The effects of computer-simulation game training on
participants opinions on leadership styles
Anna Siewiorek, Andreas Gegenfurtner, Timo Lainema, Eeli Saarinen and Erno Lehtinen Anna Siewiorek, PhD, is a Project Researcher at the CICERO Learning Network, Institute of Behavioral Sciences, University of Helsinki. She is currently working on developing new ways of teaching and learning through mobile technologies. Her research interests include computer simulation games, training leadership styles, and computer-supported collaborative learning. Andreas Gegenfurtner, PhD, is a Post-doctoral Research Fellow at the TUM School of Education, Technische Universitt Mnchen. His research interests include the development of visual expertise and motivational inuences on transfer of learning. Timo Lainema, PhD, is a Senior Research Fellow at Turku School of Economics, University of Turku. He has applied simulation games in business education, in university teaching, executive education and in in-house management training programs since 1987. His PhD thesis (Turku School of Economics, 2003) focused on the use of business simulation games in business process education. His research interests include learning through simulation gaming and knowledge sharing in virtual working contexts. Eeli Saarinen is a PhD student at Department of Management and Organisation, Turku School of Economics, University of Turku. Erno Lehtinen is an Academy Professor at the Centre for Learning Research and Department of Teacher Education, University of Turku. His research focuses on the learning of mathematical and scientic concepts, technology supported learning environments, and the challenges of expertise development in technology rich networked working life. Address for correspondence: Dr. Anna Siewiorek, CICERO Learning Network, Institute of Behavioral Sciences, University of Helsinki, Siltavuorenpenger 3A, 00014 Helsinki, Finland. Email: anna.siewiorek@helsinki. Abstract The objective of this study is to elucidate newinformationonthe 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 geo- graphically 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 Lead- ership Questionnaire measuring transformational, transactional and passive/avoidance leadership styles) and answers to open-ended questions. The results showed the differ- ence 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. Introduction Many educators consider games and simulations as useful tools in teaching topics and skills that have proved to be difcult to deal with in traditional educational situations. Difcult teachable skills include many complex and ill-dened skills such as leadership. However, there is still rela- tively little research-based knowledge of the impact of games on leadership training. This study examines the opportunities of using a collaborative computer-simulation game as a leadership training tool. British Journal of Educational Technology Vol 44 No 6 2013 10121035 doi:10.1111/bjet.12084 2013 British Educational Research Association Learning with games and simulations When we discuss the learning environment of this study, we refer to it as a simulation game instead of a game or a simulation. On one hand, the word simulation is often considered too mechanistic for educational purposes. Simulation refers to activities where an optimum for some problem is searched for, while this is not usually the aim of an educational game (Lainema, 2003). On the other hand, the word game can imply time wasting, not taking things too seriously and engaging in an exercise designed purely for entertainment. Authenticity and realism have a role in business games such as the one described in this paper as they aim at providing a learn- ing experience, which illustrates some of the critical features of the reality to the participants (Saunders, 1995). Keys and Wolfe (1990) dene a (management) simulation game as a simplied simulated experiential environment that contains enough verisimilitude, or illusion of reality, to include real-world-like responses by those participating in the exercise. The concept of simulation gaming seems to offer the right combination and balance between the two. Simulation gaming is also the term that the educational gaming community has adopted (Greenblat Stein, 1988). Games and simulations provide new opportunities to deal with complex and risky real-life pro- cesses in a safe educational context (Gee, 2008; Winn, 2002). Studies have shown, for example, that simulation games can successfully foster learning of complex problem-solving (Tennyson & Breuer, 2002), decision-making (Salas, Wildman & Piccolo, 2009; Tompson & Dass, 2000) and collaboration skills (Leemkuil, de Jong, de Hoog & Christoph, 2003). One of the key features of simulation games is that they provide outcomes and feedback in real time (Laurillard, 1998). Some of the educational games can be played in teams in which each person has a distinctive assigned role and team members have to coordinate their activities, just like in modern work- places (Hakkarainen, Palonen, Paavola & Lehtinen, 2004; Lehtinen, 2003; Siewiorek, Saarinen, Practitioner Notes What is already known about this topic There have been attempts to use simulation games for corporate leadership training but not in higher education. It is not effective to teach leadership styles through conventional, lecture-based teach- ing methods. Students are more highly motivated by simulation games than by more traditional instructional presentations. What this paper adds Novel implementation of leadership training through simulation gaming in higher education. The simulation game training changed participants opinions on leadership styles. Shared leadership among team members was typical for most successful teams. Implications for practice and/or policy More simulation games should be implemented into higher education to advance the participants understanding on the leadership styles. The discrepancy between team members and team leaders interpretations as to how leadership styles were applied during the study offer powerful experience to be used in future leadership trainings. The results provide important guidance for instructors to design simulation trainings to enhance leadership styles learning. Simulation effects on participants leadership opinions 1013 2013 British Educational Research Association Lainema & Lehtinen, 2012). Simulating a workplace team context in multiplayer digital training affords the chance to incidentally learn social skills, such as leadership, in realistic and authentic learner-centred environments (Gegenfurtner, 2011; Knogler et al., 2013; Lainema & Lainema, 2007; Siewiorek, 2012). In spite of a growing body of literature highlighting the educational potential of computer games and simulations, some obstacles can make simulation games difcult to implement in educational settings. For example, learners may perceive the simulation to be unrealistic or perceive the group collaboration to be inefcient and thus they lose interest and the motivation to play (Adobor & Daneshfar, 2006; Gegenfurtner & Vauras, 2012; Gegenfurtner, Veermans & Vauras, 2013). In addition, the evidence supporting the educational potential of computer games is still limited and contradictory, particularly regarding the effectiveness of games for concrete educational purposes (Jenkins, 2002; Ritterfeld, Shen, Wang, Nocera & Wong, 2009). Many game studies are either anecdotal or hypothetical. Anderson and Lawton (2009) summarise that today, the ef- cacy of business games in achieving cognitive learning outcomes is still unclear. There are several pedagogical approaches that can be used when simulation games are applied, such as learning by doing, learning from mistakes, goal-oriented learning and role-playing (Prensky, 2001). Simulations and games have been associated with many learning theories. These theories are, among, others, discovery learning (de Jong & van Joolingen, 1998), situated learning (Winn, 2002), implicit learning (Ciavarro, Dobson & Goodman, 2008), activity theory (Kuutti, 1996) and constructivism(Kebritchi & Hirumi, 2008). Simulation games have also been characterised as a form of experiential learning (Kolb, 1984) because the process of knowledge creation relies on the transformation of self-experience (Haapasalo & Hyvnen, 2001). The cycle of experiential learning is very similar to the organisational structure of typical games (Herz & Merz, 1998). According to Gredler (1996), educational games are experiential exercises. They offer here-and-now concrete experiences to validate and test abstract concepts presented in