Consumers of services have expectations about what they will receive from the delivery system. These expectations are beliefs about future events which, when compared with the perceived actual service delivered, are presumed to influence satisfaction and assessments of overall service quality. The purpose of this paper is to propose a model that outlines the process through which expectations operate at the point of delivery and provide a framework for future investigations. Implications for management practice focus on service provider behavior at the point of delivery and on control of cues that may influence consumer expectations once they have entered the delivery system. Directions for research include verification of model relationships and identification of specific types of cues that relate to attributes commonly considered in consumers' judgements of service quality.

Purpose: Guided by voice and leadership theory, we articulate the underpinnings of upward defiance (competence deficiency; ignorance of concerns; structural gaps between echelons) and describe the managerial actions that help depose those underpinnings. Design / Methodology / Approach: We analyze 30 historic narrative accounts of actual mutinies. The journalistic accounts from bygone eras provide unparalleled insight into the basic dynamics of mutiny and provide novel insights into organizational defiance. Findings: Our principal findings show that the underpinnings of mutiny in organizations derive from three foundations: disconnections between authority echelons, modes of addressing member disgruntlement, and the need for management to develop competencies continuous. Originality / value: We go beyond reports of mutinies in the popular press and lore by applying our findings to modern organizations.

Organizations considering having their employees participate in workplace decision making are faced with significant decisions about the nature and extent of activities in such programs. In general, the managerial literature provides mixed reviews on the success of these types of programs. The present study examines, by means of Rasch model analysis, the experiences of a large sample of organizations undertaking a variety of participation-related activities. The results suggest that there is an underlying relationship among differing employee participation activities, and, consequently, attention must be given to the processes used to choose and implement those activities.

In this study, the key factors in Edward Lawler's conceptualization of employee involvement are examined with respect to program c participative management efforts reported by Fortune 1000 firms. The results support the proposition that the degree of employee involvement existing within an organization is related to both the use of participative management programs and average participation within programs. In addition, the results support the contention that measurement issues continue to hinder efforts to clarify the definitional questions surrounding employee participation.

The pervasiveness of personal computers (PCs) in business has encouraged expanded use in business schools. This effort has spawned a multitude of "supplemental" problem-solving software packages, which are frequently offered as peripherals to existing textbooks and are designed for use in the PC enhanced environment [1]. Although the incorporation of computers in education increases realism and facilitates computation, there are divergent views on the extent to which their use enhances learning [2] and little is known about the real contribution to learning of the use of the PC in conjunction with such materials. Among business subjects, the field of production operations management (POM) is one of the more amenable to computer assisted instruction (CAI). Through computer applications and educational PC software, subjects as diverse as basic statistical analysis, mathematical programming, materials requirement planning, aggregate scheduling, and forecasting can be more completely developed in the educational context [3]. Unfortunately, as Gross and Raymond[4] conclude, the promise of microcomputers in the POM classroom is, as yet, largely unrealized.The Framework of the Problem Specific concerns have been raised about such issues as format and programming rigidity of computer instruction and, more importantly, the overall impact on the nature and content of the learning process [5]. Considering the effects of television, McLuhan[6, p. 70] refers to a "massive surgery" when discussing the altered processes by which we amplify and extend ourselves, and thereby, the processes through which we learn. Extensions of the senses, such as through CAI, shift the usage of those senses, generating explosive growth of some senses and atrophy of others. While overall individual growth may result from this sensual extension, alertness for potentially adverse effects, such as the atrophy of less-used senses, is appropriate. The implications for education are tremendous; yet, unfortunately, there has been insufficient consideration of these issues.