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The purpose of this paper is to examine the expectations of human resource management professionals as they relate to reality‐based learning experiences that can shape college graduates' education. Computer‐based simulations can provide a strong opportunity for learning‐by‐doing, so it would be important to understand what skill sets should be targeted for these.

A survey was used for the research question: what work‐related skill sets will human resource management (HRM) professionals value in recent college graduates who are starting in entry‐level HRM positions? The respondents were from the Society of Human Resource Management (SHRM).

The respondents targeted specific skill sets that they value, and the data provided can now be applied in creating reality‐based learning opportunities using educational simulations in an online environment.

The potential for future research includes the opportunity to collect data on student use of educational simulations that focus on providing the subject HRM skill sets in this paper.

The implications for pedagogy include the use of educational simulations that target the reinforcement of specific HRM skill sets that have been identified. These can provide college students with a unique opportunity for praxis.

This paper examines the underlying value of reality‐based learning and how the use of educational simulations can add value in praxis. Additionally, it identifies several HRM skill sets for recent college graduates seeking to enter the HRM field. This paper will be of value to university educators, curriculum management professionals, university administrators, and university technology management professionals.

The purpose of this paper is to examine the effects of gender identity on protégés' satisfaction with mentoring relationships. More specifically, it aims to investigate whether or not a protégé's feminine or masculine identity, by virtue of emphasizing different criteria, roles, and preferences, impacts his or her satisfaction with the performance of a mentor.

Managers and/or professionals, identified by in‐career MBA students at large universities in the East, completed surveys to assess relationship satisfaction as a mentoring outcome.

The results of this study indicate that masculine protégés, who strongly identify with their career roles, report being more satisfied with mentors who provide career development support. Conversely, feminine protégés, who measure career success using socio‐emotional‐based criteria, report being more satisfied with mentors who provide psychosocial support.

The study is limited in its generalizability due to the type of sample studied. The sample consisted of managers from a variety of male‐dominated occupations. In addition, since the data were self‐reported on a single survey, common method bias may also be an issue.

Despite limitations, the study implies that assessment of gender identity and related skills can provide organizations with more effective guidance and matching of mentors and protégés to maximize perceived satisfaction on the part of the protégé.

Although many studies have investigated a variety of factors that affect mentoring, few have examined the influence of gender identity on the functioning of these relationships.

The paper aims to address the question, “What is the impact of web-based video via webcams on virtual team trust and effectiveness?” Change and evolution in team perceptions over time are described. The result is the creation of a theoretical model describing the effect of webcams on virtual team development.

A qualitative phenomenological heuristic case study was used to explore the individual expectations and experiences of the team members over a six-week period. To strengthen reliability and validity, two qualitative methods, content analysis and constant comparative analysis — a means of grounded theory, were used to both test the historic basis of the existing literature on trust and effectiveness in virtual teams and to explore how the use of webcams influenced the work, interactions and effectiveness of a virtual team. Both qualitative methods involved different pairs of researchers using inter-rater coefficients to address coding reliability and validity. Results from the two methods were then compared and contrasted.

The resulting model highlights the importance of ongoing, formal differentiated training on new technology. This research also suggests careful management of technology change and its deployment to enhance outcomes of various organization forms.

Given the nature of the qualitative study, the findings are not generalizable, but may illumine the understanding of webcams and technology adaptation in similar virtual teams.

The resulting model highlights the importance of ongoing, formal differentiated training on new technology. This research also suggests careful management of technology change and its deployment to enhance outcomes of various organization forms. The study incorporates Technology Acceptance Theory and applications of the Kirton Adaptation-Innovation Inventory.

With the increase in bandwidth on the Internet, technologies such as webcams have become more viable for use in virtual teams.

This autobiography sums up the life story of one of the contributors to the history of inquiry and instruction in the field of marketing, with special attention to the historical developments that have influenced the study of consumer behavior and the concept of branding.

This paper is an autobiographical essay, a personal history.

The reminiscence illustrates the way life experiences evolve, showing the interaction among personal growth, education, career choices and work experience that led to Professor Levy’s contributions to the field of marketing education and its research literature.

