Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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Miruna\u27s Managerial Moves: A Snakes and ladders Game
No full textThis management development game offers a fun yet insightful means of reinforcing learners’ understanding of managerial work. It provides a context in which learners discuss and build on their ability to handle the day-to-day challenges of managers. In this game, players maneuver their way around snakes and ladders based, in part, on their ability to successfully respond to dilemmas in which Miruna, a tech manager, finds herself. During the debriefing process, learners draw connections between their work lives and the dilemmas in the game, how they played the game, as well as the existence of venomous snakes and career-boosting ladders in the workplace
Curriculum Harmonization in educational organizations with the project management Quintessence kernel
No full textEducational organizations aim to improve institutional capabilities by enhancing their curriculum programs. Therefore, colleges and universities include curriculum harmonization processes for complying with international homologation programs. Such programs are meant for standardizing quality assurance in formal education according to international regulations. However, institutions perform different harmonization practices for each educational department, lacking standardization in the process. Besides, the implementation and long-term substance for harmonizing curriculum programs are unpredictable due to the uncertainty about the activities, responsibles, and output work products needed for the harmonization success. In this paper we propose a representation for harmonizing and accrediting—according to an international accreditation board organization—the Requirements Engineering course—which is part of a Systems Engineering curricular program—in any formal educational institution. The representation is based on the Quintessence kernel, which serves as a neutral domain for evidencing harmonization in curricular programs. Our multidiscipline solution is aimed to consolidate formal, reusable, adaptable, and graphical constructs allowing educational organizations for starting curricular harmonization initiatives
Business Simulations? Seven Design Elements
No full textBusiness simulations have become effective teaching tools because they resemble real business circumstances. Peter Senge, author of The Fifth Discipline, believes that human beings learn best from experience, particularly when feedback from actions is rapid and unambiguous. Business simulations provide several benefits such as: - highly motivated and involved students - improved ability to connect learning to real-world situations - freedom to experiment with new behaviors in a risk-free environment - opportunity for immediate feedback from decisions - enhanced ability to teach teamwork and leadership Simulations are enjoyable to play, interesting, build confidence and are becoming more accesible to develop and use in Talent Development
The ASK MATT Tabletop Game: An Unorthodox Approach to Mapping Emerging Knowledge
No full textThe difficulty and poor results of strategic planning raises an important question
Tower Building
No full textTower Building is a practical, hands-on, interactive, and high energy experiential learning activity. Working at tables in teams consisting of 1 leader and 3-4 workers, teams compete to become the world\u27s best Tower Builder. Over 3 simulated years (90 min total including debrief), teams annually develop a strategy, determine roles, align people to roles, forecast results, execute their strategy, are measured on their results, deal with challenges, and continuously improve their strategy each year. Similar to the real world, each year the teams encounter an unknown wrinkle. Consulting advice is available and teams get benchmarks for how they are performing relative to others in the room and relative to a Hall of Fame.Tower Building contains very powerful lessons relating to Leadership, Teamwork, Adapting to Change, Innovation, Culture, Being \u27\u27busy\u27\u27 vs being \u27\u27productive\u27\u27, Overcoming Challenges, Process Improvement, Accountability For Results, Communication, Planning, Execution, and Continuous Improvement in Real-Time etc.This simulation has been delivered to groups ranging in size from 10-200 people. Audiences have spanned sectors that include financial services, oil & gas, mining, healthcare, various levels of government, post-secondary institutions, etc. with outstanding feedback every time
Teamwork Effectiveness in the Face of Self-Knowledge Regarding the Preferred Team Role in Business Simulation Games
No full textThe paper describes the results of an experimental comparative study based on two groups of students who were participants of business simulation game courses and were compared in pairs. The aim of the study was to examine the dependency between teamwork effectiveness and up-to-date self-knowledge of team members with respect to their preferred team roles in business simulation course situations. The preferred roles of team members were measured by Belbin\u27\u27s Self-Perception Inventory at the beginning of the course for every student, but only one group in each pair was given an immediate feedback. The other group of the same pair received the feedback after the course was finished. This group-based composition allowed the authors to proceed with a comparative study of one control group and one test group in each pair. In order to ensure homogeneity of the examined groups in each pair and thus comparability of results, every group was divided into two subgroups. The study presents both qualitative and quantitative results and measures. The qualitative part of the study encompasses a video analysis of participants\u27\u27 behavior, conducted in every team of the study and performed by trained behavioral judges. The quantitative part of the study focuses on the analysis of team results in business simulation game
The Game of the Computer Industry: A Classroom Game of Competition Simulating the Computer Industry from 1980 to 1995
No full textThis article introduces a game for classroom use based on a simplified model of the computer industry from 1980 to 1995. It was designed for a four-hour session, in a classroom, with up to thirty participants, but preferably with around sixteen participants.The model simulates a production capacity that grows faster than demand and therefore leads a change in the strategy from quantity to quality.The model is very simple to give the students a better view of the possibilities, and yet the possible combinations are so many, that no two games will be the same
Tower Building
No full textIn this 90 min session we will experience the Tower Building Simulation and debrief the experience. The first 50 people to attend this session will participate directly in the simulation with additional session attendees serving as observers. Tower Building is a practical, hands-on, interactive, and high energy experiential learning activity. Working at tables in teams consisting of 1 leader and 3-4 workers, teams compete to become the worl
Organizational Leader Development with Experiential Exercises at the Command & General Staff College
No full textArmy Majors attend the Command & Genera. Staff College after serving about 10 years at the direct leader level in small units, and become masters of their particular battlefield functional area, like infantry, armor, logistician or combat engineer. Upon promotion to the rank of Major they become organizational leaders and must develop a new skill set to be an effective member of a higher headquarters planning staff or command a large unit. Typically they underestimate and are not confident in their knowledge of war-fighting functions outside of their own specialty and have difficulty integrating other specialties into a plan. By using an experiential learning exercise based on the modified Bloom taxonomy that demonstrates how much they actually know, the Department of Logistics and Resource Operations provides an opportunity and a method for officers to estimate their knowledge base, discover what else they need to know, raise their personal confidence level in their own knowledge, encourage collaborative learning with peers, and teaches them a useful critical thinking technique that can be used for the professional development of both themselves and their staffs
Whole Person Experiential Learning and Insight Learning: Implications for Distance Education and Independent Learning
No full textMore distance learning programs and online courses are being developed every semester; therefore, designing an online educational environment that meets the needs of adult learners is of paramount importance. The purpose of this paper is to present a framework for using the concepts of distance education and independent learning, assessing the limitations and challenges inherent in these approaches. Particular emphasis is placed on generating whole person learning outcomes and to establishing conceptual and learning frameworks (insight learning). Considering the characteristics of adult learning theories, recommendations will be made regarding how to design an online environment that will best meet the needs of adult learners