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The purpose of this paper is to examine how the proportional representation of men and women in a group, along with the gender‐orientation of the group's task, can impact member displays of helping behavior.

The paper draws on the gender role socialization approach, the structural approach to gender differences, as well as the social psychology‐based perspective embedded in status characteristics or expectation states theory. Elements taken from each of these models permits assessment of the impact of gender, group gender composition and the gender orientation of the task on helping behavior in a group context.

There is ample evidence to confirm the critical importance of member citizenship behavior in contributing to overall team performance.

Given the presence of increasingly demographically diverse teams, it is vital to understand those factors that may enhance or inhibit helping behavior in the group context. This theory paper presents a model which examines how the gender composition of a team, as well as the gendered nature of the team's work, can influence citizenship behavior among team members who are in the numerical minority.

This paper offers a unique and novel approach to understanding the dynamics behind helping behavior in mixed gender teams.

The purpose of this paper is to explore the use of realistic job previews (RJPs) and realistic living conditions previews (RLCPs) during the recruitment of a group of internationally mobile knowledge workers who elect to go overseas independently rather than as part of an overseas assignment. It also aims to explore individual perceptions of the value of RJPs and RLCPs in contributing to work and general living adjustment.

The paper draws on a qualitative study of international faculty in six Canadian universities using in‐depth interviews to examine their experiences of recruitment and focusing specifically on the extent to which RJPs and RLCP were provided.

The findings reflect the need for realistic recruitment that includes information about position specifications and responsibilities as well as non‐organizational factors such as opportunities for spousal employment. Thus, respondents did not conceptualize the recruitment process in terms of two separate components of “job” (RJP) and “living conditions” (RLCP). Instead realistic recruitment emerged as a holistic process, with each individual having his/her own differential weighting of the relative importance of different factors.

The sample comprises mostly white‐western faculty, thus ethnic minority faculty are underrepresented. Further research might also explore the perceptions and experiences of international recruiters.

The paper extends the current literature on RJPs and RLCPs to consider internationally mobile knowledge workers who elect to go overseas independently. Located within an interpretive perspective it also enhances our understanding of individual experiences and the need for a more holistic approach to international recruitment.

The need to integrate men and women more effectively into team roles requires a fuller consideration of the dynamics of work‐team diversity and the consequences for both behavior and cognition among team members. Drawing from sociological and psychological perspectives, this study examines the influence of team gender composition and gender‐orientation of the task on members' perceptions of their team's performance. The participants for this study included 216 university students (108 men, 108 women) who were randomly assigned to one of three types of gender‐mixed teams – male‐dominated, female‐dominated and balanced‐gender work‐teams. Teams were required to generate, in a (videotaped) team meeting, a negotiation strategy for two business‐related cases. Self‐report instruments provided information regarding perceptions of team performance, and expert judges offered objective measures of team performance. The findings of this study offer striking evidence that team gender composition and the gender‐orientation of the task, can clearly affect member perceptions of the quality of their team's performance, regardless of the actual performance level achieved.

The extant literature suggests that men and women do not necessarily possess identical negotiating styles. However, unfortunately the literature has yet to clearly identify the role that gender plays in the negotiation context and in the behaviours of male and female negotiators. This paper aims to contribute to understanding of this topic.

Conceptual/theory paper (with relevant literature reviews).

Perceived power in a multi‐party negotiation can be affected by numerical status, as well as social status with the result that a minority female in a group dominated by males will act differently from a male in a female‐dominated group.

This paper draws on theories of proportional representation, social roles and perceived status, in order to identify a number of factors that can affect the degree of influence exerted and the behavioural style adopted among male and female negotiators in mixed‐gender, multi‐party business negotiations.

This paper explores a very practical question – do men and women behave differently at the “bargaining table”? And how does gender play a role in multi‐party negotiations?

This study is highly original, given the lack of theory in this area.

Reports findings from a research designed to investigate the main issues of the current human resource (HR) performance evaluation systems in over 150 UK‐based quality‐focused organisations. The study identified the main characteristics of HR performance evaluation systems currently conducting in total quality management (TQM)‐based organisations. The research approach consisted of a questionnaire survey in a sample of cross‐section organisations in different economic sectors with enough experience of quality management to reflect the widest possible range of characteristics in the HR performance evaluation practices. The survey results provide the most recent details of the performance appraisal systems currently conducting in TQM organisations and their effectiveness in improving and achieving TQM objectives. Also discusses implications of these findings for HR performance evaluation system in general, and a quality‐driven HR performance evaluation in particular.

The aim of this paper is to provide some historical understanding of a popular recruitment procedure called a Realistic Job Preview (RJP). As long as individuals have worked for others there has been a need to exchange information about a focal job. Information can be exchanged through myriad channels. The aim here is to trace the origins of RJPs and discuss the initial studies that generated attention and interest in what has become known as “realistic recruitment”.

Along with a historical account, this paper provides a summary of the limitations associated with this method, proposed psychological processes mediating effectiveness of RJPs, and issues with development, mode of presentation, implementation of RJPs, and an important alternative/accompanying technique (ELP).

While this technique has been used for many years, it will continue to be a quality addition to any worker socialization program.

The value of this paper is that it places this technique in an historical context.

The ability to work effectively in a team is highly regarded by employers of accounting graduates, yet they have expressed concern that many university graduates lack teamwork skills. Furthermore, in the context of the accounting curriculum, a “conceptual vagueness” surrounds a workplace-relevant definition of teamwork. Drawing on the theoretical perspectives of the healthcare sector where teamwork skills are required to be taught and assessed as part of accreditation processes, this study investigates what teamwork means from the perspective of accounting employers.

Semi-structured interviews were conducted with a purposive sample of employers to acquire descriptions of teamwork observed from graduate recruits. Using an analyst triangulation process, resulting teamwork items were analysed and emerging themes were identified.

Teamwork in accounting work contexts were identified, confirmed and explained. Mapped against the healthcare teamwork theories, many teamwork items from the interview analysis clustered around the mutual support competency and the dimensions of traits and motives.

The study was restricted to employers collaborating in one university’s placement program. Further research could investigate more diverse employer groups, determine importance ranking of identified teamwork themes and seek explanations for differences among different employer groups.

An enhanced description of teamwork is significant in supporting student awareness and informing teaching innovations/assessments of this generic skill in the accounting curriculum.

The paper provides a unique contribution of evidence-based descriptions of teamwork expected of accounting graduates, thus addressing conceptual and practical ambiguity of the meaning of teamwork skills in the accounting profession.

In light of the research‐practice gap in youth leadership development, the purpose of this paper is to examine the effectiveness of youth leadership development in Australia, on the basis of a multidimensional and holistic framework of servant leadership.

In total, three separate studies were conducted to achieve the above purpose, namely 33 interviews with student leaders; ten interviews with secondary college teachers and principals, as well as youth leadership facilitators; and 97 survey responses from recent secondary college graduates.

There exists a significant gap between the perceptions of the students and those of the teachers/facilitators on what is being taught and what is required in youth leadership development programs. The study reveals that students have little exposure to ethics training throughout their leadership programs. The application of a holistic framework of servant leadership in youth leadership development programme is recommended and discussed.

A framework in which to develop holistic leadership concepts, characteristics and competencies within students was developed from the findings. This framework can be used as the basis for teaching and developing young leaders in particular, as well as in more general leadership programs.