Search results

The purpose of this study is to describe and evaluate the implementation of an online self and peer assessment model (SPARKPLUS) to assess team work skills of accounting students.

This study describes the background and implementation of SPARKPLUS and employs a survey questionnaire administered to students enrolled in an undergraduate company accounting subject before and after the implementation of the model. The survey results and selected qualitative data are used to evaluate students' attitudes to group work and the impact of SPARKPLUS.

The study suggests that students understand the benefits of group work activities in developing their technical knowledge in company accounting. However, students do not appreciate the value of group work activities in developing generic skills or how SPARKPLUS supports group work activities.

Professional and accreditation bodies require evidence of teaching and learning activities and assessment of team work skills during the students' undergraduate accounting degree. This study demonstrates that students require significant teaching and learning activities in relation to team work skills and the assessment model for successful implementation.

This study makes an original contribution to the accounting education literature pertaining to assessment of team work skills in two respects. First, the study outlines the design, implementation and preliminary evaluation of an online self and peer assessment model in an undergraduate company accounting course. Second, preliminary evidence concerning the impact of this model on group work activities and team work skills is provided.

The aim of this paper is to present the Italian version of the Aston Team Performance Inventory (the ATPI), to assess its psychometric properties and whether its factor structure reflects the input-process-output (I-P-O) model.

The ATPI was administered to 702 Italian employees working in teams, recruited from the National Health Service (50.3 percent) and from public and private organizations (49.7 percent). To assess the psychometric properties of the ATPI's items, evaluation of discriminating power was performed. In addition to the reliability analyses, a confirmatory factor analysis of the full I-P-O model was also conducted.

Significant results of the Italian version of the ATPI arise from the psychometric properties, dimensions and factor structure. Results align with the English version of the inventory.

The sample was limited and was not selected randomly. Future research should, therefore, expand the sample size and involve several types of Italian organizations. Considering these significant results, future research should validate the Italian version of the ATPI.

To the authors' knowledge, the Italian literature is missing instruments for the assessment of team performance in organizations. Consequently, the present study provides evidence of the value of the Italian version of the ATPI.

Suggests there is misplaced overemphasis on individual competence levels and not enough attention paid to team competency. Feels that individual competencies need to be seen in the context of what a team requires to perform well. Presents nine major team competency factors and a resulting team model, from which a team can assess its objectives, priorities, time management allocations and performance assessment.

This paper aims to examine empirical evidence of the criterion, construct, and face validity of two processes commonly used in selection – selection interviews and assessment centres (ACs) – in the selection of chairs of primary care trusts.

A critical review of the literature and an empirical investigation are undertaken.

Evidence is presented of the reliability and the predictive, construct, and face validity of using a combination of selection interviews and AC methodology in appointments to public office. In the light of the evidence of the potential benefits of using more than one approach, it is suggested that a combination of AC methodology and panel interviews be used in making public sector appointments.

The evidence presented supports the decision of the Appointment Commission to use AC methodology in the selection for positions in public office, and points to ways in which the process could be improved.

The paper provides empirical evidence of the reliability and validity of two methodologies used in selection to posts.

Managers are team leaders. The days of traditional authority based solely on respect for the position have gone. Today respect has to be earned in organisations where managers will increasingly manage people who are in different professional and technical fields from themselves. A major key to success, therefore, is understanding the personal work preferences and motivations of both themselves and their team members. The approach outlined here emphasises the choices people can make between roles which are “advising” or “organising”. However, in choosing such roles, individuals will usually prefer either more of an “exploring” or more of a “controlling” approach to their job. It is possible, therefore, to use the “team leadership wheel” to identify one's own personal preferences and strengths and compare them with the requirements of the job and the contribution of other team members. This should enable managers to select and develop more effective teams which have a balance of abilities and skills. Moreover, the framework provides a language and a visual system for thinking through and discussing personal issues in appraisal and considering issues in promotion and career choice.

The purpose of this paper is to examine the impact that the level of individuals' intercultural competencies has on their satisfaction, trust and affective commitment and assessment of their work team.

An intercultural competencies classification system is developed in which the cognitive, affective and behavioural intercultural competencies predicted to impact upon individuals' responses toward, and assessments of, their work team are identified. The results of quantitative survey research providing support for the classification system are subsequently described.

