evaluation. For multinational organizations, these overlapping regimes make accessibility a cross-border necessity rather than a regional concern.

Martin Lanik and Archie Millard

14:30 – 15:30

Pinsight
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International Keynote Presentation:
Designing for Everyone: Making Assessment Centers Accessible
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International Keynote
The rapid integration of artificial intelligence (AI) into research, education, and professional practice presents profound ethical challenges that extend beyond technical considerations of human values, identity, dignity, and development. This presentation critically examines the ethical implications of AI through the guiding frameworks of the Health Professions Council of South Africa (HPCSA) Code of Ethics and the Code of Ethics for Assessment Centre Practice in South Africa. Together, these frameworks emphasise respect for human dignity, professional competence, accountability, fairness, transparency, and the primacy of human development. From a research ethics perspective, AI is increasingly shaping how knowledge is generated, analysed, and disseminated. While AI offers opportunities for efficiency and innovation, it raises ethical concerns related to transparency, bias, authorship, accountability, and scientific integrity. In alignment with HPCSA principles of integrity and professional responsibility, as well as university ethics requirements for rigorous and responsible research, particular attention is given to the ethical obligation of researchers to exercise their own judgment, ensure fairness, and protect the dignity and rights of research participants in AI-assisted research environments.

Alewyn Nel

15:45 – 16:45

University of Pretoria — Professor; Chair, Faculty Research Ethics Committee
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Ethics Presentation:
Just Because We Can? Ethics in the Age of AI
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Ethics Presentation
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Marelie Botha

16:45 – 17:00

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Closing
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© 2026 by Assessment Centre Study Group of South Africa.

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