INTEGRATED BRAIN ACTIVITY AND THE MANAGERS JOB: UTILIZING THE ‘TROIKA’ MODEL Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 22 INTEGRATED BRAIN ACTIVITY AND THE MANAGERS JOB: UTILIZING THE ‘TROIKA’ MODEL Donald S. Kline, Assumption College ABSTRACT The manager’s job is becoming more complex and will, in the future, require a higher level integration of left-brain (logic) and right-brain (intuition) activity. A “troika” model may be used to capture the necessary interrelationships between the thinking (logic) and feeling (intuition) inputs into “doing” (managerial behavior) The American Assembly of Collegiate Schools of Business (AACSB) is currently researching the feasibility of shifting the bases of program accreditation and guideline from inputs to outputs. A major part of the research is focused on defining twenty non-cognitive attributes and developing methods of measuring behavioral changes for selected attributes. It is suggested that new and refined simulation and experiential methods will need to be developed pertaining to key non-cognitive attributes. INTRODUCTION As a generalization, in any right-handed person in our verbal-scholastic society, the two brain hemispheres may be likened to the claws of the cannon lobster. The left hemisphere, as the assumed seat of logic and intellect, is over-emphasized and over-utilized. The right hemisphere, as the commonly believed locus of intuition and judgment, is “atrophied” to varying degrees. Table 1 contrasts a series of propositions and observations with regard to these two orientations. For effective, highly “successful” management both hemispheres need to be integrated. working together, they cover an immense range of “cognitive” and “non- cognitive” phenomena which, via various mechanisms, may be translated into effective management behavior. A troika” is a three horse drawn sleigh commonly associated with Russian culture (see Figure 1) . The driver via mainly the lead horse (call it behavior) provides direction and fine tuning aimed toward pre-determined, ambiguous and constantly shifting goals; managerial behavior is commonly viewed in terms of functions (plan, organize, lead, control) and roles (leader, monitor, resource allocator) The trailing left-had horse (call it thinking or cognitive) represents the entire domain of logical, intellectual, quantitative activity and knowledge. As seen in Figure 1 it is linked back to the over-utilized left brain. The trailing right- hand horse (call it feeling, intuition or judgment) encompasses the entire domain of non-cognitive phenomena. An over-developed ‘thinking” horse (see Business Week, November 10, 1980, pp. 61-2) and a week or atrophied ‘feeling” horse can veer the sleigh to the right unless the driver compensates. Yet, compensation treats symptoms rather than the underlying problem; the problem is a lack of full integration of the two brain hemispheres or, in terms of the ‘troika’, of the two trailing horses. This, then, is a ‘quick and dirty” diagnosis of the ills existing in both managerial process and in business and management program structure and delivery. AACSB/EFMD TASK FORCE A three year AACSB/EFMD (American Assembly of Collegiate Schools of Business/European Foundation for Management Development) has extensively commented on this dilemma. Because expectations of society with regard to managerial effectiveness will be greatly increasing over the next 30 years and because the job of the manager will be radically restructured, the training and development of managers will require more intensive and extensive non- cognitive inputs. Such training must move toward a greater integration of left brain and right brain activity. BASES OF ACCREDITATION RESEARCH The AACSB, under increasing pressure from organizations of all types, might well evolve its bases of accreditation and guidelines for future Oriented business and management programs. The AACSB is currently undertaking Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 23 research on the feasibility of shifting its bases of accreditation from inputs (number of Ph.D. ‘s on the faculty) to outputs (degree of cognitive knowledge and non-cognitive skills acquired by the graduate) N0N-COGNITIVE ATTRIBUTES Phase I of the AACSB project has identified and initially defined six “clusters’ of non-cognitive attributes as follows: (1) administrative: organizing/planning, decision-making, creativity. (2) interpersonal: leadership, oral communication, behavior flexibility, personal impact, social objectivity, perception of threshold social cues. (3) intellectual ability: range of interests, general mental ability, written communication. (4) stability of performance: tolerance of uncertainty, resistance to stress. (5) work motivation: primacy of work, inner work standards, energy, self objectivity, career orientation. (6) values of business. What a “shopping list of opportunity" the above list of attributes presents for the development of simulation and experiential techniques and exercises to teach non-cognitive skills in such a way as to permit a determination of competency gained in each attribute. For example: perception of threshold social cues’ is defined as: the readiness of a person to perceive minimal cues in the behavior of others. Such traits as social skills, empathy, perceptiveness, and people-awareness were mentioned.. .The ability to sense reactions of others and respond appropriately.’ (AACSB Bulletin, Winter 1980, p. 13). This one defined example and the nineteen others present major challenges to professional educators in management and business to develop the teaching/learning tools so necessary to training and developing professional managers for the twenty-first century. CONCLUSION: TWO PROVERBS To return to Table 1, the proverb for planning states: “The mouse with but one hole is easily taken. The over- emphasized left brain probably would plan using a linear approach with but one main objective in mind. Integrated brain activity (the proverb spans the two columns in Table 1) would take a contingency approach to planning and have available a “network” of objectives each feasible under (1) a different Set of assumptions and (2) a different unfolding of environmental/organizational events. The proverb for implementation of plans is: “Do not throw stone at mouse and break precious vase”. This can be translated into the common utilization of left brain tools/techniques (computers, mathematical models) to solve problem A or make decision B. Integrated brain activity (think-feel) may more effectively utilize “active listening” to solve the same problem A or make the same decision B. Table of Contents Volume 8, 1981 The Promotion: Human Sexuality in Organization The Simulation of Chaos Leadership Development in a Simulated Urban/Suburban (U/S) Environment Tomed: A Computer Game Emphasizing Social Responsibility/or/why the Pop-Top Can? Integrated Brain Activity and the Manager's Job: Utilizing the Troika Model What does R2 Have to do with a Product Management Course? An Analysis of the Effects of Jungian Problem-Solving Style Dimensions on Marketing Decisions Bargaining Behavior in Personal Selling and Buying Exchanges Extending the Simulation Product Life Cycle A Generalized Algorithm for Designing and Developing Business Simulations Operationalizing a Test of a Model of the Use of Simulation Games and Experiential Exercises Pygmalion and Perception: An Experiential Exercise Behavioral Consequences of Reward Regarding Employee Absenteeism in an Industrial Setting: An Operant Conditioning Approach The Simlab Program: The Use of Experimental Simulation and Process Analysis for the Development of Management and Organizations Designs for Research on Simulation-Games, Cases, and Other Experiential Exercises The Role of Students in The Case Method Weaknesses in Research Design Critical Variables in Research on the Educational Value of Management Games Research Questions for Cases Research on the Learning Effectiveness of Business Simulation Games - A Review of the State of the Science The Effects of Valuation Techniques on Holding Cost During Inflationary Periods: A Simulation Exercise The Operations Simulation - A Study in Game Development Applying Guided Design to the Production/Operations Management Course: A Progress Report and Evaluation Terminal Data Entry and Retrieval Systems Simulations and Microprocessors Microcomputers and Related Technology for Simulation Gaming Microcomputers - A New Technology for Innovations in Business Simulations Microprocessor Controlled Interactive Video Simulation Business Game Design: From Theory to Practice The Success of a Computerized Simulation in Microeconomic Pedagogy The Test Preview Game: Applying the Game Show Format Providing a Real World View of the Personal Function: A Simulation Finding an Effective Means of Teaching Managerial Behavioral Skills: Two Different Experiential Teaching Methods Compared A Management Development Program Based on the Experiential Learning Model Participant Type Differences in Response to Experiential Methods: An Informal Look Preparing Student Groups to Participate in Experiential Group Projects: An Organizational Development Approach An Instrument for the Assessment of Learning Dimensions: A Progress Report of the Learning Dimension Scale (LDS) An Empirical Analysis Relating the Learning Style Inventory to Memory and Logical Ability Teaching Styles in Simulation Experiential Learning Versus Traditional Teaching Styles Student Perceptions of Effective Teaching Behaviors Problems in Evaluation of Experiential Learning in Management Education Students' Perceptions of Learning by Simulation A Relative Evaluation of Experiential and Simulation Learning in Terms of Perceptions of Effected Changes in Students Overview of Computer Based Business Games in Business Policy Classes Behavioral Decision Theory and Business Policy Giving Accounting Students Writing Experience as Job Preparation Getting to First Base with MBO: An exercise for Writing and Evaluating Objectives Dimensions of Conflict in Experiential Learning Consumer Alienation and Perceived Relevance of the Business Simulation Using the Self-Reference Criterion to Simulate Culture in Internationalized Business Course Experiential Learning in a Cross Cultural Setting- The Practice of Simulation Approach to Business Education in Japanese Universities Student' Perceptions of the Use of a Computerized Simulation in Teaching Management Information Systems Using the Case Study Approach to Develop a Microcomputer Bases, Fully Integrated, Data Base Driven, Management Information System The Case Study as a Tool for Organizational Change: Applying the Steel Ax to the Designers of Management Information Systems Toward a Theory of Teaching Business Policy A Case Study in the Use of Experiential Learning (A Management Game Simulation) to Enhance Student Understanding of Strategy Evaluation and Policy Formulation Suggestions for Integration of the Business Administration Core Publishing Opportunities and Requirements for Business Simulation and Experiential Learning Materials How do we Apply Experiential Learning Intercollegiate Case Competitions for M.B.A. Students: Initiation and Implementation Teaching Business Policy and Strategy Using the Incident Process The Learning Co-Op Approach to the Core Policy Course Meeting the Managerial Skill Shortage - Is Academia Up to It? An Empirical Analysis of Experiential Learning Reinforcement International Experiential Learning: Experience is the Best Teacher Encouraging Student Participation During International Academic Programs European Summer Study Program: Can you, Should you, What Does it Take? Travel Seminars in Europe: How can I Direct One? International Experiential Learning: Student Evaluation ABSEL: Empirical Findings on the State of the Association Sensitivity of Performance Scores in Business Simulations Improving the Learning of a Business Simulation Game by Increasing the Process Content Student Participation in Deciding Performance Criteria for Grading in an OB Course: An Exercise and a Case Study Markup for Profit: A Simulated Self-Administered Experience in Retail Pricing The Investment Decision Game: An Experiential Learning Approach to Stock Market Decisions Through Gaming CHIPS: A Marketing Channels management Game External Validation: An Experimental Approach to Determining the Worth of Simulation Games Teaching Performance Appraisal Skills: An Experiential Approach In Support of Experiential learning: Results of a Follow-Up Survey The Introductory Management Course: Taking Theory Application One Step Further Decision Efficiency and Effectiveness in a Business Simulation The Implications of Cognitive Processing Variables and the Complex Decision Simulating the Simulation for Enhanced Player Rationality Simulation/Experiential Learning Audit