We investigated the predictability of rating level and two measures of rating accuracy from rater Agreeableness (A) and Conscientiousness (C) scores of the Five Factor Model. One hundred and twenty-six students made peer ratings after participating in several group exercises under conditions designed to emulate the modal peer rating system in which raters had low accountability for their ratings. Scores were correlated with average rating level (r ¼.18, po.05) and both measures of rating accuracy (po.05) and C scores were correlated with rating level (À.20, po.05) and both measures of rating accuracy (po.05). As suggested by Bernardin, Villanova, and Cooke (Journal of Applied Psychology, 85, 232-236, 2000), raters who were both more agreeable and less conscientious made the most lenient and least accurate ratings. Contrary to Yun, Donahue, Dudley, and McFarland (International Journal of Selection and Assessment, 13, 97-107, 2005), more agreeable raters also tended to rate the least effective performers more leniently than did other raters.

In the first criterion‐related validity study of a complete 360‐degree competency assessment process (i.e., where customer data are included), aggregated 360‐degree assessment of 428 retail associate store managers on six competencies showed strong validity (.50) in the prediction of assessment center performance. In addition, 360‐degree assessments on each of the six competencies were significantly correlated with the criteria. The aggregated 360‐degree assessments also demonstrated incremental validity over managerial ratings alone in the prediction of assessment center criteria. Customer (mystery shopper) assessments were also significantly correlated with the assessment center criteria and exhibited incremental validity beyond supervisory assessments. © 2006 Wiley Periodicals, Inc.

Although there is widespread agreement on the importance of ethics instruction in business education, there is not agreement on the best approach or timing of instruction. This article uses J. O. Prochaska and DiClemente's transtheoretical model of change as the basis for a developmental model of studentreadiness for learning about ethics. By focusing on student development, the model suggests how to best sequence educational activities in ethics instruction. After introducing the model, it is applied to this specific area. Extensive ideas for practical educational activities are offered connected to each of the four stages of student change.

No abstract

An extensive literature in management education addresses the pedagogical technique of showing video clips from feature films, animated films, and television shows. The bulk of this literature either asserts the benefits of using video clips or identifies specific clips and discusses how those clips can be effectively used to teach various management and organizational behavior topics. The assumption in all of this work is that the instructor will locate the video clips to be used. The authors present an alternative approach that has students locate video clips in groups, and discuss the numerous advantages of this approach for both instructors and students. In addition to describing the general approach, the authors elaborate on a number of possible variations and reflect on the lessons learned from implementing this approach in two independent courses at two different universities.