PERSONALITY CHARACTERISTICS AND GROUP PERFORMANCE IN TOTAL ENTERPRISE SIMULATIONS Developments In Business Simulation & Experiential Exercises, Volume 19, 1992 176 PERSONALITY CHARACTERISTICS AND GROUP PERFORMANCE IN TOTAL ENTERPRISE SIMULATIONS John B. Washbush, University of Wisconsin-Whitewater ABSTRACT This study was designed to test the proposition, advanced by Patz and others, that teams dominated by Myers-Briggs Type Indicator “thinking” and “intuiting” styles perform better in total enterprise simulation games. This study found no relation between such factors and simulation performance of groups of undergraduate business seniors. BACKGROUND The purpose of this study is to investigate whether certain personality factors, as defined by the Myers-Briggs Type Indicator (MBTI) are associated with performance success in competitive business simulation settings using total enterprise (TE) simulations. Patz (1990) and Patz, Milliman and Driver (1991) have suggested that total enterprise simulations are biased in favor of groups dominated with members possessing “intuitive” (N) information processing styles and “thinking” (T) decision making styles as measured by the MBTI. They have presented evidence that N and T (NT) dominant teams establish early leads and maintain leads in TE competition. On a contrary vein, Anderson and Lawton (1991) have presented evidence that, on an individual-play basis, N and T personalities do not perform in a systematically superior manner. This study explores NT-dominance bias on a team-play basis and presents evidence consistent with the findings of Anderson and Lawton and contrary to those of Patz, et al. To cross- confirm these findings, this study additionally finds no evidence of personality-dominance bias using Learning Style Inventory (LSI) measures analogous to MBTI N and T styles. Myers-Briggs Theory As described by Myers and McCaulley (1985), the Myers- Briggs Type Indicator (MBTI) is based on C. G. Jung’s theory concerning individual personality type as reflected by perception, judgment and attitudes. The MBTI measures personality in terms of four indices: Extroversion (E)-Introversion (I) Outer-world versus inner-world oriented Sensing (5)-Intuition (N) Conscious versus beyond-conscious Perception Thinking (T)- Feeling (F) Logical versus social-values judging Judgment (J)-Perception (P) Preference for use of a Judgment process versus preference for use of a Perceptual process According to MBTI theory, a personality may be described by a pattern of preferences on each of the four indices. There are sixteen possible combinations or “types,” for example, INTP. For each type, one process is dominant and a second serves as an auxiliary. N dominance is associated with INFJ, INTJ, ENFP, and ENTP types. T dominance is associated with ISTP, INTP, ESTJ, and ENTJ types. Patz (1990) has argued that teams composed of NT-dominant types are advantageously suited for the impersonal, knowledge-based, analytic requirements of TE simulations. This is consistent with the statements of Myers and McCauley (1985, p. 35) that NT dominant people prefer intuition and thinking, focus attention on possibilities, use impersonal analysis, are logical and ingenious, and apply their abilities in theoretical and technical developments. LSI Theory The Learning Style Inventory (LSI) (Kolb, 1976) identifies four basic learning modes: Concrete Experience (CE) Learning from feeling Reflective Observation (RO) Learning by watching and listening Abstract Conceptualization (AC) Learning by thinking Active Experimentation (AE) Learning by doing Learning style is defined as a unique combination of these modes, and each individual has a unique learning style as: Converger (AC and CE)--finds practical uses for ideas and theories; can solve problems and use solutions to solve problems; prefers technical tasks and problems to social and interpersonal Issues. Diverger (CE and RO)--views concrete situations from many different points of view; observes situations rather than taking action; enjoys generating ideas; has broad cultural interest and likes to gather information. Assimilator (AC and RO)--understands a wide range of information and puts it into concise, logical form; more interested in abstract ideas and concepts than people; prefers logical soundness to practical value. Accommodator (CE and AE)--Enjoys carrying out plans and involvement in new and challenging experiences; tends to act on feelings rather than on logical analysis; often relies on people for information rather than on own technical analysis. Myers and McCauley (1985, pp. 203-204) report research finding significant correlations between several LSI measures (RO and AC-CE) and MBTI N and T scores. These correlations suggest that, if team performance in TE simulations Is positively influenced by NT dominance, the LSI