The paper describes a unique life, and an unusual explication of the personal life sources of influential ideas. It is novel in its large perspective and integrative narrative, and the unusual exposure of its various conceptual issues and links. It should be of interest to marketing historians, managers and scholars of marketing education.

Paul D. Bliese is currently the commander of the U.S. Army Medical Research Unit – Europe. He received his Ph.D. in Applied Social Psychology from Texas Tech University. His research interests include multilevel methodology, leadership, and occupational stress. He is a consulting editor for the Journal of Applied Psychology, and also serves on the editorial boards of Leadership Quarterly and Organizational Research Methods. His work has appeared in the Human Performance, Journal of Applied Psychology, Journal of Applied Social Psychology, Journal of Occupational Health Psychology, Journal of Organizational Behavior, and Organizational Research Methods.Kristina A. Bourne is a doctoral candidate in Organization Studies at the University of Massachusetts at Amherst, where she also obtained a M.B.A. and a Women’s Studies Graduate Certificate. Her academic interests include gender and organization as well as family-friendly policies and benefits. She is currently working on her dissertation in the area of women business owners, and on a collaborative research project focusing on part-time work arrangements.Gilad Chen is an Assistant Professor of Psychology at the Georgia Institute of Technology. He received his Ph.D. in Industrial-Organizational Psychology from George Mason University. His research focuses on work motivation, teams, and leadership, with particular interests in modeling motivation and performance in work team contexts and the examination of multilevel organizational phenomena. His work has appeared in the Academy of Management Journal, Human Performance, Journal of Applied Psychology, Journal of Organizational Behavior, and Organizational Research Methods.Jae Uk Chun is a doctoral student in Organizational Behavior in the School of Management at the State University of New York at Binghamton, where he is also research assistant of the Center for Leadership Studies. His major research interests include leadership, group dynamics and group decision-making, and multiple levels of analysis issues.Vinit M. Desai is a doctoral student and researcher in Organizational Behavior and Industrial Relations at the Walter A. Haas School of Business, University of California at Berkeley. His research interests include organizational learning, sensemaking, and error cognition in high reliability organizations.Shelley D. Dionne is an Assistant Professor of Organizational Behavior and Leadership in the School of Management at Binghamton University, and a fellow in the Center for Leadership Studies. She received her Ph.D. in Organizational Behavior from Binghamton University. Her research interests include leadership and creativity, levels of analysis issues, and team development and training.Daniel G. Gallagher (Ph.D. – University of Illinois), is the CSX Corporation Professor of Management at James Madison University in Harrisonburg, Virginia. He currently serves on the editorial boards of the Journal of Organizational Behavior, Journal of Management, and Industrial Relations (Berkeley). His current research interests include the multi-disciplinary study of contingent employment and other forms of work outside of the traditional employer – employee relationship.David A. Hofmann (Ph.D., The Pennsylvania State University) is currently Associate Professor of Management at the Kenan-Flagler Business School at the University of North Carolina at Chapel Hill. His research interests include safety issues in organizations, multi-level analysis, organizational climate/culture and leadership, content specific citizenship behavior, and the proliferation of errors in organizations. In 1992, he was awarded the Yoder-Heneman Personnel Research award by the Society for Human Resource Management. His research appears in a number of journals including the Academy of Management Journal, Academy of Management Review, Journal of Applied Psychology, Journal of Management, Organizational Behavior and Human Decision Process, and Personnel Psychology. He has also co-authored several book chapters, edited a book (Safety and Health in Organizations: A Multi-level Perspective), and presented papers/workshops at a number of professional conferences.James G. (Jerry) Hunt (Ph.D. University of Illinois at Urbana-Champaign) is the Paul Whitfield Horn Professor of Management, Trinity Company Professor in Leadership and Director of the Institute for Leadership Research at Texas Tech University. He is the former editor of the Journal of Management and current Senior Editor of The Leadership Quarterly. He founded and edited the eight volume leadership symposia series, and has authored or edited some 200 book and journal publications. His current research interests include processual approaches to leadership and organizational phenomena and the philosophy of the science of management.Kimberly S. Jaussi is an Assistant Professor of Organizational Behavior and Leadership in the School of Management at Binghamton University and a fellow in the Center for Leadership Studies. She received her doctorate from the Marshall School of Business at the University of Southern California. Her research interests include unconventional leader behavior, creativity and leadership, identity issues in diverse groups, and organizational commitment.Lisa M. Jones is a doctoral candidate in Organizational Behavior at the Kenan-Flagler Business School at the University of North Carolina at Chapel Hill. She received her B.A. from the University of California at Berkeley and her M.B.A. and M.A. from Brigham Young University. Her research interests include leadership, collective personality, and innovation implementation.Kyoungsu Kim is Associate Professor of Organization in the College of Business Administration, Chonnam National University. His major fields of interest are culture and leadership at multiple levels of analysis. His research focuses on charismatic leadership, organizational structure, roles, culture, and multiple levels of analysis.Barbara S. Lawrence is Professor of Human Resources and Organizational Behavior at the UCLA Anderson Graduate School of Management. She