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Peer Ratings and Intentions to Change: Adopting the CATME to Explore Outcomes of Peer Ratings

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Tagged Division

First-Year Programs

Page Count

8

Page Numbers

26.1219.1 - 26.1219.8

DOI

10.18260/p.24556

Permanent URL

https://peer.asee.org/24556

Download Count

174

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Paper Authors

biography

Tom O'Neill University of Calgary

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Tom is a Professor of Industrial/Organizational Psychology and leading expert in the areas of team dynamics, virtual teams, conflict management, personality, and assessment. He is director of the Individual and Team Performance Lab and the Virtual Team Performance, Innovation, and Collaboration Lab at the University of Calgary, which was built through a $500K Canada Foundation for Innovation Infrastructure Grant. He also holds operating grants of over $300K to conduct leading-edge research on virtual team effectiveness. Over the past 10 years Tom has worked with organizations in numerous industries including oil and gas, healthcare, technology, and venture capitals. He is currently engaged with the Schulich School of Engineering at the University of Calgary to train, develop, and cultivate soft-skill teamwork competencies in order to equip graduates with strong interpersonal and communication capabilities.

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biography

Semin Park University of Connecticut

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Semin Park is a doctoral student in management at the University of Connecticut. She earned her M.Sc. and B.B.A. in the College of Business Administration from the Seoul National University and has had a research experience at the University of Calgary. Her primary areas of interest include team process and multi-level team effectiveness, leadership, and cross-level models of motivation.

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biography

Nicole Lynn Larson University of Calgary

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Nicole is completing her final year of her Masters in Industrial Organizational psychology at the University of Calgary under the supervision of Dr. Thomas O’Neill. Nicole has been working with the Schulich School of Engineering for the past two years. During this period she has been involved in several initiatives such as assessing student learning and engagement, implementing systems for peer evaluations, and leading teamwork training sessions. She is currently conducting research on team learning processes in engineering student project teams. Additionally, she has co-developed a framework for measuring and interpreting an array of team dynamics. An online assessment tool has been created based on this framework which allows teams to diagnose and improve the "health" of their team. She is passionate about her area of research and plans to continue conducting research on factors that contribute to effective teamwork.

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biography

Amanda Deacon University of Calgary

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I am currently in my second year masters in Industrial Organizational Psychology at the University of Calgary under the supervision of Dr. Tom O'Neill. My area of focus is teams within organizational contexts and that results in a plethora of research conducted with engineering students. Our lab uses these results to better prepare engineering students for teamwork within institutions of all kinds, educational and business.

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biography

Genevieve Hoffart University of Calgary

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Genevieve is completing her honours degree under the supervision of Dr. Thomas O'Neill at the University of Calgary looking at the influence processes in teams. She has been working with the Schulich School of Engineering for the past three years during which time her focus has been on improving team dynamics and maximizing the student experience. In addition co-developing the communication training framework that has now been applied to over 2500 students campus wide, Genevieve has personally facilitated many of the training sessions. Her goal is to continue working on developing applicable and universal tools to improve the functioning of both student and industry teams in institutions and organizations across North America.

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Bob Brennan University of Calgary

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Marjan Eggermont University of Calgary

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Marjan Eggermont is the current Associate Dean (Student Affairs) and a Senior Instructor and a faculty member at the University of Calgary in the Mechanical and Manufacturing department of the Schulich School of Engineering, University of Calgary, Canada. She teaches graphical, written and oral communication in their first Engineering Design and Communication course taught to all 650 incoming engineering students.
With co-editors Tom McKeag (San Francisco) and Norbert Hoeller (Toronto) she co-founded and designs ZQ, an online journal to provide a platform to showcase the nexus of science and design using case studies, news and articles (zqjournal.org).
As an instructor, she was one of the recipients of The Allan Blizzard Award, a Canadian national teaching award for collaborative projects that improve student learning in 2004. In 2005, she was one of the recipients of the American Society of Mechanical Engineers Curriculum Innovation Award. She is - as PIC II chair - currently a board member of ASEE.

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William Daniel Rosehart P.Eng. University of Calgary

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Abstract

Peer Ratings and Intentions to Change: Adopting the CATME to Explore Outcomes of Peer Ratings Teamwork skill development is recognized as an important and pressing issue inengineering education. To better prepare graduates for industry there is a need to move beyondtechnical skill acquisition to ensure interpersonal and collaboration skills, such as teamworkcapabilities, which are honed and mastered through targeted undergraduate education initiatives. Apartnership between psychology, engineering, and business has resulted in a new online platformthat allows skill development through peer feedback. Specifically, this platform is free to use andprovides instant emailed peer feedback to all team members for development and action planningpurposes. Our vision is that the tool can be an internationally adopted and recognized tool forenhancing teamwork capabilities in engineering education. We will describe the tool, theoreticalbackground, how to access it, and show example feedback forms during the presentation, as perthe below descriptions. The tool is an online platform accessible to anyone with the Internet and usable on mostmobile devices. An instructor area allows the instructor to input student team membership andemail contact information, and send email invitations to students instantly. A simple copy-pastefrom a class list allows for seamless, simple, and time efficient input of team membership. Studentsthen receive an email indicating they can participate in the peer feedback survey. Once all teammembers have provided anonymous and confidential round-robin ratings of other team members onteamwork competencies, the team members are emailed a personalized report that represents theaverage peer rating on each dimension or the ranked dimensions based on achievement level,depending on the instructor's preference. The theory is simple and intuitive. By being introduced to the behaviors of effective teammembers, observing and rating team members on these behaviors, and receiving personalizedfeedback on the behaviors, team members learn how to be an effective team member. We have dataindicating that continuous participation in peer feedback through the undergraduate educationprovides consistent and accumulated returns on both the capability levels and later citizenshipbehaviors once students are employed in organizations. The behaviors are based on extensiveresearch by Ohland et al. (2012) who introduced the Comprehensive Assessment of Team MemberEffectiveness. However, we use a different interface that we believe is more user friendly for bothinstructors and students. ReferencesOhland, M., Loughry, M., Woehr, D., Finelli, C., Bullard, L., Felder, R., Layton, R., Pomeranz,H. & Schmucker, D. (2012). The comprehensive assessment of team member effectiveness:Development of a behaviorally anchored rating scale for self and peer evaluation. Academy ofManagement Learning & Education, amle-2010.  

O'Neill, T., & Park, S., & Larson, N. L., & Deacon, A., & Hoffart, G., & Brennan, B., & Eggermont, M., & Rosehart, W. D. (2015, June), Peer Ratings and Intentions to Change: Adopting the CATME to Explore Outcomes of Peer Ratings Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24556

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015