Walter J. Wheatley

Developing strategic management goal-setting skills

Although the use of manaCemeB1simulatiollS in business policy courses has lost much of its luster, gaming is still a popular method of instruction (Markulis and Strang, 1985). Estimates of the perceni-agL----of Academy of Managementmembers currently using games range from 32.7% (Alexander et al., 1984) to about 30%(Keeffe and Cozan, 1985; Eldredge and Galloway, 1983). The popularity that business games once enjoyed (Twelker, 1972) seems to have leveled off (Norris, 19

The Mind’s Eye and the Practice of Management

~~. Two major reasons for the diminished glamour of gaming stand out in the literature. Some instructor quit using games because of mainframe problems. ~t simply wasn’t worth the time and effort to fight the technical, political, and budgetary battles that had to be won to properly administer mainframe simulations. The expanding useof microcomputers for gaming (Cosenza et~t:, 1985; Dennis, 1985) is rapidly eliminating most problems asp sociated with mainframe (Fritzsche and Cotter, 19&5; loosen, 1985). =

Enhancing the effectiveness and excitement of management education: a collection of experiential exercises derived from children's games

Theory and practice indicate that managers experience considerable difficulty and exhibit limited rationality as they attempt to grasp, process, and understand the often ambiguous requirements of managerial tasks. Argues the efficacy of mental imagery and visualization as a means to overcome such human limitation. Notes the theoretical and conceptual underpinnings of mental imagery and applies them to the “episodic performance situations” inherent in the reality of management practice. Imagery techniques allow managers to create and manipulate actively a much more information‐rich and thorough projection of the once ambiguous, abstract management scenario. Discusses some example uses of mental imagery in the steps of the strategic planning model, in decision‐making applications, and in organizational communication. Provides some guidelines for developing effective mental imagery scripts and outlines important considerations for their use in organizations.

Yeasaying and the Kirton Adaption-Innovation Inventory

Is there truly any difference between the games we enjoyed as children and some of the more dynamic and energizing experiential exercises used today for management education, training, and development? The author of this article presents a collection of such experiential exercises, with roots that can be traced to a variety of games that are still being played by our children. Although not totally novel and unique, many children’s games containing music, magic, and other fun activities are becoming more and more widely used to enhance the dynamism and excitement of management education, training, and development. They can also easily be customized to be used as icebreakers and/or energizers or used as complete interactive exercises to enhance the management education process. The old proverb that “a lesson taught with an entertaining facet is a lesson retained” is still alive and well.

Enhancing the Effectiveness of Management Education with a Tone of Music and the Mystique of Magic.

The Kirton Adaptation-Innovation Inventory (Kirton, 1976) has demonstrated utility for identifying stylistic differences in individual approaches to problem-solving. The present study examined the influence of acquiescent response style (Yeasaying) on this instrument among 89 American undergraduates and found little or no evidence that the KAI is affected by yeasaying.

Personal reflections on my experiences with simulations

The basic differences between good management education and excellent management education is the dynamism of the speaker and exciting materials. This paper is designed to introduce management educators to such materials. While not totally novel and unique, music and magic activities are becoming more and more widely utilized to enhance the dynamism and excitement of management education. They can also be easily customized to be utilized as icebreakers and/or energizers, or used as complete interactive exercises to enhance the management education process. The old proverb that “a lesson taught with an entertaining facet is a lesson retained” is still alive and well.

Managerial Characteristics and the Financial Performance of Small Business

As both a designer and user of simulations, the author has advocated the use of simulations as an effective means to enhance the education process for many years. Although the journey has sometimes been tortuous, the author firmly believes that simulations are here to stay. Today, not only the academic sector, but also the private and public sectors owe a debt of gratitude to those early simulation gurus who overcame many obstacles to provide us with one of the most viable mediums of knowledge transfer that we take for granted today.