received her Ph.D. from the Sloan School of Management at MIT. Dr. Lawrence’s current research examines organizational reference groups, the evolution of organizational norms, internal labor markets and their effects on employees’ expectations and implicit work contracts, and the impact of population age change on occupations.Craig C. Lundberg is the Blanchard Professor of Human Resource Management at Cornell University’s School of Hotel Administration. He works with organizations facilitating organizational and personal development and publishes extensively (over 200 articles and chapters, five co-authored books). His current scholarship focuses on organizational change and culture, consultancy, alternative inquiry strategies, and sensemaking and emotions in work settings.Kenneth D. Mackenzie is the Edmund P. Learned Distinguished Professor in the School of Business at the University of Kansas. He is also the President of a pair of consulting companies which support and enrich his research. He is a Fellow of the American Association for the Advancement of Science. He serves on various editorial boards and has published numerous books and articles. He received a B.A. in Mathematics and a Ph.D. in Business Administration from the University of California at Berkeley. He has spent his career trying to overcome the handicap of “excessive theoretical education.”Peter Madsen is a doctoral student at the Walter A. Haas School of Business, University of California at Berkeley. His thesis work examines the processes by which organizations attempt to learn from past failures and the organizational actions and characteristics that facilitate such learning. His other interests include organizational reliability, strategic management, the work-life interface, and ethics.John E. Mathieu is the Northeast Utilities and Ackerman Scholar Professor of Management at the University of Connecticut. He received a Ph.D. in Industrial/Organizational Psychology from Old Dominion University in 1985. He has published over 50 articles and chapters on a variety of topics, mostly in the areas of micro- and meso-organizational behavior. He is a member of the Academy of Management, a Fellow of the Society of Industrial Organizational Psychology, and the American Psychological Association. His current research interests include models of training effectiveness, team and multi-team processes, and cross-level models of organizational behavior.Sara Ann McComb is an Assistant Professor of Operations Management at the University of Massachusetts at Amherst. She obtained her Ph.D. in Industrial Engineering at Purdue University. Her research interests include alternative work arrangements and project teams. Currently, she is examining mutually beneficial links between organizations and part-time workers, particularly in the service sector. She is also studying the way in which project teams share information, a project for which she was award the National Science Foundation’s CAREER Award.Jone L. Pearce is Professor of Organization and Strategy in the Graduate School of Management, University of California, Irvine. She conducts research on workplace interpersonal processes, such as trust, and how these processes may be affected by political structures, economic conditions and organizational policies and practices. Her work has appeared in over seventy scholarly articles and her most recent book is Organization and Management in the Embrace of Government (Erlbaum, 2001). She is a Fellow of the Academy of Management and served as the Academy’s President in 2002–2003.Amy E. Randel is an Assistant Professor and the Coca-Cola Fellow in the Calloway School of Business & Accountancy at Wake Forest University. She received her Ph.D. in Organizational Behavior from the Graduate School of Management at the University of California, Irvine. Her research interests include identity in organizations, diverse group dynamics, group efficacy, cross-cultural management, and social capital.Richard Reeves-Ellington is currently Professor Emeritus in the School of Management at Binghamton University and an Associate Dean at Excelsior College. He taught at the American University in Bulgaria and Sofia University in Bulgaria as a Fulbright Senior Scholar. His fields of interest revolve around cross-cultural aspects of global organization, marketing, and business strategy. He also served on the Fulbright Selection Committee for SE Europe, the Muskie Foundation for students from the CIS, and the Fulbright Senior Scholars Program. His initial 33-year career in the pharmaceutical industry included 19 years of living in Asia, Europe, and Latin America.Christine M. Riordan is a faculty member in the Department of Management and also the Director of the Institute for Leadership Advancement in the Terry College of Business at the University of Georgia. Chris’ current research, which includes the study of labor force and cross-cultural diversity, has been published in journals such as the Journal of Applied Psychology, Journal of Management, Organizational Research Methods, and Research in Personnel and Human Resource Management.Karlene H. Roberts is a Professor of Business Administration at the Walter A. Haas School of Business, University of California, Berkeley. She has been on the review boards of many major journals in her field. She is a fellow of the American Psychological Association, the American Psychological Society and the Academy of Management. Her current research interests are in the design and management of organizations in which errors can have catastrophic outcomes. In this area she explores cross-level issues.Denise M. Rousseau is the H. J. Heinz II Professor of Organizational Behavior and Public Policy at Carnegie Mellon University. An organizational psychologist, her research focuses on worker-employer relationships and multi-level processes in organizational change. She is editor-in-chief of the Journal of Organizational Behavior, and in 2003–2004, President of the Academy of Management.Melissa Woodard Barringer is an Associate Professor of Management at the University of Massachusetts at Amherst. She obtained her Ph.D. in Industrial and Labor Relations at Cornell University. Her research interests are in the areas of total compensation and alternative work arrangements. She is currently studying part-time work in the service industry, and contingent work in the accounting and academic professions.

