The Effect of Leadership and Cognitive Processing Styles upon Peer Performance Evaluation: Implication for the Utilization of Simulations in Business Pedagogy

Abstract

Educators who utilize simulations to enhance business pedagogy have long been concerned about the behavioral and cognitive styles of their students. This research project investigated the impact of leadership style and cognitive processing styles upon the peer evaluations received by team members who participated in a business simulation. This study found that those students who exhibited a democratic leadership style and a visual cognitive processing style received the highest performance peer ratings from their team members.