Otmar E. Varela

The development of managerial skills in MBA programs

Purpose – Business schools have been under fire for their alleged inefficacy in developing students’ managerial skills in MBA programs. On the basis of extant learning theories, the purpose of this paper is to propose a reconsideration of learning goals and assessment procedures for managerial skill development within MBA education.Design/methodology/approach – The authors review the literatures on stage, experiential, social, and action learning theories to identify pedagogical suggestions for optimal skill development and to highlight the constraints program administrators and teachers face in efforts to advance students’ acquisition of complex managerial skills in MBA classrooms.Findings – Conceptually, the authors argue that an emphasis on mastering complex managerial skills – as an expected learning outcome – might be an overly ambitious goal that can lead to neglecting early attainments in skill acquisition and create false impressions of MBA program failure. Furthermore, the authors discuss how MBA...

Do Cross-Cultural Values Affect Multisource Feedback Dynamics? The Case of High Power Distance and Collectivism in Two Latin American Countries

In this investigation we report results of a study designed to test the effect of cross-cultural values on multisource feedback (MSF). With the participation of a sample of 501 managers from Venezuela and Colombia, two collectivistic and high power distance countries, results of the study indicate that cultural values distort the evaluations involved in MSF systems. Specifically, unlike reports of studies conducted in individualistic and low power distance environments, we found that (a) peers are the least discrepant source of information, (b) subordinates tend to provide the highest evaluations across feedback sources, and (c) there is an excessive emphasis on people-oriented behaviors. Results are discussed in light of the conflict between our findings and those in existing literature. The practical implications of MSF in multi-cultural workplaces are addressed.

Birds of a Feather?: A Test of Cultural Homogeneity Among a Sample of Latin American Countries

This study tests the cultural invariance in Latin America utilizing a sample of four representative countries – Argentina, Colombia, Mexico, and Venezuela. With the participation of 915 individuals, samples were contrasted along seven cultural values (Schwartz, 1994) dictating the relationship of individuals with the society at large. Results challenge general notions conceiving of Latin America as a homogeneous bloc. Rather, outcomes indicate the presence of significant cultural disparities, adding to previous research by showing sample differentials in (1) mean importance ratings on values governing the behaviors of individuals beyond organizational settings and (2) the way values are behaviorally specified among samples. Findings are discussed in terms of restrictions in generalizing theories and managerial practices in the region. Avenues for future research are also highlighted.

Teamwork skill assessment: Development of a measure for academia

ABSTRACT Popular teamwork assessments have been strongly criticized on the grounds of poor psychometric properties and their disconnect with conceptual models of teamwork. These issues raise concerns with respect to our ability to evaluate efforts devoted to advancing teamwork in academia. We report the development of a teamwork assessment that builds on empirically supported conceptualizations of team processes. Two studies were conducted to test and to cross-validate the psychometrics of the resulting measure. In the discussion section, we address the implications of our findings for conceptual models of teamwork and provide guidelines for using the measure in business education.

Learner-instructor similarity: a social attribution approach to learning

Purpose – The purpose of this paper is to test a model in which instructor’s attributes (i.e. personality, age) are specified as social stimuli. Drawing on a constructivist view of learning (Palincsar, 1998) and similarity-attraction paradigm (Byrne, 1971), the authors hypothesize that instructor’s attributes influence learners’ reactions and dictate key attributions for learning: instructor’s competence and goodwill. The authors place these attributions as antecedents of learning results. Design/methodology/approach – In a quasi-experimental design, undergraduate business students (n=133) participated in a training program of managerial skills over a three-week period. Regression and path analyses were utilized in testing the hypothesized model. Findings – Results provide partial support to the hypothesized model and suggest that learning is a social event wherein learners’ attributions play a key role. Results also indicate that learner-instructor similarity in personality is an important antecedent of ...