In the incident command system (ICS) structure, response documentation is formally found within the planning section. However, longer term emergency responses have demonstrated the need for a flexible and innovative role that encompasses a variety of activities, including response documentation, communications science, real-time evaluation of major themes, and information management. The paper aims to discuss this issue.

This need can be universally met through the functional role of “Historian,” a term specific to ICS, or in the case of public health response, incident management system (IMS). It should be noted that the Historian role discussed is not related to the academic study of history, but to archiving key successes and challenges during a response. Ideally the Historian should be activated at the start of an emergency response and remain active to capture the overall picture of the response, including internal information, such as lessons learned, response activities, and decision-making processes.

The Historian compiles details of response activities that inform leadership, donors and external communications products while alleviating pressures on the planning section. The primary, minimum output of an IMS Historian is a response timeline, which notes major internal and external events during a response with emphasis on major themes, lessons learned, and creating a user-friendly interface to display this information (see the list “Abbreviated Example of Hurricane Matthew Response Timeline” in the text).

In a world with competing priorities and ongoing emergencies, the Historian’s role of archiving details of response efforts can help the international public health community to share lessons learned and contribute to lower morbidity and mortality among those affected by emergencies.

David G. Allen earned his Ph.D. from the Beebe Institute of Personnel and Employment Relations at Georgia State University. He is an assistant professor of Management in the Fogelman College of Business and Economics at the University of Memphis. His current research interests include the flow of people into and out of organizations, and technology implications for human resource management.Michelle M. Arthur is an assistant professor in the Anderson Schools of Management at the University of New Mexico. She received her Ph.D. in Labor and Industrial Relations from the University of Illinois at Urbana-Champaign. Her current research focuses on diversity supporting human resource practices and firm-level outcomes.Murray R. Barrick is the Stanley M. Howe Leadership Chair at the Henry B. Tippie College of Business at the University of Iowa. He received his Ph.D. from the University of Akron in Industrial-Organizational Psychology. He was recognized with the “Outstanding Published Paper Award” in 1992 by the Scholarly Achievement Award Committee of the Human Resources Division of the Academy of Management, and in 2001, was the recipient of the Owens Scholarly Achievement Award from the Society of Industrial and Organizational Psychology (SIOP). In addition, in 1997, he was elected a fellow of SIOP. He also serves on the editorial boards of the Journal of Applied Psychology, Personnel Psychology, and has served on the Editorial Board of the Journal of Management.Ronald M. Bearden received his MS in Quantitative Psychology from the University of Wisconsin. He is currently a Personnel Research Psychologist with the Navy Personnel Research, Studies, & Technology (NPRST) Department, working in the area of selection and classification. He is the principal investigator for the Navy’s efforts to develop a mulitifaceted non-cognitive assessment battery that will be utilized for identifying Navy personnel likely to perform well in the recruiting environment. He has over twenty years of experience working in the area of large-scale Navy selection and classification research programs.Walter C. Borman received his Ph.D. in Industrial/Organizational Psychology from the University of California (Berkeley). He is currently CEO of Personnel Decisions Research Institutes and is a professor of Industrial-Organizational Psychology at the University of South Florida. He is a fellow of the Society for Industrial and Organizational Psychology, and in 1994–1995 served as President of the Society. Borman has written more than three hundred books, book chapters, journal articles, and conference papers. He recently co-edited the I/O volume of the Handbook of Psychology (Borman, Ilgen & Klimoski, 2003), and, with two PDRI colleagues, wrote the personnel selection chapter for the 1997 Annual Review of Psychology. He also has served on the editorial boards of several journals in the I/O field, including the Journal of Applied Psychology, Personnel Psychology, Human Performance, and the International Journal of Selection and Assessment. Dr. Borman’s areas of interest are performance measurement, personnel selection, job analysis, and assessment