Identifying motivation and interpersonal performance using peer evaluations

Peer evaluations have historically shown high predictive validity, but the reason for this strength has not been clear. This research used an assessme nt center and subsequent training program to investigate the hypothesis tha t interpersonal performance and motivation are two key dimensions of perfor mance that may account for the historical strength of peer assessments. Con sistent with previous research, results showed that peer rankings from the assessment center predicted final training outcomes better than did staff r atings. Congruent with our hypothesis, results from the training program de monstrated that, when rating a student's expected future on-the-job perform ance, peers placed significantly more importance on interpersonal performan ce and motivation than did staff, and they placed significantly less import ance on task performance. Additional longitudinal research is needed to exp licitly link peer evaluations of interpersonal skills and performance motiv ation with future job performance.