Simulated Tabletop Exercise for Risk Management –Anti Bio- Terrorism Multi Scenario Simulated Tabletop Exercise Page 58 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 ABSTRACT In this game, we focus on the concept of simulation supported tabletop exercise and its application to risk management for bio-terrorism by smallpox. For the purpose we have developed the simulation model of the infection process by smallpox on a virtual city. The simulation supported tabletop exercise has designed on our simulation model for risk management by evaluating several types of policy scenarios against bio-terrorism by smallpox. The simulation supported tabletop exercise was executed by some professionals against bio-terrorism at Global Security Center, Keio University. We clarify the model structure of the simulation against bio-terrorism and its countermeasure policies. We also show the result executed at Global Security Center. Each player in this game becomes the decision-maker of policies in the virtual city against smallpox. Each player has to select one policy from each category and there are several categories. Players are required to consider the combination of policies. After deciding policies, player’s policies are represented in the simulation model and player will get simulation results, and player’s will know the effect of player’s policies in a town. Many people do not matter the concept of this game, risk management –anti bio- terrorism. But people in the government, in the public health service, in the hospital and so on, do matter this concept. It is obviously impossible to test policies against bio-terrorism by smallpox in the real world but it is possible to test them in the virtual simulation model. From playing our game, we hope that our game will help people who do matter the game concept to review or reconsider some policies against –anti bio- terrorism in the real world. What lessons are to be learned by the participants when playing the game?  Main lesson of this game is the Risk Management as a policy decision-maker against infectious diseases. How can the administrator determine if the lessons of the game have been learned by the participants?  Debriefing, like discussions, with showing all other possible simulation results of this game.  If the game is played in rounds, what is the minimum and maximum number of rounds that need to be played? This game needs exactly six rounds by four people/ groups.  If played in rounds how much time should be allocated for the decision process for each round?  There are about 60-120sec. between decision processes. What devices are needed by the players to play the game?  Nothing. What decisions need to be made by the players?  Players choose one policy card from each category. There are six categories. So players have six chances to choose a card. Four people/groups compete for cards. What information is provided to the players after each round?  Nothing. But players can see what kinds of cards are still remained. Simulated Tabletop Exercise for Risk Management –Anti Bio-Terrorism Multi Scenario Simulated Tabletop Exercise Manabu Ichikawa Tokyo Institute of Technology ichikawa@dis.titech.ac.jp Hiroshi Deguchi Tokyo Institute of Technology ichikawa@dis.titech.ac.jp Table of Contents Volume 40, 2013 Leo Investor SERIOUS PLAY: ON-LINE PEPULATOR SERIOUS PLAY:ON-LINE GAME "MANAGE-ART" The Game Within the Simulation Game the Research Method Concept and Project With Game Design Implementation Managing Human Resources Simulation Rising Stars: A Study of Creativity as Experiental Learning in County Government Why do Gen Y Students Study Abroad? The Relationship Between Individual Growth and the Intent to Study Abroad Our Favorite Assignment: The In-Basket Activity Mirror-Mirror: How Can We Better Understand Our Consumption Behavior? Reflective Thinking, Writing and Imagery as Tools to Better Understand Abstract Marketing Concepts Increasing Intuitive Decision Making Speed and Accuracy by Further Understanding Intuitive Decision Making Using Emotional Means Group Exams: Are they Relevant and Reliable as a learning Tool? Integrative Learning: Exploring Opportunities in Business Simulations Simulated Tabletop Exercise for Risk Management - Anti Bio-Terrorism Multi Scenario Simulated Tabletop Exercise Simulated Tabletop Exercise for Electric Power Saving Management in a Small Organization Merging the Case Method and Simulation in Management Education: Is it Possible? Experiential Learning in Accelerated Human Resource Management Courses Digital Game Building as Assessment: A Study of Secondary Students' Experience Using an Investment Fund Simulation Integrated with a Business Game Creating Simulation Conditions Based On Real World Data Simulation Games in Training New Management Methods A Summary Overview of Cultural Differences in Higher Education Innovations And Future Directions In Education: Case Review For Best Online Teaching Practices An Implicit Measure of Forecasting Accuracy Immediate Feedback and Assessment Technique (IF-AT) testing forms: An overview of the tool and uses Teaching Secondary Mathematics: Pre-service Teachers' Digital Game Design, Pedagogy and 21st Century Skills Follow The Leader II Business Simulations: From Punch Cards to Web-Based University Engagement: Good Neighbors Budget Allocation Exercise Customizing Business Simulations: An Exploration and a Hierarchy A Review of the Simulation Research in the Academy of Management Journal: Suggestions for Strengthening the Research Conducted by ABSEL Members ABSEL Reflections: 40 Years Of Excellence, Now Going Forward How Many Options do Multiple-Choice Questions Really Have? 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