Assimilator style, which combines Abstract Conceptualization (AC) with Reflective Observation (RO), should correlate with TE performance. RESEARCH DESIGN Hypotheses The purpose of this study was to examine the findings of Patz et al. that specific dominant cognitive styles and processes involved with analysis and decisions making are systematically related to performance In TE simulations. It seems reasonable to expect superior performance from groups dominated by people who can sense connections and systematically analyze details when making decisions in TE simulation environments characterized by compression of playing time and quantitative complexity. Developments In Business Simulation & Experiential Exercises, Volume 19, 1992 177 The null hypotheses for this study are: Hi: NT-dominant teams do not establish early performance leads. H2: NT-dominant teams do not maintain leads, if established. H3: NT-dominant teams do not lead at the end of play. These additional hypotheses, using LSI measures, are stated for cross-confirmation purposes: H4: Assimilator-dominant teams do not establish early performance leads. H5: Assimilator-dominant teams do not maintain leads, if established. H6: Assimilator-dominant teams do not lead at the end of play. Subjects The subjects of this study were students (n = 107) enrolled in three sections of the required undergraduate Administrative Policy course who competed in TE simulations using Micromatic (Scott and Strickland, 1985). Each class section contained a unique Micromatic industry. All industries were identical with respect to decision factor weights, market growth, and evaluative criteria. Students received a class briefing on the game, played one practice round, and then commenced play for score over ten quarters. Two sections contained 12 three-person teams, and one section contained 5 four-person teams and 5 three- person teams. All students were senior business majors. At the beginning of play, students were informed that the game would end with the conclusion of quarter 18 (ten quarters of play); however they were advised that companies had to end play as “going concerns.” Formation and Categorization of Student Groups Students formed groups using self-selection. After the groups had formed, the instructor administered and examined scores from the MBTI and LSI. Group classifications were made as follows: Simulation Performance Measurement Simulation performance was computed using the normalized scoring routine contained in the Micromatic software. Scores were computed for each weekly round of play (simulation quarter) and cumulatively through the latest round. Data Analysis Methods Upon completion of data gathering, each hypothesis was statistically evaluated by means of one-way analysis of variance (ANOVA) using Minitab Release 7 software. RESULTS Group Comparability A one way analysis of variance (ANOVA) was conducted on all quarterly and cumulative scores with industry (class section) as the independent variable. No significant differences between were found. Accordingly, data from the three class sections were pooled. Hypotheses Tests The first three hypotheses of this study stated that NT dominant teams do not establish, hold, and finish in leading positions. These hypotheses were tested by analyzing the results of one way Analysis of Variance (ANOVA) of quarterly and cumulative scores using NT dominance classification (above) as the independent variable. See Table 1. The results of these analyses indicated no systematic relationship between the degree of NT dominance and group performance. Accordingly hypotheses 1 to 3 were accepted. Hypotheses 4 to 6 stated that Assimilator-dominant teams do not establish, hold, and finish in leading positions. These hypotheses were tested by ANOVA of quarterly and cumulative scores using LSI style dominance classification (above) as the independent variable. See Table 2. These results indicated no systematic relationship between group LSI learning style dominance and group performance. Accordingly, hypothesis 4 to 6 were accepted. DISCUSSION This study casts serious doubt on the idea that NT dominance is a significant influence on the performance of groups in TE simulations. The study explored NT dominance by degrees and found no significant association. Indeed, the data suggest that NT dominance and TE simulation performance may be somewhat inversely related. In addition, the study examined the influence of learning style dominance on simulation performance and found none. These results are consistent with Anderson and Lawton’s (1991) findings. Those authors found no relationship between MBTI scores and TE performance when the game was played by individuals. The present study found no relationship between MBTI scores and performance when the game was played in teams. Why Patz (1990) and his colleagues (1991) found clear and positive relationships between NT dominance and TE performance while Anderson and Lawton (1991) and the present author did not is far from clear. One hypothesis is that instructor style and method of game administration influence the relationship between personality type and performance. Very informal (and unsubstantiated) evidence supports this. Patz (1990) states that, in his studies at the University of Southern California, performance levels by team were stable over time--teams that established early leads maintained them. Here at Wisconsin-Whitewater, the norm is for Micromatic industries to be in greater flux. We commonly find that: -Three to five different teams lead an industry at one time or another during a game -A team near or leading at the halfway point is near last by the end of play -A team in last place during the first third of the game finishes first or close to first Developments In Business Simulation & Experiential Exercises, Volume 19, 1992 178 Developments In Business Simulation & Experiential Exercises, Volume 19, 1992 179 It’s hard to believe that these differences in game stability are caused by location. A more likely explanation is that we at Wisconsin-Whitewater administer the game differently or explain things differently. The effects of instructor style and style differences in game administration are therefore areas for future research. That this study did not find a relationship between performance and personality type suggests that group performance is a product of a more complex mix of factors than examined in those studies, which provided the foundation for this investigation. Clearly, additional research on the variables influencing group performance remains a wide-open field of inquiry. REFERENCES Anderson, P.R. and Lawton, L. (1991) “Personality types and total enterprise simulation performance.” Developments in Business Simulation & Experiential Exercises, 18, 1-4. Kolb, D.A. (1976) Learning Style Inventory: Technical Manual Boston: McBer and Company. Myers, I.B. and McCaulley, M.H. (1985) Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press. Patz, A.L. (1990) “Group personality composition and total enterprise simulation performance.” Developments in Business Simulation & Experiential Exercises, 17, i32- 137. Patz, A.L., Milliman, J.F. and Driver, M.J. (1991) “Career concepts and total enterprise simulation performance.” Developments in Business Simulation & Experiential Exercises, 18, 84-89 Scott, T.W. & Strickland, A.J. (1985) Micromatic: A Management Simulation. Boston: Houghton Mifflin. Table of Contents Volume 19, 1992 The Pedagogical Utility of a Management Simulation Game in a Business Policy Course Modeling Economic Environments in Business Simulations: Some Comparisons and Recommendations Experiential Learning and TQM Principles: Teaching Behavioral Science in a Business School The Use of Poster Presentations as a Final Project in the Business Policy Course The Device Business: A Management Simulation for Strategy Formulation The Advantages of Experiential learning in the Auditing curriculum A Framework for the Identification of Moderated and Mediated Performance consequences of Pedagogical Alternatives Simulating Qualitative Research Relating to Values and Lifestyle Segmentation A New Market Demand Model for Business Simulators Interactive Optimization Using the Method of Relative Improvement Preferences: Methodology and Empirical Evaluation The Service Trainer Simulation Benefits of Internet Computer Networks for ABSEL Members How Should We Measure Experiential Learning? An Assessment of Simulation Usage in Management Accounting Courses The Influence of Myers-Briggs Type and Group Dynamics on Simulation Performance Effective Leadership Behavior in the Desert Storm Arena: An Application of the Vroom-Yetton-Jago Model Installing and Consolidating Work-Team Values: The Effects of a Multicultural Outdoors Experiential Program Key Determinants and Decision performance in a Business Simulations and Experiential Learning environment Multi-Cultural Experiential Learning: A Computer Simulation in Indonesia Attitudes Toward and Emotions Related to Women as Managers: A Replication and Beyond Scenario Approach to Simulating Consumer Expenditures: A Cross-Cultural Analysis Insights into Ethical Decision making Activities and Organizational Performance: A Management Simulation Analysis of College Students and Managers Evaluating a Business Simulation Program for Joint Venture Negotiation and Management Teaching Business Interviewing Strategies with an Experiential Approach Cooperative Learning Across the Business Curriculum Modeling Total Quality Elements into a Strategy-Oriented Simulation Teaching Business Decision making using a Simulator Extending the Educational Utility of a Simulated Competition within the