Volume 6, Number 1, June 2014, Abstracts and full text. The issue has been mailed to subscribers.
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Volume 6, Number 1, June 2014, Abstracts
Publication and mailing in July 2014.
Book Review: Great Leaders Grow: Becoming a Leader for Life
Reviewed by Brenda Hayden-Sheets
Murray State University, KY
Title:Great Leaders Grow: Becoming a Leader for Life
Authors:Ken Blanchard and Mark Miller
Publisher:Berrett-Koehler Publishers, Inc.; San Francisco
Date Published: 2012
Authors Blanchard and Miller track the developmental steps of their Blake Brown as he grows to become a selfless leader. Blake’s mentor, Debbie Brewster, guides him in the fundamentals of leadership through the GROW model: “G” represents “Gaining Knowledge” about oneself, others, one’s industry; “R” translates as “Reaching Out to Others”; “O” means “Opening Your World” at work and outside of work to learning experiences; and “W” equates to “Wisdom,”—the essence of the G-R-O in becoming a leader. As a recognized leader in his company, Blake guides his troubled company to also develop according to the GROW model.
Book Review of Great Leaders Grow: Becoming a Leader for Life
A New Perspective on Teaching Process Variation Causes
Lifang Wu, Xavier University, OH
Process quality variation causes are among the most important concepts covered in operations management courses. In this paper we present and discuss how the definitions of variation causes in popular operations management textbooks often create confusions for students. We specifically analyzed the applicability and limitations of different restrictive terms used to define variation causes. A new teaching approach is then proposed in the paper to help students understand the variation causes and their relative distinctions.
Process variation, common causes, special causes, SPC, teaching
Using Infographics as an Integrative Higher-Order Skill Development Assignment in Undergraduate Leadership Instruction
Ann L. Saurbier, D.M., Walsh College, Troy, Michigan, USA
In addition to the development of disciplinary competence, it is necessary for post-secondary students to develop the skills required for success as well. The addition of problem-based, project-centric, open-ended learning environments may enable the simultaneous development of not only the disciplinary competence but also the higher-order skills necessary for workplace success. This article explores the use of infographics in an undergraduate leadership course as a means to develop simultaneously this suite of competencies.
Keywords: 21st higher-order century skills, open-ended learning, information visualization,
Mapping Bridges to Creative Collaboration
Staci R. Lugar-Brettin, Indiana Institute of Technology - Fort Wayne, Indiana, U.S.A.
The term “creative collaboration” has existed for over sixty years in the psychology domain, published as early as Alex F. Osborn’s book Applied Imagination (1953). Osborn’s book was designed to “present the principles and procedures of creative thinking,” including a discussion of “the element of luck in creative conquests; the effect of emotional drives on ideation; creative collaboration by teams; and ways by which creativity can be developed.” Today “creative collaboration” is catalyzing entrepreneurship within organizations as “a way to make something bigger happen than can be accomplished solely through the assets you command and control” (Lowitt, 2013-2014, p 8). This article proposes one way to map “bridges” to creative collaboration in organizations by conceptually relating a sustainable community-builder model to creatively collaborative “coalitions for change.”
Comparing Different Testing Formats for Graduate Student Performance on
Computer-Managed Homework versus In-Class Performance
Lynn A.Fish, Canisius College, 2001 Main Street, Buffalo, NY, USA 14208
In an operations management course, results comparing graduate student performance on computer-managed homework versus in-class testing formats are significantly different.Graduates perform better on in-class scaffolded questions than open-ended questions.Moderate correlation between computer homework performance and scaffolded in-class testing exists; however, very weak correlation between online homework and open or partially-open question performance exists.Therefore, results highlight the different levels of student learning demonstrated through computer-managed homework and performance differences by testing format.Results have implications for computer-managed homework designers and instructors.
