Violations of trust are an unfortunate but common occurrence in conflict and negotiation settings: negotiators make promises that they do not keep; parties in conflict behave in unexpected ways, escalating tensions and breaking past trust. What often follows these violations is some form of an account, specifically an apology, in an effort to repair that trust. But are some apologies more effective than others? Two studies reported here examine the structural components of apologies. Six components of an apology were defined from previous research and presented to subjects—singly and in combination—in the form of component definitions and in the context of a trust violation scenario. Results indicate that not all apologies are viewed equally; apologies with more components were more effective than those with fewer components, and certain components were deemed more important than others. Moreover, apologies following competence‐based trust violations were seen as more effective than apologies following integrity‐based violations. Implications and future directions for research in the structure of effective apologies are presented.

Onboarding is frequently used by organizations to help socialize newcomers, but little research has focused on the specific onboarding practices organizations use or the effectiveness of those practices in facilitating newcomer adjustment. To begin addressing this gap, this study explores specific onboarding practices and evaluates the Inform‐Welcome‐Guide framework of onboarding practices. Data are presented from representatives of 10 organizations regarding what onboarding practices they offer and how those practices are offered. Three hundred seventy‐three new employees from those same 10 organizations also shared their perceptions of the practices they experienced, when those practices were experienced, and the perceived helpfulness of those practices. Lastly, the extent to which new employees were socialization was assessed. Several research questions and hypotheses among these variables were examined, and most of the hypotheses supported. Implications of these findings for future research and practice are discussed.

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Management education research has provided educators with new instructional tools to improve course design and update the methods used in the classroom. In an effort to provide the typical undergraduate management student with the best possible learning experience and outcomes, it is important to recognize how and why these new activities benefit the student. To reach this goal, one must first understand that the traditional undergraduate management student, aged 18 to 25 years, is in a phase of life development referred to as emerging adulthood in which they are distinctly different from mature adults demographically, cognitively, emotionally, and socially. With this understanding, our research analyzes how each of the six assumptions of andragogy can be applied uniquely to the emerging adult undergraduate management student. We provide the management educator with a method for classifying the level of development of students along the focus areas of andragogy, general instructional design ideas for addressing those particular levels of development, and a number of specific activities identified in a review of Journal of Management Education articles with notes on the conditions under which activities will be most effective. Student learning experiences can be improved when course activities are designed more intentionally and meaningfully.