The Organizational Leadership class is a staple in most undergraduate and graduate management curricula.Faculty teaching leadership courses recognize the need for experiential learning, but often struggle to find meaningful and manageable learning opportunities. Based on the high-impact practices of service and community-based learning, we offer three high-impact experiences designed to complement an organizational leadership course. These experiences utilize experiential learning to reinforce the critical leadership skills of demonstrate empathy, professional networking, and lifelong self-development. These experiences, coupled with self-reflection, enable students to grow their leadership capability while building demonstrable professional skills.others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work. (Career Readiness Defined, n.d., para. 5) Management educators also recognize the presence of a leadership-skills gap within the business curriculum, resulting from heavy emphasis on analytic skills at the

A key stream of research in the control‐trust literature concerns how control builds trust. Yet, the iterative nature between control building trust and trust impacting control is poorly understood. Early formation of trust in work relationships is important because it pervades future interactions and trust‐building attempts, and we join this conversation by examining how workgroups can actively constrain newcomer behaviour through control to build trust during socialization. Specifically, our theory building focuses on the unofficial socialization practice of workgroup hazing to explore how workgroups can systematically force a circumstance in which newcomers must demonstrate their trustworthiness to the workgroup before they can be trusted as insiders of the group. Through this process, the perceived trustworthiness of newcomers affects how the workgroup subsequently controls them. By examining the perspective of the workgroup, we uncover two key mechanisms that impact these control‐trust dynamics in how workgroups often socialize newcomers: (1) there is a shift in vulnerability from the workgroup to the newcomer, and (2) person‐group fit serves as a proxy for the trustworthiness of the newcomer. We conclude with an agenda for future control‐trust research given our theory building.

An extensive body of literature has examined the benefits and challenges of experiential learning in higher education. At the same time, colleges and universities have increased the utilization of large class sections, both online and face-to-face. To date, little research has examined mechanisms for leveraging the benefits, while mitigating the challenges, of experiential learning in large classes. This article seeks to address some of the inherent problems of experiential learning activities in large classes by providing an extension of Kolb’s experiential learning framework. Drawing on the multisource feedback literature, we integrate a multisource evaluation process employing self-assessment, peer collaboration, and community engagement to enhance experiential learning outcomes. We propose that this process will help reduce faculty feedback and coaching requirements, while increasing student engagement and career readiness in large classes. We contend that our framework provides a viable model to facilitate student learning, sheds light on an understudied area of pedagogy, and addresses a practical issue facing management instructors in large classrooms. We conclude by offering a pilot study and implementation examples in three different types of management classes as well as proposing future research directions.

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The Problem Many organizations are ill-equipped to mitigate the talent management challenges associated with extended leave for military reservists. Today, reservists take more long-term leave from civilian employment than at any point in modern history, due to more frequent and longer periods of active service resulting from persistent conflict. Yet, there is a lack of research on managing the dual careers of military reservists, and limited guidance is available for human resource development (HRD) professionals. The Solution We propose that opportunity exists in the effective career management of reservists, who receive extensive military training. This article draws on inclusivity research to provide a model for managing the HRD aspects of extended military leave. Rather than focusing on the compliance aspects of military leave, we believe organizations can increase the performance, commitment, and career progression of reservists to better capitalize on the skills and competencies gained through military service. The Stakeholders This article offers practitioners of HRD and HRM insights into building inclusive organizations for military reservists. Implications may also be of interest to scholars of military psychology, military reservists, and military-connected employees.