Developmental Diversity and the Ob Classroom: Implications for Teaching and Learning

Gallos, Joan V.

doi:10.1177/105256298801300405

Cited by 27 publications

(8 citation statements)

References 5 publications

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“…Students also tend to exert some peer pressure on each other to self-disclose. However, students do come to the business ethics class setting with different capabilities for understanding themselves, with different levels of education (Brinkmann and Sims, 2001;Gallos, 1989;The Hastings Center, 1990;Sims and Sims, 1991) and with different tolerances for public disclosure (Lindsay, 1992).…”

Section: Challenges Of the Learning Processmentioning

confidence: 99%

Designing and Delivering Business Ethics Teaching and Learning

2006

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Section: Challenges Of the Learning Processmentioning

confidence: 99%

Designing and Delivering Business Ethics Teaching and Learning

2006

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“…Individuals at different developmental stages perceive and structure their world differently (Gallos, 1989(Gallos, , 1993. These different patterns of psychological organization lead to different capabilities for self-reflection, relative thinking, acceptance of personal causality, and tolerance for ambiguity.…”

Section: An Essential Metacurriculum: Encouraging Developmental Growthmentioning

confidence: 99%

Learning From the Toxic Trenches

Gallos

2008

Journal of Management Inquiry

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This article offers an insider's look at the power and consequences of high levels of workplace emotion in order to deepen understanding of the workplace relationships and practices needed for individual and organizational success. It begins with a definition of terms, illustrating the linkages among toxic emotions, organizational effectiveness, leading, and change. It explores insights and strategies for managing the dynamics and proposes five steps for sustaining healthy leaders in an increasingly pressurized work world. The article advocates new models for education and training, as well as renewed attention to the development of theories and structures that promote individual and organizational health.

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“…Furthermore, gender-based developmental differences interact with these historical realities to increase the complexity. Although developmental thinking affects all students’ perspectives toward teaching, learning, and the instructor’s role in the classroom (Gallos, 1989a), gender adds an additional twist. Perry (1968), for example, views a student’s struggle with basic dualism—beliefs that the world is right-wrong—as a critical developmental step to be navigated during the college years.…”

Section: Women’s Experiences and Ways Of Knowingmentioning

confidence: 99%

Republication of “Women’s Experiences and Ways of Knowing: Implications for Teaching and Learning in the Organizational Behavior Classroom”

Gallos

2017

Journal of Management Education

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Last term, like most in the past 14 years, I taught an introduction to organizational behavior (OB). My students were Radcliffe Discovery students-a select group of bright, underemployed women who provide principle financial support for their families. A seasoned veteran, I turned on professional automatic pilot and prepared as usual for the course. I expected nothing monumental from an opening class intended to introduce course goals and requirements, offer a snippet of theory about new group formation, and allow everyone to introduce themselves. I anticipated customary beginning-of-course jitters, moderate amounts of "It's hard being back in the classroom after all these years," and predictable questions about requirements, grading, books, and library reserve lists. I planned to wrap up those loose ends and end the first class early. We did not end early-in fact, we ran 40 minutes late. This was not the perfunctory first class meeting that experience had led me to expect. I left that class deeply moved and poignantly reminded of the power of gender in the classroom. What happened in that first course meeting? What does it all mean for the classroom and for the teaching of OB?

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Developmental Diversity and the Ob Classroom: Implications for Teaching and Learning

Cited by 27 publications

References 5 publications

Designing and Delivering Business Ethics Teaching and Learning

Designing and Delivering Business Ethics Teaching and Learning

Learning From the Toxic Trenches

Republication of “Women’s Experiences and Ways of Knowing: Implications for Teaching and Learning in the Organizational Behavior Classroom”

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