The effects of computer‐simulation game training on participants' opinions on leadership styles

Abstract

The objective of this study is to elucidate new information on the possibility of leadership training through business computer‐simulation gaming in a virtual working context. In the study, a business‐simulation gaming session was organised for graduate students (n = 26). The participants played the simulation game in virtual teams that were geographically dispersed and that were brought together by the use of technology. Before the gaming session, the team leaders were preselected and trained in how to operate the simulation game. Data consist of pre‐ and posttest questionnaires (the Multifactor Leadership Questionnaire measuring transformational, transactional and passive/avoidance leadership styles) and answers to open‐ended questions. The results showed the difference in participants' opinions on leadership styles before and after the training. After the gaming sessions, team members scored lower in transformational and transactional scales than team leaders. Only team leaders' leadership styles correlated with game performance. However, shared leadership among team members was typical for most successful teams. Implications for leadership training are discussed.

The effect of games and simulations on higher education: a systematic literature review

“…Other studies confirm the power of games and simulations in developing cognition abilities, especially in the instances of virtual simulations enhancing complex cognitive skills (Helle et al, 2011;Siewiorek, 2013), such as self-assessment (Arias Aranda, 2010), or higher-order thinking (Crocco et al, 2016). These are meta-cognitive skills, regarded as essential elements of in-depth learning.…”

Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training

“…This study addressed the choice to attend training (Curado et al ., ; Hicks & Klimoski, ; Tsai & Tai, ; Yardley, ). Arguably, training assignment is an important factor (Baldwin & Magjuka, ; Tsai & Tai, ), but if we follow the premises of participatory design in research on learning and instruction, then it seems promising to evaluate how trainees can have their say also on other elements of the training program, including training content (Burke & Hutchins, ), length (Laine & Gegenfurtner, ), instructional format (Gegenfurtner et al ., ), group composition (Gebhardt et al ., ), participant age and expertise (Gegenfurtner & Seppänen, ; Gegenfurtner & Vauras, ), technology enhancement (Siewiorek & Gegenfurtner, ; Siewiorek et al ., ), mode of delivery (Gegenfurtner et al ., ) or assessment conditions (Könings et al ., ). Research bridging the gap between participatory design and human resource development is in its infancy and offers exciting avenues for future inquiry.…”

Toward a unified model of motivation for training transfer: a phase perspective

“…Still, although an attempt was made in grounding the model in theories reflecting motivational and emotional dynamics, more variables exist that would warrant inclusion, such as goal orientations (Gegenfurtner & Hagenauer, 2013;Laine & Gegenfurtner, 2013) or motivation to learn (Chiaburu & Marinova, 2005;Gegenfurtner, 2011b ). Along these lines, future research may test the model in TOWARD A UNIFIED MODEL 17 different training settings, including, but not limited to, game-based (Siewiorek & Gegenfurtner, 2010;Siewiorek et al, 2013), simulation-based (Knogler et al, 2013), and visual training conditions (Gegenfurtner & Seppänen, 2013;Seppänen & Gegenfurtner, 2012). These efforts into testing the stability of the model across modal conditions can be informative for training designers and human resource personnel when creating effective development programs within their organizations and institutions.…”