Joseph Seltzer

Supervisory Leadership and Subordinate Burnout

The article presents information on a study which investigated how the leadership behavior of a large number of supervisors, as measured by consideration and initiating structure scales, was relate...

Determinants of Turnover Among Volunteers

This study examined the causal sequencing of attitudes, personal situations, and behavioral intentions as determinants of turnover among hospital volunteers. Structural equation modeling indicated that, consistent with prevailing models of turnover, attitudes and personal situations influenced turnover indirectly with intentions acting as a mediating factor. However, the analysis suggested that one aspect of the volunteers personal situation (the convenience of the work schedule) also had a direct effect on turnover.

Management Skills in Action: Four Teaching Models

Business schools across the country have demonstrated an increasing interest in teaching management skills in undergraduate and graduate programs. This article describes four models for skills courses based on existing courses. It includes for each course (a) an overview, (b) a statement of philosophy and pedagogy, (c) unique features, and (d) facilitator and student responses. The four models are then discussed as a group, and issues related to skill learning are raised.

Dealing With Emotions in the Classroom

an unpleasant intrusion into the orderly processes of teaching? Are emotions in the classroom constructive factors, perhaps to be stimulated by the instructor, or destructive forces to be avoided and discouraged? Are there situations or topics that are more likely than others to elicit strong feelings from students? What is the appropriate response by the teacher to emotional outbursts? Do the more common (but less spectacular) feelings of apathy, boredom, dependency, etc. also require our attention? What ethical clinical, pedagogical, and professional issues are involved in dealing with student emotions? As Craig Lundberg pointed out at the 1985 Organizational Behavior Teaching Conference, emotion is a persvasive aspect of human experience, yet, ironically, the topic of emotion is almost universally absent from the subject indices of organizational behavior textbooks. Nevertheless we recognize the part that emotion plays in understanding the behavior of organizational participants, and our theories would be incomplete without such critical variables as job satisfaction, anger and distrust in organizational conflict, fear and insecurity of the powerless, and triumph following conflict or achievements. Our thesis is that similar emotions pervade the classroom as well. There is little point in debating whether emotions have a place in the classroom, because they exist there as they must in any human endeavor. Students may be artful in hiding feelings of fear, dependency, resentment, or boredom from the instructor (and often from themselves), but they sometimes ex-

Rethinking Management Education: a TQM Perspective

Business, labor, and government leaders have acknowledged that improving the quality of products and services is key to competitiveness in both the global and the domestic marketplaces. Quality improvement has been implemented successfully in the entire spectrum of organizations: manufacturing and service firms; small, medium, and large entities; union and nonunion environments (Berger, 1991). The Total Quality Management (TQM) movement has been the primary vehicle for change in organizational thinking about quality processes. Although many colleges and universities offer courses in TQM or attempt to apply TQM in their business operations, few use this model as a framework to examine the basic processes of education. This article is intended to share experiences and stimulate ideas about improvement of our primary service. There has always been a tension regarding the appropriate balance of teaching and research in academia. But during the past few years, there is evidence that this balance has moved toward an increased emphasis on the process and outcomes of teaching (American Assembly of Collegiate Schools of Business [AACSB], 1991; Boyer, 1990; Vance, 1993). More specifically, the accrediting group is now focused on the improvement of the entire learning system (curriculum, course design, instruction, etc.) through the use of customer feedback, more efficient use of resources, team-based structures, and measurement of educational outcomes. To this end, many colleges and

Teaching About Social Loafing The Accounting Team Exercise

Many classroom groups have difficulties with individuals who do not do their fair share of the workload. The experience of “social loafing” is widespread and often not well handled. The Accounting Team exercise was developed to examine this issue. Classroom groups are given the case of six team members of an accounting firm and asked to identify how to deal with a social loafer and another member who was not loafing, but had a performance problem. As an added twist, one group member has been given a slightly different case instructing him/her to be a social loafer in the group discussion. This is revealed in the debrief and discussed, followed by a short lecture/handout on “Addressing Social Loafing.” Finally, the group is asked to identify ways they can reduce social loafing in their own classroom group.

Experiences With Looking Glass

The &dquo;Looking Glass&dquo; simulation (Lombardo, McCall & DeVries, 1983) offers OB teachers an alternative to the &dquo;Organization Game&dquo; (Miles & Randolph, 1984, also see Paul & Barbato, 1985; Frost, Mitchell & Cawood, 1985; and Miles & Randolph, 1985) or to the numerous &dquo;decision making&dquo; simulations such as &dquo;The Executive Game&dquo; (Henshaw & Jackson, 1984) or &dquo;Tempomatic IV&dquo; (Scott & Strickland, 1984). Looking Glass, Inc. (LGI) is

Recent Research of Note

This article does not have an abstract.

Using the Differential Perceptions of Clock Watchers and Time Ignorers

answer (e.g. Myers-Briggs or Thomas-Kilmann) we wanted a straightfor. ward but dramatic way to make the student aware of his own framework ir comparison to others. While certainly not the only method, ours has beer easy to use in a variety of settings, immediately involving the participantand leaving a permanent impression. We have found two rather simple scales, which we call Red and Blue, t( be effective. They are condensed versions of items from a long-standini employment screening instrument known as the Runner Study of Attitud, Patterns. We used items from the adventure/freedom (labeled red) anc comfort/control (labeled blue) scales. The terms red and blue were used t(