AN EXAMPLE OF HOW TO DESIGN A RESEARCH -BASED AND CLASSROOM- EFFECTIVE ORGANIZATIONAL BEHAVIOR EXERCISE Experiential Learning Enters the Eighties, Volume 7, 1980 183 AN EXAMPLE OF HOW TO DESIGN A RESEARCH -BASED AND CLASSROOM- EFFECTIVE ORGANIZATIONAL BEHAVIOR EXERCISE Michael D. Crino, Texas Tech University J. Duane Hoover, Texas Tech University ABSTRACT The bulk of our examination of experiential learning has focused upon application of the various techniques we call “experiential.” Past ABSEL meetings have had several interesting and relevant sessions on such topics as group size effects, the importance of debriefing, facilitation skills, evaluation methods, and even one on the “ethics of deceit.” These sessions, mostly focusing on sharpening our “experiential skills,” have contributed to the development of our field(s) and to the development of ABSEL members as individual practitioners. It is interesting to note, however, how little we have tended to examine the quality of the content of the experiential exercises we so freely use in our classroom and/or consulting activities. The fact remains whether or not we have always avoided using low-level, transparent, or even simply “Mickey Mouse’ techniques and/or content in our exercises. The allegations of low validity have been particularly focused upon the Organizational Behavior (OB) field, and terms like “touchie-feelie” often roll too freely off the lips of our skeptical and/or critical colleagues. We feel that one way to address these criticisms, and, more importantly, to continue to develop the Organizational Behavior experiential field, is to look closely at the quality of the content our OB exercises contain. We feel that experiential exercises in OB should be based, whenever possible, on the established research literature of OB. The purpose of the tutorial is the presentation of a technique which would allow instructors to design research - based and classroom - effective organizational behavior exercises. The technique requires that the exercise topics meet two criteria: 1) There must be substantial empirical support for the phenomenon. 2) It must be a phenomenon/topic of interest and important in the area of organizational behavior. The first criterion must be met in order to insure that the created effect is sufficiently robust to withstand the methodological compromises necessary to accommodate classroom constraints. The second criterion insures that the exercise is based on a non- trivial phenomenon. Examples of successful exercises will be presented and an opportunity for participants to develop skills in the selection of topics and classroom adaptations of experimental paradigms will be provided. Table of Contents Volume 7, 1980 Symbol Recognition and Correlation for Evaluating Decision Making in Computer Aided Business Simulations Polanal: An Experiential Approach to Decision Support The Use of Time Contracts in Formal Education Indexing Simulation Model Response for Gaming Flexibility Moving Toward A Theory of the Use of Simulation Games and Experiential Exercises Use of Simulation Administration to Achieve Pedagogical Objectives Experiential Learning on the Job - A Business Internship Program Toward the Ultimate Experiential Exercise A Learning Through Managing Program Workshop Using Experiential Materials in Industry Training Sponsored Experiential Learning - An Opportunity Problems and Pitfalls of Externally Sponsored Field Research Projects Viewed form an Experiential Learning Perspective A Modular Approach to Experiential Learning: Classroom & Consulting Using Simulation & Experiential Learning In Industrial Settings Terminations: An Experiential Review Agenda Items -- Board of Supervisors' Meeting - Town of Jori The Objective-Setting Interview in MBO: An Experiential Approach The All-Star World Series Team Exercise: an Experiential Learning Exercise Dealing with Various Organizational Behavior Issues Progress Report on global, A Rich Multinational Gaming Environment Computer Simulation: A Tool to Teach Queuing Theory New Technology for Business Games Technological Frontiers in Computer Simulations for Business Education Simulating the Product Life Cycle on Interactive Terminals On Compensatory Demand Functions in Marketing Simulations The Use of Games at Different Levels in a Single Marketing Course to Increase Game Participation Sun Airlines: A Heterogeneous Consumer demand exercise Incorporating a Group Selection Test An Organization Development Approach to Teaching Organization Behavior CBID: Cognitive, Behavioral, and Interpersonal Development - A Skill Development/Social Learning Approach to Management Development Using a Live Case Via Video Tape A Town and gown Approach Development of Student Generated Cases Using Computerized Text Editing and Database Technology Interdisciplinary Approached to Problems in Utilizing Experiential Techniques To Use or Not To Use Experiential Techniques, That's is the Question Forming Participant Teams in Simulation Gaming The Problems of Motivating Students and Clients in Live-Case Projects Problems of Teaching Leadership Skills Through Experiential Techniques Conflict Style Measurement: Antecedent to Change - A Proposal for an Experiential Exercise Demonstration Fundamentals of Simulation for Newcomers An M.B.A. Orientation Simulation for Managing Time and the Areas of One's Life SimNet Workshop: The International Simulation Network Demonstrates Three New Business Games The Use of a Simulation Model in the Planning and Evaluation of Commercial Bank Operations Probability Assessment and Performance in Business Game Simulations WageSim: A Wage and Salary Administration Simulation Grading as a Teaching and Feedback Mechanism: Modifying Student's Self-Perceptions of Performance Can Business Games Effectively Teach Business Concepts? Development of Multiple Value Orientations in Conflict Resolution Behavior: An Experiential Teaching Paradigm in Labor-Management Relations Course Designing a Competency-Based Peer Assessment Scale for the Evaluation fo Teaching in Higher Education A Method for Evaluating Information for the Equipment Replacement Decision: An Application of Monte Carlo Simulation Simulation: A Method of Appraising Communication Networks in Managerial Decision Making An Evaluation of In-Class Student Involvement Evaluation of the SBI Program from an Experiential Viewpoint: Focus on the Student Differential Predictors of Academic Performance for White and Non-White Samples The Manager's Dilemma: An Unobtrusive Measure of the managerial Sex-Role Stereotype Are Computer Simulations Sexist? The Effect of Group Size on Attitudes Toward the Simulation Associations Between Individual Cognitive Processing Variables and Business Game Performance and Play Students' Perceptions on Managerial Functions After Exposure to Either the Case Method or a Simulation What Business Students Learn from Finance Simulations Attitude Toward Experiential Exercises, The Student-Teacher Relationship, Student Psychological Types, and Performance An Example of How to Design a Research-Based and Classroom-Effective Organizational behavior Exercise Some Issues in Game Design Untested Hypotheses: An Approach to Experiential Learning Evaluation of Simulation Games: A Critical Look at Past Efforts and Future Needs Is Self-Perception Predictable? - Some Laboratory Results An Exercise in Conflict-Handling Behavior The Relationship Between Group Size and the Learning Curve Effect in a Gaming Environment Learning About Organizational Management Through Organizational Management: Closing the Gap Strategies, Managerial Approaches, and Decision Making in a General Management Simulation A Comparison and Evaluation of Similar and Dissimilar Group Scenarios Generated Using Manual Simulation Games Weaknesses of Research Methods in Experiential and Simulation Studies