the gaming environment. Constructivism focuses on the process of knowledge construction and the development of reex- ive awareness of that process (Bednar, Cunningham, Duffy &Perry, 1992). Learning is considered to be an active process, in which meaning is developed based on experience. Learning should also be situated in a rich context based on authentic tasks. The game-based simulation environment used in the study includes many of the characteristics that have been highlighted in theories of experiential learning and constructivism. Approaches to leadership Researchonleadership has expanded over the years and many theorists have tried to dene leader roles and leadership processes. For example, DuBrin (1990) dened leadership as the process of inuencing the activities of an individual or group to achieve certain objectives in a given situation (p 255). Wills (1994), however, dened a leader in brief terms: The leader is one who mobilizes others toward a goal shared by leaders and followers (p 17). One common element among the various denitions has involved the process of inuence (Bryman, 1992). Leadership involves persuading people to set aside, for a time, their individual concerns and pursuits and work in support of the communal interest. The broad and varied studies on leadership suggest that there are many appropriate ways to lead. However, there is no agreement upon a working denition of leadership, or on what good or effective leadership should be (Smith, Montagno & Kuzmenko, 2004). Instead, there are many leadership style denitions. In our earlier studies (Siewiorek & Gegenfurtner, 2010; Siewiorek & Lehtinen, 2011; Siewiorek et al, 2012) we have analysed howexperiences in business simulation games and game environments are related to different leadership styles, including such as heroic, 1014 British Journal of Educational Technology Vol 44 No 6 2013 2013 British Educational Research Association post heroic, authoritarian, shared and democratic leadership. In this study we focus on transac- tional and transformational leadership styles. According to Burns (1978), the difference between transformational and transactional leadership is in terms of what leaders and followers offer one another. Transformational leaders offer a purpose that transcends short-term goals and focuses on higher order intrinsic needs. Transactional leaders, in contrast, focus on the proper exchange of resources. If transformational leadership results in followers identifying with the needs of the leader, the transactional leader gives followers something they want in exchange for something the leader wants (Kuhnert & Lewis, 1987). The Multifactor Leadership Questionnaire (MLQ, Bass & Avolio, 2000) used in measuring transformational and transactional leadership styles also consists of a third dimension describing passive/avoidance leadership. Passive leaders avoid specifying agreements, clarifying expectations, and providing goals and standards to be achieved by followers. Passive leadership often occurs when there is an absence or avoidance of leadership. In addition to transformational and transactional styles, other leadership styles are to be found in the literature. Heroic leadership is characterised by omnipotence, rightness and codependency as the main characteristics of a leader. Post-heroic leadership refers to empowerment of members, risk taking and the development of members. A widely used classication is to describe leaders as authoritarian or democratic. Authoritarian leaders have all the control and determine all the policies, activity steps and work tasks, whereas democratic leaders encourage group decisions and build organisational exibility. Close to authoritarian leadership styles are coercive leaders, who demand immediate compliance to their orders and dictate each step taken. There has been a need for new leadership formsparticularly in knowledge-intensive organisations and teams characterised as shared leadership, where there is mutual inuence and all members participate in the decision-making process (Bass & Bass, 2008; Crevani, Lindgren & Packendorff, 2007; Goleman, 2000). A new challenge for the leadership is due to globalisation and development of information and communication technology, more and more work is done in virtual teams and organisations (Lhteenmki, Saarinen, Fischlmayr & Lainema, 2010). Leadership training and simulation gaming Most leadership training initiatives fail to train leaders because typical programs teach leadership theory, concepts and principles. This training promotes leadership literacy but not leadership competence (Allio, 2005). However, potential candidates become leaders by practice, by perform- ing deliberate acts of leadership. Some researchers claimthat many of the qualities and attributes that assist them in leadership effectiveness are innate (Blank, 2001). While at the same time, it is obvious that early childhood development, education and later on-the-job experiences encourage and nurture leadership abilities (Bass, 1990; Conger, 1992). Skills and abilities utilised by leaders such as communicating, problem solving, visioning, decision making and negotiating can be developed by proper leadership training. Although leadership training is relatively new in the literature, there is an increasing body of knowledge on the issue (eg, Day, 2001; McCauley & Douglas, 2004; Palus & Horth, 2004). Leadership competence develops when an individual is forced to address the challenge of innovating, inspiring and adapting. The leader in training will develop a portfolio of behaviours to draw upon to respond to specic challenges in the future. In addition, evidence suggests that the most effective leadership programs will focus on building self-knowledge, and skills in rhetoric and critical thinking. For example, facing adversity, struggling with unfamiliar situa- tions, exposure to different people, problem-solving activities and hardships and making mistakes are reported to be the most developmental types of experiences (Dentico, 1999). McCall (2004) suggests that the primary source of learning leadership is experience. Experience as a leader or a group member in demanding and challenging situations seem to be particularly benecial for Simulation effects on participants leadership opinions 1015 2013 British Educational Research Association learning leadership skills. This kind of experience and systematic reection of the experiences can be facilitated in previously planned simulated environments (Johnsen, Eid, Pallesen, Bartonen & Nissestad, 2009). Simulation gaming in teams serves as a promising platform for leadership training within formal education because, in these environments, leader trainees can experience challenges of leadership within complex situations, which includes communication, conict resolution, delegation, motivating, decision making and problem solving. On the other hand, participants of the groups can evaluate different leaders in, at least partly, standardised situa- tions. One of the methods to evaluate the learning process during leadership training is to compare the relationship between a leaders self-evaluation and group members evaluations of the leaders behaviour. According to previous studies, leaders evaluate their leadership style more positively thangroup members do, but, withincreasing training, the self-evaluationand the others evaluations tend to come closer together (Johnsen et al, 2009). Researchers have tried for decades to examine the effectiveness of simulation games in manage- ment and leadership training. For example, Farrell (2005) compared simulation games with traditional teaching methods for undergraduate students in business management and found that students perceived the simulation game as a more effective learning tool. Li, Greenberg and Nicholls (2007) conducted a similar study with MBA students. They also showed that the stu- dents thought the simulation game was superior to a lecture-centred approach. Washbush and Gosens (1998) study, in which they compared the before and after scenarios following an enter- prise simulation game played by teams of undergraduate business students, showed that students improved their exam score after the simulation. The effectiveness of the simulation game in teaching operations management was demonstrated in Olhager and Perssons (2006) study. In addition, the research implies that experiential approaches appear to be the most successful inmeeting the leadership training objectives (Bass, 1990). One of the aims inplanning leadership training simulations is to provide participants with challenging experiences, which