James R. Bailey

Differences in Eye-Hand Motor Coordination of Video-Game Users and Non-Users

The recent proliferation of electronic video games has caused an outcry from those who question the merits of the games, while others maintain the games improve eye-hand coordination. At present, no empirical data are available to indicate whether there are differences in eye-hand coordination between video game users and non-users. Comparing 31 video game users and 31 non-users showed users have significantly better eye-hand motor coordination on a pursuit rotor. However, no relationship was found between an individuals eye-hand motor coordination and the amount of time spent weekly playing video games or the length of experience with video games.

The Relative Contribution of Emotional Competence and Cognitive Ability to Individual and Team Performance

The relative contributions of emotional competence and cognitive ability to individual and team performance, team-member attitudes, and leadership perceptions were examined. Focusing on emotional competencies, we predicted that, although both cognitive ability and emotional competence would predict performance, cognitive ability would account for more variance on individual tasks, whereas emotional competence would account for more variance in team performance and attitudes. We also predicted that emotional competence would be positively related to team attitudes and to both leader emergence and effectiveness. Using a sample of undergraduate business majors who completed tasks alone and as members of teams, our results generally supported the hypotheses. Implications for the reach and impact of work relating emotional competencies to performance are offered.

Personality Differences Between High and Low Electronic Video Game Users

Summary In recent months a controversy has emerged in the United States over the possible effects video game usage has on the individual personality. At present no empirical data exist to indicate whether there are any personality differences between high- and low-use video game players. High and low users of video games (N = 280) were compared by sex. No significant differences were found between groups for either sex on the personality dimensions of: 1) self-esteem–self-degradation, 2) social deviancy–social conformity, 3) hostility–kindness, 4) social withdrawal–gregariousness, 5) obsessive–compulsive, and 6) achievement motivation. Correlations between the six personality variables and the weekly amount of time spent playing video games yielded no significant relationships for either sex. Correlations between the variables and length of experience with video games indicated that females with longer experience were more achievement motivated than females with lesser experience.

Teaching with and through Teams: Student-Written, Instructor-Facilitated Case Writing and the Signatory Code

Modern organizations prize teamwork. Management schools have responded to this reality by integrating teamwork into the curriculum. Two important challenges associated with integrating teams in the management classroom include (a) designing teamwork assignments that achieve multiple, sophisticated learning outcomes and (b) instruction in, and management of, the classic social loafing problem. This article addresses these two challenges. First, it provides a method for designing teamwork assignments using Student Written–Instructor Facilitated (SWIF) case learning. SWIF provides the ideal vehicle for achieving all six of Bloom’s (1956) Educational Objectives— knowledge, comprehension, application, analysis, synthesis, and evaluation. Second, it demonstrates the use of the Signatory Code, a team-contracting device that helps teams minimize social loafing. Survey results from 112 students speak to the efficacy of this tandem teaching methodology for blending complex management concepts with genuine team experience.

Fostering Emotional and Social Intelligence in Organizations

This paper integrates diverse research to provide a theoretical model of the process whereby emotional and social intelligence (ESI) is fostered in organizations. The purpose of this paper is to provide: (1) an overview of the theory of ESI, including the historical contributions and current conceptualizations; (2) the impact of ESI on performance, including the research evidence and examples of organizations using ESI; (3) developing ESI competencies and a model for desirable, sustainable change; and (4) a call to action for education and management, including guidelines for fostering ESI in organizations. Unlike general intelligence or personality, the key assumption and rationale for the current paper is that ESI can be developed. Increasing ESI competences through the learning process can guide program design, implementation, and measurement for scholars and practitioners. Research has demonstrated that ESI competencies may be developed through a process of desirable, sustainable change called Intentional Change Theory (ICT).

A Model for Reflective Pedagogy

This article argues that quality business requires rediscovering pedagogy as a professional calling and studied activity. The authors chronicle forces driving reform in business and higher education. They then explore both the growing importance of reflective learning in professional education and a model that they have developed and implemented for encouraging such practice. The results of their training program are discussed in terms of interventions that promote reflective pedagogy by capitalizing on the competencies that faculty professionals already possess as researchers.

Need for cognition and response mode in the active construction of an information domain

Abstract This paper argues that need for cognition (NFC) — a measure of dispositional motivation — has a meaningful relation to decision strategy. Managers low, moderate, and high in NFC were asked to either judge job candidates or choose one candidate (i.e., response mode, a situational variable). Using an Information Display Board to present candidates, and information searched as an index of decision strategy, results supported the prediction that high NFC would be associated with more thorough decision behavior. A response mode by need for cognition interaction indicated that high-NFC managers produced thorough search even in the choice response mode, where a less thorough search is promoted. This study underscores the moderating influence of NFC on the active construction of an information domain, and extends the study of that variable from cognitive elaboration to decision strategy.

The construction of the self: An evolutionary view

Contemporary research on the construction of the self emphasizes the products rather than the process of self-development. Borrowing from the writings of William James and contemporary views of natural selection, we propose a model ofevolutionary self-construction. Grounded in the principles of evolution and the philosophy of pragmatism, evolutionary self-construction proposes a process that guides the seeking of “truth” inpossible selves. According to this view, the self develops in response to uncertainty reduction with the “correct” self identified via the “sentiment of rationality.” Selves presently identified as correct are considered to be “instruments of action” that facilitate the interaction between an individual and the environment. Selected selves can then be developed to one’s best advantage and presented in an optimal fashion. This model helps organize contemporary frameworks around a common theme and embraces affect as a central component in the development of the self.

A Source Accessibility Effect on Media Selection

Understanding information acquisition behavior is increasingly important because the amount of and access to information is growing at a staggering pace. Combining the media and source selection literature, we hypothesize that both task routineness and source accessibility influence media selection. The hypotheses are tested in an experiment where subjects selected among media to acquire the requisite information for a strategic task. Results show an interaction effect of task routineness and source accessibility on media selection. The implications of this effect and directions for future research are discussed.

Examining the Origins of Management Theory: Value Divisions in the Positivist Program:

Management theories, such as scientific management and human relations, have traditionally assumed that organizational success can be achieved through the application of science. This assumption is part of a broader belief in social and natural science as the central vehicle for objective knowledge and social betterment, which was cogently expressed in the nineteenth century by Auguste Comte and termed positivism. In this article, the authors trace the relationship between the thought of Comte, his contemporary John Stuart Mill, and twentieth-century management theory, focusing on how value differences and similarities evident more than a century ago have persisted to the present. The authors then propose a typology that classifies these value issues along two major dimensions: uniformity versus diversity and economics versus culture. This typology clarifies the value commitments, explicit or implicit, underlying management theory and practice.