SELF-EVALUATION EXERCISE (SEE): AN ASSESSMENT OF CLASS CONTRIBUTION Developments In Business Simulation & Experiential Exercises, Volume 17, 1990 209 SELF-EVALUATION EXERCISE (SEE): AN ASSESSMENT OF CLASS CONTRIBUTION Peter E. Pitsiladis, Concordia University, Montreal, Canada Robert J. Oppenheimer, Concordia University, Montreal, Canada ABSTRACT This paper describes a structured approach for a self- assessment and feedback process that enables students to gain insights and understanding into their class contribution. The frequency and value to the class of eight (8) task, ten (10) maintenance and ten (10) person-centered behaviors are assessed. Based upon these evaluations, points are assigned for each of these three (3) types of behaviors. The exercise provides a powerful process for having students understand the concepts of task, maintenance and person-centered behavior and to obtain insights as to how their behaviors were perceived and the impact they made. EXERCISE INSTRUCTIONS Exercise Objectives This exercise is designed to give you an opportunity to evaluate, as accurately and as thoughtfully as you can the contribution you have made during this semester. The instructor may use the results of this exercise as input in determining your class contribution grade. Contribution Evaluation You will be evaluating your contributions and those of some of your fellow students that were made in the total class and not for any of the discussions herd within any small group meetings. The criteria are organized into the following three categories each of which relate directly to the learning outcomes in the class. A. Functional Task Contributions: These are the “content- related” contributions required to get the class task or work done effectively. B. Functional Maintenance (or Building) Contributions: These are the "process-related" contributions necessary to maintain or strengthen class life and achievements. Maintenance contributions keep the class in efficient running order. C. Inhibiting Person-Centered Behaviors: These are individual, non-class centered behaviors or statements which do not help and sometimes actually hinder the class and the work it is trying to do. Self-Assessment Step 1 Review the Functional Task Behaviors described in Exhibit 1, and record your assessment of the ‘Frequency” and ‘Value” of your contribution for each of the behaviors and determine the “average", as indicated. Step 2 Determine the point allocation for your contribution. This is the intersection of the averages of the frequency and value of your contribution. See the Point Allocation Matrix, Exhibit 2. Record this in Exhibit 6. Step 3 Repeat steps 1-3 as they apply to the “Functional Maintenance Contributions” utilizing Exhibits 3 and 2 and again for the “Person Centered Behaviors’ utilizing Exhibits 4 and 5. Predicted Evaluation Step 4 Re-examine the point allocation matrices in Exhibits 2 and 5 and predict the 3-point allocations you believe the members in your group would assign to you in Exhibit 6. Step 5 Calculate the overall evaluation of your class contribution for your self-assessment and for your predicted evaluation using Exhibit 6. Reasons for Differences Step 6 Write up the reasons for any differences between your self-evaluations and your predicted evaluation from your fellow students. Assessment of Others Step 7 For each student in your group record your evaluation of their task, maintenance and person- centered behaviors. Review the point allocation matrices in Exhibits 2 and 5 and record your answers in Exhibit 7. Step 8 Meet with the other students in your group and discuss your assessments. Review contributions of one person at a time and reach a consensus on the point allocations for each person. Provide specific examples to support your position. Then discuss and develop with this individual a general plan of action to improve his or her contribution. Step 9 Record the point allocation assigned to you in Exhibit 6. Action Plans and Submissions Step 10 Write up what you have learned from this experience and what you will specifically do to improve your fellow students’ perception of your contribution. You are to submit to the instructor: a) this write-up; b) your write-up in Step 6 explaining the expected differences in your assessment and the students’ assessment; c) your completed copy of Exhibit 6; and d) Exhibit 7. Note Copies of the exhibits will be provided, upon request, by the authors. Table of Contents Volume 17, 1990 The Impact of Decision Support Systems on the Effectiveness of Small Group Decisions - Revisited The Relationship Between Financial Performance and Other Measures of Learning on a Simulation Exercise Use and Effectiveness of an Analogy-Based Expert System Suggestions for Computerized Business Authors Dealing with Power: An Experiential Exercise Using Movie and Personal Diary Analysis Techniques A Model for Developing Student Skills and Assessing Outcomes Through Outdoor Training Computer-Aided Exercises Versus Workbook Exercises as Learning Facilitator in the Principles of Marketing Course An Exposition of Guilford's Si Model as a Means of Diagnosing and Generating Pedagogical Strategies in Collegiate Business Education Formal Planning and Simulation Team Performance: A Cross Sectional Approach Cases: Real Organizations in Real Time in the Classroom An Empirical Investigation of the Internal Validity of Marketing Simulation Game An Empirical Evaluation of the Pedagogical Value of Playing a Simulation Game in a Principles of Marketing Course Factors Affecting Effective Teaching of Strategic Planning: Some Preliminary Evidence An Experiential Exercise for Learning About the Relationship Between Organizational Form & the Project Management Process Accounting Communication Skills can be Taught in the Auditing Course Modeling Cost Functions in