William M. Slonaker, Ann C. Wendt and Scott David Williams
While every instance of race‐based employment discrimination is important, this study finds that managers need to devote extra attention to the discharge of male, African American…
Abstract
While every instance of race‐based employment discrimination is important, this study finds that managers need to devote extra attention to the discharge of male, African American employees. During the past three decades, efforts to create fair procedures and promote perceptions of fair treatment have focused on hiring activities, the “front door”. However, this study of actualemployment discrimination claims finds that discrimination against African American menmay be particularly acute in the realm of employee discharge, the “back door”. In addition, this study suggests that the employees’ immediate supervisors should be trained and monitored in order to reduce this form of racial discrimination.
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Scott D. Williams, T. Scott Graham and Bud Baker
Advocates of outdoor experiential training (OET) fervently believe in its efficacy, but often have difficulty mustering “hard data” on the business results attributable to OET…
Abstract
Advocates of outdoor experiential training (OET) fervently believe in its efficacy, but often have difficulty mustering “hard data” on the business results attributable to OET. OET adherents tend to rely on testimonials of how it promotes leadership and team development. Return on investment (ROI) analysis is perhaps the best way to demonstrate the impact of OET. ROI calculations treat leadership and team development training expenditures as an investment and evaluate the financial returns to an organization relative to that investment. This paper outlines a model by which the ROI of OET can be calculated, and encourages research in this area.
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Poonam Arora and Carolyn E. Predmore
This chapter demonstrates the strategic use of social media by firms interacting with stakeholders, not just customers. Corporations have seen how consumers can share their…
Abstract
Purpose
This chapter demonstrates the strategic use of social media by firms interacting with stakeholders, not just customers. Corporations have seen how consumers can share their experiences with products and services. Smart companies find ways to leverage these conversations to engage current and potential customers and other stakeholders.
Design/methodological approach
Our approach is theoretical, based on an examination of how the communication channel of social media can be used as a strategic tool throughout the organization, going well beyond marketing.
Findings
This chapter looks at four advantages of social media. Social media provides a mechanism for firms to not just find customers, but also allow customers to find firms. Social media can engage customers, industry influencers, and thought pundits in cost-effective ways that benefit both the firm and stakeholders. The largest contribution of social media is the information from big data on customer needs and wants as well as on the processes underlying consumer decisions. The greatest opportunity lies in how a firm converts data into actionable intelligence in real time.
Practical applications
We discuss how the words, social and media, need to be de-coupled: The concept of social can be practically applied very effectively to areas of strategy and internal learning, and product development. Taking advantage of the opportunities presented by social media requires a social enterprise to be effective.
Originality
This chapter presents an original theoretical framework of social media that can be used by a company to examine the social aspects and implications of every element in the value chain.
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Noel Scott, Brent Moyle, Ana Cláudia Campos, Liubov Skavronskaya and Biqiang Liu
Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…
Abstract
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.
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Lyndel Judith Bates, Ashleigh Filtness and Barry Watson
Purpose – Driver education and licensing are two mechanisms used to reduce crash rates. The purpose of this chapter is to provide an overview of these countermeasures and consider…
Abstract
Purpose – Driver education and licensing are two mechanisms used to reduce crash rates. The purpose of this chapter is to provide an overview of these countermeasures and consider how simulators can be used to augment more traditional approaches.
Approach – A literature review was undertaken evaluating key concepts in driver licensing including graduated driver licensing (GDL), the role of parents in licensing, compliance and enforcement, driver testing and how the driver licensing system impacts on levels of unlicensed driving. Literature regarding driver education for individuals who have and not yet obtained a licence was also reviewed.
Findings – GDL is a successful countermeasure for reducing the crash rates of young novice drivers as it limits their exposure to higher risk situations. The support for driver education initiatives is mixed. As there are big differences between education programs, there is a need to consider each program on its own merits. Driving simulators provide a safe environment for novices to gain experience. In particular, they may be bifacial for development of hazard perception and visual scanning skills.
Practical Implications – GDL systems should be introduced where appropriate. Existing systems should be strengthened where possible by including additional, best-practice and restrictions. When considering driver education as a countermeasure, the type of program is very important. Education programs that have been shown to increase crashes should not be introduced. Further research and development are necessary to ensure that driver education and licensing adequately equip novice drivers with the skills necessary to drive in the 21st century.
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Billy Desmond and Angela Jowitt
The purpose of this paper is to bring attention to a more embodied, holistic way of working which acknowledges not only the mind, but also the body and emotions, of learners and…
Abstract
Purpose
The purpose of this paper is to bring attention to a more embodied, holistic way of working which acknowledges not only the mind, but also the body and emotions, of learners and facilitators as they work together in a co‐created relationship to experience a different way of learning and relating. The authors suggest that practitioners step away from the traditional boundaries of reflecting on experiential learning activities post action. They propose a stronger emphasis on working in relationship with clients in the here and now, to support novel ways of relating and learning to emerge.
Design/methodology/approach
Adapting a reflective inquiry approach, the authors engaged in reflective and reflexive practice to offer a conceptual paper on a dialogical and embodied orientation to experiential learning.
Findings
Learning within Outdoor Management Development (OMD) activities can be enriched within the context of a dialogical relationship where participants are invited to attend to their embodied experience and trust different ways of knowing. This requires a shift from the more individualist to a relational paradigm of relating and learning.
Research limitations/implications
The authors acknowledge the inter‐subjective nature of learning that emerges from within the relationship. So, while a model is proposed to support meaning making, it is not prescribed and in fact the authors realise that it is paradoxical to the emergent nature of learning within relationships.
Practical implications
The authors seek an alternative approach to Kolb when facilitating experiential learning. They propose the Dialogical Experiential Learning Model, inviting facilitators and participants to be more curious about the experience of working in a specific context, while recognising it will be subject to change.
Originality/value
The dialogical orientation of practitioners and the use of a model does, however, offer guiding principles to support facilitation of experiential learning, while challenging current practitioner knowledge.