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In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 19, Heft 1, S. 106-108
ISSN: 1552-6658
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 16, Heft 2, S. 243-245
ISSN: 1552-6658
This article responds to Andre's AF Managerial Assessment Excercise. The ethics of using deception in an experiential-learning context are explored, and people's susceptibility to and the effects of deception are discussed in the context of situational ethics in the classroom.
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 15, Heft 3, S. 295-312
ISSN: 1552-6658
A self-directed learning format, grounded in Malcolm Knowles's concept of andragogy, was used in an introductory management course for upper division undergraduates. The rationale for use, along with the detailed design of the course and its conduct are described. The outcomes are presented in terms of student reactions, typical learning outcomes, and new issues facing the instructor. Suggestions for improvements to the design and for the application of self-directed learning practices are offered.
In: Organizational dynamics: a quarterly review of organizational behavior for professional managers, Band 16, Heft 1, S. 36-48
ISSN: 0090-2616
In: Administrative science quarterly: ASQ ; dedicated to advancing the understanding of administration through empirical investigation and theoretical analysis, Band 30, Heft 2, S. 310-312
ISSN: 0001-8392
In: Social behavior and personality: an international journal, Band 10, Heft 1, S. 77-81
ISSN: 1179-6391
Fromm proposed a personality theory based on the productive and nonproductive use of jour character types. The interpersonal correlates of the productive facet of these four life-style orientations were studied using LIFO, a survey of life orientations, and FIRO-B, a measure of interpersonal
relations orientations. Four relationships suggested by Fromm's theory have been supported.
In: Exchange: The Organizational Behavior Teaching Journal, Band 5, Heft 3, S. 3-3
In: Exchange: The Organizational Behavior Teaching Journal, Band 4, Heft 2, S. 22-25
In: Exchange: The Organizational Behavior Teaching Journal, Band 3, Heft 4, S. 38-39
In: Organizational dynamics: a quarterly review of organizational behavior for professional managers, Band 28, Heft 3, S. 67-79
ISSN: 0090-2616
In: Journal of managerial psychology, Band 5, Heft 4, S. 12-18
ISSN: 1758-7778
In: Organizational dynamics: a quarterly review of organizational behavior for professional managers, Band 14, Heft 3, S. 19-32
ISSN: 0090-2616
In: Families in society: the journal of contemporary human services, Band 62, Heft 8, S. 472-479
ISSN: 1945-1350
The literature on supervision presents many models of supervisory practice, but ignores the prior issue of how supervision is learned. The assumptions about supervisory learning that are embedded in the literature are made explicit, and the need for development of new models of supervisory learning is discussed.
In: Administrative science quarterly: ASQ ; dedicated to advancing the understanding of administration through empirical investigation and theoretical analysis, Band 33, Heft 4, S. 648
ISSN: 0001-8392
In: Administrative Science Quarterly, Band 30, Heft 2, S. 310