centers.Kenneth G. Brown is an assistant professor and Huneke Faculty Research Fellow at the Henry B. Tippie College of Business at the University of Iowa. He received his M.A. and Ph.D. in Industrial-Organizational Psychology from Michigan State University. Ken does research and consulting in the areas of technology-delivered training and knowledge transfer. For work in this area, Ken received the 2002 American Society of Training and Development and the 2003 Society of Human Resource Management Research Awards. He currently serves on the editorial board of the Journal of Management.Alison Cook is a doctoral candidate in Organizational Behavior at Purdue University. Her primary research interests include individual-level and firm-level outcomes of the work-family interface. Her other interests include organizational justice, gender, and diversity research.Brian R. Dineen received his Ph.D. in Human Resource Management/Organizational Behavior from the Max M. Fisher College of Business, The Ohio State University in 2003. Prior to his time in graduate school, he served four years as a Division Officer in the U.S. Navy. He is currently an assistant professor of Management in the Gatton College of Business and Economics at the University of Kentucky. His primary areas of interest include Internet-based recruitment and selection and the impact of team fluidity on team processes and outcomes. His work has appeared in the Journal of Applied Psychology, Public Personnel Management, and Journal of Management (forthcoming), and he has presented at national conferences such as the Society for Industrial and Organizational Psychology and the Academy of Management.William L. Farmer received his Ph.D. in Quantitative Psychology (with sub-specialization in Industrial-Organizational) from the University of Oklahoma. He is currently a Personnel Research Psychologist with the Navy Personnel Research, Studies, & Technology (NPRST) Department, working in the area of selection and classification. He is the program manager/principal investigator for the Navy’s efforts to develop a mulitifaceted non-cognitive assessment battery that will be utilized to improve the quality of enlisted selection and classification. He has over ten years of experience working in the area of large-scale employee selection programs.Kerri L. Ferstl earned her M.A. and Ph.D. degrees in Industrial-Organizational Psychology from the University of Minnesota. She is a senior research associate in the Minneapolis office of Personnel Decisions Research Institutes. She has worked with many public and private sector clients designing and implementing customized human resource tools for use in selection, development, promotion, and performance appraisal. Her work has appeared in Personnel Psychology and the Journal of Vocational Behavior.Rodger W. Griffeth earned his Ph.D. from the University of South Carolina. He is the Freeport-McMoran Chair of Human Resource Management at the University of New Orleans. His primary research interest is investigating employee turnover processes.Jerry W. Hedge earned his doctorate in I/O Psychology in 1982 from Old Dominion University. He has been involved in personnel research for more than 25 years. He has worked with both public and private sector clients designing, implementing, and evaluating numerous tools, systems, and techniques. He has extensive experience in job analysis and competency modeling; performance measurement; selection system development and validation; training program design, development and evaluation; and attitude assessment. Dr. Hedge is currently an independent consultant; during his career he has been employed by both public and private organizations, most recently serving as President and COO for Personnel Decisions Research Institute. Over the years, Dr. Hedge has stayed actively involved in conducting applied research, publishing his research in books and journals, and presenting regularly at professional conferences. He is a fellow of the Society for Industrial and Organizational Psychology and the American Psychological Association.Jennifer D. Kaufman earned her master’s and Ph.D. degrees in Industrial-Organizational Psychology from Tulane University. She has worked with law enforcement, the U.S. Navy, and the U.S. Army while employed as a Research Scientist with Personnel Decisions Research Institutes. As a Customer Leader now with DeCotiis Erhard Inc., Dr. Kaufman continues to partner with customers to develop selection and performance management systems. Dr. Kaufman received her Master’s degree and Ph.D. in Industrial/Organizational Psychology from Tulane University. Throughout her academic career, Dr. Kaufman has received academic awards, honors and fellowships, and was chosen for a two-year appointment as the Industrial/Organizational Psychology representative for the American Psychological Association’s Science Student Council which reports directly to the Board of Scientific Affairs. In addition, Dr. Kaufman’s