The Shadow Side of Teaching Classroom as Organization

Classroom as organization (CAO) is an approach at the extreme end of an experiential learning intensity continuum (Sleeth & Brown, 1984). While proponents suggest they would never go back to a teacher-centered classroom, CAO has not become widely adopted since its initial description by Cohen (1976). We argue this is, in part, because of shadow elements that may discourage faculty in both initial adoption and persistence in the journey from novice to master. This article reports the authors reflexive process related to the shadow elements they encountered as early adopters of the CAO methodology. The paper begins with a brief background on CAO, followed by a discussion of shadow elements that manifest at the student and faculty levels. We include our recommendations for practice

Improving Organizational Responses to Sexual Harassment Using the Giving Voice to Values Approach

Despite significant expenditures on organizational responses to sexual harassment, it remains a persistent challenge. We argue that the legal environment has unduly and negatively influenced the ways in which organizations address the problem of sexual harassment and offer an alternative. Giving Voice to Values (GVV) is an action-oriented approach to business ethics education that can be used to improve the ways in which organizations address the phenomenon of sexual harassment (SH). Because of its focus on action and expressing personal values, GVV can be used to prepare targets, observers, and managers to intervene in instances where they may encounter this behavior at work. The original contribution of this article is a detailed application of GVV to the unique organizational issue of SH training. Ways of developing dialogue in response to sexual behavior at work are presented and implications of the GVV approach are discussed

Shadow work for leadership development

Purpose: The purpose of this paper is to expand upon scholarship exploring the application of Jungian psychological concepts to leadership development. Design/methodology/approach: This is a conceptual paper in which Jungian shadow is explored as a potential bridge between the simplistic conceptualization of good and bad leadership. Findings: The importance of shadow work to leadership development is explored and activities for shadow work are provided. Research limitations/implications: Because this paper is not an empirical study, it does not present research information, propositions or hypotheses. Originality/value: The paper presents a clear and accessible introduction to Jungian psychology and suggests practical exercises for incorporating shadow work into leadership development