Cameron W. Piercy

The Role of Status Differentials and Homophily in the Formation of Social Support Networks of a Voluntary Organization

Given the important implications of social support on managing volunteers and their organizational commitment, we investigated how members of a Korean immigrant church (N = 178) exchanged two distinctive kinds of social support (i.e., informational and tangible). We used theories of centrality and homophily to hypothesize patterns of social connections among organizational members. Employing exponential random graph modeling (ERGM), the current study estimated the likelihood of age and gender homophily/heterophily in forming supportive ties while considering structural parameters. The results of analysis of variance showed that members with higher socioeconomic status and in official staff positions in the church were more central in the informational support exchange. However, ERGM for both types of support networks did not show hypothesized gender and age homophily/heterophily of Korean immigrants’ support exchange, suggesting the importance of other potential organizational and cultural influences. The findings shed light on the internal structuring of organizational support networks and suggest practical implications for managing organizational volunteers.

Training Anchoring and Representativeness Bias Mitigation Through a Digital Game

Objective. Humans systematically make poor decisions because of cognitive biases. Can digital games train people to avoid cognitive biases? The goal of this study is to investigate the affordance of different educational media in training people about cognitive biases and to mitigate cognitive biases within their decision-making processes. Method. A between-subject experiment was conducted to compare a digital game, a traditional slideshow, and a combined condition in mitigating two types of cognitive biases: anchoring bias and representativeness bias. We measured both immediate effects and delayed effects after four weeks. Results. The digital game and slideshow conditions were effective in mitigating cognitive biases immediately after the training, but the effects decayed after four weeks. By providing the basic knowledge through the slideshow, then allowing learners to practice bias-mitigation techniques in the digital game, the combined condition was most effective at mitigating the cognitive biases both immediately and after four weeks.

Mitigating bias blind spot via a serious video game

We employed a serious video game to train participants on bias blind spot (BBS), capturing training effects on BBS mitigation and knowledge at three points in time. Experiment 1 (Nź=ź703) compared the effects of hybrid training (a combination of implicit and explicit training) to implicit training; Experiment 2 (Nź=ź620) tested the effects of just-in-time versus delayed feedback; and Experiment 3 (Nź=ź626) examined the effects of singleplayer versus multiplayer learning environments. We also tested differences in game duration (30 vs. 60źmin play) and repetition (single vs. repeated play). Overall, the video game decreased BBS linearly over time and increased BBS knowledge at posttest, but knowledge decayed at 8-week posttest. These and other results are discussed, along with the implications, limitations, and future research directions. We developed a serious videogame to train participants on bias blind spot (BBS).In three experiments, playing the game decreased BBS linearly over time.The game also consistently increased BBS knowledge at the first posttest.However, the effects on knowledge decayed at the 8-week posttest.We also found that repeated exposure to the game increased BBS knowledge.

Mitigating Cognitive Bias through the Use of Serious Games: Effects of Feedback

A serious video game was created to teach players about cognitive bias and encourage mitigation of both confirmation bias and the fundamental attribution error. Multiplayer and single-player versions of the game were created to test the effect of different feedback sources on bias mitigation performance. A total of 626 participants were randomly assigned to play the single player/multiplayer game once or repeatedly. The results indicate the single player game was superior at reducing confirmation bias and that repeated plays and plays of longer duration were more effective at mitigating both biases than a control condition where participants watched a training video.

Mitigation of cognitive bias with a serious game: Two experiments testing feedback timing and source

Oneof thebenefitsofusingdigitalgames foreducation is thatgamescanprovide feedback for learnerstoassesstheirsituationandcorrecttheirmistakes.Weconductedtwostudiestoexaminethe effectivenessofdifferentfeedbackdesign(timing,duration,repeats,andfeedbacksource)inaserious gamedesignedtoteachlearnersaboutcognitivebiases.Wealsocomparedthedigitalgame-based learningconditiontoaprofessionaltrainingvideo.Overall,thedigitalgamewassignificantlymore effectivethanthevideocondition.Longerdurationsandrepeatsimprovetheeffectsonbias-mitigation. Surprisingly,therewasnosignificantdifferencebetweenjust-in-timefeedbackanddelayedfeedback, andcomputer-generatedfeedbackwasmoreeffectivethanfeedbackfromotherplayers.

Exploring Dialectical Tensions of Leading Volunteers in Two Community Choirs

Leaders of volunteers face different challenges than leaders of paid employees due to different motivations and reward expectations. After synthesizing previous research applying dialectical theory to group members or leaders, this study examines the dialectical tensions that leaders of volunteers experienced and the communication they used to manage those tensions as reported by both the leaders and the volunteers. A constant-comparison method was used to analyze observations and interviews of members and leaders of two community choirs. The findings suggest that leaders of volunteers face eight dialectical tensions representing three broad categories: (a) task and relationship; (b) process and outcome; and (c) internal and external. Leaders negotiated these dialectical tensions through communication strategies including use of humor and appeals to artistic spirituality. These strategies represent hybridization and dualistic discourse rather than a monologic emphasis of one course of action over another.