# Combining Virtual Reality and Organizational Neuroscience for Leadership Assessment
## 3 Materials and Methods
### Serious Game Task Modeling  
A story narrative, specifically designed for leadership style assessment, was created in the serious game. We scripted and developed the storyline to capture TOL and ROL responses. The game scenarios take place in a sailing ship, whose goal was to reach a destination by solving several problems during the course of sailing (for more details, see the Supplementary Materials). The 3 DSG involved 4 adult (2 women and 2 men) virtual agents, who were created with specific personality traits and individual competencies that pertained to TOL and ROL styles. Each character was defined and named as an expert, an organizer, an emotional and communicative individual, and a strategist (Figure 1). According to their characteristic profiles, the expert virtual agent (a male) presented logical, analytical, mathematical, and technical thinking styles and behaviors that displayed high intelligence and critical competitiveness (typically classified under TOL). The organizer virtual agent (a female) was characterized by structured and sequential thinking, planning and organizing, presented emotional behaviors, and was introverted, faithful, and tended to display certain manic behaviors (we classified these under TOL). The emotional and communicative virtual agent (a male) was characterized by ideals, was emotional and sensitive to both his own and others' problems, was easy to communicate with, was poorly organized, displayed a lack of control over himself, and had little independence. In addition, this virtual agent was outgoing, talkative, spontaneous, and playful (we classified these under ROL). Lastly, the strategist virtual agent (a female) was characterized by innovative and holistic thinking and presented creative solutions to everyday problems (we classified her as under ROL). The 3 DSG consisted of 10 scenarios, with a problem situation being presented by one of the virtual agents to the others as well as to the study participant at the beginning of each scenario (for more details, see the Appendix A). To find a solution to a problem, the participant had to make several decisions along the way, with each decision leading the storyline to a different narrative. The new narrative would be based on the virtual agents' personality traits and competencies. Each decision to be made was developed according to a systematic method that was based on four decision-making behaviors in literature: (a) communication; (b) execution; (c) giving orders; and (d) doing nothing. The communication decision-making style consisted of the leader asking for and collecting information from other team members and always considering their position or opinions before making the final decision. In such a case, the decision-making process was highly related to the ROL style, wherein the group's opinions are more important for the leader  
Figure 1: Virtual agent character profiles: (**a**) Expert; (**b**) Organizer; (**c**) Emotional and Communicative Individual; (**d**) Strategist. than the execution of actions and the time it takes to solve the problem. Execution decision-making consisted of the leader taking initiative and choosing an action to implement to solve the problem, without considering the opinions or emotional state of the group. In this case, we related the decision-making process to both ROL and TOL styles, as the focus was on solving the problem. Next, in the giving orders decision style, while the opinions of the team are not particularly relevant, the leader does review them. People orientation is low here; however, task orientation is not high, because the leader does not execute the action. We consider this style as being similar to the authoritarian leadership style, wherein there is little consensus from team members. Finally, the user also had the option of doing nothing, where their behavior was based in passivity, which is highly characteristic of passive-avoidant leadership. The following section introduces the TOL/ROL competency models and their relative indicators.