A STUDY OF THE INFLUENCE OF TEAM FORMATION ON ATTITUDES AND PERFORMANCE IN MANAGEMENT GAMES Developments In Business Simulation & Experiential Exercises, Volume 17, 1990 210 A STUDY OF THE INFLUENCE OF TEAM FORMATION ON ATTITUDES AND PERFORMANCE IN MANAGEMENT GAMES Robert Schellenberger, East Carolina University Louis Eckstein, East Carolina University Joseph Tomkiewicz, East Carolina University ABSTRACT In this study of teams formed by self-selection versus being appointed, the performance of appointed teams is statistically higher than self-selected teams. Two of 14 attitudinal measures are statistically higher for the self- selected teams. PURPOSE This paper reports on a study of attitudes and performance by game players formed into teams in two different methods. One group of students was assigned based on the skills believed necessary for successful game play. A second group of students was permitted to form their own teams based on personal preference. This study may provide some useful insights regarding the appropriate method of team Formation in game play. EXPERIMENT Four classes of the Business Policy course at a mid-atlantic comprehensive regional university were involved in this research. Two of these classes were taught by instructor A and two were taught by instructor B. Each of the four classes played a management game that represented 25 to 30 percent of the course grade. Decisions covered a simulated three year period of time. All tour classes played the two product Small Kitchen Electrical Appliance version of MANSYM [11]. Where possible, teams included three members. Teams in one section taught by each instructor were permitted to select their own team members. Teams in the other section for each instructor were appointed by the instructor. The assigned teams were assigned to ensure a mix of majors, a mix of grade point averages, and a mix of sexes in that order. The serf—selected teams were free to select members as they wished. Since 10 of the 18 self-selected terms were composed of a single major, the students major dominated his/her preference. Performance (productivity) data included grade on the game and return on equity (ROE). The additional questionnaire was taken from the Raid [10] and Boseman [1] studies. Attitudinal data included attitudes toward the instructor and the course in addition, student perceptions of interest were gathered. Further, data on the fulfillment of course objectives were gathered. Finally data on hours devoted to the course were gathered. The attitudinal questionnaire was turned in after the course was over. The total sample size was 114; 55 in assigned teams and 59 in self-selected teams. HYPOTHESIS The authors review of the literature suggests that self- selected teams will have a more favorable attitude and greater cohesiveness. It suggests that skill deficiencies on self-selected teams will not be overcome by greater cohesiveness. Thus it is hypothesized that appointed teams will perform better and that self-selected teams will have more favorable attitudes. This study will use the .05 level of significance. COMPARABILITY OF GROUPS Statistical analysis showed that the demographic characteristics of each of the four sections were similar. Moreover, the demographic characteristics of the students on assigned teams were similar to the characteristics of students on the self-selected teams. The demographic variables checked were age, GPA, sex, major, and marital status. The hours devoted to the various parts of the course as well as absences were obtained and statistically analyzed and no statistically significant differences were round. It is concluded that the two groups are comparable. RESULTS Both of the measures of performance are significantly higher For the appointed teams. The average ROE For appointed teams is 14.77 and for self-selected is 13.13. This difference is statistically significant at .025. The game grades for appointed and self-selected teams are 88.34 and 85.25. This difference is statistically significant at .036. The attitudinal instrument included six questions on attitudes toward the course and the instructor. No statistically significant differences existed between the two groups on any of these questions. The instrument also included attitudes about the fulfillment of course objectives. Two of the eight objectives show statistically significant differences in the hypothesized direction. The self-selected students belt that the objectives of: 1) the ability to apply concepts and techniques of management and 2) an understanding of the functions of managers, were fulfilled to a greater degree than appointed students. CONCLUSIONS Appointed reams perform better than self-selected teams in these circumstances. With two significant differences Out of 14 it is different to inter that self-selected teams have more favorable attitudes. REFERENCES References will be furnished upon request. Table of Contents Volume 17, 1990 The Impact of Decision Support Systems on the Effectiveness of Small Group Decisions - Revisited The Relationship Between Financial Performance and Other Measures of Learning on a Simulation Exercise Use and Effectiveness of an Analogy-Based Expert System Suggestions for Computerized Business Authors Dealing with Power: An Experiential Exercise Using Movie and Personal Diary Analysis Techniques A Model for Developing Student Skills and Assessing Outcomes Through Outdoor Training Computer-Aided Exercises Versus Workbook Exercises as Learning Facilitator in the Principles of Marketing Course An Exposition of Guilford's Si Model as a Means of Diagnosing and Generating Pedagogical Strategies in Collegiate Business Education Formal Planning and Simulation Team Performance: A Cross Sectional Approach Cases: Real Organizations in Real Time in the Classroom An Empirical Investigation of the Internal Validity of Marketing Simulation Game An Empirical Evaluation of the Pedagogical Value of Playing a Simulation Game in a Principles of Marketing Course Factors Affecting Effective Teaching of Strategic Planning: Some Preliminary