This study examined the relationship between Dickinson's (1993) components of teamwork and ratings of team members' contributions to team success. Undergraduate students (n = 179) each viewed 1 of 8 videotapes depicting a team interacting to solve the Winter Survival Problem. Participants then completed a 52-item questionnaire assessing the connection between teamwork components and perceptions of contributions to team productivity, team viability, teamwork, and overall team performance. With 1 exception, all of the teamwork components manipulated in the study significantly affected appraisals of several aspects of worker effectiveness. Furthermore, raters considered teamwork behaviors that provided direct assistance or direction to team members as being especially critical.

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Key macro-trends are combining to create a new work context for the practice of engineering. Telecommuting and virtual teams create myriad possibilities and challenges related to managing work and workers. Social network technology tools allow for unprecedented global, 24/7 collaboration. Globalization has created hyper-diverse organizations, magnifying the possibility for both generative creativity and destructive conflict. A growing body of research makes it clear that effectiveness in the changing world of work requires thinking differently and working differently. There is an emerging consensus that socio-cultural competence is an essential addition to the technical competence that has traditionally been identified as critical for engineers. Related to this, the value added to the work of engineering by the development of emotional intelligence (EI) competencies is gaining attention in the professional and the educational engineering literature. This paper describes a program for integrating emotional intelligence content into the curriculum in order to better prepare graduates to add value to their organizations and experience personal success working in the new normal. It also discusses the findings from a multi-year research study that measured the results of the program. </span></p></div></div></div>

Purpose The purpose of this paper is twofold: first, to examine George Washington’s approach to leadership through the lens of contemporary leadership theory and practice; and second, to help modern managers further reflect upon and develop their own leadership capabilities through a historiographic examination of Washington’s leadership traits and skills. Design/methodology/approach Combining three different academic disciplines, management, psychology and history, the author utilized a historiographic and interdisciplinary research methodology, conducting a detailed exploration of the life of George Washington through an examination of a wide range of original archival materials, books, journal articles and other sources. Findings The present analysis reveals that Washington demonstrated a variety of well-validated leadership competencies (e.g. emotional intelligence, resilience, integrity, etc.) that are largely consistent with leader-centered theoretical conceptions of leadership. Originality/value This is the first historiographic study of George Washington’s approach to leadership within the management literature. Additionally, through the development of a competency model, the study demonstrates how Washington employed tools and techniques from a host of modern leadership theories to achieve critically important results.

Organizational justice involves the study of people's perceptions of and reactions to fairness in organizations, and has been shown to relate to a host of important organizational outcomes such as absenteeism, turnover, employee engagement, and job performance. Organizational justice consists of four primary components. Distributive justice focuses on people's satisfaction with their share of valued organizational outcomes. Procedural justice refers to degrees of satisfaction with the means and processes by which valued organizational outcomes are allocated. Informational justice can be defined as the accuracy, amount and timeliness of information provided to organizational members to explain outcomes and procedures. Interpersonal justice can be defined as the degree of dignity, respect and professionalism accorded to all organizational members. In the present paper, the author, based on his experience consulting with Fortune 500 companies in the area of organizational justice, presents a simple framework through which organizational justice concepts can be extended to college teaching.

Between 70 million and 100 million Americans—or as many as one in three—have some type of criminal record (Vallas & Dietrich, 2014). Having even a minor criminal record often functions as a significant impediment to gainful employment and resultant economic security. This is especially problematic given that: (a) many companies now incorporate background checks within their hiring process and (b) little empirical research exists about the relationship between criminal records and job performance. Thus, this study examined the relationship between criminal records and objective performance of customer service representatives (N = 627) in a large telecommunications firm. Our regression analyses indicate that criminal record was not a predictor of job performance.