This article examines teammates' perceptions of individual expert and referent power (personal power) in student teams working on a semester-long project. In our study, we found a positive relationship between being perceived as high in personal power (expert and referent power) by teammates and faculty advisor-rated performance, measured by…

Just as there is a tension between business professors' practice of assigning team projects, especially in capstone courses, and students' inclination to avoid them, there is also a tension between students' desire to choose their own teammates and professors' belief that they can do a better job of team creation. Professors have learned that when…

For as long as formal management education has existed, students have worked in groups to perform team projects. And for about the same amount of time, teachers have wondered about the best way to structure and administer student teams. Formal recommendations have been developed on how to effectively create and administer student teams. However,…

The most recent recipient of the JME Lasting Impact Award, "Lessons from the Best and Worst Student Team Experiences: How a Teacher can make the Difference," by Bacon, Stewart, and Silver (1999) is an elegantly presented examination of how the set of decisions made by instructors regarding team assignments affect student experience. An…

This article explores the shadow dynamics of experiential learning using a psychodynamic perspective. It reviews the concept of shadow at the individual, group, and intergroup levels and draws on a short case from the author's experiences to consider how shadow dynamics may arise quickly and unexpectedly to take over the experiential learning…

Managers play an important role in creating organizational resilience. In highly volatile and uncertain times they must employ long-term visioning, think in alternatives, and deal with complexity in order to promote organizational resilience capabilities. However, strategic management education has been criticized for not providing significant…

We studied group and individual co-regulatory and self-regulatory strategies of self-managed student project teams using data from intragroup peer evaluations and a postproject survey. We found that high team performers shared their research and knowledge with others, collaborated to advise and give constructive criticism, and demonstrated moral…

The study of emotion in organizations has advanced considerably in recent years. Several aspects of this research area make calls for its translation into business curricula particularly compelling. First, potential benefits to students are significant. Second, important contributions to this scholarship often come from the classroom. Third,…

Business school courses often require team projects, both for pedagogical reasons as well as to prepare students for the kinds of team-based activities that are common in organizations these days. However, social loafing is a common problem in teams, and peer evaluations by team members are sometimes used in such team settings to assess…

We describe a multifaceted, multilevel approach to teamwork learning and assessment. It includes teamwork knowledge, peer and self-appraisal of teamwork behavior, and individual and team performance on objective tests for teaching and assessing teamwork in an undergraduate business program. At the beginning of this semester-long process, students…

Many capstone strategic management courses use computer-based simulations as core pedagogical tools. Simulations are touted as assisting students in developing much-valued skills in strategy formation, implementation, and team management in the pursuit of superior strategic performance. However, despite their rich nature, little is known regarding…

Although most business students participate in team-based projects during undergraduate or graduate course work, the team experience does not always teach team skills or capture the team members' potential: Students complete the task at hand but the explicit process of becoming a team is often not learned. Drawing from organizational learning…

The authors present an efficient and easy-to-implement experiential exercise that reinforces for students key concepts about task groups (i.e., group cohesiveness, conflict within groups, group effectiveness, group norms, and group roles). The exercise, which uses a documentary about the making of Fleetwood Mac's "Rumours" album to demonstrate the…

The Fritz J. Roethlisberger Memorial Award for the best article in the 2011 "Journal of Management Education" goes to Rae Andre for her article, Using Leadered Groups in Organizational Behavior and Management Survey Courses ("Journal of Management Education," Volume 35, Number 5, pp. 596-619). In keeping with Roethlisberger's legacy, this year's…

In this article, the Eco Challenge race video is presented as a teaching tool for facilitating theory-based discussion and application in organizational behavior (OB) courses. Before discussing the intricacies of the video series itself, the authors present a pedagogically based rationale for using reality TV-based video segments in a classroom…