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Examines key competences required in US places of work and describes how these can be most effectively taught in the workplace and not the classroom. It is more efficient to train staff in the workplace. Describes vocational training programmes set up at Northern Tube, Pacific First Federal and an apprenticeship programme at Siemens Stromberg‐Carlson. Concludes that if employees are given an opportunity to improve themselves, most will.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The concept of grit has been receiving increased attention in recent years. Grit is a trait that enables individuals to persevere while facing challenges and obstacles in life, sometimes “winning at any cost”. The purpose of the study is to understand how ethical views may vary among different groups of people segmented on grittiness. Our key argument is that grittier segment is more inclined towards Machiavellian factors (amorality, desire for control, desire for status, distrust of others) and materialism.

Data derived from self-administered questionnaires completed by convenience samples of Indonesians living in Daerah Istimewa Yogyakarta (DIY), a region commonly considered as the miniature of Indonesia. Turning to market segmentation tools (n = 467), we first segment people based on their level of grittiness and, subsequently, investigate each segment's perception towards various Machiavellian factors (amorality, desire for control, distrust of others) and materialistic attitudes.

The study identified three segments of grittiness: The Least Gritty (the Good), The More Gritty (the Bad) and The Most Gritty (the Ugly). The results of this study showed the dark side of grit. Individuals with higher grit traits are more likely to behave unethically which could be referred to as “bad” and “ugly”. To help them succeed, cheating and lying are more likely considered acceptable by gritty individuals compared to less gritty “good” individuals.

Merely focussing on grit–be it grit promotion or training–may produce individuals who achieve success at all costs and disregard ethical values. An implication from the study is not to discourage developing grit in individuals but instead to add and emphasise ethical components. This implication is especially critical for educators and managers developing grit as a part of their activities.

The results of this study will have important theoretical implications and managerial implications educators balancing the consequences of teaching grit, but also for managers interested in understanding employees' level of grit within their workplaces along with ethical considerations.

Teaching ethical decision making can be distinguished from teaching decision making in other settings by its juxtaposition of students’ affect with their intellect (Gaudine & Thorne, 2001); as Griseri (2002, p. 374) aptly points out, “effective business ethics teaching should involve a combination of…two aspects of ethical situations – their emotional and intellectual elements.” To engage students’ affect, research suggests the use of multiple teaching modalities (e.g., films, case studies, journals, and role-play) (McPhail, 2001). To develop students’ ethical intellect, research recommends using appropriate, individual-specific cognitive stimulation (Massey & Thorne, 2006). Yet, in designing courses, faculty typically preselect course teaching methods independently of the particular students who enroll in the course, often teaching their courses using methods that are consistent with their own personal learning styles (Thompson, 1997) even though those methods may not be effective for (m)any students in their classes. Nonetheless, investigating each student’s preferred learning style and tailoring the course accordingly is impractical (cf., Montgomery & Groat, 1988). Thus, as highlighted in the ethics literature (McPhail, 2001) and suggested in the education literature (Nilson, 2010a), faculty should utilize a variety of approaches to effectively teach ethics to their accounting students. To facilitate these efforts, this paper presents and evaluates various strategies accounting faculty can use to teach accounting ethics in ways that correspond to students’ varying learning preferences. As such, the strategies this paper provides can be used to create an accounting ethics course that affectively impacts and cognitively stimulates a diverse student body that, in turn, can lead to improved ethical reasoning skills.

This chapter presents a new model for developing and assessing the decision competencies of executive decision-makers. Prior models consider individual and group decision-making but neglect to consider the impact of group-interactive decision-making on real-world problem-solving and sense-making activities. In the present study experimental protocols represent an approximation of a realistic business decision-making process, where decision-makers consult with groups of stakeholders and then make decisions on their own. The model juxtaposes decision competence with the level of decision confidence with which decisions are made. The study furnishes an objective test for this phenomenon, resulting in quantitative empirical evidence of either follow-the-herd (FTH) behavior, or group-forged individual decisions (GFID), or follow-my-own-mind (FMOM) individual decision behavior. The study investigates the impact of group-interactive decision processes on hubristic behavior – decision-makers who make poor/wrong decisions, but remain confident in their choices, judgments, and decisions. The resulting management decision competency model provides an inter-disciplinary matrix, of benefit to human resource development specialists, and provides scholars in organizational behavior and leadership development with guidance for current and future research into group dynamics and decision competencies.

IN the post‐war era, an era marked by rapid political, economic and financial change, a large part of the structure of British industry has been refashioned. To the aircraft industry the necessity for new methods imposed by the urgency of the times came with little warning. The industry, as the result of the growing international tension, suddenly found itself saddled with almost overwhelming responsibility as the most important figure in the rearmament programme upon which this country was compelled to embark. Nor was that all. The requirements of an expanding civil aviation and of the export markets had also to be catered for. It is small wonder, therefore, that the industry found its resources strained to breaking point, nor that mistakes were made and critics made great play of inadequacies that were, in the circumstances, inevitable. By a process of trial and error the aircraft manufacturers, in conjunction with the Government and with the engineering trades, have now evolved methods of organization and co‐operation designed to meet present needs.

The purpose of this paper is to advocate the employment of “bounded emotionality”, as borrowed from organisational studies on emotionality, as an alternative framework to examine and understand entrepreneurial behaviour and practice.

The authors review the debate and trends in entrepreneurship research with particular regard to structure and agency. They then argue that the application of Mumby and Putnam's concept of “bounded emotionality” strengthens the critical tradition and particularly contributes to that strand which utilises Giddens' structuration theory by explicitly treating the emotional aspects of entrepreneurial behaviour that operate outside the consciousness of individual agency.

The adoption of an alternative methodological framework, involving “bounded emotionality”, within a broad socio‐cutural and political‐economic perspective, can assist policy makers to rethink their generalised approach to the design and implementation of specific programmes and initiatives to support entrepreneurial development in favour of devising alternative approaches to fit particular contexts and localised settings.

This theoretical paper contributes to the critical debate in entrepreneurial research, which advocates the need for an alternative, more socialised approach that attempts to account for the relationship between social structure and individual entrepreneurial action.

The paper contains the first attempt to apply the concept of “bounded rationality” to entrepreneurship research.

This paper is intended to inform debate regarding proposed restrictions on advertising to children, particularly in New Zealand. It reviews the literature and arguments for and against such restrictions and attempts to establish whether these restrictions are likely to work as intended. Alternatives for addressing the legislative, regulatory and ethical dimensions associated with advertising to children are discussed together with a future research agenda.