Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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ExperienceCSR – A Corporate Social Responsibility Simulation
No full text"ExperienceCSR is a Corporate Social Responsibility e-learning program featuring an immersive business simulation that challenges participants to develop a comprehensive CSR strategy for SkyTech, a realistic high-tech organization. In the simulation, participants must create and implement a strategy focused on the corporation\u27s ethical responsibilities to employees, the community, customers, suppliers, the environment and shareholders. Since its launch in early 2003, ExperienceCSR has received many accolades from industry and academia. Of particular note was recognition as one of the top three e-learning products of 2003 by the American Society for Training & Development (ASTD). ExperienceCSR’s success is a result of an innovative partnership model that brought together the content knowledge of the University College of St. Michael’s (UCSM) with the simulation design and development expertise of ExperiencePoint.
Teaching Service Learning Using A Business Game Role-Play Simulation
No full textIn order to give both service learning and management concepts a foundation so that young inexperience college students can better understand how organizations function, we have used the teaching method of a business game project within a service learning setting. The role-play game provided a frame of reference on which the student could better comprehend the abstract management concepts needed, in order to work in organization today. The service learning arena helps bridge the gap between theory and application. The following study compares two educational treatments in order to teach management concepts; one using traditional lecture format and the other role-play simulation in a service learning setting. Key words: service learning, theory and application, role-play simulations, experiential learning
Simulation Performance & Predictor Variables: Are We Looking In The Wrong Places To Measure The Right Learning?
No full textThis paper examines the relationship between predictor and performance variables in a typical computerized simulation. Most simulations require the users to make a set of predictions on various performance variables. The question is whether there is any relationship between what users predict and how they ultimately perform. The authors collected data on several predictor variables and compared them to a performance variable for one semester of simulation play for two groups of undergraduate business majors at a mid-sized college. The authors also surveyed a group of business faculty who typically use simulations in their classes to ascertain their views on the relationship between predictor variables and performance variables. The authors found that as simulation play progressed, those student teams which had less variance between their predicted sales and actual sales tended to have better simulation performance than those teams which had a greater variance between their sales predications and actual sales results. In terms of the survey of instructors who use computerized simulations, one of the more interesting results was that while most respondents stated that they asked their students to establish predictor variables; few indicated what purpose this served or why they asked students to establish predictor variables. More research is needed to both understand why simulation instructors ask users to formally establish predictions and what role predictor variable have in helping students with performance
Online Cumulative Simulation Team Performance Package
No full textThe Online Cumulative Simulation Team Performance Package (developed jointly with David Walton) enables competing participant teams in the marketing simulation COMPETE to assess their cumulative team performance each period on 18 performance criteria. Participants with Web-access can determine their cumulative team ranking each decision period on six profitability, three market share, three quality, three cost of production, and three efficiency criteria. In addition, a comparative ranking of all teams on each of the above criteria can be made accessible online to all teams either every decision period (quarter), every six months, or every year of operation, based on participant preference
Individual Achievement Does Not Guarantee Team Performance: An Evidence of Organizational Learning with Business Games
No full textThe premise here adopted was that students who obtained higher academic marks in business courses would perform better managing simulated companies. Two groups of Brazilian graduate students were ranked in descending order according to the average of their individual grades and arranged in teams to compete in a Total Enterprise business game. The results after running 8 quarters showed that teams formed by high achievers did not necessarily produce the best performance during the first 4 quarters, being possibly surpassed by low achiever teams that seem to learn faster the game rules. Surprisingly in the first replication there is significant evidence of individual knowledge producing superior performance in the second half of the experiment, as the trivial problems become more complex and demand long-term orientation instead of short-term focus. Results indicate that it is too naive for both, companies and business schools, to assess competencies based only on individual achievement. Organizational learning skills should be seriously taken into account as well
Developing a Micro Simulation
No full textThis paper discusses the development of a business game that simulates each and every purchase transaction that takes place in a simulated period, After the cycle, the program accumulates the information for the periodic reports. This process allows for marketing research to be carried out with individual responses being reported. Thus, market segments may be identified by purchase behavior and the participants need to figure out how to determine the market segments and how to market to multiple target markets in order to succeed. The paper develops a game simulating the marketing a golf course to its many types of potential customers. This model was designed to teach revenue management
Economic Evolution, Human Capital Investment, And Adult Distributed Electronic Learning: A Literature Review
No full textThe nation’s social agenda for improving education and training has converged with national economic forces. The emphasis on educating and training the workforce, growing demands for ever-improving productivity, and significant technological advancements have resulted in new tools to deliver education and training when and where it is required. This paper discusses the economic revolution and its impact on the workforce. The emergence of an effective, proven, and pedagogically sound way to deliver education and training through Adult Distributed Electronic Learning is providing new opportunities for gaming and simulation to impact learning as never before
An Evaluation of a Distributed Learning Course: A Students\u27-Eye Perspective
No full textToday there is increasing pressure to utilize the Internet and other new technologies to enhance and sometimes replace the classroom experience. With this recent push, professors are using new technologies simply because they are available without understanding how to use them effectively. For those that are new to these technologies, the learning curve can often be steep and dangerous. In order to remove some of these stumbling blocks, this paper presents an evaluation of a distributed learning experience
How to Receive and Process Attachments While Greatly Reducing the Risk of Viruses and Trojans.
No full textWhen you are teaching an online or distance learning course you often need some safe means of transferring files. Few things are more discouraging than to have received a file which managed to shut your system down. What follows is a walk through for students for transferring files and a guide to the instructor for file and computer safety and security concluding in a process for establishing a safe mechanism for receiving and grading papers which will keep your office computer safe
A Primer to Combating Terrorism: Playing it Safe While on Overseas Assignment (An Experiential Exercise)
No full textCompanies now face a much tougher time to persuade U.S. managers to accept specific international assignments, and many, if not most, of these “jitters” derive from concerns about safety. While employers have attempted to attract expatriate attention to overseas opportunities through a variety of means (i.e., extra pay, pre-departure security briefings, etc.), such efforts alone may not yet be sufficient. A clear understanding of the reasons for terrorist actions (the general goals of all terrorist groups that underlie the actions that they take), and the distinguishable stages of all terrorist acts provide a good deal of the critical detail that can be utilized by those taking preparatory action (developing a plan) to protect oneself/one’s employees and one’s family on an overseas assignment. The purpose of this experiential exercise is to help those unfamiliar with security issues during overseas travel to identify the vulnerabilities that could be exploited by terrorists, and then to develop a plan to diminish those vulnerabilities. Quizzes and expert answers are utilized as part of the exercise to bolster participants\u27 depth of analysis and understanding