Whether you are teaching undergraduate organizational behavior, a graduate leadership elective, or a professional development certificate, behavioral assessment creates a personal stake in the curriculum that reading and lecture cannot.
Students who have just discovered a gap between their predicted and actual scores on self-awareness, accountability, or strategic thinking have a question they want answered. They want to know why that gap exists and what to do about it. That question is not something a syllabus can manufacture – it emerges from the encounter with personal data. But when a course unit addresses exactly the gap the student just discovered, the content becomes immediately and personally relevant in a way it rarely is in traditional course delivery.
The practical implication is straightforward: administer the relevant assessment before teaching the unit, not after. The assessment creates the developmental question; the course content provides the conceptual and practical framework for addressing it. Sequenced this way, assessment and curriculum reinforce each other rather than running in parallel.
The following shows how multiple tools can be sequenced across a term to build a coherent developmental arc, moving from individual effectiveness through team dynamics to organizational conditions.
Academic licensing covers the full cohort at a per-tool, per-student rate. Students access tools through their own Evans Learning Labs accounts and receive their results immediately. Instructors see aggregate cohort data and completion status through the instructor dashboard.
No debrief facilitation is required. The tools are designed to be self-directed – students receive a complete results report including current state, ideal state, and domain-specific recommendations without any instructor mediation. Instructors can choose to facilitate debrief discussions but are not required to do so for the instrument to produce value.
Results are private by default. Instructors see completion status and aggregate cohort data but not individual students' scores unless students choose to share them. This is important for encouraging honest responding – students who know their scores are not being evaluated are more likely to answer accurately.
The free Organizational Performance Assessment makes an effective first tool for any course – it uses the same format as the full toolkit and can be assigned without cost, giving students a low-stakes introduction to the prediction feature and behavioral description format before they engage with paid tools.