increase awareness of their own leadership behaviour and of the demands of different situations (Raybourn, 2006). Purpose of the study This study examines the outcomes of using a collaborative computer-simulation game as a leadership training tool. In particular, we are interested in whether this environment could serve as a tool to provide participants with the experience of leadership styles in practice. The focus of the study is to examine if students opinions on leadership styles before and after participating in a computer-supported collaborative-gaming session will change. Asecond focus is to identify if their opinions on leadership differ depending on the participants role (leader vs. team member) in the team. In addition, we aim at observing what kind of new challenges distance members participating through network tools bring for the group leadership. We are also interested in investigating if there are any effects of leadership style on team performance. Research questions and hypotheses Is there any difference in team leaders and team members opinions on leadership styles after participating in collaborative computer-simulation game training? The two-day gaming session without systematic feedback is not expected to be enough for the development of a reciprocal awareness of group processes between the team leader and the team members. Thus, it is assumed that in the posttest, the team-leaders self-evaluations of leadership styles will differ from team members evaluations (Hypothesis 1a). However, it is expected that the challenging experiences during the simulation-game sessions increase team leaders and team members awareness of the leadership styles (Hypothesis 1b). This can be seen as changes in their evaluations after the experience when compared with their ideal ratings before the experience. 1016 British Journal of Educational Technology Vol 44 No 6 2013 2013 British Educational Research Association To what extent does leadership style correlate with team performance? It was expected that teamperformance at the end of the collaborative computer-simulation game training would correlate positively with transformational leadership (Hypothesis 2a) and trans- actional leadership (Hypothesis 2b) and would correlate negatively with passive/avoidance lead- ership (Hypothesis 2c). What kind of leadership processes emerges in teams during the gaming sessions? It was expected that various kinds of leadership processes would emerge in teams during the simulation-gaming sessions due to leaders being preselected before the sessions and given lead- ership authority and responsibility. Method The simulation computer game RealGame, http://www.realgame. (Lainema, 2003), is a business-simulation computer game that provides an experience of managing a business. During the game play, the participants (in teams of threeor four) managetheir ownmanufacturingcompany, andtheyareabletofollowtheir companys operations and material ows in real time, thus being provided with a dynamic and transparent viewof causeeffects in business organisation. Simulation participants are immersed in a realistic business environment where they buy materials, produce goods and compete with other teams. Theyarechallengedbydifcult decisions suchas whichmarket toenter, at what prices to buy and sell or how many units to produce. Meanwhile, they have to deal with cash-ow problems, supply-chain bottlenecks and competition from other players. The game operator can use an interface to manipulate the game-clock speed in order to adapt it to the participants gradually developing decision-making abilities; usually the clock speed is slower at the beginning of the game, whereas it runs faster towards the end of the gaming session. In addition, the game operator can create additional simulated companies so that the participants can observe and interact with the supply, and the demand and different business concepts. In summary, RealGame is a continuously processed dynamical system, which involves many activities that occur in everyday business situations. RealGame is not planned for directly teaching leadership skills, but when applied in teamwork, it provides a rich platformfor exercising different aspects of leadership in challenging face-to-face and virtual small group situations. (For more studies on RealGame, see Lainema & Lainema, 2007; Lainema & Nurmi, 2006; and Siewiorek, Saarinen, Lainema & Lehtinen, 2012). Description of the design Data were gathered during RealGame gaming sessions at a Finnish university in February 2010. A group of students (n = 26; 10 females and 16 males, aged between 22 and 25 years) partici- pated in the study. Because the participants of the study were partly international exchange students, the language of the gaming session was English. None of the participants, except the selected leaders, had experience in playing the simulation game before the training sessions. Participation was voluntary and the gaming sessions were not a part of students study program. The participants were selected randomly; an email was sent to the students at two Finnish universities with the information about the gaming session, and they were asked to participate in the session. The number of participants was slightly lower than the optimal number of players in the RealGame environment. In the middle of the term students had timetable problems to par- ticipate in an extracurricular activity that took two whole days. Before the gaming sessions, the team leaders were selected based on their pretest answers to the MLQ (Bass & Avolio, 2000). Their answers were analysed using MLQ and the Multifactor Leadership Questionnaire Feedback Report (Bass & Avolio, 2005). The MLQ consists of three subscales: transformational, transactional and passive/avoidance leadership styles. Team leaders Simulation effects on participants leadership opinions 1017 2013 British Educational Research Association were selected so that half of them scored high in transformational and half in transactional subscales of the MLQ relative to the answers of all participants. A training session for eight selected leaders was organised 2 days before the gaming sessions. During the training, the leaders were taught to operate the software and were taught the rules of the simulation game. As a result of the training, they became experts in operating the simulation game, and we expected that this knowledge would add to their authority as team leaders. The leaders goal was to inform their team about the simulation game and lead the team during the gaming sessions. The 26 participants were divided into smaller teams, each comprising of three or four students. As a result, there were eight teams (eight companies), which formed a materials value chain of subcontractors and producers. Some teams were subcontractor companies, which were manu- facturing Processor units and Electronics. Both products were needed in producing BioCounters (high-tech laboratory equipment). The subcontractor companies were selling their products to the BioCounter manufacturers. Figure 1 presents the example of the RealGame BioCounter manu- facturer interface that participants saw when managing their game company. The internal clock of the simulation runs in 1-hour batches which length is set by the simulation game operator (1 simulation hour may take, for example, from 40 to 10 seconds, depending on the participants skills). The participants are not tied to making decisions at specied points of time but they can make decisions whenever they choose to. The participants see the internal and external business processes evolve, for example, hour by hour. Lainema (2004, p 42) describes an Figure 1: The simulation game interface 1018 British Journal of Educational Technology Vol 44 No 6 2013 2013 British Educational Research Association example of what the gaming tasks might include (the times are simulation internal clock times imagine that one simulation game hour takes 20 real world seconds): 8 AM: The participants notice that they are short of product BioCounter. There are three unlled orders with the amount of 150 BioCounters and the inventory includes only 13 units. The participants change the nal assembly production cell to produce BioCounters instead of the BioCounter DLX model. At the same time they also note that one of the production cells in the preceding production phase has run out of rawmaterial Electronics. They order 10 000 units of Electronics from a supplier who promises to deliver the products within 2 days. 10 AM: The company runs out of cash. The participants contact the bank and receive a loan of 2 000 000 euros, with interest of 4 % pa, term being 12 months. The cash shows now 525 000 euros. Noon: Because of the previous incident, the participants decide to check their Accounts payable and receiv- able. They note that incoming cash ow will cover the outgoing expenses until the end of next week. 2 PM: The participants run a market report of their companys market share within each market area. They note that they are losing their share in Europe and decide to invest in advertising in that area. A marketing campaign of 1 000 000 euros is started. They also note that this expense must be paid after 2 weeks. 