Lee A. Graf

Statistical Power in Contemporary Management Research

The article discusses statistical power with respect to contemporary management studies. A study is looked at which assesses statistical power in a population of management studies. The main codete...

Importance‐Satisfaction Analysis: A Diagnostic Tool for Organizational Change

Develops and presents Importance-Satisfaction Analysis as a simple and highly pragmatic organizational diagnostic tool for both managers and consultants. Specifically, the importance-performance framework presented in the marketing literature has been adapted for application in the management of human resource by changing the models external/strategic (the consumer and the product) orientation to an internal/operational (the employee and the job) focus. Uses data from a major national laboratory to illustrate step-by-step application of this methodology. Discusses practical advantages of the framework and implications for managers and consultants. Simplicity and ease of application, adaptability to various data collection techniques (questionnaires, interviews, group analysis, etc.), early identification of areas requiring action, priority-based resource allocation implications, and modest cost are a few of the virtues of this managerial/consulting tool.

Correlates of Pay and Benefit Satisfaction: The Unique Case of Public University Faculty

The pay and benefit satisfaction of public university faculty is examined in two phases. In the first phase, a model containing only demographic correlates is used to predict satisfaction. In the second phase, the demographic variables are coupled with a series of attitudinal variables. For compensation satisfaction, pay level was the primary predictive variable. In addition, dummy variables for several academic disciplines, as well as a number of the attitudinal variables, were also significant. For satisfaction with indirect benefits, perceptual variables were the primary predictors. Implications for the management of public sector university faculty and methodological issues are discussed.

Determinants of faculty voting behavior in union representation elections: A multivariate model

A model of faculty unionism that integrates a diverse set of factors representing various perspectives on voting behavior in unionization drives was developed. This model was then tested using data obtained from faculty in three institutions of higher education simultaneously undergoing collective bargaining elections. The study results suggest that work context, socio-political beliefs, general attitudes toward unions, perceptions of union instrumentality at one’s own workplace, and pay are strong determinants of faculty voting behavior. Union instrumentality perception was the single largest determinant of the vote. The model had strong predictive power.

A comparison of the performance, behaviors, and analysis strategies of MBA versus BBA students in a simulation environment

demand for MBA graduates may be waning. Although the argument that the supply of MBAs will match demand by the late 1980s/ early 1990s provides one legitimate rationale for the diminishing demand for MBA graduates (Byrne, 1986; Bivens, 1984), MBA programs have increasingly come under fire for a variety of other reasons. One frequently cited criticism is that MBA graduates are poorly qualified, owing to the lack of rigor in some MBA programs-those programs that opened in the 1970s to meet the increasing student demand for the degree (Swartz, 1985: 33; Waldrop, 1986: 65). Another suggested shortcoming of MBA programs is that the training creates arrogant, overly aggressive, opportunistic individuals that lack the skill or desire to be team

A Program for Managing Student Groups: an Applied Organizational Behavior Experience:

Many of us are frustrated by the difficulties of using experiential approaches in large classes. One way of dealing with the problem is to organize the large class into subgroups and then delegate some of the leadership of the subgroups to assistants. A number of reports in the Organizational Behavior Teaching Review and its predecessors have described programs which divide classes into smaller groups led by students. Bradford and Porras (1975), Cohen (1976) and Bradford and LeDuc (1975) are examples. Of special interest is the Bradford and LeDuc report, in which they described a two-tier model for the introductory O. B. course in the Stanford M.B.A. program. They divided a class of sixty students in the introductory course into six ten-person discussion groups. Each discussion group spent two hours per week for five weeks working on team building activities, and then carried out a consulting project for ten weeks. Each group was led by a student who had completed the introductory course and was enrolled in an advanced course in Leadership and Organizational Change. In the ad-

ABSEL's contributions to experiential learning/experiental exercises: the decade of the 1970s

This article summarizes the contributions of ABSEL’s membership to the development of experiential learning and experiential exercises during the decade of the 1970s. It overviews papers written on experiential learning and experiential exercises by ABSEL contributors during each year of the decade and for the decade as a whole. Furthermore, it categorizes each experientially related paper by the paper’s major focuses to provide a systematic means of assembling literature reviews for related future research projects in various topical areas of experiential learning/experiential exercises. Also, year-by-year and decade-long statistics on types of delivery systems (i.e., regular paper session, workshop or demonstration, tutorial, panel or roundtable presentation) and extensiveness of published manuscripts (i.e., full paper, condensed paper) are provided. Finally, year-by-year and decade-long comparative statistics related to the number of proceedings papers written on the three primary pedagogies supported by ABSEL (i.e., experiential learning/ experiential exercises, simulation games, and cases) also are included.