Six classroom interventions designed to continuously teach and acclimate our management students about their eventual realistic reward/punishment contingencies and managerial performance expectations can be established using the classroom’s grading system and the class syllabus. Interventions include (1) using points rather than grades for student evaluation; (2) using a rewards and penalty grading system; (3) rewarding strict, on-time attendance; (4) providing a competitive, points display of students; (5) including penalty procedures to handle social loafers in teamwork settings; and (6) using unannounced quizzes for class preparedness. Research propositions about realistic-based classrooms and students taking these classes are presented.
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