Computerized Business Simulation: An Application of Duality Theory and Sheppard's Lemma A Life Cycle Analysis of Decision Making for a Strategic Management Team What's the Problem? A Dynamic Model for Teaching Problem Solving Skills Experientially International Currency Fluctuations: Money$im, A Simulation Superstores: A Specialized Retailing Simulation Within a Specialized Marketing Curriculum Factors Affecting Student Perceptions of Learning in a Business Policy Game VC + EL = VL The Name Game: An Experiential Exercise in Intergroup Relations The Effects of Experiential Accounting Work Experience on Student Performance in Intermediate Accounting Courses The Results of Using the Experiential Activity Group Performance Evaluation in a Business Policy Setting Using a Legal Database to Describe the Legal Environment of Marketing (and Business) Matching Environmental Uncertainty and Organizational Configuration An Instructional Computer Simulation of Tampering in QC Executive Evaluation of Student Learning in the Looking Glass Simulation Group Personality Composition and Total Enterprise Simulation Performance An Expert System for Selecting Analytical Techniques for Analyzing Marketing Research Data Effects of Cognitive Styles on Responses in an In-Basket Simulation A Psychometric Analysis of Kolb's Revised Learning Style-Inventory Selecting and Developing Experiential Exercises Using Movies Application of a Real-World Strategic Management Model in the Classroom Demand Equations which Include Product Attributes Consumption as the Objective in Computer-Scored Total Enterprise Simulations The Effects of Decision Format and Evaluation on Simulation Performance, Decision Time, and Team Cohesion The Effects of Computer Related Assignments on Student Performance in Business Administration The Money Game: A Dynamic Simulation Including Random Shocks for Money and Banking Courses Methods for Evaluating Performance on Business Simulations: A Survey The Effects of Synergogy on the Policy Course: Significant Improvements in Student Learning and Teacher Evaluation Conditions and Outcomes of Trust in a Two-Person Bargaining Exercise Bankgame Enhancing Computer Business Simulation with the Use of VGA Graphics An Experiential Approach to Entrepreneurship An Advanced Simulation Method (ASM) for Multiple Objective Problems The Influence of Experiential learning Techniques on Student Recognition of Non-Primary Learning Styles Negotiating Mergers and Acquisitions: A Cocktail Napkin Approach Identification of Unintended Effects in Experiential Laboratory Exercises An Experimental Comparison of Paper and Pencil and Computer Aided Decision Support Tools Porting a Simulation from the IBM World to the Macintosh World A Transaction Cost Analysis of Experiential Learning The Development of Experiential Exercises for Courses in Entrepreneurship and Small Business Management The Assessment Center as and Experiential Classroom Exercise Pricing Strategy Algorithms for Playing Business Simulations Organizational Structures for International Operations: An Experiential Activity Simulation Emphasis in the Business School Capstone Course An Integrated Approach to Computerizing the Business Curriculum Cross-Cultural Business Negotiations Exercise Organizational Socialization and Gender Differences in Students at Work Understanding Student Work Experience: A Content-Analytic Approach Introducing Executive MBA Programs with Management Games An Analysis of Improvement in Business Decision Outcome with Sequential Use of Two Simulation Games Teaching Business Policy Utilizing Mass Lecture and Individual Case Labs Potholes Along the Road to Evaluating Learning Outcomes: The Case of Outdoor Management Training Experiential Learning for Interior Design Students: Using CADD, Lotus 1-2-3, and Wordperfect Cognitive Learning Using a Computer-Based, Qualitative Interactive Business Simulation Sex Discrimination: Does the Woman get the Job or Does the Best Man Win? A Search for Visual Aids to Support Experiential Learning Through the 1990's An Experimental Analysis fo the Effectiveness of Student Role-Playing in Sales Training How to Have Students Learn from their Term Projects Self-Evaluation Exercise (SEE): An Assessment of Class Contribution A Study of the Influence of Team Formation on Attitudes and Performance in Management Games A Hardware Based CIM Simulation Laboratory Model Test Substance Abuse in Organizations Micro Computer Training Models Teaching Forecasting, Cash Budgeting and Inventory Model Building Using SBTools A Comparison of the Effects of Experiential Learning Activities and Traditional Lecture Classes An Adjunct Writing Instruction Assistant, The Computer; With an Illustration Classroom Software for ABC Analysis Utilizing Information Processing Technology to Enhance the Business Policy Simulation Experience Progressive Cases Realistic Job Previews Vs. Traditional Job Previews: Experiencing the Differences and Understanding the Consequences Investment Analysis Using the Pragmatic Multiplier Approach A Computer Simulation Interface for Competitive and Firm Analysis Self-Assessment of Ethical Decision Making Predispositions Preparing Managers for Overseas Assignments An Inquiry into Japanese Marketing: Workshop on Teaching Japanese Marketing The Performance Appraisal Feedback Interview: A Role Play for Human Resources Management Teaching Counselor Selling techniques Using Experiential Techniques to Teach International Topics International Management Simulation Gaming: Current Status and Future Developments A Realism Comparison of Simulation Technologies/Methodologies A Time-Efficient Game to Illustrate Concepts Taught in Management Courses and Management Development Programs Teaching the Management of Technology The Concept of Face and the Applicability of Experiential Exercises in an Oriental Culture's