Confines of an Established Undergraduate Marketing Curriculum Expert Systems Versus Traditional Methods for Teaching Accounting Issues Confidence Extremes Diminish Quality Performance in a Total Enterprise Simulation Can Ethics Be Taught? A Simulation Tests a Traditional Ethics Pedagogy Through The Looking Glass, Inc.: Organizational Climate Research as Experiential Pedagogy The use of Cluster Analysis for Business Game Performance Analysis Power and Ethnicity: An Experiential Learning Exercise (How to Sensitize Students to Diversity) Directed Development of Critical and Creative Thinking Skills for Case Analysis Implementing Total Quality Management in a Computerized Business Simulation Product Quality in Business Simulations Use of Simulation for Ethics Education in Management Satisfying the University's Customers through Total Quality Management Instruction: A Case Study Personality Characteristics and Group Performance in Total Enterprise Simulations Concepts of Interval Estimation and Quality Control Charts via Computer Simulated Sampling An Examination of the Effect of Team Cohesion, Player Attitude, and Performance Expectations on Simulation Performance Results The Effectiveness of Inventory Management and Production Scheduling Training in a Total Quality Management Environment Peer Group Indicators of the External Validity of Business Games: A five-year Longitudinal Study Political Strategies and Personal Actions Does Practice make Perfect? Observations on Simulation Trial The Use of A Non-Business Computer Simulation to Teach Marketing Management BankPro Commercial Bank Simulation The Production Game Pursuing Excellence: Work Strengths, Assets and relevant Values (An Exercise) Test of a Short Outward Bound Experience for College Students What is it that we want Student To Learn? Using Two TQM Philosophies when Playing Blackjack The Lagged Effects of Decision Variables on Financial Performance Measures Used in Two business Simulations The Development of an Experiential Exercise for Career Planning and Effective Job search Performance Measuring Quality in Management of Business Pedagogy Exploring Quality and Productivity Improvement: Using and Experiential Process Toward a Generalized Architecture for Intelligent Reactive Management Systems The Quality Game TQX: Using Expert Systems to Improve Training in Total Quality Management A Simulation of the Effect of the Medicaid Payment Lag on the Financial Position of Community Pharmacies The Use of a Board of Directors to Evaluate and Validate Decisions in a Competitive Graduate Management Simulation Course The Impact of Academic Dishonesty on Business Simulations and Experiential Learning Activities Picture Project: An Experience of Icebreaking and/or Decision-Making An Effective Role-playing Exercise for Teaching Requisite TQM Supervisory Attitudes/Behavior Computerized Management Simulations and Some Correlates of Students' Satisfaction The Timing and Stability of Reactions to Market Structure in a Single Player Simulation Environment A Graphics Application Extension for a Simulated Decision Support System Environment Aspects of a Group Project Utilizing Actual Business data and a Computerized Accounting System The Role of Universities' Extended Learning Department in Assisting Organizations Implement Total Quality Management A three-dimensional Learning Experience to Develop Total Quality Management Skills Estimating Quality Costs by Computer Simulation Applications and Examples of Quality Control Software Assessing Business Pedagogy A Demonstration of an Experiential Process for Exploring Quality and Productivity Improvement Processes An Action-Ethics Dilemma: A Demonstration Org Sim Jr.: A 2-3 Hour Version of the 2-Day Blanchard/Murrell Organization Simulation Building Buildings: An Experiential Exercise in Organizational Structure, Communication, Leadership and Group Dynamics Expert Systems for Organization Design: A Demonstration A Demonstration of Product Quality in a Business Simulation: Version 2 of CEO Two Revolutions, Total Quality Leadership, and the Baldy: The Story of Milliken Total Quality after the Award - The Xerox Story Building a Competitive Advantage through Customer Satisfaction and Reengineering Human Resource Planning: Managing the Only Renewable Resource for a Competitive Advantage Using Simulations to Teach International Issues: An analysis of the Multinational Management Game's Learning Environment Quality Function Deployment: A Tutorial Care and Nurturing of Teams Making a Good Thing Better: Adding TQM to Participative management Empowering Organizations to Redesign and Transform Themselves - Eastman Chemical Using Simulations in Field Management Development of an International Life Insurance Company Reinforcing the TQ Environment via Simulation Transforming a Business College into a Total Quality College