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Unquestionably, the appraisal interview is a significant part of the performance appraisal process. It is in this formal interview that feedback on subordinate performance is communicated, salary/promotion discussions are held, ways of correcting performance deficiencies are discussed, training and development needs are explored, and future work goals and objectives are delineated (Eichel & Bender, 1984; Pratt, 1985).

Scientific Management and Stakhanovism were both popular in the Soviet Union during the 1920s and 1930s as means for increasing productivity and industrial growth. A first‐cut effort at comparing and contrasting these two historically important movements is presented as one means for appreciating the origins of Soviet attitudes towards work.

Examines the interactive effects of applicant past performance, evaluator attributions and interpersonal attraction on selection decisions. A total of 172 male and female students evaluated an application for an on‐campus position and were asked to make selection decisions. Results indicated that internal attributions for good past performance were associated with more favourable selection decisions while internal attributions for poor past performance were associated with less favourable selection decisions. Hypotheses involving interactive effects of applicant past performance and interpersonal attraction on evaluator attributions and selection decisions were not supported.

Suggests that past research has revealed a number of determinants of selection decisions for college students. Given the trend towards “generalist” degrees, aims to examine how graduating seniors in a general business field (management) would rate certain job factors. Reports business management seniors′ ratings of 23 factors potentially present in workplaces. Discusses the most and least important factors and presents implications for organizational recruiting practices.

Claims that few studies have examined student expectations regarding public accounting. Suggests that this is surprising since previous research suggests that unmet employee expectations may result in negative consequences for organizations. Aims to extend previous research by examining student expectations regarding very specific duties and responsibilities in public accounting. The questionnaire was completed by 129 upper‐division accounting students. Finds that a surprising number of students exhibit unrealistic expectations. Discusses practical implications for accounting educators.