research has been published in academic journals and books. Her research has also been presented at numerous national conferences such as the Society for Industrial and Organizational Psychology, the Academy of Management, and the Interdisciplinary Conference on Occupational Stress and Health.Timothy A. Judge is the Matherly-McKethan Eminent Scholar in Management at the University of Florida. He received his M.A. and Ph.D. from the University of Illinois at Urbana-Champaign. Tim’s research interests are in the areas of personality and individual differences, leadership and influence behaviors, internal and external staffing, and job attitudes. He is a SIOP and American Psychological Association Fellow. In 1995, Tim received the Ernest J. McCormick Award for Distinguished Early Career Contributions from the Society for Industrial and Organizational Psychology, and in 2001, he received the Larry L. Cummings Award for mid-career contributions from the Organizational Behavior Division of the Academy of Management. Tim currently sits on 6 editorial boards, including the Journal of Applied Psychology, Personnel Psychology, and Organizational Behavior and Human Decision Processes.Todd J. Maurer received his Ph.D. in industrial-organizational psychology from the University of Akron. He was employed at Georgia Institute of Technology and will join the faculty of Georgia State University in Fall 2003 as Professor of Management. In 2002 he won the Sidney A. Fine Award for Research on Analytic Strategies to Study Jobs from the Society for Industrial-Organizational Psychology (SIOP) and was elected to Fellow of SIOP in 2003. He has consulted or conducted applied research on issues including aging workers, employee testing and selection, learning and development, performance appraisal, job analysis, and legal concerns. Some of the research he has conducted has been supported by private organizations, the National Science Foundation, the National Institutes of Health and SIOP. He has served on the editorial boards of Personnel Psychology and Journal of Management.Raymond A. Noe is the Robert and Anne Hoyt Designated Professor of Management in the Department of Management and Human Resources at The Ohio State University. He received his BS in Psychology from The Ohio State University and his M.A. and Ph.D. in Psychology from Michigan State University. Professor Noe’s teaching and research interests are in Human Resource Management, Organizational Behavior, and Training and Development. He has published articles on training motivation, employee development, work and non-work issues, mentoring and team processes in the Academy of Management Journal, Academy of Management Review, Journal of Applied Psychology, Journal of Vocational Behavior, and Personnel Psychology. Professor Noe is currently on the editorial boards of Personnel Psychology, Academy of Management Learning and Education, Journal of Organizational Behavior, and Journal of Business and Psychology. Professor Noe has authored three textbooks, Fundamentals of Human Resource Management, Human Resource Management: Gaining a Competitive Advantage, and Employee Training and Development, all published with Irwin McGraw-Hill. He has received awards for his teaching and research excellence, including the Herbert G. Heneman Distinguished Teaching Award, the Ernest J. McCormick Award for Distinguished Early Career Contribution and election as a fellow of the Society for Industrial and Organizational Psychology, and the American Society for Training & Development Research Award in 2001.Robert W. Renn holds a doctorate in Business Administration from Georgia State University’s College of Business Administration. He is an associate professor of Management in the Fogelman College of Business and Economics at the University of Memphis. His dissertation research focused on job design and his current research interests center on improving work motivation and work performance through self-regulation, goal setting, performance feedback, and work design.Christina E. Shalley is a professor of Organizational Behavior and Human Resource Management in the DuPree College of Management at the Georgia Institute of Technology. She received her Ph.D. in Business Administration from the University of Illinois at Urbana-Champaign. Her current research interests include investigating the effects of various social and contextual factors on employees’ creativity and examining ways to structure jobs and the work environment to support creative and innovative work. She has published in such journals as Academy of Management Journal, Academy of Management Review, Journal of Applied Psychology, and Organizational Behavior and Human Decision Processes. She also serves on the editorial board of the Journal of Management.Kennon M. Sheldon is an associate professor of Social Psychology at the University of Missouri-Columbia. His primary research interests concern goals, motivation, psychological