Darrel R. Brown

Successful Women and Women's Colleges: Is There an Intervening Variable in the Reported Relationship?.

This study examined the relationship between career success and the baccalaureate degree origin of women. Analyses of data collected on the educational backgrounds of 126 successful women confirmed previous findings that graduates of womens colleges were more likely to attain career success than graduates of coeducational institutions. Results also identify graduate education as a possible intervening variable in the relationship.

Learning About Performance Appraisal the Experiential Way

Early the second week of class, permanent work teams are formed around management/OB topics the group will investigate and/or do research on and deliver oral and written reports on late in the semester. They are immediately required to go through a Group Formation Exercise as described in the Instructor’s manual for Schermerhorn et al., Managing Organizational Behavior. It is brief, structured and simple and requires minimal group interaction in its preparation, while fostering the getting acquainted stage. For those not familiar with it, it involves a beginning inventory, a mission/goal statement, individual priorities and time allocation and a brief biographical sketch of each group member. A 4-to-5 page written report due the fourth week of class is the group’s product from this assignment. Only 25 points are possible on the report, less than 5% of total points possible for the semester.

Plan the Intensity of Your Exercises

upon past successes, helps justify the time required to conduct longer exercises, and helps instructors provide rich experiences with reasonably assured results. The rationale for considering the process of combining exercises begins with the recognition that succeeding with an exercise requires accommodation of physical and time limits, varied participant perceptions and needs regarding the experience, and stated learning objectives. We see problems with two approaches to meeting this challenge. In the first, instructors feel pressured into structuring initially open-ended activities into prepackaged experiences (&dquo;this is what you should have done and what should have happened&dquo;). This approach saves time, but creates a false