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We describe a multifaceted, multilevel approach to teamwork learning and assessment. It includes teamwork knowledge, peer and self-appraisal of teamwork behavior, and individual and team performance on objective tests for teaching and assessing teamwork in an undergraduate business program. At the beginning of this semester-long process, students learned about various aspects of working in groups, including group development, communication, and conflict resolution. Subsequently, they engaged in problem-solving exercises and provided midsemester collaborative peer feedback. Our data indicated that nearly 80% of students achieved a passing score on a teamwork knowledge test; they achieved high marks on self- and peer assessments; and most important, more than 75% of the time, teams achieved synergy (bested their best performer) on objective tests of course knowledge. In conclusion, we explain how aspects of our approach can be used for program assessment.

The purpose of this research was to assess how well success in early combat training was predicted by scores on a test of general intelligence (the General Technical composite of the Armed Services Vocational Aptitude Battery) and three measures of physical fitness (pushups, situps, and run time). Age and education were also considered as predictors. The criterion was performance on the test given at the end of training, and the subjects were 259 trainees in entry-level infantry training. Analysis indicated that intelligence test scores and run time significantly predicted success, each adding to the prediction provided by the other. The other variables did not appear to be useful predictors of success.

A table of correction factors is presented for removing the downward bias in a point-biserial correlation resulting from an unequal number of observations in each category of the dichotomous variable. The procedure involves calculating the observed point-biserial correlation, transforming it to the biserial correlation, and then recomputing the point-biserial correlation with a 50-50 split. The latter two steps can be accomplished by use of the table presented herein. When conceptually appropriate, this procedure is recommended for obtaining more accurate estimates of population correlations, a priori and post hoc power analysis, and for removing the effect of disparate splits prior to aggregation in meta-analysis.

This study considers the challenge of cross-level interactions within multilevel analytical models. It illustrates the importance of examining such interactions by expanding upon previous research involving a social interaction variable, peer group interaction (PGI). Results indicate the presence of a cross-level interaction between individual-and aggregate-level PGI for individual job performance. Implications of this finding are discussed in terms of both the organizational context in which it occured and multilevel research generally.

A correction procedure is proposed for adjusting point-biserial correlations for attenuation produced by inopportune splits in the dichotomous variable. The correction procedure permits estimation of the point-biserial correlation that would have been seen had equal proportions been present. Monte Carlo simulation evidence is provided for the accuracy of the correction procedure. Also, an example is provided from the employee turnover literature to illustrate how the correction procedure may be used. (Reprinted by permission of the publisher.)

Monte Carlo simulation and infinite sample-size analysis were used to test inferences based on the Schmidt and Hunter Additive Model of Validity Generalization when rho in some instances was zero. Results of both large (n = 1,000) and small (n less than 100) sample simulations, and corroborating evidence from infinite sample-size analysis, suggest that when rho is zero in upward of 30 percent of the cases (and rho is .6 for the remaining cases), the Schmidt and Hunter procedure could prompt erroneous inferences of generalizability. (Reprinted by permission of the publisher.)

We describe a multifaceted, multilevel approach to teamwork learning and assessment. It includes teamwork knowledge, peer and self-appraisal of teamwork behavior, and individual and team performance on objective tests for teaching and assessing teamwork in an undergraduate business program. At the beginning of this semester-long process, students learned about various aspects of working in groups, including group development, communication, and conflict resolution. Subsequently, they engaged in problem-solving exercises and provided midsemester collaborative peer feedback. Our data indicated that nearly 80% of students achieved a passing score on a teamwork knowledge test; they achieved high marks on self- and peer assessments; and most important, more than 75% of the time, teams achieved synergy (bested their best performer) on objective tests of course knowledge. In conclusion, we explain how aspects of our approach can be used for program assessment. [ABSTRACT FROM AUTHOR]

Expresses gratitude to the individuals who assisted in the development of the two special editions of "Entrepreneurship Theory and Practice" on methodology/research issues.