On 360 Assessments in University Graduate Classes with Comparison to Corporate Data using a Business Simulation as the Experiential Pedagogy

Thomas Conine, Barry Leskin


There is no doubt that receiving feedback, which is constructive and unbiased, is truly a gift that should be cherished by the recipient. The most common form of feedback comes from 360 assessments. While 360 assessments have been utilized for decades within corporate environments there has been rather limited application of these tools within a university setting, in particular, during a business simulation. To the best of our knowledge, this is one of the first times that the same 360 assessment has been used with university graduate students and corporate employees across a wide variety of industries.

The experiential pedagogy we use is a business simulation. Our premise is that a business simulation can effectively, within reason, emulate a real world environment to help students identify areas of strengths and weaknesses via a 360, and act as vehicle to enhance strengths and correct weaknesses thus accelerating their development needs prior to full time employment. Our primary results indicate that graduate experientially oriented classes can help students identify and begin to mitigate development needs. Teammate data is found that supports the student’s perspectives of themselves and is reasonably consistent with what we have found in corporate applications of the same instrument across varied industries.


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