Troy V. Mumford

The Team Role Test: Development and Validation of a Team Role Knowledge Situational Judgment Test

The main objectives in this research were to introduce the concept of team role knowledge and to investigate its potential usefulness for team member selection. In Study 1, the authors developed a situational judgment test, called the Team Role Test, to measure knowledge of 10 roles relevant to the team context. The criterion-related validity of this measure was examined in 2 additional studies. In a sample of academic project teams (N = 93), team role knowledge predicted team member role performance (r = .34). Role knowledge also provided incremental validity beyond mental ability and the Big Five personality factors in the prediction of role performance. The results of Study 2 revealed that the predictive validity of role knowledge generalizes to team members in a work setting (N = 82, r = .30). The implications of the results for selection in team environments are discussed.

Coming Full Circle: Using Research and Practice to Address 27 Questions About 360-Degree Feedback Programs.

The research evidence addressing practical issues faced when implementing a 360-degree feedback system are reviewed. Notwithstanding the popularity and apparent utility of 360-degree feedback programs, there is a need for clearer translations of research-based knowledge into recommendations for practically applying such programs. This article uses the published research studies that have been conducted on 360-degree feedback programs to address 27 specific questions that often arise in the development, implementation, administration, and interpretation of multisource feedback programs.

A Competency-Based Model for Developing Human Resource Professionals:

This article describes a framework for the design and implementation of a competency-based curriculum for graduate management education. The article also outlines how this model has been implemented at one university in the context of a graduate degree in human resource management. Among the significant challenges discussed are the identification of competencies required for professional success; the identification of the specific traits, knowledge, and skills that combine to create competence; and the creation of a curriculum and the associated assessment tools necessary to promote the acquisition of competencies. Student orientation, student development, and student assessment are discussed.

Selecting Null Distributions When Calculating rwg A Tutorial and Review

rwg is a common metric used to quantify interrater agreement in the organizational sciences. Finn developed rwg but based it on the assumption that raters’ deviations from their true perceptions are influenced by random chance only. James, Demaree, and Wolf extended Finn’s work by describing procedures to account for the additional influence of response biases. We demonstrate that organizational scientists have relied largely on Finn’s procedures, at least in part because of a lack of specific guidance regarding the conditions under which various response biases might be present. In an effort to address this gap in the literature, we introduce the concept of target-irrelevant, nonrandom forces (those aspects of the research context that are likely to lead to response biases), then describe how the familiar “5Ws and an H” framework (i.e., who, what, when, where, why, and how) can be used to identify these biases a priori. It is our hope that this system will permit those who calculate rwg to account for the effects of response biases in a manner that is simultaneously rigorous, consistent, and transparent.

Developing Performance Management Competence: An Exercise Leveraging Video Technology and Multisource Feedback

The ability to competently manage employee performance is critical for students graduating with degrees in management. This article provides a competency development exercise (CDE) for use in graduate and undergraduate management courses to increase students’ performance management competence. The CDE includes providing employee feedback, disciplining employees, and conducting termination meetings. Procedures and assessment tools are provided for utilizing the exercise in conjunction with video technology and multisource feedback. In addition, guidance is given for adapting and condensing the CDE from 3-6 hr to 30-60 min. Finally, data are presented showing that the exercise significantly affected students’ performance management competence.