4 PM: The participants also check their market prices compared with those of their competitors. They note that they can increase the price of BioCounter in Europe but the other market areas remain unchanged. 5 PM: Some customers in North America informthat BioCounter DLXdeliveries have arrived some 13 days late. The participants change the auto delivery method fromShip to Air, which will increase the delivery cost per unit by 55 euros but the deliveries should arrive 78 days faster. They also modify the promised delivery time in their North American offers from 10 days to 5 days. This, they hope, will also increase demand for their products. To compensate for the increased delivery costs the price of all products for North America is increased by 3%. 6 PM: The participants run the real-time income statement and note that their Prot-% has increased by 1.2 percentage units compared with the prot 1 week ago. Also some other key gures (like ROI, inventory turnover, and debtequity ratio) have got higher. In order to present the challenges of steering a modern organisation with an international supply chain and time delays along the chain, the team members were dispersed geographically during the gaming sessions. Figure 2 illustrates the gaming session design. Some teams consisted of two sites; one team member (a satellite member) was separated from her or his team members and was located in another IT classroom, and all satellite members were located in the same IT classroom. Because of practical difculties two of the teams did not have a satellite member. These two sites (team members and a satellite) could see exactly the same business decision- making computer interface and both of them could steer their company at the same time (using mouse and keyboardalthough they needed to agree whose turn it was to act as a decision implementer at any point in time). Both sites of each company had a computer to use and a headset for communicating online. Participants were using Skype (Skype Communications SARL, 23-29 Rives de Clausen, L-2165 Luxembourg, www.skype.com/en/; a software applica- tion that allows users to make telephone calls or chat online over the Internet) to communicate with each other. Students participated in two 7-hour gaming sessions that were organised over 2 successive days. All the parties in Figure 2 were connected with each other over the computer network, using Skype. Teams 1 to 3: Produced Processors and Electronics and were selling these as protably as possible toTeams 48 Teams 1 and 2 had a satellite member, and they were expected to guide him or her via Skype to negotiate with Teams 48 to get the best terms possible when selling Processors and Electronics to these teams. Simulation effects on participants leadership opinions 1019 2013 British Educational Research Association Teams 4 to 8: Were supposed to order Processors and Electronics with the best terms possible fromTeams 1 to 3 Could also negotiate good terms with the satellites of Teams 1 and 2 Teams 58 had a satellite member, and they were expected to guide him or her via Skype to negotiate withTeams 13 to get the best terms possible when buying Processors and Electronics. Data collection Data were gathered in the form of pre- and posttest questionnaires that included scale questions (see the MLQ, by Bass & Avolio, 2000) and open-ended questions referring to leadership (see Appendix Afor the detailed questions). For the purpose of this study, the leaders and participants responses to pre- and posttest questionnaires were analysed, and quantitative and qualitative research methods were implemented. The MLQ was utilised to measure transformational and transactional leadership styles. The MLQ has two forms: a leader form and a rater form. The leader form was designed to be completed by an individual to measure self-perceived leadership styles. The rater form was devel- oped to be completed by individuals who are asked to measure the perception of the leadership styles of a designated leader. For detailed information on MLQ, its scoring, assessment scales and example items, see http://www.mindgarden.com/products/mlq.htm The data were collected using Webropol, a web-based survey tool (for more information, see http://www.webropol.com). The link to the pretest questionnaire was sent to all participants via email a few days before the gaming sessions. Subcontractors Producers Team 1 3 team members + satellite member Team 4 3 team members Team 2 2 team members + satellite member Team 5 2 team members + satellite member Team 6 2 team members + satellite member Team 3 3 team members Team 7 3 team members + satellite member Team 8 2 team members + satellite member Figure 2: The graphical representation of the gaming sessions design 1020 British Journal of Educational Technology Vol 44 No 6 2013 2013 British Educational Research Association In our study, we preselected leaders of the teams using a pretest (MLQ questionnaire). Our goal was to choose, on the basis of the pretest, the participants who showed different leadership proles. After analysing the pretest answers using the Multifactor Leadership Questionnaire Feedback Report (Bass &Avolio, 2005), eight participants were chosen whose scores were high in transformational (four participants) and transactional (four participants) leadership styles. They were assigned the roles of leaders during the gaming sessions. The training session on how to operate the game software was organised for the selected leaders 2days before the gaming session. Due to two trained leaders being unable to come to the gaming session, two additional leaders were selected just before the gaming session. These replacing leaders had similar proles than the originally selected leaders but got only shorter training before the beginning of the game. Team members were assigned randomly into the different teams. The link to the posttest questionnaire was sent to all participants via email after the second gaming session. There were two versions of the posttest: one for the leaders (self-assessment) and one for the rest of the participants in order to assess their leaders (see Appendix A2 and A3 for the detailed questions). Analysis Quantitative analysis Analyses were done at two levels: individual and team. At the individual level, differences between team leaders and team members (satellite team members and ordinary team members) were analysed using the MannWhitney U-test for two-group comparisons and the KruskalWallis H-test for three-group comparisons. Development from pretest to posttest within groups was analysed using one-way repeated measures ANOVA. U and Z statistics from the MannWhitney and the matched-pairs test were complemented with estimates of Cohens d. All analyses were performed by using the original subscales of the MLQ questionnaire, because the relatively small sample size prohibited factor-analytic methods (MacCallum, Widaman, Zhang & Hong, 1999). However, estimation of reliability indicated that, despite the small sample size, measures had adequate statistical properties for exploratory research (Hair, Black, Babin & Anderson, 2009), with Cronbachs alpha values ranging from 0.68 for transformational leadership, to 0.66 for transactional leadership and 0.73 for passive/avoidance leadership. The alpha values of trans- formational and transactional are slightly lower than 0.7, which is normally considered as the limit of good reliability. At the group level, differences in team performance were estimated with the KruskalWallis H test, MannWhitney U-test and Cohens d. Correlations between team performance variables and leadership styles were computed using the Pearson correlation coefcient . Qualitative analysis Qualitative data consist of leaders and participants answers to the posttest. The posttest included the open-ended questions regarding leadership in the teams (see Appendix A2 and A3 for the detailed questions). Analysis of the qualitative data had two phases. We rst coded all expressions of the