There is an increasing amount of evidence, based upon curriculum reevaluation efforts, indicating the practical value of allowing the field of organizational behavior and related disciplines to step beyond their traditional academic boundaries and be integrated into other curricula, particularly in upperclass and graduate study. This paper describes four levels of instruction in organizational behavior which may be, all or in part, extremely valuable to the future professional success of students in programs outside of organizational behavior. This four-level instructional paradigm provides a conceptual framework for prescribing various kinds of learning experiences to enhance student development and professional preparation. General suggestions and guidelines for each level of the paradigm are given with documented cases and examples.
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