Workforce Readiness: Competencies and Assessment

By Harold F. O'Neil Jr. | Go to book overview

taking populace. Acceptance of and support for the procedure by students can facilitate additional investigations in the area and may lead to additional improvements in the way teamwork processes and other relevant constructs are measured.

Improving the ability to assess teamwork skills and their relationships to performance outcomes will serve not only the interests of educational researchers, but also the interests of training and development specialists, and American industry as well. With the increasing importance placed on teamwork skills in the private sector, and the desire to encourage and develop such abilities in young adults entering the workforce, the development of efficient teamwork taxonomies and assessment procedures is of critical importance. This study provides direction in pursuing this objective and moves us closer to accomplishing that goal.

In conclusion, existing measures of team processes are labor intensive (think-aloud protocols or ratings of videotaped team sessions) and thus are not timely. Our approach suggests the feasibility of computer-scoring and reporting of team processes in real time. We plan to conduct more statistical analysis to understand more clearly the relationship between team processes and outcomes. Each student, when finished with the simulation, would have a score for each team process (e.g., coordination or leadership) as well as a score of the team outcome. Our software approach has been designed to be domain independent and thus should transfer to other computer-based team environments. Such a reliable and valid measure would offer the capability of assessing quickly team processes and outcomes in collaborative learning environments (K-12) or team training in industry or the military.


ACKNOWLEDGMENTS

The work reported herein was supported under the Educational Research and Development Center Program cooperative agreement R117G10027 and CFDA catalog number 84.117G as administered by the Office of Educational Research and Improvement, U.S. Department of Education. The findings and opinions expressed in this report do not reflect the position or policies of the Office of Educational Research and Improvement or the U.S. Department of Education.

We wish to thank Dr. Eva Baker, Mr. Robert Dennis, Dr. Howard Herl, and Dr. Joan Herman of CRESST/ UCLA and Dr. Keith Allred, now at Teachers College, Columbia University, for their assistance. We also wish to thank the leadership of both the Airconditioning and Refrigeration Contractors Association of Southern California, Inc., and the United Association of Journeymen and Apprentices of the Plumbing and Pipefitting

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