George Hrivnak Copyright (c) 2012 All rights reserved. http://works.bepress.com/george_hrivnak Recent documents in George Hrivnak en-us Sat, 24 Nov 2012 05:48:48 PST 3600 Can we fix it? Yes we can!: Daring to care about teaching in a multicultural classroom http://works.bepress.com/george_hrivnak/14 http://works.bepress.com/george_hrivnak/14 Tue, 03 Jul 2012 17:10:21 PDT Amy L. Kenworthy et al. Gather 'round the experiential fire! http://works.bepress.com/george_hrivnak/13 http://works.bepress.com/george_hrivnak/13 Wed, 30 May 2012 22:43:08 PDT Gather around the experiential fire once again to experience and enjoy a collection of engaging experiential exercises from a number of presenters in a “speed dating” format. This session includes exercises on sustainability, decision making, team building, teamwork, social perceptions and bias, leadership, and cultural bias. The full details for using these exercises are available in the Proceedings.

]]> George Hrivnak et al. Explicating the how of service-learning: A proposal for the use of Schwartz's value theory http://works.bepress.com/george_hrivnak/12 http://works.bepress.com/george_hrivnak/12 Wed, 30 May 2012 18:56:22 PDT George Hrivnak et al. A service-learning framework for enacting social change: Engaging 30,000+ people in an international anti-bullying program in less than one year http://works.bepress.com/george_hrivnak/9 http://works.bepress.com/george_hrivnak/9 Wed, 30 May 2012 17:35:50 PDT Amy Kenworthy et al. The service-learning scholarship antinome: Our research is focused on educating students yet we neglect the education literature http://works.bepress.com/george_hrivnak/8 http://works.bepress.com/george_hrivnak/8 Wed, 30 May 2012 16:46:13 PDT Amy Kenworthy et al. The power of nascency: Realizing the potential of service-learning in an unscripted future http://works.bepress.com/george_hrivnak/7 http://works.bepress.com/george_hrivnak/7 Wed, 30 May 2012 16:46:12 PDT Purpose - The purpose of this paper is to review - from the perspective of nascent academic practitioners - the promise and challenges of service-learning as an instructional methodology. The paper is contextualized in terms of preparing students of business and management with the requisite skills for coping and thriving in the unknowns of the unscripted future.

Design/methodology/approach - The approach is a review of the context of the unscripted future and the considerations involved in determining the viability and appropriateness of service-learning from the perspective of faculty who have not previously used this approach.

Findings - Although there are numerous challenges and considerations involved in the use of service-learning, particularly for faculty members who are new to this instructional method, thoughtful perseverance and attention to the issues inherent to this teaching tool can yield a powerful approach that is well-suited to meeting the learning needs of students facing an unscripted future.

Originality/value - The paper provides not only a literature review of the current thinking in the service-learning domain but also a set of resources relevant to the topic from the perspective of a nascent practitioner. The paper is designed to illustrate the unique challenges and strengths of faculty members who are considering implementing service-learning in a management or organizational sciences course.

]]> George A. Hrivnak et al. Service-based consulting projects: Real world, real time, real pressure learning in negotiation http://works.bepress.com/george_hrivnak/6 http://works.bepress.com/george_hrivnak/6 Wed, 30 May 2012 16:46:10 PDT Negotiation is defined as an interpersonal process in which two or more parties attempt to allocate scarce resources or resolve a conflict (Pruitt & Carnevale, 1993). Scarce resources and conflict permeate, at varying levels and in numerous forms, all aspects of our personal and professional lives. That said, as an academic subject area, negotiation is something that students of every disciplinary domain should be exposed to as a component of their professional skill development. In this chapter, we describe a semester-long consulting project aimed at developing students¿ negotiation skills. Students work in teams, serving as consultants to a non-profit organization to produce a product or service designed to result in both short- and long-term positive outcomes for the organization's staff and clients. The project involves numerous, frequent, real-world intrateam and interorganization negotiations. Student learning is grounded in real-time, pressure-filled, chaotic, and often resource-poor environments: all components that mirror many of the constraints students will face in their future professional careers.

]]> Amy L. Kenworthy et al. Moving beyond awareness: Tips and tactics for creating an inclusive intercultural classroom experience http://works.bepress.com/george_hrivnak/5 http://works.bepress.com/george_hrivnak/5 Wed, 25 Aug 2010 22:05:18 PDT Amy L. Kenworthy et al. Curriculum and Pedagogy From names we know to those we might not: A review of our top ten educational theorists' contributions to the literature and the practical implications of their work http://works.bepress.com/george_hrivnak/4 http://works.bepress.com/george_hrivnak/4 Wed, 25 Aug 2010 22:05:17 PDT This interactive session reviews the work of our "Top Ten" seminal educational theorists and contextualizes their most significant contributions in terms of their potential to enhance the teaching effectiveness of session participants. A variety of well-known and not-so-well-known theorists were deliberately chosen in a effort to make the session attractive to both experts and relative neophytes of the learning/education literature. The selected scholars vary from those well known in the management education literature (e.g. John Dewey, Jean Piaget) to those who are perhaps less well-known or appreciated (e.g. Lev Vygotsky, Robert Gagne, Paulo Freire, Malcolm Knowles, and Jack Mezirow).

]]> George Hrivnak et al. Curriculum and Pedagogy Education Broadening our horizons: Exploring the work of ten educational theorists and their potential contributions to the scholarship and practice of management education http://works.bepress.com/george_hrivnak/3 http://works.bepress.com/george_hrivnak/3 Wed, 25 Aug 2010 22:05:16 PDT George Hrivnak et al. Curriculum and Pedagogy Organizational citizenship behaviour and performance: A meta-analysis of group-level research http://works.bepress.com/george_hrivnak/2 http://works.bepress.com/george_hrivnak/2 Wed, 25 Aug 2010 19:40:37 PDT Most of the research on the relationship between organizational citizenship behavior (OCB) and performance has been conducted at the individual level. During the past 10 years, however, group-level research on that relationship has begun to appear. This article meta-analytically reviews 38 independent samples (N = 3,097) in which the relationship between OCB and performance was studied at the group level. The analyses in this study suggest a positive overall relationship between OCB and performance ( = .29), as well as the presence of several moderating variables. The theoretical implications of these findings are discussed, and some suggestions for future research are offered.

]]> Tjai M. Nielsen et al. A framework for leadership development http://works.bepress.com/george_hrivnak/1 http://works.bepress.com/george_hrivnak/1 Wed, 25 Aug 2010 19:40:37 PDT Despite the tremendous amount of time, money, and energy spent by practitioners and scholars alike to understand, promote, and facilitate effective leadership development, the field is still far from fully understanding what is often regarded as both art and science. That is not to suggest, however, that the field's efforts have failed to result in substantial progress. Indeed, after defining some salient concepts and the overall scope of this chapter, we review some of the major theoretical and empirical advances in leadership development. Furthermore, the trends and 'best practices' dominant in today's organizations in leadership development are then summarized and considered in light of the current academic trends to identify points of congruence and disconnect.

With this foundation, we offer an approach to leadership development that builds on this current understanding. Our model does not offer a specific set of methodologies or instructional tools per se, but rather a framework to incorporate these modalities in a thoughtful, goal-driven, and comprehensive instructional approach designed to achieve specific, measurable, organizational objectives. Finally, we conclude this chapter with recommendations for future efforts to advance relevant research, to focus the teaching of leadership in the university classroom, and to improve the efficacy of current and future leadership development programs in practice.

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