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Given the changing work force demographics and the increased globalization of businesses, the usage of a multidimensional construct to assess racioethnic differences in job‐related attitudes and behaviors may be able to provide researchers and practitioners with a better understanding of how to more effectively manage diverse individuals within various organizational contexts. As such, it is purported that racioethnicity is multidimensional, with at least three dimensions: physioethnicity, the physical dimension; socioethnicity, the sociocultural dimension; and psychoethnicity, the psychological dimension. It is further posited that examining socioethnicity and psychoethnicity, in addition to physioethnicity, will enable researchers and practitioners to assess the sociocultural and psychological dimensions of racioethnicity and their affects on various organizational behavioral outcomes, which have traditionally been ignored.

Recent studies of racioethnic differences in job satisfaction have yielded inconsistent results. It is posited that the physical variable race/national origin (synonymous with physioethnicity), that is commonly used to operationalize race/ethnicity, is not sufficiently comprehensive to detect the social and cultural essence of racioethnicity. Thus, this article offers “socioethnicity” as a less observable type of racioethnicity. This delineation of socioethnicity enables the researchers and practitioners to measure the number of cultures with which an individual identifies. Based on previous research findings and grounded in orthogonal cultural identification theory, it is hypothesized that multicultural members of the majority group in a racioethnically diverse work environment will be more satisfied with their coworkers than monocultural members. Results supported the hypothesis.

Mentoring is highly regarded as a career‐enhancing phenomenon necessary for any aspiring executive. Several debates within the literature have led to a lack of consistency regarding the definition of mentoring and a mentor, the functions of a mentor, and the various types of mentoring. It appears that much of the confusion stems from the relationship and association of mentoring with the concept of sponsoring. Within the majority of the literature regarding developmental relationships, sponsoring has been posited to be a sub‐function of mentoring. This paper presents two arguments for viewing and examining mentoring and sponsoring as distinctly different, non‐mutually exclusive, and possibly concurrent phenomena, as well as offers universal definitions for both terms. This delineation is offered to aid aspiring executives in their decision making process as to whether to select a mentor, a sponsor, or both.

Given the growing racioethnic heterogeneity of today's global workforce, it is necessary for researchers and practitioners to continuously examine the impact of racioethnic diversity in various organizational contexts, both foreign and domestic. The impact of racioethnic diversity has received a lot of attention in the literature with respect to various organizational attitudes and behaviors. However, after canvassing the literature, there is a void with respect to assessing whether various dimensions of a job intrinsically motivate racioethnically‐diverse individuals differently. This line of research should be of interest to both researchers and practitioners, considering it is widely accepted that motivation is a precursor to various organizational outcomes, such as job satisfaction, absenteeism, and productivity. This study revealed that there are differences with respect to job satisfaction and the intrinsic motivation racioethnically‐diverse individuals derive from their jobs.

Many organizations have implemented formal mentoring programs within the last few years. Some organizations have realized success with their formal mentoring programs, while others have not fared so well. A missing link with many formal mentoring programs is a corporate level mentoring strategy. The lack of a corporate level mentoring strategy inhibits the mentoring process from becoming an integral part of an organization’s culture, therefore not allowing for the maximization of benefits that can be gained from effective formal mentoring processes and programs. Thus, this paper offers a framework for creating a corporate level mentoring strategy; a standardized mentoring process; and customized mentoring programs, all of which should align with the organization’s strategic positioning to facilitate the achievement of maximum effectiveness from the implementation of formal mentoring programs.

To provide practitioners and researchers with a framework for using individuals' multiple intelligences (MI) to enhance team productivity.

This paper is a general review paper that examines how the theory of MI as espoused by Gardner may be used to enhance the productivity of teams. Based on its use in organizational training, it is suggested that MI theory can and should be applied in the context of organizational teams. This descriptive paper is divided into the following sections: literature reviews of team development, team building, MI, and the use of MI in organizational training; and the development of a framework for using MI to enhance team productivity.

Provides information about how individual team members' varying degrees of the eight MI espoused by Gardner may be used to enhance their contributions to the team. Suggests that the enhanced contributions from team members will lead to enhanced team productivity, and ultimately, enhanced organizational productivity.

Empirical research is needed to test the MI and team productivity framework presented. Additionally, from a conceptual and empirical perspective, the relationship between team productivity and other contemporary dimensions of intelligence, such as cultural, emotional, and practical intelligences, need to be investigated.

A very useful framework for managers to use as a tool to enhance the productivity of their teams by encouraging members to use their complementary intelligences to successfully accomplish team goals.

No other paper offers managers a practical framework to encourage team members to use more than just their written and verbal intelligences to complete an assigned task.

Many organizations have implemented various types of initiatives within the last few decades in an effort to deal with diversity. A possible missing vinculum (link) between how an organization deals with diversity and its impact on the bottomline is a corporate diversity strategy that is executed using a planned change approach to systemically manage diversity. While many organizations have implemented a corporate diversity strategy, most have not used a “planned change‐corporate diversity strategy”. The lack of a “planned change‐corporate diversity strategy” is quite likely to inhibit managing diversity from becoming systemic to an organization's culture and its way of doing business, thus tending to disallow the potential benefits of diversity to be maximized. Hence, this paper offers a framework for using a “planned change‐corporate diversity strategy” to: progress along the “diversity continuum” starting with acknowledging to valuing, and ultimately to managing diversity; and systemically managing diversity using a eight‐step “managing diversity process”.

Intragroup conflict research has shown that task conflict can improve group outcomes, but it has not addressed how groups ensure that the positive aspects of task conflict are realized. This study examines the influence of group conflict management on group effectiveness, as well as the moderating role of group conflict management on task conflict—group outcome relationships. Results of a field survey of 96 business school project groups indicated that the use of agreeable conflict management in response to task conflict was associated with greater group satisfaction. Results examining group conflict management as a moderator showed that the relationship between task conflict and group performance was positive when conflict was actively managed and negative when it was passively managed. Similarly, task conflict improved group satisfaction when managed with agreeable behavior, and harmed satisfaction when neutral or disagreeable behaviors were used. Results from this work provide an important first look at how group conflict management behaviors directly impact group outcomes and affect task conflict—group outcome relationships.

THERE was once a small boy with a large head and a frown above his short‐sighted eyes who, every Friday night in life, with a large bundle of books under his arm, passed through the grey streets of the town of Greenock. There was the look of a student about this pug‐nosed youngster, and decent motherly persons, marking his regular passages to and from the Watt Library, spoke of him as “an awfu' boy for books.” He seemed to such, no doubt, a scholar in embryo, a professor in the making; and you know what women are with the shy and retiring of the other sex. But had some knowing person stopped that earnest lad and examined a typical batch of titles, he would, I fear, have had to laugh at the preposterous variety of it, at the incredible mixture of good and bad with which the boy satisfied his craving to read.

“THACKERAY HOTEL!” The order was given many times during the Easter week end by library assistants, but mainly during Thursday afternoon and evening and Good Friday morning. Members of the Easter School were arriving from various parts of the country and the Continent, and the metropolitan members were intent upon making all haste to headquarters. No one could be there too soon, and a number of provincials had been fortunate enough to get to town during the earlier part of Thursday. The Hon. Secretary was one of the first arrivals. Officially, his duty to the Association demanded his presence; unofficially, one suspected he was anticipating a good time, but he was entitled to the latter provided he fulfilled the former. Had his enjoyment depended upon the success of his arrangements he would have found it difficult to crowd it into the time the school lasted, for results showed that it would not have been possible to improve the programme or the manner in which it was carried out.