The Relation of College Internships,College Performance,and Subsequent Job Opportunity

This study examined the relationship of business college internships to college performance and to subsequent job opportunities. Whites were more apt to have had an internship than African Americans; there was no difference by gender. Students with internships had a significantly higher overall grade point average, were somewhat younger upon graduation, and were more apt to be employed upon graduation than students without internships. Internships were thus related to both better college performance and to receiving a job offer upon graduation. Discussion centered on the role of internship in realistic job expectations and recommendations for improving internships.     

So You Want Your Employees to Quit Smoking?

Today more and more organizations are trying to limit or ban workplace smoking. These actions are prompted largely by the costs associated with employees who smoke. Despite the proliferation of these attempts, corporate efforts in this area have been generally unsuccessful. In this article the most common antismoking programs are reviewed. After this review, a multidimensional, broad-based smoking cessation program is described.     

Women and Elderly Parents: Moral Controversy in an Aging Society

The human life span has been extended considerably, and among the very old, women outnumber men by a large margin. Thus, the aging society cannot be adequately addressed without taking into account the experience of women in specific. This article focuses on women as caregivers for aging parents. It critically assesses what some women philosophers are saying about the basis and limits of these caregiving duties.     

Creativity and Intuition Revisited

This study used the recently revised Myers Briggs Type Indicator (MBTI) and a variety of validated creativity measures to replicate a classic finding — that sensing‐intuition predicts creativity — and to evaluate whether the other MBTI scales add to the prediction of creativity. 94 undergraduates completed the MBTI (form M self‐scorable) and criterion measures including the Creative Personality Scale, an abbreviated Creative Behavior Inventory (self‐reported past accomplishments) and the Test of Creative Thinking‐Drawing Production (creative product ratings using consensual assessment). Results showed that intuition predicted all three criteria but that, contrary to expectation from past research, judging‐perceiving did not add to the prediction model. Thinking‐feeling emerged as a possible suppressor variable. We suggest that judging‐perceiving predicts creativity as an artifact of its relation with intuition and that the combination of intuition and feeling best characterizes high scorers on a composite creativity measure.     

REMOTE CONTROL: PREDICTORS OF ELECTRONIC MONITORING INTENSITY AND SECRECY

Electronic monitoring research has focused predominantly on the reactions of monitored employees and less attention has been paid to the processes that trigger managers' decisions to electronically monitor subordinates. Employing a distributed virtual team simulation, this study examined the effects of dependence, future performance expectations, and propensity to trust on team leaders' decisions to electronically monitor their subordinates. Results indicate that team leaders electronically monitor subordinates more intensely when dependence on subordinates is high or future performance expectations are low. Moreover, team leaders are more likely to monitor in secret when dependence is high or propensity to trust is low. Although team leaders increased their level of electronic monitoring over time, this tendency was stronger when the leader had consistently low performance expectations.     

EMPLOYEES THAT THINK AND ACT LIKE OWNERS: EFFECTS OF OWNERSHIP BELIEFS AND BEHAVIORS ON ORGANIZATIONAL EFFECTIVENESS

A model of the psychological experience of employee ownership in work groups was developed to investigate antecedents (participation in a 401 (k) program and a climate of self-determination) and consequences (employee attitudes and financial performance) of psychological ownership. Based on data from a large retail organization, results showed that working in a climate supporting self-determination and 401(k) participation were positively related to the level of ownership beliefs in the 204 work groups studied. Ownership beliefs were positively related to ownership behaviors and employees' attitudes toward the organization, whereas ownership behaviors were positively related to financial performance. Implications of psychological ownership for organizational behavior and performance are discussed.     

Innovation and the ‘Dark Side’ of Personality: Dysfunctional Traits and their Relation to Self‐Reported Innovative Characteristics

This paper explores the relationship between self‐reported innovative characteristics and dysfunctional personality traits. Participants (N = 207) from a range of occupations completed the Innovation Potential Indicator (IPI) and the Hogan Development Survey (HDS). Those who reported innovative characteristics also reported the following dysfunctional traits: Arrogant, Manipulative, Dramatic, Eccentric; and lower levels of Cautious, Perfectionist and Dependent. A representative approximation of the higher order factor “moving against people” (Hogan & Hogan, 1997) was positively associated with innovative characteristics. It is concluded that innovation potential may be viewed as a positive effect of some otherwise dysfunctional traits, most notably those encompassed under the second‐order HDS factor ‘moving against people’.     

The educational boundary1

In this contribution, the authors defi ne and discuss the educational boundary in analytic training, which they believe is an often neglected and useful concept in psychoanalytic education. The framework on which their discussion rests includes the recent attention of psychoanalysts to issues of boundaries and ethics. Their understanding of how clinical work affects the mind of the analyst educator, as well as the ways the personalities of various analysts affect their dealings with faculty peers and students, are the other cornerstones of their discussion. The authors contend that many of the institutional problems encountered in the training of analysts can be better understood when viewed through the prism of the educational boundary. They present examples which illustrate several of the ways psychoanalytic educators complicate the training experience of candidates, offer specifi c explanations as to why analysts struggle as they try to manage their educational interventions, and indicate in a discussion of potential remedies that those behaviors might be avoided if the educational boundary is in focus. They also provide an example of how the educational boundary can be more effectively managed.