well-being, creativity, and the resolution of social dilemmas. He received a $30,000 Templeton Prize in 2002 for his contributions to the emerging field of “positive psychology.” Ken has published one book, Self-Determination Theory in the Clinic: Motivating Physical and Mental Health (Yale University Press, 2003), and has another book in press, Approaching Consilience: Exploring Optimal Human Being (Erlbaum Press, to appear in 2004).Bennett J. Tepper is a professor in and chair of the Department of Management in the Belk College of Business Administration at the University of North Carolina at Charlotte. He received his Ph.D. in Organizational Psychology from the University of Miami and served on the faculty of the University of Kentucky where he held Ashland Oil and Gatton Research Professorships. His research on organizational justice, leadership, and prosocial and antisocial organizational behavior has appeared in various outlets including the Academy of Management Journal, the Journal of Applied Psychology, and Organizational Behavior and Human Decision Processes.Daniel B. Turban is a professor of Management at the University of Missouri. He earned his M.A. and Ph.D. in Industrial-Organizational Psychology from the University of Houston. His current research interests include self-determination theory, recruitment processes and applicant attraction, and dyadic relationships in organizations. Dan has served on the editorial boards of Journal of Applied Psychology and Academy of Management Journal.Connie R. Wanberg is currently the Carlson Professor of Human Resources and Industrial Relations and an adjunct professor of Psychology at the University of Minnesota. She received her Ph.D. in Industrial/Organizational Psychology from Iowa State University in 1992. Her research has focused on issues such as unemployment, job-search behavior, career indecision, organizational change, employee socialization, and employee development, and has been funded by a variety of agencies including National Institute of Mental Health, Department of Labor, and the Society for Human Resource Management Foundation. She has consulted with a variety of government organizations and is on the editorial review boards of the Journal of Applied Psychology and Personnel Psychology.Elizabeth M. Weiss received her Master’s degree from the Georgia Institute of Technology in 2001 and is working on her Ph.D. Her research interests include employee learning and development and the role of technology in social science research. Her work on these and related topics has been published in Computers in Human Behavior and Behavior and Information Technology, and is soon to appear in Journal of Applied Psychology and Journal of Applied Social Psychology. She is currently working in the field of performance improvement and training development.Elizabeth T. Welsh is a Ph.D. student in Human Resources and Industrial Relations at the University of Minnesota. She also has a Masters in Business Administration from UCLA. Before returning to school, she was Vice-President of Human Resources for a software company. She has been a consultant and worked at companies including First Boston and Microsoft. Her research interests include employee development and staffing.Kimberly A. Wrenn earned her Master’s degree and is a Ph.D. candidate in Industrial-Organizational Psychology at Georgia Institute of Technology. She has published research in the areas of employee development and selection. She is employed at Management Psychology Group where she has conducted job/task analysis, test development, selection system development and validation, and 360-degree surveys.Kelly L. Zellars is an assistant professor of Management at the University of North Carolina at Charlotte. She received her bachelor’s and M.B.A. degrees from the University of Notre Dame, her M.S.T. from the University of Wisconsin-Milwaukee, and her Ph.D. in Business Administration from Florida State University. Dr. Zellars has focused her research interests in the areas of job stress and burnout, personality, and perceptions of fairness. She has published in journals such as Journal of Applied Psychology, Journal of Organizational Behavior, and Journal of Applied Social Psychology.Jing Zhou is an associate professor of Management and Mays Fellow in the Management Department at the Mays Business School at Texas A&M University. She received her Ph.D. degree from the University of Illinois at Urbana-Champaign. Her current research interests include contextual factors that promote or inhibit employee creative performance. She has published in such journals as Academy of Management Journal, Journal of Applied Psychology, Journal of Management, and Personnel Psychology. Currently, she serves on the editorial boards of Journal of Applied Psychology and Journal of Management. Beginning in fall 2003, she will join the Jones Graduate School of Management at Rice University as an associate professor of Management.

