Movies have mesmerized audiences for years, crossing boundaries of race, gender, age, culture, and nationality. They have also been used to teach people how to lead. One text that zeroes in on the essence of leadership is The Leadership Challenge, by Kouzes and Posner (2002). Through their research, they have highlighted five practices of effective leaders. It is our intent to share how we apply movies to teach the tenets of the groundbreaking leadership research of Kouzes and Posner, with proven ideas that work with students of leadership in any setting. Using movies to teach leadership is a winning strategy; however, diligent planning is required to incorporate them successfully into leadership education. Movies are entertaining, informative, energizing, and educational, if used skillfully. The more facilitators use film, the more skilled they will become and the more the participants will benefit.
Students' impressions of campus recruiters influence students decisions on eventual job choice. In this study, the authors attempted to assess the effects of three variables—recruiter's age, recruiter's title, and recruiter's presentation—on students' impressions. A three factor factorial analysis of variance with three separate post hoc tests indicated that recruiter title and recruiter age significantly influenced impressions, while nonfluent presentation may have had a selective influence on impressions.
The objective of the current study was to determine if stereotypical perceptions of women as managers existed among men and women in two different cultural settings, the U.S. and Chile. Using the Women as Managers Scale (WAMS), 412 participants from the U.S. and Chile responded to questions about their perceptions of women performing managerial roles and tasks. Gender and culture effects were identified at both the multivariate and univariate levels. 1 The results showed that male subjects in both cultures had more stereotypical and negative perceptions of women as managers than did female subjects, and the U.S. participants (both male and female) had more positive and less stereotypical perceptions of women as managers than the Chilean participants. Implications for research and practice in cross-cultural and international management are discussed.
INTERVIEWING SKILLS are essential for managers and would-be managers. In the interview assignment described in this article, students develop such skills as they also learn communication theories, test those theories in practical applications, think critically, relate new to old information, and have fun.
CONTEXT FOR THE ASSIGNMENTIn this assignment, students are required to conduct an interview, write a report, synthesize information, and receive written feedback from the person interviewed. The instructor may also provide optional additional feedback. This assignment originated in Goyer, Redding, and Rickey (1968) and has been formally updated by Goyer and Sincoff (1977) and by Sincoff and Goyer (1984). Today, the assignment is tweaked slightly each time I use it to reflect current learning objectives for students.The assignment can be adapted to fit a range of introductory courses at both the undergraduate and graduate levels: dyadic communication, management and organizational behavior, or management communication. The following sections describe an adaptation for a communication/interviewing course and for a management course.
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