John R. Ogilvie

Starting the HR and change conversation with history

Contemporary questions about human resources (HR) and organizational change reflect historical tensions around whose interests HR should represent and its role in the change process. HRs recent strategic focus has brought it greater legitimacy; at the same time, voices it represented earlier have been muted. This paper provides an historical context to todays conversation about HR and organizational change. We interpret the early footings of HR – scientific management, welfare work, and vocational guidance– focusing on issues of change for whom, on whom, and for what purpose. Three subsequent eras, important to the history of HR, are also discussed. Throughout, HRs approach to change has emphasized efficiency, stability, and fit. As an alternative to this conservative approach to change, we propose a negotiations perspective that would allow HR to build on its history by enacting a role where different interests can be explored, probed, and realized.

What about negotiator styles

Purpose – The purpose of this paper is to review research on styles of negotiating and distinguish them from conflict styles and individual difference measures studied in negotiation contexts.Design/methodology/approach – The literature on negotiating styles is reviewed, a model is presented that synthesizes previous research, and suggestions for future research are presented.Findings – Previous research has predominantly considered leadership styles in terms of the five conflict‐handling styles (collaborating, competing, compromising, accommodating, and avoiding) from the Dual Concerns Model. While this focus has been useful, the paper also points out that other measures exist that may be more useful for understanding negotiating styles, although they have yet to be validated.Originality/value – Negotiating styles, as distinct patterns of behavior, are critical for understanding effective negotiations as well as being able to train students in negotiation skills.

I Don't Care What They Say, as Long as They Spell My Name Right Publicity, Reputation and Turnover

Managers receive numerous signals from their organizations regarding future career possibilities. Such signals can be interpreted in a variety of ways and can have important implications for future behavior on the job. In a field experiment, four organizational signals were presented to 157 middle-level managers in Fortune 500 companies. The effects of those signals on perceptions of reputation and the subsequent effect of reputation on turnover intentions were examined. Results of repeated measures multivariate analysis of variance indicated that both signal characteristics examined, the sign and level of publicity of the signal, as well as their interaction, had significant effects on perceived internal and external reputation. Multiple regression analyses found that perceptions of external reputation were significantly associated with an increased probability of search and probability of leaving, but not with intentions to leave the present organization. Implications for organizations concerning the communication of feedback to managers are discussed.

Starting with Howard Gardner's Five Minds, adding Elliott Jaques's Responsibility Time Span: Implications for Undergraduate Management Education

This article offers a perspective on management education derived from Howard Gardners five minds framework and Elliott Jaquess responsibility time span. We describe the five minds (disciplined, synthesizing, creating, respectful, and ethical) and discuss some of the criticisms raised about Gardners approach. We introduce Jaquess time span concept and suggest its applicability to the structuring of roles in a school of management. Putting Jacques together with Gardner allows us to explore questions about the five minds that could be addressed by deans, department chairs, and faculty members, each with a different responsibility time span.

Making Sense of Late Academic Careers: Stories, Images, and Reflections

Four late-career academics take a “first person” view of their careers over time, using written autobiographies. These stories were coded for common phases, themes, and tensions, retold as narratives, reimagined as metaphors, and recreated as visual stories. A brief overview of relevant career theory and identity theory is presented, and various activities undertaken during the self-discovery process are described and linked to storytelling or narrative theory. Interpretation focuses on similarities and differences in the four late academic careers and identity work during role transitions. Connections are made to career theory and identity theory. The authors believe this article might serve as a catalyst to others wondering about their careers, their identities, and future possibilities.

A Manager's Actions? An Exercise for Exploring Sexual Harassment

This exercise is designed to enhance students’ understanding of sexual harassment issues in the workplace, as well as to extend these issues to customer interactions in retail settings. Through research and class discussion, participants explore their perceptions and assumptions about a managers potentially harassing behaviors. Furthermore, discussions of the managers actions provide additional opportunities to explore issues dealing with legal foundations of sexual harassment as well as gender differences in response to harassment. Multiple variations are presented making this scenario/exercise suitable to various courses and all types of participants in order to facilitate a healthy discussion about the issues associated with sexual harassment.

2011 Presidential Address: What Is EAM Doing to Bridge the Practitioner–Academy Gap?

May 13, 2011 Welcome to Boston. Since my first EAM [Eastern Academy of Management] conference in 1981, I can’t ever remember a view like this for the luncheon. I am sorry that Steve Meisel couldn’t be here. Apart from his wit and insight, Steve was the one who talked me into accepting the nomination for VP of Program, which leads to the position of president. I wanted Steve to be here, so I could tell him what my wife said to me while giving birth to our daughter, “Why the hell did you do this to me?” When I accepted the nomination, I did not bother to calculate that I would be giving the presidential address on Friday the 13th. I hope you all are having only good luck today. This has been quite a year for me and the EAM. I was married less than a week after the 2010 Portland conference, cleaned up and sold two homes, and moved into a third, which we are still unpacking. I got my materials together for promotion and was granted it. I survived all of this. Thankfully, no one questioned my birth or educational credentials. I have a copy of my birth certificate if there are any “birthers” in the crowd. I can’t verify that dt ogilvie and I are cousins. Is dt here? As you can obviously see, we do have a lot in common, especially that wry Scottish humor. We just feel like family; it’s part of the EAM tradition. Even if we can’t prove that we are cousins, I also don’t ever remember two other EAM presidents having the same last name. In its forty-eighth year, EAM, likewise, has gone through a number of transitions. We finally have online renewal of membership for those who don’t come to the conference. The Board adopted ethics guidelines in line with those at the Academy of Management. So, next year when you make your submissions you will be asked to check a box that states you have read and agree to comply with these guidelines. The EAM Fellows are proposing the creation of a foundation to generate

Mary Gentile Helps Our Students Give Voice to Their Values

At all levels of education, questions are being raised and assumptions challenged. Educators, administrators, government officials, and society in general have raised questions about the effectiveness of education methods. Business students in particular have been accused of low levels of preparation and skating through courses (Glenn, April 14, 2011). One response to these concerns is to “flip” classrooms to engage students and find better means of learning (Bergmann & Sams, 2011; Ojalvo & Doyne, 2011). Flipping moves traditional lectures online and alternatively, class time is used for problem solving and answering questions. You may have received an e-mail about a workshop on flipped learning recently as well. The White Paper by Mary Gentile, though not linked directly to the flipping movement, embodies similar principles in efforts to help students resolve ethical dilemmas. She challenges some of our basic assumptions about ethics education and offers some new thoughts and approaches about teaching ethics. At the same time, others are noting the lack of ethics among business students (Foreman, 2006) and executives (Carroll, 2007). These observations have led to further questions about how ethics are taught in business schools (Evans, Trevino & Weaver, 2006). The curriculum and methods of teaching ethics to business students has likewise been questioned (Canales, Massey, & Wrzesniewski, 2010). Mary Gentile has tackled all of these concerns in her White Paper. As suggested in her book Giving Voice to Values (2010) and her website based at Babson (www.GivingVoiceToValues. org), this paper extends the views in her book to further reflect on how her approach has grown and what it has been able to achieve. It is based on a values-driven approach to leadership, which begins with self-examination, a strong tradition in the field of management and organizational behavior. We often focus only on awareness and analysis of ethical issues. Dr. Gentile’s Giving Voice to Values (GVV) approach goes beyond analysis to action. Managers need to make decisions and take action, even in disconcerting ethical dilemmas. Students