COMPUTER-ASSISTED GAMING OF INTERNATIONAL BUSINESS Developments In Business Simulation & Experiential Exercises, Volume 22,1995 67 COMPUTER-ASSISTED GAMING OF INTERNATIONAL BUSINESS Precha Thavikulwat, Towson State University ABSTRACT Considering that a nation is definitionally a governmental entity, the issues critical to an international business gaming- simulation must be governmental issues, namely, monetary, fiscal, and trade policies. A gaming-simulation can represent issues either by modeling them or by gaming them. The gaming method assures validity and avoids administrative error. Its administrative difficulties can be relieved by computers. Forms for presenting national accounting statements and methods for computing currency exchange rates and national measures of welfare are discussed. A minimum class size limitation of 20 participants is acknowledged and one application is presented. Continued development of the gaming method may depend on the acceptance of gaming-simulations as ideal instruments for assessing business education. INTRODUCTION With the increased internationalization of business and the recommendations of Porter and McKibbin (1988) for more coverage of the international dimension in the business curriculum, business schools have been extending their international-business offerings and game designers have been including an increasing number of international- business issues in top management business games. Yet, little has been published about the kinds of issues that should be represented in such games, and even less, about methods for representing them. Although Klein, Fleck, and Wolfe (1993) listed 19 issues they characterized as critical, later reduced by Wolfe (1994a) to 161 in a related article, the list was not developed from fundamental considerations, but derived from a content analysis of four international- business textbooks and the index of Ingo and Murray’s (1988) Handbook of International Business. Fundamental reasons for characterizing issues as critical to international business were not discussed. 1 The 1 6 issues are comparative advantage, national and international growth and development, trade protectionism, imperfect competition, direct foreign investment, exchange rate fluctuations, offshore sourcing, differential inflation rates, socio-cultural factors, intracompany transfer pricing, technological transfer, nationalism, hedging, political risks, value-added taxes, and patent/license agreements. Yet, to create an effective international business game, the designer needs both a fundamental basis for distinguishing between critical and incidental issues, and a concept relating the method of representing an issue to its educational consequences. Without a basis for distinguishing among issues, the complex game that includes more may be uncritically accepted as better, a problem noted earlier by Fraser (1983) and more recently by Hall and Cox (1994). Without a concept relating method to consequences, ineffectual methods may be seen as adequate. Thus, in Klein, Fleck, and Wolfe’s (1993) comparative review of six international top management games, those that included more selected international issues and included them more elaborately were simply assigned higher critical-issue scores. This paper discusses how issues critical to international business can be differentiated from incidental ones. It points out two different methods for elaborately treating issues, and shows how national accounting statements, currency exchange rates, and national measures of welfare can be computed when international business issues are treated by the gaming method. By setting forth principles of international business gaming, this paper extends the body of research on the design of business gaming-simulations that has been pioneered by Goosen (1981). ISSUES Definition differentiates critical issues from incidental ones. Issues defining a construct are critical; issues frequently associated with a construct are merely incidental. In the context in which international business is discussed, a nation is definitionally a governmental entity.2 Accordingly, the critical issues for an international business game must be governmental issues, especially those that directly affect the conduct of business. By this consideration, six of Wolfe’s (1994a) issues are incidental rather than critical, namely, comparative advantage, imperfect competition, socio-cultural factors, intracompany transfer pricing, technological 2 Alternative definitions of the term, nation, that encompasses a people sharing customs, origins, and history, such as a tribe of Native Americans, fall outside the usual context. Developments In Business Simulation & Experiential Exercises, Volume 22,1995 68 transfer, and political risks. These issues are important to geographically dispersed businesses, irrespective of whether or not the businesses cross national boundaries. Thus, businesses in Hawaii, Mississippi and New York differ on these issues, even though the businesses lie within a single nation. METHODS Klein, Fleck, and Wolfe (1993) rated gaming-simulations on the elaborateness of their coverage of each issue on a four- point scale, with zero points assigned to no treatment; one point, static treatment; two points, exogenous