Is grade average alone a sufficient criterion of student attainment or should other student attributes be measured to supplement grades as criteria, especially in selecting biographical predictors? A five-year study was undertaken in which criterion rating scales were developed embodying dimensions, other than grades, judged by faculty to be relevant to performance in graduate study in business and to later career progress. After extensive consultation with a nationwide panel of faculty members, the scales were defined and anchored by specific examples of behavioral incidents. In addition, a comprehensive biographical questionnaire was prepared. A pilot study in two graduate business schools showed the technique to be promising, although very demanding of the faculty judges. The research staff's experience in developing the scales is discussed, as well as the implications of the procedure.