participants answers that referred to leadership and division of roles in a team; this coding was based on the leadership style coding scheme (see Appendix B). We then determined the dominating leadership style of each team based on the coding of par- ticipants answers; these leadership styles were elucidated in teams according to team members opinions. Two independent raters coded the qualitative data, and they agreed in all cases but one. In this case, one rater coded the team as heroic leadership and the other as shared leadership. After discussion between the raters, the team was coded into the shared-leadership category. The intercoder reliability for the qualitative data (deciding on the type of leadership in each of the eight teams) had a Cohens kappa value of 0.75 (SE = 0.17; 95% CI = 0.45, 1.00). Simulation effects on participants leadership opinions 1021 2013 British Educational Research Association Results Effects of the computer-simulation gaming session on participants opinions on leadership styles are explored on two levels: individual and team. On the individual level, we address the rst research question: is there any difference in participants opinions on leadership styles before and after participating in a collaborative computer-simulation gaming session? On the team level, we address the second research question: how does leadership style correlate with team performance? Results for both levels are specied in turn. Team leaders and members leadership style opinions This section starts with describing between-group differences in leadership style opinions of team leaders and teammembers before and after gaming session; we thenreport within-group differences that resulted from participating in the computer-simulation gaming session. First, Table 1 presents mean scores and standard deviations of leadership opinions for team leaders and team members. Leadership preferences of satellite team members and ordinary team members did not differ. Because there were no statistically signicant differences and because the team function of satellite members and ordinary members was identical, the two groups were combined into one group. Consequently, analyses were based on two groups: team leaders and team members. The pretest estimates indicate that, between groups, there were no statistically signicant differences for transformational, transactional, and passive/avoidance leadership before the computer- simulation gaming session. The results also show that there was very little variance in the leadership styles of the participants. Even though the eight participants who scored highest in transformational or transactional leadership style were selected to be leaders, there were no statistically signicant differences between leaders and members leadership style opinions. After the gaming session, however, signicant differences between team leaders and team members emerged for transactional leadership (U = 28.50, p < 0.05, Cohens d = 0.87) and passive/avoidance leadership (U = 27.00, p < 0.05, Cohens d = 0.89). These posttest ndings indicate that the teamleaders self-rating was signicantly higher for the transactional leadership category and signicantly lower in the passive/avoidance leadership category compared with the team members peer ratings. Correlation analysis of all participants showed that in the pretest, when participants expressed their general leadership opinions, transformational and transactional leadership styles were clearly separate dimensions, and there was no correlation between the subscales (r = 0.07). In the posttest, however, when team members evaluated the behaviour of their team leader during the simulation game, there was a moderate correlation (r = 0.49, p < 0.05) between the subscales of transformational and transactional leadership. In team leaders self-assessments in the posttest, there was a high correlation between the transformational and transactional subscales (r = 0.72, p < 0.05). In both groups, there was a moderate negative correlation Table 1: Mean scores and standard deviations by group and measurement time Transformational leadership Transactional leadership Passive/avoidance Pretest Posttest Pretest Posttest Pretest Posttest M SD M SD M SD M SD M SD M SD Team leaders 31.50 4.87 28.50 6.80 10.75 3.06 10.88 2.95 2.38 1.99 2.75 1.90 Team members 30.56 3.96 23.11 6.11 9.83 2.12 7.56 2.38 3.22 3.19 5.83 3.07 All participants 31.03 4.42 25.81 6.46 10.29 2.59 9.22 2.67 2.80 2.59 4.29 2.49 1022 British Journal of Educational Technology Vol 44 No 6 2013 2013 British Educational Research Association between transformational and passive/avoidance leadership subscales, but it was only signicant in team members data (r = 0.59, p < 0.05). It seems that the MLQ scale works differently in these situations. When the scale was used in evaluating the concrete team experience during the simulationgame, it was more difcult to make ne-graindistinctions betweendifferent qualitative aspects of leadership and participants mainly differentiated between some kind of active leader- ship or passive/avoidance leadership. Particularly difcult ne-grain distinctions existed in the self-assessment of team leaders. Within groups, there were statistically signicant differences for the measures before and after the simulation gaming session. Table 2 presents all estimates. For all participants, there was a decrease in transformational [F (1, 25) = 16.62, p < 0.001] and transactional leadership [F (1, 25) = 12.06, p < 0.01], whereas there was an increase in passive/avoidance leadership [F (1, 25) = 9.47, p < 0.01]. For team members only, there was also a decrease in transforma- tional [F (1, 25) = 12.06, p < 0.01; Cohens d = 0.77] and transactional leadership [F (1, 25) = 4.77, p < 0.05; Cohens d = 0.58], while there was an increase in passive/avoidance leadership [F (1, 25) = 9.92, p < 0.01; Cohens d = 0.79]. The differences in team leaders answers between pre- and posttest were not signicant. The results support Hypothesis 1a. After the simulation experience, team leaders and team members interpreted the success of the leading process differently. In line with previous studies, the team leaders had a slightly more positive evaluation concerning the leadership style than did teammembers. The results only partly support Hypothesis 1b. We assume that the teammembers were sensitive to the situational features of the group dynamics and leadership during the simu- lation game and changed their assessments. However, this seems not to have been the case among team leaders, who tended to repeat their initial answers. Leadership style and success in the simulation game Team performance was assessed with two business key performance indicators (KPIs): turnover and prot. In interpreting the results, it is important to take into account the fact that the companies represent different elds of industry; companies 1, 2 and 3 were subcontractors (see Figure 2). This might have an effect on the performance indicators. The KPIs of team perfor- mance at the end of training are presented in Table 3. Leaders posttest scores of transforma- tional and transactional subscales correlated positively with the KPIs. This indicates that high proles in transformational and transactional leadership seem to imply better prot, although the correlational data prohibit causal claims. Statistically signicant correlations were between leaders self-assessments of transformative leadership and turnover (r = 0.71, p < 0.05) and between leaders self-assessment of transactional leadership and turnover (r = 0.82, p < 0.05). The correlations between team members passive/avoidance-leadership assessments and game-performance variables varied from moderately negative to low positive values, but there were no signicant relations. The results partly support Hypotheses 2a and 2b but not Hypothesis 2c. Table 2: Mean differences and standard deviations for the MLQ factors as a function of group Transformational leadership Transactional leadership Passive/avoidance M SD M SD M SD Team leaders 3.00 6.85 0.13 4.76 0.38 1.51 Team members 7.44 7.75 2.28 2.78 2.61 3.52 All participants 5.22 7.30 1.14 3.77 1.50 2.52 Simulation effects on participants leadership opinions 1023 2013 British Educational Research Association Qualitative results describing the leadership processes during the gaming session Observational data of the gaming session are aimed at answering the third research question concerning the emerging leadership processes during the teamwork experience. The ndings for each of the eight teams are described separately. Team1 consisted of three teammembers