administrative treatment; and three points, endogenous dynamic treatment. An issue was considered to receive exogenous administrative treatment if it “could be influenced exogenously by administrative intervention during the simulation’s run” (p. 167). It was considered to receive endogenous dynamic treatment, if moreover, players interacted “with the simulation’s model or other simulated companies” (p. 1 67). The possibility of gaming, wherein players in one rose interact with players in a complementing role, was not recognized. Yet, as Crookall, Martin, Saunders, and Coote (1986) have pointed out, this possibility “has greater scope and potential than other types when social and socially mediated processes and skills are seen as important learning outcomes” (p. 370). A gaming-simulation can treat an issue in an endogenous dynamic way either by modeling the issue or by gaming it. When modeled, participants supply inputs that a computer translates into outputs; when gamed, participants supply inputs that other participants translate into outputs. Although more complicated models can account for dependence among participants that less complicated ones do not, modeled decisions do not embody the intelligence and affection of human decisions in a natural way, notwithstanding Patz’s (1990) suggestion to apply artificial intelligence, which was not implemented. The difference between modeling and gaming can be seen clearly in the way different gaming-simulations treat product demand. Modeled, the simulation computes a company’s demand based on the decisions of the company, with or without reference those of competing companies. Gamed, the simulation does not compute demand, rather it executes the purchasing decisions of participants who buy the company’s products. In this instance, the company’s demand is an unquantified concept encompassing the collective intelligence and affect all participants who can purchase the company’s products, as it is in the everyday world. Likewise, the governmental issues defining an international business game can be either modeled or gamed. To model tariffs, for example, the computer, acting as the government, might adjust tariffs depending on the condition of one or more firms; to game it, participants might, by voting on the tariffs they want, cause the tariffs to change. Modeling’s primary advantage is ease of administration; it’s primary pitfall, invalidity. Because everyday relationships are almost invariably much more involved than any programmed algorithm, participants who respond to the model as if it were real may perform less well than those who, ignoring the substantive issues modeled, merely play to the model. Furthermore, as Bankes (1993) has noted, “the belief that the more detail a model contains, the more accurate it will be . . .. is false in that no amount of detail can provide validation, only the illusion of realism” (p. 439). Gaming, on the other hand, assures validity3 by representing issues genotypically. Like a chemical reaction in a test tube, the gamed process is characteristically real, even though it occurs in a controlled environment. Although gamed processes can be difficult to administer and difficult to design, the techniques and an application discussed below will show that computers can relieve much of the administrative burden and reduce the design problem to a one-time concern. THE GAMING METHOD Gaming the governmental issues critical to international business implies that players be allowed to change the monetary policies (e.g., interest rates), fiscal policies (e.g., tax rates and entitlements), and trade policies (e.g., subsidies and tariffs) that affect their firms. If the changes are to be decided by a democratic process, then players ought to be involved in the interplay of special interests that typifies such processes. Thus, if tariffs are to be so 3 Validity as used herein refers to correctness of representation, and not to pedagogical efficacy, which involves questions of internal, external, and transfer- internalization validates as discussed by Burns, Gentry, and Wolfe (1990). Inasmuch as the pedagogical efficacy of a textbook is immaterial until the correctness of the text is established, likewise, the pedagogical efficacy of a gaming simulation is immaterial until its correctness of representation is established. Developments In Business Simulation & Experiential Exercises, Volume 22,1995 69 decided, players ought to be concomitantly involved with its effect on consumer welfare, on resource cost, and on product revenue. Such involvement is possible in a game that allows players to be consumers as well as producers, that is, to assume multiple roles. Games that require participants to assume multiple roles are generally difficult to administer, and especially so in college settings. The method for assigning roles must be accepted by participants as fair, and the mechanism for tracking the performance of each participant must be reliable. The fairness requirement can be met if roles are self-assigned and if each participant is allowed simultaneously to assume all roles. The reliability requirement can be met by a computer system running well-tested software. These are doable requirements. Moreover, the game should supply participants with