This study attempted to determine whether didactic training could increase level of assertiveness and actualization. Sixty-five low assertive undergraduate students were randomly assigned to one of five groups. All groups except a no-treatment control group were exposed to three 20-minute video tapes during the course of 1 week. Group 1 was exposed to the didactic principles of Rogerian theory. Group 2 was given the didactic principles of assertiveness theory. All subjects were given a test battery administered before treatment, after treatment, and again at a 3-week follow-up. The didactic training of Rogerian theory and the didactic training of assertiveness each caused an increase in the level of actualization (p < .01) and in the level of time competence (p < .01) at posttesting and at follow-up (p < .01); the effect of didactic training was significantly greater than the increase caused by inspiration or expectation. Didactic training, however, did not affect assertiveness. The applications for classroom teaching and for counseling intervention, as well as the implications for future research, are discussed.

This paper examines how one indigenous community in the Western Province of Papua New Guinea (PNG) views the social responsibility initiatives of OK Tedi Mining Ltd (OTML). This mining operation has been controversial since its inception, and various operators of the mine have sought to engage the community and to undertake a number of CSR-related projects. Insights gained from four focus groups amongst the Ok Tedi River indigenous communities show that while some members of the community are satisfied with the company’s efforts at the macro level, many have reservations about the effectiveness of the programs at the micro level on the village and family unit. The implementation of CSR activities are slow and in many instances do not effectively address stakeholder concerns.

Current organizational theory looks at time on task, as opposed to time off task. However, there is a more complex pattern of time use. Organization time, based on these findings, is defined as whether one engages with organization, or disengages from organization, and engages with task, or disengages from task. This article explores the theoretical implications of these complex relationships, as the locus of an individual’s use of time moves along the axes of engagement/disengagement from organization and task. The author urges organizational theorists to explore and evaluate the importance of understanding time usage for a better understanding of phenomena such as organizational learning, creativity, and quality of work life. This model provides a framework for further investigation and theoretical understanding of time from the perspective of the individual as well as of the organization.

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