Faculty Exchange/Mark Young Explains CATME Smarter Teamwork

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General Information

  • Audience - All WSU instructors interested in improving student group and teamwork in their courses.
  • Interview Date - 1/29/2013
  • Tools Used - CATME Smarter Teamwork

Meet the Faculty Member

Dr. Mark Young, WSU Professor in Marketing, received his B.S. and MBA at University of Wisconsin-La Crosse and DBA at the University of Kentucky.

  • Somsen Hall 109E
  • (507) 457-5671
  • MYoung@winona.edu

Viewing the Interview Segments

The full interview is divided into four segments. Select play to begin viewing Segment 1. To advance to another segments at any time by using the Next Next button.

Segment Descriptions

  1. Could you introduce us to the CATME system and what it does for group and teamwork? Mark explains that CATME is a comprehensive assessment system of team members based on five areas (i.e. 1. contribution to teams work, 2. interacting with team members, 3. keeping the team on track, 4. expecting quality, and 5. having the require knowledge, skills and abilities). At the end of the assessment period he received a score for each student based on numerous evaluations by member in the group on these five areas.
  2. Could you talk specifically why CATME is so important to your courses? Here Mark describes the secondary role group and teamwork is to the content of the course. The system automates and structures the feedback students receive on their group participation from others in the class during the semester. Students then are assigned the task of reflecting on their group scores for the semester and provide analysis.
  3. How would a faculty member go about using CATME? Mark explains here how to setup, manage, and use the system to meet specific learning objectives you may have for your own group and teamwork.
  4. What are some of the learning outcomes are seeing? Because the CATME system provides a score based on peer-member evaluations, typically they are evaluated over thirty times, it focuses the student on improving group participation on the key measures and learning from mistakes rather than the outcomes of the assignment. Mark also shared that this tool is now the School of Business tool for quality assurance of learning on group and teamwork.

Good Practices

  • Provide opportunities for many groups compositions so students receive feedback from may people within the class so when they reflect on the composite scores for the semester they see are forced to take a deep look at the role they play within groups and how the improved throughout the semester.
  • Because feedback is automated students get timely information to make improvements to their work in groups.

Key Outcomes

  • With energy focused on quality participation in groups students spend less time focused on outcomes and more on the improving their roles in the group.
  • Because the CATME system is automated Mark can spend less time on creation, maintenance, and communication coordination with the groups and instead focus on individuals who are struggling with effective group participation.

Related Articles

Learn How to Replicate Mark's Activity in Your Own Course

Articles Assessing the Effectiveness of CATME

  • Ohland, M. W., Loughry, M. L., Woehr, D. J., Finelli, C. J., Bullard, L. G., Felder, R. M., Layton, R. A., Pomeranz, H. R., & Schmucker, D. G. (2012). The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self and peer evaluation. Academy of Management Learning & Education, 11 (4), 609-630.
  • Loughry, M. L., Ohland, M. W., & Moore, D. D. (2007). Development of a theory-based assessment of team member effectiveness. Educational and Psychological Measurement, 67, 505-524.