June 14, 2015
June 14, 2015
June 17, 2015
26.1219.1 - 26.1219.8
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
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