vital economic information. These include national accounting statements, currency exchange rates, and national measures of welfare. The method for computing these numbers should derive from their economic definitions and correspond with the way these numbers are obtained in the everyday world, but how it should be done in a gaming-simulation setting has not heretofore been discussed. National Accounting Statements In an international business game, national accounting information vital to governmental decision-making should be reported in a form that can be readily comprehended. Although no standard national reporting form exists that is comparable to corporate accounting’s financial statements, national reporting forms that disaggregate information into the income, balance, and fund flow categories of corporate accounting should be the easiest to comprehend, especially by business students. Examples of reporting forms that may be suitable are given in Tables 1 through 3, respectively. In the example of Table 1, base exports (first item) is the ex- subsidy value of exports, base imports (third item) is the ex- tariff value of imports, net investment (seventh item) is the sum of all companies’ productive assets net of depreciation, and retained income (second to last item) is the cumulative retained earnings of companies. Relationships are as follows: Table 1 reports net (after depreciation) national product, rather than the more well known gross national product, because the net value is a more correct measure of economic strength and because the value of depreciated assets in a gamed economy can be known with precision. The difficulty of measuring depreciation in the everyday world that leads to the preferred use of gross measures is nonexistent in a game. For the national balances of Table 2, relationships consist of totals only. Personal money and company money are the sums of personal and company cash balances, respectively; output inventories and resource inventories are sums of company output and resource inventories, respectively; and personal loans and company loans are the sums of direct governmental loans to participants and companies, respectively, assuming that financial intermediaries, such as Developments In Business Simulation & Experiential Exercises, Volume 22,1995 70 commercial banks, are omitted from the game. For more complex games, a detailed breakdown of some items, such as breaking down resources into raw materials, work-in- process, and fixed assets, may be desirable. For the national fund flow of Table 3, relationships are as follows: Currency Exchange Rates Currency exchange rates in much of the everyday world are established by foreign exchange markets that are useful principally because perfect information about holdings of foreign exchanges does not exist. In a perfectly informed world of two nations, for example, knowledge that Nation A holds $2 of Nation B’s currency, and that Nation B holds $1 of Nation A’s would lead to the exchange rate of two B$’s for each A$. In this case, the correct rate of exchange would be perfectly clear. Because a gamed economy is in fact perfectly informed, correct currency exchange rates can likewise be computed by taking the relative proportion of each nation’s exchange currency to every other-a market for foreign exchange would be superfluous. For example, if both Nation A and Nation B each began with $3 million in exchange currency, if subsequently Nation A sells $1 million worth of goods to Nation B, then Nation A’s exchange currency will drop by $1 million, which went to pay the exporter, and Nation B’s exchange currency will rise by $1 million, which was received from the importer. As a result, the exchange rate will be A$2 million for B$4 million, that is, each A$ will now be worth two B$’s. National Measures of Welfare The unemployment rate and the consumer price index are two well-accepted measures of economic welfare. Both measures can be computed for a gamed economy wherein participants assume multiple roles, in correspondence with their everyday-world counterparts. If the gamed economy allows each participant to be employed voluntarily in one or more employee roles, then the unemployment rate (U) can be computed, given the number of employed roles (Ne), the number of participants (Np) and the number of employee roles assumable by each participant (Nr), as follows: For example, if the game is played by 40 participants, each of whom can assume 3 employee roles (i.e., work in three jobs simultaneously), and if of these 1 20 employable roles (i.e., 40 participants times 3 roles each), 96 are occupied, then the unemployment rate will be 20%. As for the consumer price index, if the gamed economy gives participants performance points in relation to the products they consume, then the consumer price index can be computed by averaging the price per point of consumer purchases. For example, if alphas are worth 4 points each and beta’s are worth 6, the purchase of 2 alphas for $100 each and 3 beta’s for $200 each would result in the expenditure of $800 (i.e., 2 x $100 + 3 x $200) for 26 points (i.e., 2 x 4 + 3 x 6), or a price index of $30.77 a point (i.e., $800 ÷ 26). Developments In Business Simulation & Experiential Exercises, Volume 22,1995 71 CLASS-SIZE