Validity of multiple ratings of business student performance in a management simulation

Abstract

Abstract This study examined the reliability and validity of assessor, peer, and self‐ratings of management skills. The sample was made up of 261 undergraduate business students at a large midwestern university. An assessment center process was used to examine the skills of students in a management skills course using the Looking Glass simulation. Assessors were graduate students and faculty. This study found a lack of convergent and divergent validity in assessor‐peer ratings and assessor–self‐ratings. However, convergent and divergent validity were found in self‐peer ratings. The conclusion is that peer and self‐ratings may be very useful sources for developmental information under conditions of rater anonymity and when organizational rewards are not at stake.