Peter Dominick

The Effects of Peer Feedback on Team Member Behavior

We examined the effects of peer feedback on subsequent behavior using a four-dimensional model of team behavior. Participants (N= 75) were randomly assigned to teams, and teams were randomly assigned to one of three experimental conditions: feedback, exposure, or control. In the feedback condition, participants rated themselves and each other using a 24-item behavioral observation scale after completing the first of two decison-making tasks. Before performing the second task, they received individualized feedback reports summarizing their self- and peer ratings. Those assigned to the exposure condition completed the behavioral observation scale after the first task but did not receive feedback. The second task was videotaped and rated by experts blind to experimental condition. Results showed significantly higher ratings for participants in the feedback and exposure conditions. The findings extend previous research on multisource feed-back by isolating exposure to key behaviors as an important variable in behavioral improvement.

Incorporating student peer review and feedback into the assessment process

The paper provides a detailed discussion of the design, application, and results of a computer-based approach used to solicit student self and peer assessment and feedback on nine learning outcomes linked to ABET 2000. Several issues are addressed including: the efficacy of student self and peer review, correlation with faculty ratings, faculty and student acceptance, and process management.

The Role of Virtual Distance in Innovation and Success

Although prior research has tended to dichotomize work teams as virtual or non-virtual, most project teams today involve some mix of face-to-face and virtual interaction. We develop a construct called Virtual Distance ® that includes temporal, spatial and relational facets and apply it to 115 project teams. We propose that virtual distance will influence trust, goal clarity and organizational citizenship and will indirectly have an influence on innovativeness and project success. Our results showed that virtual distance had significant influences on trust, goal clarity and OCB and indirectly influenced innovation and success. The results have implications for the selection and management of teams that are geographically dispersed and interact virtually.

Improving student learning through the use of multisource assessment and feedback

The paper examines the use of multisource assessment and feedback processes in the classroom and the potential impact on student learning in engineering. Grounded in control and goal setting theories, this assessment process provides a means for students to take a proactive role in their learning. Research and practice issues are addressed.

Year one of the systems engineering experience accelerator

Abstract Systems engineering educators are struggling to meet the workforce development demand for senior systems engineers. Systems engineers are critical for addressing a broad set of increasingly complex systems problems faced by industry and government. However, the discipline is experiencing an outflux of senior systems engineers reaching retirement age with no ready source of systems engineers available to replace them, at a time when the demand for systems engineers is increasing (NDIA, 2010). The workforce challenge is to shorten the time it takes for a systems engineer to reach the senior level. The Systems Engineering Experience Accelerator (SEEA) research project was conceived as a critical response to these needs and challenges. The SEEA focuses on a solution that leverages technology to create an experience intended to accelerate the learning of systems engineering related competencies. This paper summarizes the operation of the preliminary version of a prototype SEEA simulator after the first year of the SEEA project. A review of the plans for future research is also included.

Exhibiting Leadership Behaviors in Project-Based Work: Does Team Personal Style Composition Matter

Teams are increasingly becoming primary in the way employees in organizations conduct work. The effects of similarities and differences among team members in projectbased work influence every aspect of that work. We explored the relationship between team composition attributes and team members’ team leadership and facilitation behaviors, drawing from the literature on similarity-attraction effect. Data from two time points that are 12-week apart were collected from 144 professional employees working in 48 work teams to test the study’s hypotheses. Using HLM 6.0 [45]the current study shows that when it comes to team composition, members of a team who are similar on the personal style traits extraversion and neuroticism, that have an affective tone, demonstrate greater team leadership and facilitation behaviors, we refer to as team process behaviors. We provide implications for generating team leadership and facilitation behaviors in project-based work.