Tips for Teaching Large Classes

Abstract

Within the relative recent past many universities have turned to large class sizes as one response to constrained resources. These large classes, including Organizational Behavior (O.B.), present an array of unusual teaching problems which can become obstacles to an effective learning experience if not addressed.The purpose of this note is to suggest some strategies and techniques for dealing with large O.B. classes. Both authors have made the transition from teaching relatively small O.B. class sizes to managing megasection classes, i.e., several hundred students. We begin with a discussion of the conceptual purpose of the class, followed by the techniques available to cope with large class problems.Conceptually, it is probably accurate to state each O.B. faculty member has his or her own cognitive map of what O.B. should be. Ritchie (1975) previously described five frameworks, or emphases for O.B.: a managerial focus; an individual development focus; a group effectiveness focus; an organizational theory focus; and a &dquo;bottom-up&dquo; focus i.e., vulnerable students should learn how to protect themselves from becoming victimized in organizational life. Whichever cognitive map we choose, our concepts, values, and belief systems influence how we teach O.B. It is also true that large classes effectively limit our ability to operationalize these conceptual frameworks. For example, it is extremely difficult to adopt a group effectiveness approach in large classes since small group dynamics are not a practical possibility. It may also be difficult to demonstrate an individual development focus, where emphasis is placed on being a &dquo;complete&dquo; person/manager. The large number of students increases the difficulty of giving attention to individual students, maintaining student attention during lectures, and encouraging participation.One option is to conceptually &dquo;position&dquo; the class more toward a managerial focus. A managerial emphasis focuses on the instructor as a managerial role model. For example, the large class size represents an externally imposed constraint which limits courses of action for both student and professor. This bears at least some similarity to a future manager's (i.e.,