plus a satellite member. The teamwork was classied as representing shared leadership. In Team 1, shared leadership was noted and this team ended the game with the highest prot. Based on our observations, we assume that the teamachieved good business results because they divided responsibilities between each other. Each team member was responsible for one of the following roles: production, sales, marketing, communication and strategy. The satellite member managed the software of the game, although he was in a distant location and he did not take part in the training session for selected leaders where the rules of the game were explained. According to him, there was no leader on the team, but the tasks were split and each team member had her or his own responsibility. The other team members also stated that there was no leader on the team, but that all team members did their best for the company. One team member wrote in his answer to the open-ended question: My team proved best as we clearly distributed tasks among ourselves and made independent decisions in our domains. In addition, the selected team leader admitted that it was shared leadership during the game. Her opinion on leadership in the teamwas: Actually, my teammembers were much more like a leader than I was. . . And all of our achievement should be attributed to the effort of every member, not only just the leader of the team. This was clearly the most successful team in the simulation gaming session in terms of nancial performance. Traditional descriptions of individual attributes of the leader did not explain the success, but the emerging shared leadership, which made it possible to engage all the members effectively, including the satellite member, in the coordinated joint activity, explained this groups success. Team2 consisted of two team members plus a satellite member. The teamwork was classied as representing shared and democratic leadership. In this team, shared and democratic leadership took place and all teammembers were responsible for leading their game company. The selected team leader agreed on that and her answer to the open question was: In my opinion, the leadership was effective since it gave freedom to the team members, but at the same time was strong enough to make things happen when we faced a problem. There was no clear division of roles in the team. The appointed team leader managed the game software and made the nal decisions. One of the team members opinions about the leader was: Table 3: Team performance indicators at the end of the training Prot Turnover Team 1 13 375 111 35 203 150 Team 2 4 782 765 15 098 390 Team 3 4 772 368 16 690 550 Team 4 2 834 136 27 074 300 Team 5 2 426 983 27 854 600 Team 6 5 437 282 34 117 980 Team 7 4 337 704 36 400 250 Team 8 7 912 405 37 560 100 1024 British Journal of Educational Technology Vol 44 No 6 2013 2013 British Educational Research Association She (the leader) in fact did not consider herself as a leader, but a member, equal to the other two members. So there was not a leader in our team, and we managed the parts (of the game) ourselves, made decisions together or discussed them together. In summary, smooth coordination among the team members was crucial to complete common tasks during the game. In spite of not having claried roles for each team member, the team effectively managed the game company together due to a democratic decision-making process. Team3 consisted of three team members. The teamwork was classied as representing passive/ avoidance leadership. The selected leader of this team did not take the leadership role during the game, instead another team member wanted to lead the team. The appointed leaders opinion about the leadership was: Actually I was not leading the team. There were people in the team who wanted to lead or move the team in their way. The other team member agreed with that opinion and, when asked about the leadership in the team, answered: Our formal leader was not a leader at all, because after explaining the rules of the game, he lost his power and another member took the keyboard and mouse in her hands and screamed at others who tried to cooperate. She wanted to make all the nal decisions, while other team members were not taken into consideration. The leadership type of the team member who wanted to lead had characteristics similar to an authoritarian leadership style. This team members opinion on leadership in the team was: I do not feel the guy that knew the game was the leader of our team; but I might have a misunder- standing of what a leader should be. He was too passive for my taste. The team was not effective because no leader authority could be determined, and they did not divide the responsibilities between each other. Additionally, there was no cooperation in the team. The selected team leader stated: The teamwas not effective as there was no clear distinction about what we were trying to do. We should have communicated better. We should have had a clear goal and clear roles for people. We, as members, should have cared more about the team goal rather than individual goals. Overall, all team members agreed on the fact that the role division was important in order to be successful during the gaming sessions. Team4 consisted of three team members. The teamwork was classied as representing passive/ avoidance leadership. This team is another example where the role division was crucial for the team to be successful. The leader of the team did not divide the responsibilities between the team members and this resulted in the team not being effective. The leader stated: Considering myself as a team leader, I am not satised with the methods of leadership I was using. For example, I felt a lack of ability to delegate tasks and distribute responsibilities. This led to the situation where I was always doing something and two other team members were somehow bored. The team did not have a strategy, and played according to whatever other teams did and merely reacted to the simulation events rather than being proactive. No specic leadership could be determined in the team, thus the teamwas classied as a teamwith passive/avoidance leadership. The team members opinion about the leadership in the team was: I do not think the leadership was quite effective. Although the leader had the idea of everything that was going on, he could not manage all risks related to the supply chain and the productive process, which caused some trouble for the company. Another team member stated: This was not a very good team in general in terms of cooperation and efciency. All of us were involved in every task but we did not divide responsibility. Simulation effects on participants leadership opinions 1025 2013 British Educational Research Association Thus, without dividing clear responsibilities between team members, the team could not be successful during the gaming sessions. Team5 consisted of two team members plus a satellite member. It was classied as representing shared leadership. In this team, shared leadership was elucidated and, again, this teamproved that role division was needed during the game in order to achieve good nancial measures. The selected team leader stated: In the game, it is crucial for people to be assigned tasks and follow a procedure so that things run more efciently. However, he did not consider himself as an inuential leader, and his opinion on leadership was: No person had too much control or anything. I did most of the computer work while my team members worked on securing business deals with the subcontractors. According to another teammember: I think the teamwas a good and motivated one, but the lack of authority and control and the inability of proper assessment led to the failure of the team. He also stated about the leader gure that: In my opinion, he was not a mature leader and did not possess the qualities of a successful team worker. He was really uncommunicative regarding the roles, job assignment and task completion. The other team member had the same opinion about the leader: I do not think that we had a real leader in our team. Everybody tried to make the main decision. I think the main mistake of our leader was that he did not distribute the roles in the team. And everybody tried to do everything. Summarising, the lack of role divisioninthe teamcaused the teamnot to succeed inthe game and they had the lowest business results of all the other teams. Team6 consisted of two team members plus a satellite member. The teamwork was classied as representing democratic leadership. In this team, democratic leadership was in place. The selected team