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• W3126068967 abstract "ABSTRACTGiven the ubiquitous utilization of teams in U.S. workplaces, collegiate schools of business have responded by placing great emphasis on the assessment and development of skills. Employing a methodology first proposed by Hobson and Kesic (2002) for use in managerial training, this study involved the behavioral assessment of skills in a sample of 247 undergraduate business students. The evaluation tool consisted of 15 positive and 10 negative behaviors. A leaderless group discussion exercise was utilized with 5-person teams, working together to solve a problem in a 20-minute period. Team interaction was videotaped and analyzed to produce ratings (on a 0-4 scale, from never to always) for each student on the 15 positive behaviors, 10 negative behaviors, as well as an overall score (the sum of the 15 positive behaviors minus the sum of the 10 negatives). Data analysis provided means for all 25 individual items on the assessment tool and norms for overall scores. A full factorial ANOVA indicated essentially no demographic differences in overall scores as a function of sex, age, race/ethnicity, or major. Potential uses of this assessment methodology in teaching, student coaching, and accreditation are discussed.JEL: I21, I23KEYWORDS: Teamwork, Team skills, Teamwork EducationINTRODUCTIONThe widespread use of teams in modern workplaces has been recognized and documented (CannonBowers & Bowers, 201 1; Nielsen, Sundstrom, & Halfhill, 2005; Thompson, 201 1). Given the vital importance of teams in organizational functioning, businesses in the United States have called upon higher education to improve the ways in which it assesses and develops student skills. For example, in a 2009 national survey of U.S. businesses, conducted for the Association of American Colleges and Universities, 71% of employers wanted schools to place more emphasis on teamwork skills and the ability to collaborate with others in diverse group settings (Hart Research Associates, 2009, p. 2). More recently, Selingo (2012) noted in the Chronicle of Higher Education (September 12, 2012) widespread and continuing employer complaints about the lack of skills among new college graduates. Not surprisingly, U.S. collegiate business schools have been responding to these market demands by including assignments throughout the curriculum (Chen, Donahue, & Klimoski, 2004; Halfliill & Nielsen, 2007; Holtham, Melville, & Sodhi, 2006; Hughes & Jones, 2011; Page & Donelan, 2003; Sashittal, Jassawalla, & Markulis, 2011). However, while the emphasis on in higher education has clearly increased in recent years, the expanded coverage has not necessarily led to higher levels of skill among students and several serious assessment-related problems have been identified (Hansen, 2006; Hughes & Jones, 2001). In this paper, we attempt to address these problems by field-testing a behavioral tool for the assessment and development of skills among business students. Our methodology provides instructors with the opportunity to directly observe and evaluate the performance of individual students, and provides a framework to offer behaviorally specific feedback/coaching. The following section describes the relevant literature. Next, we discuss the methodology and data used in the study. Following the methodology section, we present our results and findings. The paper closes with concluding comments, along with a discussion of potential limitations and future research possibilities.LITERATURE REVIEWAt the individual level, most researchers would agree that is a set of behavioral skills (Hughes & Jones, 2011; Thompson, 2011). Student performance, therefore, should be assessed using behaviorally based instruments. Unfortunately, this has not been the case in U.S. collegiate schools of business. …" @default.
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• W3126068967 date "2013-07-01" @default.
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• W3126068967 title "FIELD TESTING A BEHAVIORAL TEAMWORK ASSESSMENT TOOL WITH U.S. UNDERGRADUATE BUSINESS STUDENTS" @default.
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