In this article, we develop and empirically test a model of antecedents of organizational counterproductive work behavior (CWB-O) specifying work engagement and emotional exhaustion as mediators of the relationship between leader–member exchange (LMX) and CWB-O. Our results show (a) that the relationship between LMX and organizational CWB-O is partially mediated by work engagement and (b) that the relationship between work engagement and CWB-O is partially mediated by emotional exhaustion. We discuss our findings and their implications for research and practice.

This study conducts an exploratory analysis of quality management practices in India. First, the authors develop an instrument with high validity and reliability to assess quality management initiatives in organizations in India. Subsequently, the authors study the relationships between managerial hierarchy, organizational form, quality performance, and managerial perceptions of quality practices. The results indicate that 1) perceptions of top managers and private sector managers on quality initiatives are more favorable than middle or junior managers and public sector managers, respectively, and 2) the relationship between quality perceptions and performance varies by organizational form and managerial level. Implications of these findings are discussed.

Using a power-based conceptual framework, we present a collaboration model to guide faculty and student affairs (SA) staff in working together to develop experiential learning assignments that help students apply leadership concepts to on-campus organizational problems. The Power-Based Student-Centered Collaboration Model (PSCM) consists of four stages through which faculty, SA staff, leadership course students, and student organization leaders operationalize their legitimate, coercive, expert, reward, and informational power in sharing resources for mutually beneficial student-centered learning experiences. Power structures provide coordinating mechanisms for information-exchange, decision-making, and role clarification in team-based collaborations. Using the PSCM, we developed a 6-week assignment Leading in the Real World for an organizational leadership course. By assessing leadership challenges, leadership course students helped student organization leaders improve performance. We outline how to build collaborative teams for motivating learning experiences that engage students in learning leadership. We discuss students’ reflections on faculty, SA staff, and student organization leaders’ feedback.