leader considered himself as a democratic leader. In his opinion, the team was effective: communication was clear and decisions were democratic. All team members were willing to cooperate and collaborate and the leader was competent at making decisions. He was also eager to know the team members opinions. One teammembers opinion about the selected leader was: The leader of our group did quite a good job. He described the rules of the game clearly, and he could always communicate with us about the strategies and he made decisions very fast and effectively. However, again, role division was mentioned as an important factor in the team. One team member stated: I think the only problem we had was that we should have divided our team members responsibility a bit more clearly, so that it did not waste any time and energy. The team was good at cooperating, but they made some ineffective business decisions at the beginning of the game; thus, their nancial results were not spectacular. Team7 consisted of three teammembers plus a satellite member. The teamwork was classied as representing shared leadership. In this team, shared leadership was noted. They considered every team members inputs before making major decisions and focused on opportunities rather than on mistakes. The team members were making decisions together and there was a distribution of roles in the team. One team member stated about the leaders role: He (the leader) tried to allocate tasks to each person even when time was tight and some urgent events kept happening. After that, everything went well and he just kept distributing tasks to all members. As a result, we could just focus on our own jobs without thinking about any other issues. 1026 British Journal of Educational Technology Vol 44 No 6 2013 2013 British Educational Research Association This role switching in the team gave every team member a chance to perform various activities such as negotiating, managing the production line, inventory and so forth. The teamhad a great teamspirit, and the teammembers were communicating all the time, which was a very good strategy, especially for the satellite member who was included in the teams operations and participated in the teams decision making. The division of tasks helped in col- laboration and in achieving good business results at the end of the game. Team8 consisted of two team members plus a satellite member. The teamwork was classied as representing a transformational and post-heroic leadership style. This teams leadership style could be interpreted as transformational and post-heroic. The selected team leader made the decisions, but he was taking into account the team members opinions when leading. He was an efcient leader, his team achieved very good business results and the highest turnover of all teams. One team member stated about the leader: He (the leader) knew the game well, thats why our team got the lead in the game. At rst, he introduced himself and let all team members know each other and try to know the strength of the team members. The team members complimented each other and worked really well together; however, no clear role division took place. Another team members opinion about the task division was: We made mistakes, but we could learn fromthat and we tried to avoid the same mistakes next time. Since we did not know each other well, our leader could not arrange our own assignments very well. Some of the teammates were very busy, and some had nothing to do. But overall, we did well. This team had a satellite member in a distant location. The satellite member stated that because of his role, little personal learning took place such us remote team coordination or patience. Summary of the qualitative results According to team members answers to the posttests open-ended questions, the development of leadership styles in teams during the gaming sessions was as follows: in Team 1, shared leader- ship, and inTeam 2, shared and democratic leadership was evidenced. InTeam 3 and Team 4, no clear leadership style could be determined, thus these teams were classied as teams with passive/ avoidance leadership. In Team 5, shared leadership, and in Team 6, democratic leadership was noted. InTeam 7, shared leadership, and inTeam 8, transformational and post-heroic leadership was evidenced. Discussion The goal of the study was to evaluate if teamwork in a simulation-game environment would provide participants with experiences that could be benecial for learning about leadership styles. The results indicate that realistic experience, when teams were running simulated companies, resulted in changes in participants opinions about leadership styles. This was, however, only true for team members, whereas team leaders opinions after the gaming session were closer to their ideal opinions about leadership styles expressed in the pretest phase. The Hypothesis 1a is supported by the results but the Hypothesis 1b only when it concerns team members. This could be due to team leaders being less objective when evaluating their own leading strategies after the gaming session. An alternative explanation could be that team members and team leaders experienced collabo- ration differently due to different group roles (Gegenfurtner et al, 2013; Siewiorek et al, 2012). It can be concluded that gaming sessions increased teammembers awareness of different aspects of leadership and the difculties in applying ideal leadership models in real situations. The discrep- ancy between team members and team leaders interpretations as to how leadership styles were applied during the sessions offer excellent opportunities for joint reection and can be a powerful experience to be used in leadership training (Johnsen et al, 2009). Simulation effects on participants leadership opinions 1027 2013 British Educational Research Association Team performance at the end of the training correlated positively with transformational leader- ship and transactional leadership. These results supported the Hypotheses 2a and 2b. However, Hypothesis 2c was not supported because there was no signicant correlation between passive/ avoidance leadership and performance. The common leadership style, according to team leaders (as measured by the MLQ question- naire), was transformational leadership. Team members experienced the gaming sessions differ- ently and emphasised passive/avoidance leadership in their MLQ answers. Based on the design of the study, it is not possible to conclude whether team leaders or team members answers reect better the leadership processes that took place during the sessions. On the one hand, team members are less biased and thus better able to evaluate the leadership processes, which came true during the sessions. On the other hand, the results indicate that the ratings of team leaders about transformational and transactional leadership during the gaming sessions correlated with the teams success in the business game, whereas evaluations of team members were not related to the game performance. The leadership style dimensions measured by the MLQ highlight the individual aspect of leader- ship. However, one of the main ndings of this study, particularly on the basis of the qualitative analysis of the group processes, was that a shared-leadership style dominated in the most suc- cessful teams. It might be that classical individually oriented leadership models are not enough to explain successful team processes in technology-rich virtual environments (Lhteenmki et al, 2010). Given the intensive environment of the simulation game, to do well in terms of the nancial measures was due to the team leaders ability to divide the responsibilities in the team and gain extra effort from team members. It was difcult for one person to handle the simulation game without the team members support. Thus, the division of roles in teams during both gaming sessions, where each participant was responsible for his or her assignment (ie, one was respon- sible for inventory and production and the other for sales and marketing) was decisive for suc- cessful performance. Two teams (Team 1 and Team 7) clearly divided the roles between each other while playing the game, creating an environment where every team member was actively involved in running the company and at the same time was responsible for his or her role. Further, role formation allowed for knowledge sharing, learning from others and developing new ideas. The teams who divided the roles between each team member had better business performance than teams who did not divide the responsibilities. In six teams, team members considered the division of roles as the most important strategy for being successful. During the game, they experienced how teamwork and collaboration towards a common goal brought more effective results than working alone. Overall, in order to end the game with good nancial measures, the team had to divide the responsibilities between each team member. Because of the small sample the results of the study should be interpreted with caution. Particularly the number of team leaders is too small for any generalisations of the data. A replicated study with bigger number of participants and teams is needed. Replications of the study can also consider using technological or analogue infrastructures for the simulation game. In line with previous work on technology- enhanced learning (for reviews, see Cheung & Slavin, 2012; Fleischer, 2012; Gegenfurtner et al, 2013; Noroozi, Weinberger, Biermans, Mulder &Chizari, 2012), we expected that the digital computer environment would increase learners engagement with the task material (Lainema & Nurmi, 2006) and scaffold their sociocognitive regulations during leadership interactions (Siewiorek &Lehtinen, 2011). Still, although research documents positive effects, future research can test if similar ndings emerge in non-technological simulation games. 