Rating Scale for Assessing Leadership in Videoconference 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 Leading Videoconference Meetings (pdf)
One key business leadership skill is to be able to run meetings effectively and efficiently. These meetings increasingly happen in videoconference format. Therefore, I believe it is crucial to give students authentic practice of the additional dimensions that videoconferencing brings to regular business meetings. Furthermore, students appreciate knowing the details of how I determine their grades.
I wanted a systematic and consistent assessment of student performance. Furthermore, students appreciate knowing the details of how I determine their grades.
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 0-4 numerical scale for a total of 100 points.
Students take turns leading meetings in videoconference. We use a special room in the Tepper School that is equipped with videoconferencing technology. I use the form to grade their effectiveness in leading the meeting. 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 the videoconference 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 having students lead meetings in videoconference is a standard component of the course.
Students get their feedback immediately after the videoconference 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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