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Student/trainee perception of their performance can sometimes be inaccurate. This study aims to look at the accuracy of perception to actual performance in short‐term intervention style training/instruction.

Two studies conducted using university students in problem solving exercises compared the performance of the students to their actual performance on the designated problems. Following the instructional intervention, the participants were asked to use a presented strategy in solving a target solution problem. Participants were then asked a short series of post‐study questions related to their perception of the learning outcomes. Perception accuracy was measured through analysis of scoring on the target solution problem and the corresponding answers to the post‐study questionnaire.

In both studies, there was a positive relationship between the score on the target solution problem and the responses to the post‐study questionnaire.

The results of this study are limited to university students in a mid‐sized Southeastern US institution. The results suggest that further study with other subject populations may support these findings.

Findings suggest that students have an accurate awareness of their understanding following an instructional intervention. Educators and trainers can use this accuracy in perception to measure the level of learning following lectures or other learning or training activities. This can provide useful information following classroom lectures, reading assignments, and testing to get a measure of learning, and can also be used following training activities as a measure of transfer of training.

The paper compares students' accuracy of perception to actual performance, and finds that students have an accurate awareness of their understanding following an instructional intervention. This can be of practical benefit to educators and trainers.

This study investigates whether subordinates who rate their managers higher on narcissism are also more likely to view their managers as abusive. In particular, the study explores the extent to which managers whom subordinates rate higher on narcissism use certain behaviors (self-promotion and unpredictability) that mediate the relationship between narcissism and perceived abuse.

Survey participants (n = 949) rated their most-destructive manager in terms of self-promotion, unpredictability, narcissism and abusiveness. A bootstrap analysis assessed the positive, mediating effects of leader self-promotion and unpredictability on the narcissism–abuse relationship.

Degree of perceived supervisor narcissism predicted subordinates' perceptions of abusive supervision. However, the supervisor's self-promotion activities and unpredictability fully mediated this relationship.

This study identifies perceived narcissism as an antecedent of abusive supervision and identifies two mediators relevant to subordinates' perceptions of abuse. Using multiple methods and multiple sources, the authors recommend that scholars identify additional mediators. Further research should consider variables such as gender, organizational culture and occupational status.

Findings highlight how subordinates connect supervisor narcissism to abuse; this allows human resource practitioners to better predict and address subordinates' perceptions of their managers and to design interventions for improving supervisors' behaviors.

This study helps in explaining destructive leadership by empirically examining perceptions of narcissism as a driver of abusive supervision. Also, the study reveals the characteristics of narcissistic managers that impede productive relationships with subordinates.

The purpose of this paper is to empirically examine the relationship between students’ perceptions of equal employment opportunity/affirmative action (EEO/AA) ideals and their perceptions of companies’ ability to meet goals using their corporate social responsibility (CSR) practices. The paper also examined the extent to which students’ support of EEO/AA relates to their community mindedness and attitudes toward volunteerism.

The paper obtained data by surveying 895 students from a medium-sized university in the southern USA.

Individuals generally supported EEO/AA, but differentiated between the two, with AA receiving less support. Those supporting EEO/AA were less likely to view a company’s CSR as instrumental in achieving the firm’s goals or its customers’ goals. EEO supporters reported more positive attitudes toward volunteering and tended to see more constraints to volunteering; however, EEO/AA attitudes mostly were unrelated to community mindedness or volunteering behavior.

Potential applicants perceived EEO and AA statements differently. Rather than perceiving EEO/AA as instrumental in achieving outcomes via CSR, individuals viewed EEO/AA as compliance activities, distinct from CSR. We suggest that companies consider using broader diversity initiatives (e.g. recruitment, promotion and training) as part of CSR, rather than focusing on compliance issues.

Research has not explored the relationship among EEO/AA perceptions and “doing good” as a company (CSR), as well as “doing good” individually (volunteerism). This study provides the basis for additional research to better understand these relationships.

In this study, the aim is to empirically examine the relationship between students' perceptions of themselves as customers of their university and their educational attitudes and behaviors. It also seeks to investigate the extent to which students' characteristics predict their involvement with education.

The authors obtained data by surveying 1,025 students from a medium‐sized university in the southern United States.

Consistent with exchange theory, students who perceived themselves as customers were more likely to feel entitled and to view complaining as beneficial. Satisfaction with their university, but not their perceptions of themselves as university customers, predicted educational involvement. Not surprisingly, students who were more involved in their education tended to be older, have higher grade point averages, and attend class more often. However, these students also felt more entitled to outcomes, although they did not differ in their perceptions of whether or not they were customers of the university.

Students who view themselves as customers are likely to hold attitudes and to engage in behaviors that are not conducive to success. However, if the aim is to increase student involvement, how the student's role is defined is less important than efforts to build student satisfaction with the university.

This is one of the first studies to examine empirically the prevalence and effects of student‐as‐customer perceptions. In addition, this study serves as a basis for better understanding the drivers of student involvement.

The study aims to understand how university students' work experiences influence their perceptions of university ethics training. In the past, researchers have focused on the content of university ethics programs, but have ignored the influence of students' employment.

The authors surveyed 953 students at a medium-sized university in the Southeastern USA.

Students' views of work and experiences on the job predicted both their views of college ethics training and their ability to identify ethical issues from a set of scenarios. Students' perceptions of their degrees as valuable credentials and their feelings that ethical behavior is the “norm” in business were the strongest predictors in both instances.

While the regression analyses were significant, they explained relatively little of the variance.

In designing programs to promote ethical behaviors among future managers, university personnel should bear in mind that students' experiences on the job help to determine the manner in which they view university ethics training.

To date, most researchers have not considered that the response to university ethics training is influenced – in part – by the fact that students are often employed.

This paper aims to bring together the concepts of Six Sigma into the process of training design and training transfer.

The concepts of the paper are supported with an actual example of their application to practice. The industrial example shows where the inclusion of the concepts of Six Sigma can make positive contributions to the design and transfer of training processes.

The application of the concepts to training design and transfer showed a positive contribution through a more structured process. Including the concepts of Six Sigma within the process of training design and transfer will provide the organization with additional support and structure to improve the overall success of the training design process, and improve the impact and effectiveness of the training itself.

The single example of application may limit the successfulness of the overall concept to training design overall. Based on the successful application in one industrial training setting, the impression that the concepts will adequately translate to additional applications is favorable.

The success of the application shown in this paper suggests that further success is likely in other similar industrial applications. Expanding the application to other job training design processes should improve the overall process of training design in other areas and industries.

Training design and transfer are critical components to all areas of an organization that conducts any type of training. Application of these and other improvement methods and tools will improve the overall performance of the training process and the effectiveness of the training.