1028 British Journal of Educational Technology Vol 44 No 6 2013 2013 British Educational Research Association In spite of the limitations of the study the ndings are encouraging for combining business simulation environments and collaborative settings in leadership training in higher education. The results of the study showed the difference in participants opinions on leadership styles before and after the simulation gaming session. It can be stated that the training increased participants consciousness about the features of leadership and provided them with an experience they were able to reect. These changes and the differences in team leaders and team members interpre- tations can serve as a useful starting point for a deeper understanding of leadership and team processes. 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NewYork: Simon & Schuster. Winn, W. (2002). Current trends in educational technology research: the study of learning environments. Educational Psychology Review, 14, 331351. Simulation effects on participants leadership opinions 1031 2013 British Educational Research Association Appendix A Appendix A1 Game session Pretest for all participants 1 Imagine that you are placed in a team where there are four other people and you are a leader of this team. How would you behave as a leader? In your opinion, you as the leader would: 1 Use the following rating scale when answering the questions below: 0Not at all; 1Once in a while; 2Sometimes; 3Fairly often; 4Frequently, if not always 0 1 2 3 4 1. Go beyond self-interest for the good of the group 2. Express satisfaction when others meet my expectations 3. Focus attention on irregularities, mistakes and exceptions 4. Emphasise the importance of having a team mission 5. Help others to develop their strengths 6. Express condence that the teams goals will be achieved 7. Keep track of all mistakes 8. Suggest new ways of looking at how to complete tasks 9. Treat others as individuals rather than just as a member of the team 10. Talk optimistically about the future 11. Avoid making decisions 12. Display a sense of power and condence 13. Consider the moral and ethical consequences of decisions 14. Seek differing perspectives when solving problems 15. Fail to interfere until problems become serious 16. Wait for things to go wrong before taking action 17. Provide others with assistance in exchange for their efforts 18. Delay responding to urgent questions 2 Describe yourself as a successful team leader (please write at least three characteristics; eg, respected, trusted and so forth) 3 Describe your dream-team leader. How would he or she behave in a crisis situation? 1032 British Journal of Educational Technology Vol 44 No 6 2013 2013 British Educational Research Association Appendix A2 After the game session Posttest for team members to assess their leaders 1 Has the leader of your team: 1 Use the following rating scale when answering the questions below: 0Not at all; 1Once in a while; 2Sometimes; 3Fairly often; 4Frequently, if not always 0 1 2 3 4 1. Gone beyond self-interest for the good of the group 2. Expressed satisfaction when others met his or her expectations 3. Focused attention on irregularities, mistakes and exceptions 4. Emphasised the importance of having a team mission 5. Helped others to develop their strengths 6. Expressed condence that the teams goals would be achieved 7. Kept track of all mistakes 8. Suggested new ways of looking at how to complete tasks 9. Treated others as individuals rather than just as a member of the team 10. Talked optimistically about the future 11. Avoided making decisions 12. Displayed a sense of power and condence 13. Considered the moral and ethical consequences of decisions 14. Sought differing perspectives when solving problems 15. Failed to interfere until problems became serious 16. Waited for things to go wrong before taking action 17. Provided others with assistance in exchange for their efforts 18. Delayed responding to urgent questions 2 Has the leader of your team used methods of leadership that were satisfying? Has he or she led a team that was effective? Please describe how he or she was coping with leading the team. 3 Please write comments about your team and about the whole game session. Simulation effects on participants leadership opinions 1033 2013 British Educational Research Association Appendix A3 Game-session results Posttest for leaders to self-assess their leadership 1 Have you as a leader of your team: 1 Use the following rating scale when answering the questions below: 0Not at all; 1Once in a while; 2Sometimes; 3Fairly often; 4Frequently, if not always 0 1 2 3 4 1. Gone beyond self-interest for the good of the group 2. Expressed satisfaction when others met your expectations 3. Focused attention on irregularities, mistakes and exceptions 4. Emphasised the importance of having a team mission 5. Helped others to develop their strengths 6. Expressed condence that the teams goals would be achieved 7. Kept track of all mistakes 8. Suggested new ways of looking at how to complete tasks 9. Treated others as individuals rather than just as a member of the team 10. Talked optimistically about the future 11. Avoided making decisions 12. Displayed a sense of power and condence 13. Considered the moral and ethical consequences of decisions 14. Sought differing perspectives when solving problems 15. Failed to interfere until problems became serious 16. Waited for things to go wrong before taking action 17. Provided others with assistance in exchange for their efforts 18. Delayed responding to urgent questions 2 Have you as the leader of your teamused methods of leadership that were satisfying? Have you led a team that was effective? Please describe how you were coping with leading your team. 3 Please write comments about your team and about the whole game session. 1034 British Journal of Educational Technology Vol 44 No 6 2013 2013 British Educational Research Association Appendix B Leadership Style Classication 1. Transactional leadership 1. Transformational leadership costbenet exchange between leaders and their followers contingent rewards active management by exception inspiring and stimulating followers idealised inuence inspirational motivation intellectual stimulation individual consideration 2. Heroic leadership 2. Post-heroic leadership omnipotence rightness face-saving codependency empowerment of members risk taking participation development of members A) Authoritarian leadership A) Shared leadership high degree of control leader determines all policies, activity steps and work tasksgives orders no active group participation, leader mostly makes decisions alone mutual inuencedispersed leadership role members participate in the decision-making process members full tasks traditionally reserved for a hierarchical leader members offer guidance to others to achieve group goals B) Coercive leadership B) Democratic leadership leader demands immediate compliance with his orders leader dictates each step taken drive to achieve, initiative, self-control leader encourages group decisions, participation and discussion leader builds consensus through participation leader shares leadership to some degree with members leader builds organisational exibility Simulation effects on participants leadership opinions 1035 2013 British Educational Research Association