Competencies identified as being related to individuals' responses toward, and assessments of, their work team include cognitive complexity, goal orientation, dissimilarity openness, tolerance for ambiguity and emotion, and conflict management skills.

The research provides sound evidence for the important role that intercultural competence plays in facilitating positive individual level outcomes which it is theorised will lead to positive team level outcomes.

The key contribution of the research is the development of an intercultural competencies classification system which ties together in a single but multifaceted framework the intercultural competencies required for employees working in culturally diverse teams.

The purpose of this paper is twofold: first, to investigate the goodness of the input-process-output (IPO) model in order to evaluate work team performance within the Italian National Health Care System (NHS); and second, to test the mediating role of reflexivity as an overarching process factor between input and output.

The Italian version of the Aston Team Performance Inventory was administered to 351 employees working in teams in the Italian NHS. Mediation analyses with latent variables were performed via structural equation modeling (SEM); the significance of total, direct, and indirect effect was tested via bootstrapping.

Underpinned by the IPO framework, the results of SEM supported mediational hypotheses. First, the application of the IPO model in the Italian NHS showed adequate fit indices, showing that the process mediates the relationship between input and output factors. Second, reflexivity mediated the relationship between input and output, influencing some aspects of team performance.

The results provide useful information for HRM policies improving process dimensions of the IPO model via the mediating role of reflexivity as a key role in team performance.

This study is one of a limited number of studies that applied the IPO model in the Italian NHS. Moreover, no study has yet examined the role of reflexivity as a mediator between input and output factors in the IPO model.

The aim of this study was to investigate the role of shared psychological contract beliefs between colleagues in a work team, in team in-role performance and extra-role behaviours.

Employees and team managers of 113 work teams answered questions about their working environment and relationships with experiences and perceptions. The data were used in CFA and structural modelling.

The results indicated that evaluations of co-worker psychological contracts in work teams are significantly associated with team in-role performance and extra-role behaviours through work engagement.

Employees with perceived contract fulfilment not only contribute more to their team but also change their expectations of what a team should offer. Managers should be informed that these new and enhanced expectations have repercussions for existing HRM practices.

Laulié and Tekleab (2016) have suggested that perceptions of psychological contract fulfilment shared by team members may act as a motivational driver for team performance, team attitudes and behaviours. This study is one of the first applications of this proposition in a mediation model and empirically tested for non-hierarchical co-worker relationships.

While the number of entrepreneurship education programmes offered around the world is on the rise, research into the assessment of entrepreneurship education programmes is still lacking. The purpose of this paper is to take the stance that entrepreneurship education has to focus on a set of transversal competences aimed at teaching individuals to become more enterprising, and develop a framework and practical proposal for the teaching and assessment of entrepreneurial competences.

The authors followed a three-pronged research design. First, the authors reviewed the literature and practices on the definition of entrepreneurial competences and measures for their assessment and identified a rubric of competences and a set of assessment tools. Second, the authors tested the identified tools to assess entrepreneurial competences through the development of an intensive extra-curricular initiative on entrepreneurship based on a business model challenge. Third, the authors evaluated the outcomes of this experience based on 72 student pre-test and post-test survey responses.

The authors assessed the impact of participation in a business model challenge with regard to five competence areas: positive attitude and initiative; communication and interaction; team-work and collaboration; critical and analytical thinking or problem solving, including risk assessment; creativity and innovation. The authors found no relevant changes across these dimensions, concluding that the mere exposure to the business challenge was not a sufficient condition for stimulating the development of entrepreneurial competences in our sample.

This work provides a relevant contribution to researchers, educators and policymakers by taking an interdisciplinary approach to reviewing previous literature and proposing ways of assessing transversal competences in the context of entrepreneurship education.

This article compares the factors that affect groups of students working to complete assigned class projects and people working together in the workplace. Similar factors characterize successful teamwork whereever it occurs, just as similar factors characterize unsuccessful efforts. Highlighted here are differences between post‐secondary classrooms and workplace teams. The main purpose is for college and university instructors to recognize these differences and alter their expectations of teamwork by students accordingly.