Lijuan Wang

Various policy papers assert that teamwork is one of the most important skills for the 21st Century workforce. However, outside of organizational psychology and adult populations, there are few reliable assessments of this construct, with suitable validity evidence. To redress this issue, teamwork assessments for high school students were developed using multiple methods: self-report ratings, situational judgment testing, and teacher reports. Exploratory factor, confirmatory factor, and latent class analyses were used to determine the structure of the scales. Measures showed reasonable reliability and promising validity evidence, relating to each other and to academic achievement, yet relatively independent from personality. The advantages and disadvantages of each methodology, and the potential applications for identification and intervention, selection, and evaluation of training programs are discussed.

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