The development of a multirater instrument for assessing employee problem‐solving skill

Lohman, Margaret C.

doi:10.1002/hrdq.1105

Cited by 12 publications

(6 citation statements)

References 20 publications

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“…Good decision-making requires a mixture of skills: creative development and identification of options, clarity of judgment, firmness of decision, and effective implementation. Here are some useful methods for effective decision-making and problem-solving: (1) problem identification, (2) goal selection, (3) generation of alternative solutions, (4) consideration of consequences associated with alternative solutions, (5) approach to decision making, (6) implementation of solutions, and (7) evaluation of solutions [28]. Decisionmaking and problem-solving skills groups consist of a number of facets: (a) identify and analyze problems, (b) take effective and appropriate section, (c) realize the effect of decisions, (d) creative and innovative solutions, (e) transfer knowledge from one situation to another, (f) engage in life-long learning, and (g) think abstractly about problems [23].…”

Section: Decision-making and Problem-solving Skillsmentioning

confidence: 99%

Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand

Suarta¹,

Suwintana²,

Sudhana³

et al. 2017

Proceedings of the International Conference on Technology and Vocational Teachers (ICTVT 2017)

104

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Abstract-This paper discusses the importance of employability skills of graduates in entering the workforce according to employers' perceptions, through a literature review. In 21 st century workplace, the occupation-specific skills are no longer sufficient for graduates to meet the needs of labour markets. Workers are nowadays expected to have an additional set of skills and attributes, called employability skills. Employability skills become a very important issue at the national, regional, and international labour market. The literature review found a number of employability skills attribute required by graduates in entering the workforce. Communication skills, problem-solving and decision-making skills, and teamwork skills are the attributes of employability skills with highest importance level. Graduates are also expected to have a number of personal attributes included: self-awareness, self-confidence, independence, emotional intelligence, flexibility and adaptability, stress tolerance, creativity and initiative, willingness to learn, reflectiveness, lifelong learning, and professional behaviour.

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Section: Decision-making and Problem-solving Skillsmentioning

confidence: 99%

Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand

Suarta¹,

Suwintana²,

Sudhana³

et al. 2017

Proceedings of the International Conference on Technology and Vocational Teachers (ICTVT 2017)

104

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“…In addition, the study by Sahin et al (2016) also found that the respondents responded positively by stating that peer assessments were not complex, helping them understand their friends and enhancing their learning and self-confidence. The multi-rater method produces a more stable and accurate assessment and has higher reliability than the self-assessment method (Calhoun et al, 2011;Goffin & Jackson, 1992;Lohman, 2004). For instance, the reliability of teacher assessment is higher when it involves more raters (Kane & Staiger, 2012).…”

Section: Multi-rater Assessmentmentioning

confidence: 99%

Raters’ Assessment Quality in Measuring Teachers’ Competency in Classroom Assessment: Application of Many Facet Rasch Model

Mohamat,

Sumintono,

Abd Hamid

2022

AJATeL

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This study examines the raters’ assessment quality when measuring teachers’ competency in Classroom Assessment (CA) using the Many Facet Rasch Model (MFRM) analysis. The instrument used consists of 56 items built based on 3 main constructs: knowledge in CA, skills in CA, and attitude towards CA. The research design of this study is a quantitative method with a multi-rater approach using a questionnaire distributed to the raters. Respondents are 68 raters consisting of The Head of Mathematics and Science Department, The Head of Mathematics Panel, and the Mathematics Teacher to assess 27 ratees. The ratees involved in this study are 27 secondary school Mathematics teachers from Selangor. The results show that among the advantages of MFRM are that it can determine the severity and consistency level of the raters, also detect bias interaction between rater and ratee. Although all raters were given the same instrument, the same aspects of evaluation, and scale category, MFRM can compare the severity level for each rater individually. Furthermore, MFRM can detect measurement biases and make it easier for researchers to communicate about the research findings. MFRM has the advantage of providing complete information and contributes the understanding of the consistency analysis of the rater’s judgement with quantitative evidence support. This indicates that MFRM is an alternative model suitable to overcome the limitations in Classical Test Theory (CTT) statistical models in terms of multi-rater analysis.

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“…Good decision-making requires a mixture of skills: creative development and identification of options, clarity of judgment, firmness of decision, and effective implementation. Here are some useful methods for effective decision-making and problemsolving: (1) problem identification, (2) goal selection, (3) generation of alternative solutions, (4) consideration of consequences associated with alternative solutions, (5) approach to decision making, (6) implementation of solutions, and (7) evaluation of solutions (Lohman, 2004). Decision-making and problem-solving skills groups consist of a number of facets: (a) identify and analyze problems, (b) take effective and appropriate section, (c) realize the effect of decisions, (d) creative and innovative solutions, (e) transfer knowledge from one situation to another, (f) engage in life-long learning, and (g) think abstractly about problems (Crawford et al, 2011;Suarta et al, 2017).…”

Section: B Decision-making and Problem-solving Skillsmentioning

confidence: 99%

Teacher Skills Through the Development of Design and Develop Learning Program Taedes 401 (gov.au) for Building Core Skill and Employability Skills for Vocational High School

Permana¹,

Aprilia²,

Teniola³

2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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The demand for policy reform in the midst of increasingly dynamic currents and waves of modernization is urgently needed in the development of the industrial revolution 4.0 based on this cyber-physical system. The product of the industrial revolution is closely related to the practical equipment used in Vocational High Schools (SMK) as supporting student competencies. The aim of vocational education is to provide practical skills in mastering the use of practical equipment as supporting competencies because vocational secondary education is actually an escalation to channel human resources ready to enter the workforce. Thus, updating learning programs in vocational education has become a necessity. True teachers, as facilitators in learning in vocational schools, are expected to provide understanding and work skills. The learning process does not only fill the material alone but is able to provide skills and work skills in accordance with what is needed in the business world and the world of work. Therefore, teachers must be able to conceptualize, design, develop, and study learning programs to meet identified needs for a group of students. Model TADES401 (gov.au) as one program in designing and developing learning programs. This model discusses the skills and knowledge needed to identify the parameters of a learning program, determine its design, describe content, and review its effectiveness. There are 4 (four) units of skills, namely: (1) define the essential outcomes; (2) work within the VET policy framework; (3) develop program content; (4) design the structure of the learning program. Of the four skill units, they are derived into 15 (fifteen) skills of a teacher that must be done in developing this learning model. In the process of implementing the TAEDES401 model, teachers are required to be able to complete their tasks to (1) designing, developing and reviewing learning programs within the vocational education and training (VET) context; (2) preparing and developing a minimum of two learning programs: and (3) that contain differentiated learning program designs to reflect particular needs, contexts and timelines. Through the design and development of the TADES401 learning program, it will be a variant and not monotonous, the teacher's skills in managing the class will have a positive impact on core skills and employability skills (CSaES).

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The development of a multirater instrument for assessing employee problem‐solving skill

Abstract: This study was an exploratory investigation of the development of a multirater instrument to

Cited by 12 publications

References 20 publications

Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand

Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand

Raters’ Assessment Quality in Measuring Teachers’ Competency in Classroom Assessment: Application of Many Facet Rasch Model

Teacher Skills Through the Development of Design and Develop Learning Program Taedes 401 (gov.au) for Building Core Skill and Employability Skills for Vocational High School

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