MANAGEMENT TEAM FORMATION FOR LARGE SCALE SIMULATIONS Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 128 MANAGEMENT TEAM FORMATION FOR LARGE SCALE SIMULATIONS Ronald Decker, University of Wisconsin- Eau Claire ABSTRACT A survey of predominately large-scale business simulation administrators was conducted to determine how management teams are formed and the rationale for the methods reported. Student-choice was the prevalent method used but other methods, instructor’s choice, and random are also common. The researchers also found some unique techniques, zip codes and personnel managers that warrant consideration. INTRODUCTION This paper reports the findings of a survey of forty mostly large scale (Alpert, 1 993) simulation users in business schools across the United States. The purpose of the study was to ascertain how management teams are formed by simulation1 administrators and the rationale for utilizing the various formation techniques. Large scale simulations, also known as “complex simulations” involve student teams of three or more players, a large number of decision variables and usually make up the majority if not nearly all of a semester’s course (Burns, 1992). Course objectives, course level (undergraduate/graduate), course type, and class size all have a bearing on how administrators choose to have their management teams formed. This study was primarily concerned with identifying the various methods used to form groups and briefly examining the rationale most often reported for each method. PROCEDURE A telephone survey of 40 colleges and universities was conducted. The surveyor asked the School (College) of Business receptionist who, if anyone, at their institution used simulations in their courses. If an instructor could be found at that institution who was identified as using simulations they were located and interviewed. If more than one 1 Respondents were not asked to specify whether they used a basic or quite sophisticated simulation. The interviewer did make an effort to seek respondents who used a simulation for a large portion of the course instructor was identified, the “lead” instructor or higher level course was determined and where possible that person is the respondent. A total of forty interviews were conducted. Of those forty, 30 instructors used a simulation for undergraduate courses and 13 used a simulation in graduate classes. Three in the sample used simulations in both graduate and undergraduate classes. Instructors were asked whether the course in which they used a simulation was graduate or undergraduate, the title of the course, the name of the simulation used, the number of groups formed each semester, the number of students per group, how groups were formed and the rationale used for forming groups. FINDINGS As noted above, the majority of instructors used simulations in undergraduate courses (75%). For purposes of reporting here, and because of the relatively small sample sizes, undergraduate and graduate respondents were combined. Because the primary interest of this paper is in how groups are formed, the mix and variety of courses (there were 11 different courses reported) and the individual simulations utilized (there were 1 4 different simulations named) will not be considered. Group Size Table 1 shows the results of the question about group size Clearly most simulation users in this sample have teams of 4 or 5 members with several reporting “3 and 4” or “never less than 3.” Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 129 Method of Forming Groups Most of the responses fall into one of three categories: Students’ choice (21); Instructors choice (7); or Random (4). However, 8 respondents reported variations in these “conventional” methods; sometimes using quite unique methods. The rational for allowing students to form their own groups (the most popular method, 53% of respondents) was usually that”. If the students form their own groups, they cannot whine to professors about the members of the group.” Often instructors who allow students to form their own groups caution their classes to be certain special needs are covered, financial expertise, for example. Professors who choose to form the groups themselves usually do so to be certain each group has certain characteristics. For example, one respondent indicated a desire to be certain groups were culturally diverse, another wanted to be certain each group had at least one member with finance training, others choose to be certain that groups have a variety of majors and experience in their makeup. Several respondents indicated that they vary the method of forming groups depending on class level, class size and course type. “Other” Methods Professor Frank Alpert teaches at a primarily commuter university in a large metropolitan area (St. Louis, Missouri). He uses zip codes and randomization, as the primary bases for forming groups. Group members can plan meetings more conveniently, given the special problems encountered by commuting students. Professor Alpert reports his method as being very effective for his classes. Two instructors use a “personnel director” to choose the members of their respective groups. In one of these two instances the personnel directors’ chose their entire group based on resumes (....) submitted by the students. Personnel directors may be selected by a vote of the class, or may be randomly selected. In a small-scale, freshmen-sophomore level class the instructor forms groups based on the seating chart. Such a method clearly will result in less disruption of the class and also increases the likelihood group members knew one another before the simulation experience. Another instructor uses a technique whereby the students present themselves and their skills then form their own groups. Several instructors reported they will allow groups to “fire” a team member who is not performing satisfactorily. One instructor reportedly used periodic student evaluations to allow him to address difficulties and conflicts in a timely fashion. SUMMARY Forty business simulation administrators were interviewed to determine how they form simulation management teams and why they use the formation method reported. A large majority of those reporting allow students to choose their own teams primarily to reduce intergroup friction. Furthermore, if the students “choose their own poison,” they are less likely to complain about their groups’ members. Even when the students form their own groups, faculty frequently advise them to include various types of experience and expertise in their selections. Instructors may also intervene by grouping commuters with commuters, on- campus with on-campus, etc. Some respondents reported varying the ways they establish groups from class to class or semester to semester dependent on the type of class or the instructor’s past experience. Two quite unique methods were found, using zip codes to form groups and using a personnel director. In both of these cases the instructors find their method to be quite effective and appropriate for their simulations and course objectives. The research reported here can and should be broadened to cover a much larger sample. ABSEL members no doubt constitute an excellent group to survey to see how the overall membership forms simulation groups, the types of simulations used, course objectives, etc. A larger sample would allow meaningful cross-tabulations and better data analysis. REFERENCES Alpert, F. (1993) Large-scale simulation in marketing education Journal of Marketing Education, (Summer) Burns, A. & Gentry, J. (1992). Simulations in marketing: Past, present, and future. Marketing Education Review, (Spring): 3-13. 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