In this chapter, the authors argue that organizational controls are best depicted and studied as sets of control configurations. Concepts from extant control research streams describing basic control elements as well as ideal types of control systems are used to identify and classify control configurations. The authors present compositional distinctions among four control configurations using a decade-long case study of a start-up company. By displaying how specific control elements are simultaneously distinct and intertwined in this company, the authors reveal significant theoretical insights that can assist scholars in distinguishing between different configurational patterns and in comprehending dynamics present in holistic perspectives of control. The authors conclude by discussing how conceptualizing controls as configurations most accurately reflects both organizational and managerial practice in ways that can motivate the development of new theories and approaches to studying this key aspect of organizational design. Because control configurations inherently reflect interdisciplinary concerns, and because such configurations affect the attainment of strategic goals, this work provides findings and ideas that fit the interests of a broad audience.

Our analyses and conclusions are based on both research literature on college access for African American males and the survey responses of 214,951 full-time, first-time African American male freshmen between 1971 and 2004. First, we reviewed literature on the experiences of African American male high-school students and the common barriers facing their matriculation to college. We organized findings from the research into broad themes emerging from the literature, guided by Swail, Cabrera, Lee, and Williams's Integrated Model for Student Success (2005). Based on this framework, college access and academic achievement are not based on a single factor or one dimension; rather, they are constructed through a complex interaction of multiple dimensions. Swail and colleagues delineate these factors into three categories: cognitive, social, and institutional/systemic. Cognitive factors take place largely inside the student and relate to the skills, abilities, and knowledge students have which prepare them for higher education, including academic preparation, post-secondary planning, and college knowledge (Swail, Redd, & Perna, 2003; Swail et al., 2005). Social factors exist largely outside the student, and capture the ways in which those who have relationships with students can influence their access to post-secondary education. The social dimension includes a student's cultural history, family influence, financial issues and socioeconomic status, and ability to interact with peers (Swail, 2003; Swail et al., 2005). Finally the institutional/systemic dimension captures the ability of institutions to influence and shape student efforts to reach their college goals. High-school resources and support, outreach programs, and opportunities for financial aid could all be considered within this dimension of the framework (Swail, 2003; Swail et al., 2005).

Companies affected by California’s cap-and-trade legislation are allotted certain credits for production that can be used or sold and can purchase additional credits from the state, which become a revenue source to be used for activities that reduce carbon emissions. The purpose of this paper is to investigate who ultimately pays for this program, its effectiveness in reducing carbon emissions in accordance with established goals, and the related effectiveness to advance social, economic, and environmental equity.

The methodology used for this research is secondary data analysis, triangulating three sources: California’s Climate Change Investment Reports, 2019-2021; repositories maintained by the California High-Speed Rail Authority and the California Air Resources Board; and a review of the literature and websites from other professional sources which addressed, directly and indirectly, the topics and questions explored in the study.

Key findings include evidence of enhancing social and environmental equity but ineffectiveness in reducing carbon emissions in accordance with state goals. Furthermore, the program displays evidence of economic inequity as it demonstrates characteristics of regressive taxation and an inability of low-income persons to acquire electric vehicles due to high costs.

The research effort is unique in that no other academic efforts were located which attempt to examine the cap-and-trade program’s effectiveness in attaining its goals.