Keywords: Computer-managed homework, performance
Unsustainable Supply Chains:
Using “The Story of Stuff” in the Business Classroom
Girish Shambu, Canisius College, Buffalo, New York, USA
Annie Leonard’s web video “The Story of Stuff” was used to supplement a traditional textbook-based presentation of the basic concepts of supply chain management. The video takes a critical approach to supply chains, one that is infused with a deep sustainability consciousness. Leonard deploys an openly critical language that stands in marked contrast to the relatively “neutral” language of the typical textbook. The video allows several key issues to enter and animate classroom conversation, and, unlike the typical textbook, it sets out to make a strong emotional impact upon students in its call to action in helping build a more sustainable world.
Keywords: Supply Chain Management, Sustainability, The Story of Stuff
The Role of Performance Feedback in the Transfer of Teamwork Skills
Thomas L. Rakestraw, Jr. Youngstown State University, Ohio, USA
The popularity of team-based education in management is extremely high and shows little sign of abating.The perceived value of such educational strategies is driven by accrediting organizations and the increasing body of evidence that there are demonstrable skills that can be acquired from participating in classroom activities.However, it is not enough to acquire knowledge of these skills and perform well on an objective test or merely demonstrate the skills in a contrived classroom environment.The value of team-based exercises is in their potential to instill skills in students that are transferable to multiple tasks.A major prerequisite for this transfer is students’ increased self-efficacy in their abilities. This study attempts to further delineate the importance of feedback and practice in establishing students’ self-efficacy in their team-related KSAs.Feedback concerning a team’s prior level of effectiveness should have implications for the future use of desirable teamwork behaviors.
Keywords:teamwork skills, feedback, self-efficacy
Using Socratic Pedagogy to Deliver Undergraduate Business Education
There are several themes which run through this essay which are designed to generate evaluative (and hopefully collaborative) faculty conversations on the merit and methodologies of Socratic pedagogy for undergraduate business study. They include interdisciplinary education with the liberal arts as a guide, criteria for implementing traditional Socratic pedagogy in undergraduate business schools, mentorship, using simulations in small classes for non-traditional Socratic pedagogy and the many practical issues and costs for a business school to deliver Socratic pedagogy. The inherent question, of course, is will the use of Socratic pedagogy improve the relationship between management education and effective business management decisions?
From a study of the literature, the concept of interactively teaching small groups of undergraduate students (which essentially is Socratic pedagogy) is problematic for the many academic institutions trying to educate the hundreds of thousands of undergraduate business students. Yet my overall conclusion is if there is any way of offering Socratic pedagogy, it is an extraordinary way for business schools to deliver undergraduate education and thus enhance the connection between education and effective later business management decisions.
Name the Game: Teaching Students how to ethically “Bargain with the Devil”
Edward G. Wertheim, D’Amore-McKim School of Business, Northeastern University-- Boston, Massachusetts, USA
One of the dominant fears that students (and most inexperienced negotiators) have about negotiations is how to deal with difficult, more powerful, or highly competitive negotiators.A case based exercise is presented that helps students learn how to identify “hardball” negotiation tactics and develop skills in dealing with these tactics.The case debrief and discussion guide includes standard approaches students can take in dealing with difficult bargainers.
Back to the Future: Experiencing History to Demonstrate Teambuilding Methods in an MBA Class
William C. Sharbrough III, The Citadel, South Carolina, USA
Michael J. “Mick” Fekula, The Citadel, South Carolina, USA
AACSB criteria established in 2013 require that curricula “actively engage students in learning.” While some instructors have utilized experiential methods in curricula for many years, the new standards provide further validation of experiential methods. As part of an MBA class in teambuilding and leading teams, the first author has developed a unique, weekend-long teambuilding workshop that fits with the military tradition of the institution.The workshop involves students in a variety of exercises that illustrate pooled, sequential, and reciprocal interdependence among teams, as well as implicit ways to develop trust and open communication among team members.The workshop combines aspects of “The Great Race” and “Apprentice” reality TV programs into a combat game with an historical perspective peculiar to the location and history of the college.It serves as both a teambuilding exercise and a way to stimulate ideas that participants might develop for teambuilding in their workplaces.As both an out of class and off campus experience, it ranks high on the scale of engagement for experiential activities.