LIMITATION Class size may be the most severe limitation of an international business game designed around the gaming method. Because such a game must have at least two nations, because each nation should have at least two companies, and because each company should be managed by at least two participants, the absolute minimum class size will be 8 (i.e., 2 nations times 2 companies times 2 participants). To allow for the anonymity essential to arms- length market transactions, however, the practical minimum may be about 20 participants. AN APPLICATION The adequacy of a design is not assured without a tangible application. The concepts discussed herein were applied in designing GEO (1 994), an international business superset of DEAL (1994), an entrepreneurship gaming-simulation. GEO is a completed, classroom-tested product. With reference to the 1 2 characteristics Klein, Fleck, and Wolfe (1994) used to compare international business games, GEO can be characterized as follows: 1. Number of Products: Five. 2. Product Type: Configurable by the instructor to be generic or particular, in any combination. Manufactured and service products are both allowed. 3. Home Office: Configurable by the instructor to be generic or particular, but participants must be assigned to two to four nationalities. 4. Active Subsidiaries: None for companies, but participants can simultaneously be shareholders and directors of up to five companies, and be employed by up to three. 5. Expansion Options: None for companies, but each participant can found up to five companies. 6. Minimum No. of Decisions: 44. 7. Maximum No. of Decisions: 148. 8. Manual Length: 42 pages. 9. Companies per Industry: 32,767 companies. 10. Computer Type: IBM PC local area network. 11. Decision Support Materials: A chronological transaction database complemented by a sales analysis program. 12. Time Recommended for First Decision: One hour. Largely because GEO was based on the gaming method, its characteristics are very different from those of the six games reviewed, all of which were based on the modeling method. In number of products (Item 1), GEO’s five is more than the one or two of the others. In product type (Item 2), GEO’s is completely flexible, a result made possible by incorporating a special multiple-industry scheme (Thavikulwat, 1993). In home office assignment (Item 3), the required assignment of participants to different nationalities is a consequence of its gaming principle. In active subsidiaries and expansion options (Items 4 and 5), its minimal flexibility for companies but maximal flexibility for individual participants is consistent with its consumption orientation (Thavikulwat, 1990). In minimum and maximum number of decisions (Items 6 and 7), its numbers are relatively high, but comparability is limited because it processes decisions interactively and immediately while the others all collect decisions for batch processing. In manual length (Item 8), its 42 pages is shorter then the others, which range from 58 to 1 52, because GEO contains no complicated models requiring extensive explanation. In companies per industry (Item 9), GEO’s 32,767 companies allow for a virtually unrestricted number, but in computer type (Item 10), GEO’s local area network is more demanding than the others, which are not designed for simultaneous runs by participants. In decision support materials (Item 11), GEO can make available a database of transactions because activity in GEO is based on transactions, and not on models. In time recommended for first decision (Item 1 2), GEO’s one hour is remarkably shorter as compared with the others, which range from 6 hours to 16 hours, because GEO does not require teams to be organized before decisions can be made. GEO is very different from the others in most of the characteristics. Moreover, GEO is apparently unique among business gaming simulations in automating a system that allows participants to change the monetary, fiscal, and trade policies of their assigned nations by voting. It does this by presenting each participant with a voting form, an abbreviated version of which is shown in Table 4. The first three items of the example involve monetary policies; the next three, fiscal policies; and the next ten, trade policies. The last item, Vote Increment Rate, is the rate an item will change when the number of participants voting for the change exceed an instructor-determined Vote Decision Ratio, which is not shown. Developments In Business Simulation & Experiential Exercises, Volume 22,1995 72 In the example of Table 4, the “USA” and “Japan” columns give the policy settings currently in effect for the two respective nations; the “+“ column, the number of USA nationals who have voted to raise that setting; the “=“ column, the number who have voted to maintain it; and the column, the number who have voted to lower it. As shown, 3 USA nationals have voted to raise the deposit rate; 4, to maintain it; and 2, to lower it. Given a Vote Decisive Ratio of .50, the current deposit rate in the USA will rise from 0.100 to 0.1 20 when 5 or more USA nationals, out a total USA population of 9, vote to raise it. Should that happen, the 5 or more votes in the “+“ column will be moved into the “=“ column while the votes that were in the “=“ column will be added to those in the “-“ column. CONCLUSION This paper covers the basic problems of gaming international business. It pinpoints the governmental issues that should be covered in a business game that professes to be international in scope. It notes the differences between the gaming method and the modeling method, and it shows how national accounting statements, exchange rates, and national measures of welfare can be obtained with the gaming method. It acknowledges the method’s minimum class size requirement of 20 participants. And it describes characteristics of one application in comparison to six others that had been reviewed. The gaming method for representing issues is different in kind from the modeling method that has been the mainstay of business gaming-simulations since its inception. Uncommon in association with computerized business simulations except as incidental features accompanying optional scenarios, the method is well-known to the wider gaming community and is variously referred to as computer- assisted simulation (Crookall, Martin, Saunders, & Coote, 1 986) and external simulation (Hazleton & Mahurin, 1986). Business game designers, however, generally have relied on modeling methods to such an extent that Wolfe (1994b), a long-time user of business games, has concluded that “the simulations being used today are not that much different from those created in the late 1 950s” (p. 276) and that “the basic discovery phase of business gaming has ended” (p. 277). The gaming method does require better computational hardware and software to manage its higher administrative demands, as compared to other methods. But as long as business games are viewed as merely a supplemental teaching pedagogy of limited value, sufficient financial remuneration’s will not be forthcoming to support the method’s development. The method is in search of a mission, or in the parlance of the computer world, of a killer application. The movement for assessment in higher education may supply the application. Should assessment in business education become accepted as essential, business gaming-simulations based on the gaming method may be seen as the ideal instrument for the purpose. In which case, the discovery phase of Developments In Business Simulation & Experiential Exercises, Volume 22,1995 73 business gaming may yet continue for many more years. REFERENCES Bankes, 5. (1993). Exploratory modeling for policy analysis. Operations Research, 41, 435-449 Burns, A. C., Gentry, J. W., & Wolfe, J. (1990). A cornucopia of considerations in evaluationg the effectiveness of experiential pedagogies. In J. W. Gentry (Ed.), Guide to business gaming and experiential/earning (ABSEL), (pp. 253-278). East Brunswick, NJ: Nichols/GP Publishing. Crookall, D., Martin, A., Saunders, D., & Coote, A. (1986). Human and computer involvement in simulation Simulation & Gaming, 17, 345-375 DEAL: A Business Gaming-Simulation (1994). Thavikulwat, P. Towson, MD: Towson State University. Fraser, J. R. (1983) A deceptively simple business strategy game. Developments in Business Simulation & Experiential Exercises, 10, 98-100 GEO: An International-Business Gaming Simulation (1994). Thavikulwat, P. Towson, MD: Towson State University. Goosen, K. R. (1981) A generalized algorithm for designing and developing business simulations Developments in Business Simulation & Experiential Exercises, 8, 41-47 Hall, J. J. S. B., & Cox, B. M. (1994) Complexity: Is it really that simple. Developments in Business Simulation & Experiential Exercises, 21, 30-34 Hazleton, W. A., & Mahurin, R. P. (1986) External simulations as teaching devices: The model United Nations. Simulation & Games, 17, 149-171 Ingo, W., & Murray, T. (1988) Handbook of international business New York: Wiley. Klein, R. D., Fleck, R. A., & Wolfe, J. (1 993). A role for management games in internationalizing the business school curriculum. Journal of Management Education, 17, 159-173 Patz, A. L. (1990) Open system simulation In J. W. Gentry (Ed.), Guide to business gaming and experiential/earning (ABSEL), (pp. 159-1 76). East Brunswick, NJ: Nichols/GP Publishing. Porter, L. W., & McKibbin, L. E. (1988) Management Education and Development New York: McGraw-Hill. Thavikulwat, P. (1993) Multiple industries in computerized business gaming-simulations Developments in Business Simulation & Experiential Exercises, 20, 108-109 Thavikulwat, P. (1990) Consumption as the objective in computer-scored total enterprise simulations Developments in Business Simulation & Experiential Exercises, 17, 167-1 69 Wolfe, J. (1994a) [Review of THE BUSINESS STRATEGY GAME: A Global Industry Simulation]. Simulation & Gaming, 25, 13 1-135. Wolfe, J. (1994b) Recollections on 25 Years of Simulation/Gaming Simulation & Gaming, 25, 274-278. Table of Contents Volume 22, 1995 Simulation Performance, Learning and Struggle Are Good Simulation Performers Consistently Good? Cognitive and Behavioral Consistency in a Computer-Based Marketing-Simulation-Game Environment: An Empirical Investigation of the Decision-Making Process Chalk & Cheese: Executive Short-Course vs. Academic Simulations Revisiting Personality Bias in Total Enterprise Simulations Are Good Strategies Consistently Good? Investigating the Use of a Computer Simulation as an