Evidence An Experiential Exercise for Learning About the Relationship Between Organizational Form & the Project Management Process Accounting Communication Skills can be Taught in the Auditing Course Modeling Cost Functions in Computerized Business Simulation: An Application of Duality Theory and Sheppard's Lemma A Life Cycle Analysis of Decision Making for a Strategic Management Team What's the Problem? A Dynamic Model for Teaching Problem Solving Skills Experientially International Currency Fluctuations: Money$im, A Simulation Superstores: A Specialized Retailing Simulation Within a Specialized Marketing Curriculum Factors Affecting Student Perceptions of Learning in a Business Policy Game VC + EL = VL The Name Game: An Experiential Exercise in Intergroup Relations The Effects of Experiential Accounting Work Experience on Student Performance in Intermediate Accounting Courses The Results of Using the Experiential Activity Group Performance Evaluation in a Business Policy Setting Using a Legal Database to Describe the Legal Environment of Marketing (and Business) Matching Environmental Uncertainty and Organizational Configuration An Instructional Computer Simulation of Tampering in QC Executive Evaluation of Student Learning in the Looking Glass Simulation Group Personality Composition and Total Enterprise Simulation Performance An Expert System for Selecting Analytical Techniques for Analyzing Marketing Research Data Effects of Cognitive Styles on Responses in an In-Basket Simulation A Psychometric Analysis of Kolb's Revised Learning Style-Inventory Selecting and Developing Experiential Exercises Using Movies Application of a Real-World Strategic Management Model in the Classroom Demand Equations which Include Product Attributes Consumption as the Objective in Computer-Scored Total Enterprise Simulations The Effects of Decision Format and Evaluation on Simulation Performance, Decision Time, and Team Cohesion The Effects of Computer Related Assignments on Student Performance in Business Administration The Money Game: A Dynamic Simulation Including Random Shocks for Money and Banking Courses Methods for Evaluating Performance on Business Simulations: A Survey The Effects of Synergogy on the Policy Course: Significant Improvements in Student Learning and Teacher Evaluation Conditions and Outcomes of Trust in a Two-Person Bargaining Exercise Bankgame Enhancing Computer Business Simulation with the Use of VGA Graphics An Experiential Approach to Entrepreneurship An Advanced Simulation Method (ASM) for Multiple Objective Problems The Influence of Experiential learning Techniques on Student Recognition of Non-Primary Learning Styles Negotiating Mergers and Acquisitions: A Cocktail Napkin Approach Identification of Unintended Effects in Experiential Laboratory Exercises An Experimental Comparison of Paper and Pencil and Computer Aided Decision Support Tools Porting a Simulation from the IBM World to the Macintosh World A Transaction Cost Analysis of Experiential Learning The Development of Experiential Exercises for Courses in Entrepreneurship and Small Business Management The Assessment Center as and Experiential Classroom Exercise Pricing Strategy Algorithms for Playing Business Simulations Organizational Structures for International Operations: An Experiential Activity Simulation Emphasis in the Business School Capstone Course An Integrated Approach to Computerizing the Business Curriculum Cross-Cultural Business Negotiations Exercise Organizational Socialization and Gender Differences in Students at Work Understanding Student Work Experience: A Content-Analytic Approach Introducing Executive MBA Programs with Management Games An Analysis of Improvement in Business Decision Outcome with Sequential Use of Two Simulation Games Teaching Business Policy Utilizing Mass Lecture and Individual Case Labs Potholes Along the Road to Evaluating Learning Outcomes: The Case of Outdoor Management Training Experiential Learning for Interior Design Students: Using CADD, Lotus 1-2-3, and Wordperfect Cognitive Learning Using a Computer-Based, Qualitative Interactive Business Simulation Sex Discrimination: Does the Woman get the Job or Does the Best Man Win? A Search for Visual Aids to Support Experiential Learning Through the 1990's An Experimental Analysis fo the Effectiveness of Student Role-Playing in Sales Training How to Have Students Learn from their Term Projects Self-Evaluation Exercise (SEE): An Assessment of Class Contribution A Study of the Influence of Team Formation on Attitudes and Performance in Management Games A Hardware Based CIM Simulation Laboratory Model Test Substance Abuse in Organizations Micro Computer Training Models Teaching Forecasting, Cash Budgeting and Inventory Model Building Using SBTools A Comparison of the Effects of Experiential Learning Activities and Traditional Lecture Classes An Adjunct Writing Instruction Assistant, The Computer; With an Illustration Classroom Software for ABC Analysis Utilizing Information Processing Technology to Enhance the Business Policy Simulation Experience Progressive Cases Realistic Job Previews Vs. Traditional Job Previews: Experiencing the Differences and Understanding the Consequences Investment Analysis Using the Pragmatic Multiplier Approach A Computer Simulation Interface for Competitive and Firm Analysis Self-Assessment of Ethical Decision Making Predispositions Preparing Managers for Overseas Assignments An Inquiry into Japanese Marketing: Workshop on Teaching Japanese Marketing The Performance Appraisal Feedback Interview: A Role Play for Human Resources Management Teaching Counselor Selling techniques Using Experiential Techniques to Teach International Topics International Management Simulation Gaming: Current Status and Future Developments A Realism Comparison of Simulation Technologies/Methodologies A Time-Efficient Game to Illustrate Concepts Taught in Management Courses and Management Development Programs Teaching the Management of Technology The Concept of Face and the Applicability of Experiential Exercises in an Oriental Culture's