Hostname: page-component-7bb8b95d7b-nptnm Total loading time: 0 Render date: 2024-09-18T16:38:50.268Z Has data issue: false hasContentIssue false
  • English
  • Français

Avoiding assumptions: A simple exercise to create shared vision in the classroom

Published online by Cambridge University Press:  08 February 2021

Justin T. Scott Open the ORCID record for Justin T. Scott [Opens in a new window]
Justin T. Scott*
Affiliation:
Pensacola Christian College
*
Corresponding author. Email: scott.justin34@gmail.com
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 13 , Issue 4 , December 2020 , pp. 564 - 567
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Antonakis, J., Fenley, M., & Liechti, S. (2011). Can charisma be taught? Tests of two interventions. Academy of Management Learning & Education, 10(3), 374–396.CrossRefGoogle Scholar
Dahlke, J. A., Sackett, P. R., & Kuncel, N. R. (2019). Effects of range restriction and criterion contamination on differential validity of the SAT by race/ethnicity and sex. Journal of Applied Psychology, 104(6), 814–831.CrossRefGoogle Scholar
DeRue, D. S., & Ashford, S. J. (2010). Who will lead and who will follow? A social process of leadership identity construction in organizations. Academy of Management Review, 35(4), 627–647.Google Scholar
Dollinger, M., Lodge, J., & Coates, H. (2018). Co-creation in higher education: Towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210–231.CrossRefGoogle Scholar
Fuller, A., & Unwin, L. (2004). Expansive learning environments: Integrating organizational and personal development. In A. Fuller, A. Munro, & Helen Rainbird (Eds.), Workplace Learning in Context (pp. 126–144). London: Routledge.Google Scholar
Hammarfelt, B., Rijcke, S., & Wouters, P. (2017). From eminent men to excellent universities: University rankings as calculative devices. Minerva: A Review of Science, Learning & Policy, 55(4), 391–411.CrossRefGoogle ScholarPubMed
Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1), 9–34.CrossRefGoogle Scholar
Hornung, S., Rousseau, D. M., & Glaser, J. (2008). Creating flexible work arrangements through idiosyncratic deals. Journal of Applied Psychology, 93(3), 655–664.CrossRefGoogle ScholarPubMed
Kath, L. M., Salter, N., Bachiochi, P., Brown, K., & Hebl, M. (2021). Teaching I-O psychology to undergraduate students: Do we practice what we preach? Industrial and Organizational Psychology: Perspectives on Science and Practice, 13(4), 443–460.Google Scholar
Kinicki, A. J., Prussia, G. E., Wu, B. J . , & McKee-Ryan, F. M. (2004). A covariance structure analysis of employees’ response to performance feedback. Journal of Applied Psychology, 89(6), 1057–1069.CrossRefGoogle ScholarPubMed
McFarlin, D. B., & Sweeney, P. D. (1996). Does having a say matter only if you get your way? Instrumental and value-expressive effects of employee voice. Basic & Applied Social Psychology, 18(3), 289–303.CrossRefGoogle Scholar
Olencevicius, S., & Dilling-Hansen, M. (2019). Relation between proper management, feedback frequency and employee age. Journal of Organizational Psychology, 19(2), 111–122.Google Scholar
Rousseau, D. M. (2001). Flexibility versus fairness? Organizational Dynamics, 29(4), 260–273.CrossRefGoogle Scholar