According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Out of the Crisis

Innovation climate: A systematic review of the literature and agenda for future research

This article presents a review of the accounting and business literature on digital game-based learning (DGBL). The article classifies what is already settled in the literature about the theoretical foundations of DGBL’s effectiveness and its practical use into three categories. The first comprises what is known about the evaluation of digital games in the preparatory stage preceding its use in an educational setting. The second comprises what research has concluded to be appropriate for DGBL deployment. Finally, the review explores what types of learning outcomes can be attained through digital games and how their achievement has been evaluated. Furthermore, this article provides researchers interested in DGBL with a set of interesting questions that promise fruitful investigation. Answering these questions will help accounting educators to move forward in understanding digital games’ effectiveness and advance in the use of digital games in the classroom.

Digital Game-Based Learning in Accounting and Business Education.

Purpose




In the current labour market, the competence to adapt is becoming significantly relevant for career development and career success. The construct of career adaptability, i.e. the capability to adapt to changing career-related circumstances and predict advancement in career development, seems to provide a fruitful scientific base for successful career intervention. The purpose of the study is exploratory, with the aim of providing new findings about the key predictors of this meta-competence that are relevant for career development.




Design/methodology/approach




Through a web-based survey, a convenience sample of 230 working participants completed an online questionnaire, including socio-demographic characteristics (age, gender, education), professional status (role seniority, sector of employment, professional role), professional development-related features (training, new professional assignments, financial incentives) and psychological factors (work self-efficacy, search for work self-efficacy and job satisfaction). Four-step hierarchical multiple regression analyses were conducted to understand which of these factors account for the most career adaptability variance.




Findings




Results highlight that work self-efficacy, search for work self-efficacy and education play a significant role in predicting career adaptability. Surprisingly, professional development-related features and professional status do not seem to have a relevant influence.




Practical implications




Training and career-development professionals can improve their understanding of which career-related skills and attitudes can increase one’s capability to cope with sudden changes and instability of the current labour market.




Originality/value




This study supports previous research, addressing the importance of career adaptability in times of dramatic change. It also provides some insight into the factors that could predict it.

Career Adaptability as a Strategic Competence for Career Development: An Exploratory Study of Its Key Predictors.

This research was supported by the Spanish Ministry of Economy and Competitiveness (EDU2015-64562-R).

/pdf/can-emotional-competence-be-taught-in-higher-education-a-38egfn23v9.pdf

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach.

Purpose



– The purpose of this paper is to investigate how dimensions related to teamwork and team climate can influence decision making and learning of teams (performance). In order to understand which factors are more effective, several relevant group and team characteristics drawn from classical literature on groups and more recent empirical team simulation research have been considered. 




Design/methodology/approach



– The paper presents the results of a longitudinal study carried out during four months. A total of 183 Italian participants, divided into 50 teams of three (n=24), four (n=19) and five (n=7) members, have been involved in a business game developed by several European savings banks and simulating a real stock market environment. The aim of each team is not only to earn virtual money, but also learning long-term strategies to develop profitable investments without losing sight of economic factors. 




Findings



– Based on literature review, the authors tested three group levels (intragroup relations level, self-member level and group-design level) by making three hypotheses concerning the teams involved in the simulation and investigated the communication and innovation (CI) dimension from the Italian version of the team climate inventory (TCI) by Ragazzoni et al. A correlation between team performance and CI was found (r=0.301 p=0.048), which is in line with the hypothesis that such factors as communication and support for innovation can affect the decision-making performance. 




Originality/value



– The results presented in the paper let practitioners understand which dynamics characterize teamwork activities and how such aspects as communication and support for innovation can lead to group learning and decision-making performance. The simulation used in this research is an empirical way to study team performance and group learning without other noise variables.

Studying teamwork and team climate by using a business simulation. How communication and innovation can improve group learning and decision-making performance

What would induce householders to recycle their waste in a practicable way? This paper investigates the determinants of recycling behavior through the development of an Agent-Based Model (ABM) simulation. Specifically, this contribution examines the effectiveness of a simulation based on different recycling behaviors to better understand the phenomenon. The perspective used takes into consideration the recycling attitude and the sensitivity to social norms based on the Theory of Planned Behavior (TPB) to predict recycling outcomes. As a whole, this paper highlights the dominance of dynamics and interacting aspects of waste management for the formulation of effective recycling public policies based on behavioral aspects. In addition, it illustrates how it is possible to use such empirical models as the Structural Equation Models (SEM) as a starting point for developing ABM simulations that are closer to both theory and reality.

