Assessing Teamwork in Entrepreneurship Classes PowerPoint Presentation

Assessing Teamwork in Entrepreneurship Classes PowerPoint Presentation

2017-05-27 36K 36 0 0

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Sadan Kulturel-Konak Abdullah Konak. Penn . State Berks. Motivation. Design a unified framework for assessing professional skills.. Teamwork . is . ubiquitous in entrepreneurship classes.. Assessing teamwork . ID: 553081

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Presentations text content in Assessing Teamwork in Entrepreneurship Classes

Slide1

Assessing Teamwork in Entrepreneurship Classes

Sadan Kulturel-Konak Abdullah KonakPenn State Berks

Slide2

Motivation

Design a unified framework for assessing professional skills.

Teamwork

is

ubiquitous in entrepreneurship classes.

Assessing teamwork

knowledge

,

skills

, and

abilities is challenging.

Slide3

Challenges in Assessing Teamwork Skills

Slowly matureDeveloping tools and rubrics that can track the student development Students’ concerns

Slide4

Challenges in Peer Assessment

Labor intensiveTime consumingFeedbackConfidentiality

Slide5

Peer Evaluation Tools

Communications Project Assessment Tool (COMPASS) (Thomas et al., 1999)

Comprehensive

Assessment of Team Member Effectiveness (CATME

) (

Loughry

et al.,

2007

)

Self and Peer Assessment Resource Kit (

SPARKplus

) (Willey

& Gardner,

2009)

Slide6

Peer Evaluation & Assessment Resource (PEAR)

Designed for assessing teamwork Knowledge, Skills, and Abilities Provides feedbackPreserves confidentiallyBased on the Model of Domain Learning (Alexander et al. ,1994)

Slide7

Model of Domain Learning

I should

ask questions.

Leading , recall/process, probing , and rhetorical.

Cool !

Attend to the next seminar.

Slide8

A Sample Mapping

Expected Competency /Attitude (5-point Likert Rating scale)IKSACPInterested in the use of internet communications technologies to communicatex  x  Uses internet communications technologies skillfully  x x x Initiates the use of most appropriate communications technologies for specific tasks  x  xExpress a personal level interest to learn and use new internet communications technologiesx   x Expresses opinions and ideas in a clear manner in electronic correspondences   x x Expresses opinions and ideas in a clear and concise manner with obvious connection to topic in electronic correspondences  x  x

competency/attitude: “use

communication technologies skillfully”

Slide9

PEAR Conceptual Model

Slide10

Creating a Rubric

Slide11

Creating an Assessment

Select peer and self evaluation rubrics

Enter the course data

Add teams

Instructors can select customized or standard rubrics

Slide12

Conducting an Assessment

The instructor sends emails

Each student receives a unique

,

encrypted URL link.

Students rate themselves and their peers

Slide13

Reports

Summary ReportsQuestion-based Student-basedMDL-based Export to ExcelEmail feedback to students

Slide14

A Pilot Study

Entrepreneurial Mindset Class (22 students)

Three team projects (different teams)

The

eleven-item rubric

by

Van

Duzer

and

McMartin

(2004) and

f

ive

point Likert-type

scale

Total of 2615 ratings

Slide15

Peer (212) vs Self (58) Ratings

No

Questions

Peer

Rating

Self

Rating

p

-value

1

Communicated ideas clearly/effectively.

4.22

4.61

0.004

2

Contributed useful ideas that helped the group succeed.

4.25

4.65

0.007

3

Delivered work when promised/needed.

4.21

4.58

0.032

4

Encouraged group to complete the project on a timely

basis.

4.16

4.58

0.011

5

Failed to do an equal share of the work (Reverse).

2.65

1.68

0.007

6

Had difficulty negotiating issues with members of the group (Reverse).

2.71

2.12

0.066

7

Helped group overcome differences to reach effective solutions.

4.16

4.52

0.008

8

Kept an open mind was willing to consider other’s

ideas.

4.49

4.65

0.315

9

Often tried to excessively dominate group discussions (Reverse).

2.70

2.42

0.160

10

Took a leadership role in some aspects of the project.

3.94

4.40

0.005

11

Was fully engaged in discussions during meetings.

4.25

4.67

0.003

Slide16

Pitfalls

Very high ratings, not consistent with the instructor observations

Some

questions

were avoided

Deliberate versus non-deliberate evaluations

Slide17

Sample Interest Questions

Attended a speaker event about teamwork

Watched a documentary or training video about teamwork

Watched a video clip outside of class work about teamwork

Attended a workshop about teamwork

Asked questions to an expert (professor, consultant etc.) about effective teamwork

Performed a web search to learn about effective teamwork

Read a book about teamwork

Rate your level of interest in attending a free workshop on teamwork.

Rate your level of interest in reading literature about effective

teamwork.

While you are browsing a news website, you have spotted an article called “How to be Effective in Teamwork.” Rate your likelihood of reading this article?

Rate your level of willingness to take an elective course in order to improve your teamwork skills?

In your institution, a renowned teamwork guru will give a workshop on teamwork skills. If you have to pay $10 for this workshop, rate your level of interest in attending this workshop.

Read an online article about teamwork

Read a newspaper/magazine article about

teamwork

Slide18

Why should interest be measured?

Variable (Cronbach's  Reliability)GPA GroupClassStandingHave you ever had a job that requires significant teamwork?Have you ever taken a course or training on teamwork?Goal Setting (.712)-.019.016.154**.090*Performance Evaluation (.637)-.010.048.105*.079Team Forming (.827)-.074-.038.100*.082*Team Coordination -.006-.026.130**.054Communication (.807)-.127**.032.120**.126**Conflict Resolution (.816)-.091*-.048.111**.067Problem Solving (.810)-.044.011.147**.089*Interest1 (.850)-.014.097*.135** .456**Interest2 (.803).011.090*.037.159*Interest3 (.794)-.006.118*.170**.290**Attitude (.730)-.245**.104*.153*.076Benefit (.817)-.191**.071.119*.055

Based on 586 samples, we observed stronger correlations between class standing and interest than between class standing and self-efficacy (significance p *: 0.05 and **:0.01).

Self-Efficacy

Slide19

Current Work

Slide20

Conclusions

PEAR facilitates peer and self evaluations.

Interest should be used as an additional construct to measure students’ professional skill development (teamwork)

Slide21

Acknowledgments

A

Modular Assessment Framework

for Professional

Skills Using A Model o

f Domain Learning Approach”-

NSF DUE-1044800

“A

Virtual Incubator @

Penn State Berks (VIB) to Foster Student

Innovations”-

VentureWell

8804-11

Slide22

Questions?

konak@psu.edu

, Abdullah

Konak

sadan@psu.edu

, Sadan Kulturel-Konak

Ivan Esparragoza

 

Gül

E.

Okudan

Kremer

Gareth Yoder

Steven

Magluilo


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