Rating Scale for Assessing Leadership in Business Meetings
Name: Thomas Hajduk, Tepper School of Business
Scope: Course - 45791 Interpersonal Managerial Communication;
Course - 70343 Interpersonal Business Communication, Tepper School of Business
Assessment Tool: Rating Scale for Running Business Meetings (pdf)
One key business leadership skill is to be able to run meetings effectively and efficiently. Therefore, I believe it is crucial to practice and accurately assess this skill. Furthermore, students appreciate knowing the details of how I determine their grades.
I wanted a systematic and consistent assessment of student performance.
I constructed a rating scale that decomposes the activity of leading meetings into three chronological components: (1) preparing for the meeting, (2) conducting the meeting, and (3) following up after the meeting. Each of these components is divided into a series of measurable behaviors. All behaviors are scored on a 0-5 numerical scale for a total of 100 points.
As part of the course activities, students take turns running business meetings, are graded on their performance, and receive feedback on their performance. I use this form in two courses on interpersonal communication, an MBA-level course and an undergraduate-level course. I fill in the form as students run their meeting. The third dimension is scored after the students send out the written summary of the meeting. My feedback to the students includes the numerical scores and the notes that I scribble in the margins. I also use a highlighter to underscore the most important feedback, so students can prioritize the feedback. Because students lead several meetings throughout the semester, I interpret the scores not only in an absolute sense, as snapshots of students’ strengths and weaknesses at a given time, but also developmentally, looking at students’ improvement over time. I have used this rating scale for years, and the business meeting activity is a standard component of the course.
Students get their feedback immediately after the business meeting. The impact has been two-fold, to student learning and to my own teaching. For students, they can see their progress, especially if they have been working on a particular aspect of their leadership skills. For myself, it has made my teaching more focused because I am more aware of what students are working on.
I update the form periodically to reflect new research in rhetoric and communication as well as benchmarks in the business field.
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