A Simulation of Householders’ Recycling Attitudes Based on the Theory of Planned Behavior

Psychological assessment in human resources management: characteristics, biases and solutions

Several studies suggest that, when people making important life decisions, often seek to maximize wellbeing and positive emotional experiences and minimize enduring disappointment, regret and other negative emotional states. Information processing by humans can be biased by their emotions – for example, anxious and depressed people tend to make negative judgments about events and to interpret ambiguous stimuli unfavorably (Harding, 2004). Our empirical work attempts to study the relations between cognitive biases and emotional personality traits. A cognitive bias is any of a wide range of observer effects identified in cognitive science and social psychology including very basic statistical, social attribution, and memory errors that are common to all human beings. The notion of cognitive biases was introduced by Amos Tversky and Daniel Kahneman in 1972 and grew out of their experience of people’s innumeracy or inability to reason intuitively with the greater orders of magnitude. Over the last decades, the theory about biases has developed significantly. The dual systems theory of human reasoning is one of the most important scientific input in psychology. Daniel Kahneman’s recent book “Thinking, Fast and Slow” describes modern research on the two systems of the mind. “System 1” thinking processes operate automatically, process information fast, are heavily influenced by context, biology and past experience, aid humans in mapping and assimilating newly acquired stimuli into pre-existing knowledge structures, and are self-evidently valid (experience alone is enough for belief). In contrast, “System 2” thinking processes are deliberately controlled, effortful, intentional, and require justification via logic and evidence. Considering the dual system theory, all the biases are classified into two types: biases belonging to the “System 1” and biases belonging to the “System 2”. A wealth of research indicates that personality is intricately linked to emotional experience (Hoerger & Quirk, 2010). Indeed, some studies have proposed that the five factors of the Big Five test are largely due to biases (Biesanz & West, 2004; Paulhus & John, 1998). Personality has been conceptualized from a variety of theoretical perspectives, and various levels of abstraction or breadth (John, Hampsonand Golberg, 1991, McAdams, 1995). Each of these levels has made unique contributions to our understanding of individual differences in behavior and experience. THE ROLE OF EMOTIONS IN COGNITIVE BIASES Ksenia Dorofeeva – Ph.D. Student. University of Verona. Italy – ksenia.dorofeeva@univr.it Andrea Ceschi – Ph.D. Student. University of Verona. Italy – andrea.ceschi@univr.it Riccardo Sartori – Assistant Professor. University of Verona. Italy – riccardo.sartori@univr.it

The role of emotions in cognitive biases

The current research presents the empirical approach in order to establish relations between the most well-known heuristics and biases on one hand, and numeracy and logical abilities on the other. Over the years, many studies conducted by such psychologists as Daniel Kahneman, Amos Tversky and Paul Slovic have demonstrated the presence of heuristics and biases in people’s decision making. A cognitive bias is the human tendency to make systematic decisions in certain circumstances and often violate the assumptions of rationality as ruled by logic, statistics, expected utility theory or other normative models of rational decision making (Simon, 1955). Instead of making decisions or judgments based on those models, humans tend to use heuristics that sometimes lead them to commit systematic errors or biases (Tversky & Kahneman, 1974, 1983). Daniel Kahneman proposed the general concept of cognitive thinking – the dual process theory, where he described two different kinds of thinking: System 1 (intuition) and System 2 (reasoning). Compared to System 2, System 1 performs fast and usually influenced by emotional bonds. This intuition system is more similar to associative reasoning and it could be described as an automatic and unconscious process. Instead, System 2 is a conscious process and therefore slower. This system allows the abstract hypothetical thinking that is not permitted in System 1 and is distinct to humans. The current research shows an empirical approach in order to study underlying cognitive mechanisms of the numerical or logical abilities related to System 2 process. Numeracy can briefly be explained as the ability to process basic probabilities and numerical concepts (Peters, 2006). Just as literacy affects the way we process information from written words, numeracy affects how we process information from numbers. At its core, numeracy refers to one’s ability to represent, store, and accurately process mathematical operations (Dieckmann, 2007; Peters et al., 2006). As with all complex skills, individual differences in numeracy reflect interactions of many cognitive and affective mechanisms. Logical abilities are measured with the Watson Glaser Critical Thinking Test (WGCT). The WGCT was defined by Watson and Glaser (1980) as a composite of attitudes, knowledge and skills. This study is an essential component of precise communication, problem-solving ability, theoretical and conceptual understanding of concerns. NUMERACY AND LOGICAL ABILITIES IN COGNITIVE HEURISTICS AND BIASES Andrea Ceschi – Ph.D. Student, University of Verona, Italy – andrea.ceschi@univr.it Ksenia Dorofeeva – Ph.D. Student, University of Verona, Italy – ksenia.dorofeeva@univr.it Riccardo Sartori – Assistant Professor, University of Verona, Italy – riccardo.sartori@univr.it

Numeracy and logical abilities in cognitive heuristics and biases

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