Effective Pedagogical Tool for the Application of a Strategic Model The Problem of determining an Individualized Simulation's Validity as an Assessment Tool A Simulation Based Analysis of the Value of Information in the Hrebiniak Joyce Typology of Adaptation Relative to Porter's Generic Strategies The Impact of Sales and Income Growth on Profitability and Market Measures in Actual and Simulated Industries A Comparison of a Stand Alone Version of a Simulation with the Traditional Competitive Version Computer-Assisted Gaming of International Business Analyzing Simulations with Computer-Based Programs and Applying the Experience to a Real-World Business A Preliminary Investigation of the Use of a Bankruptcy Indicator in a Simulation Environment Graduates' Views on the Use of Computer Simulation Games Versus Cases as Pedagogical Tools An Analytical Advertising Model Approach to the Determination of Market Demand Dealing with the Complexity Paradox in Business Simulation Games A Prototyping Approach for Incorporating Large Data Bases into Media Planning Simulations: An Example Using Magazine Media Through the Looking Glass, Inc: Superior-Subordinate Personality Type and the Leniency effect Evaluating the Effectiveness of Role Playing Simulation and Other Methods in Teaching Managerial Skills Student and Teacher Perceptions of a Management Simulation Course Performance Evaluation: The Effect on the Propensity to Create Budgetary Slack Management Team Formation for Large Scale Simulations Comparative Static Analysis with the Complete PPA Package: A Strategic Market Planning Tool Consistency in Intent: Learning Objectives at the 1994 Intercollegiate Business Policy Competition A New Twist on an Old Game: The Business Strategy Game: A Global Industry Simulation 3ed Evaluation of Performance in Management Simulation: A Management Coefficients Model Building SimuWorlds: Strategic Management Games of the Future Bulls and Bears: A Stock Market Simulation A Systems Thinking Paradigm and Think Computer Simulation Model of Broadcast and Cable Television Industry Competition Jacket Factory The Sales Management Simulation The Marketing Management Simulation A Demonstration of Promodel Demonstrating A New, Cross-Functional Business Simulation: Vision+ A Cost Chain For The Business Strategy Game Simulation Special Session On Experiential Teaching Compensation Dilemmas: An Exercise In Ethical Decision-Making Organizational Storytelling: Telling Tales In The Business Classroom Evaluating Experiential Training: Case Study And Recommendations The Internship Portfolio: An Innovative Tool For Experiential Learning, Critical Thinking, And Communication An Ethnographic Analysis Of The Pedagogical Impact Of Cooperative Communicating Consumer Behavior: A Long-Term Integrated Exercise Using Personal Consumption Journals And Consumer Analysis Papers An Experiential Paradigm For Teaching Business Problem Solving Developing Leadership Skills The Spss® Student Assistant: The Integration of A Statistical Analysis Program Into A Marketing Research Textbook Negotiating With Your Students Using TQM Principles To Transform Accounting Systems Into An Experiential Exercise Enhancing The Effectiveness Of Outdoor-Based Experiential Training Using Virtual Reality Concepts Case Writing In A Developing Country: An Indonesian Example Experiential Learning Using Focus Groups How Real Should Experiential Pedagogy Be? A Viewpoint From Our Students Reengineering The Internship: A New Approach To Experiential Learning Utilizing The Cosmopolitan/Local And Marginal Man Constructs To Measure Students' Propensity For Creativity Developing Experiential Processes For Teaching Quantitative Techniques For Business Team Learning Roles: A Cooperative Learning Technique Creating the Ultimate Small Business Student Experience: Melding Score/Ace with SBI The Development of Trust in Work Teams: The Impact of Touch Some Outcomes of Experiential Learning: How the Cultural Dynamics of Different Countries are reflected in Workplace Norms & Values Incorporation of Job Analysis Results in Various Forms of Selection Interviews Chudesno, Inc.: An Evaluation of an Experiential Training and Development Simulation An Exercise for Exploring the Relationship between Jungian Psychological Types and Organizational Dynamics Partnership: A Radical Approach to Experiential Learning Partnership: A Nice Idea, But How Do I Get Started? Recognizing Discrimination at Work Using Critical Incident Skills Questions to Help Students Become More Successful at Job Interviewing The Video Project Introduction to Psychological Type Theory Come On Down Understanding Facilitation for Development and Continuous Learning: A Micro-Workshop Leadership and Empowerment: An Experiential Exercise in Decision Making Experiential Exercises and Pedagogy Track Workshop: Selecting a Manager for Maquiladora, Inc. Experiential Training In Multi-Cultural Corporate Settings The Role of Facilitation as an Aid to Complete Learning An Experiential Exercise to Illustrate Difference in Information Processing Behaviors and Styles How to Deliver Accessible Survey Results Age Diversity in the Workplace- Family Feud Style Nafta Standoff: A Cross-Cultural negotiating Role-Play Three Strikes and You're Out!: A Downsizing Experiential Exercise