From Business Games to Simulations - Simuworlds & Microworlds Page 22 - Developments in Business Simulation and Experiential Learning, Volume 38, 2011 ABSTRACT This paper will designate the difference between a business simulation--a fully case-based experience, with years of living history and a business game. Additionally it will demonstrate how simuworlds and microworlds result. The simulation described is based on a living case of Hewlett- Packard (HP) and Compaq Computer (CQ). Global Strat- egy Simulation (GSS) provides an introduction to a com- pany and a history so realistic that managers in specialty areas can learn not only how to conduct global strategic planning, but also the peculiarities and history of the mi- crocomputer industry, its competing firms, its suppliers and its R & D, manufacturing, and marketing to overseas employees or contract workers. GSS is designed primarily mature participants in industry or graduate schools. There are no chapters, only seminar sessions, and all wording is at the mid-management to executive level. All learning is experience--simulations provide living historically based complex and enriched experiential learning-- games pro- vide more generic, but often complex experiential learning. INTRODUCTION The simulation described in this paper is based on a living case of Hewlett-Packard (HP) and Compaq Com- puter (CQ) (Hewlett/Packard, 2010). The Global Strategy Simulation (GSS) provides an introduction to a company and a history so realistic that managers in specialty areas can learn not only how to conduct global strategic plan- ning, but also the peculiarities and history of the microcom- puter industry, its competing firms, its suppliers and its R & D, manufacturing, and marketing to overseas employ- ees or contract workers. GSS is designed primarily to pro- vide strategic experiences for mature participants in indus- try or graduate schools. There are no chapters, only seminar sessions, and all wording is at the mid-management to ex- ecutive level. All learning is experience--simulations pro- vide living historically based complex and enriched experi- ential learning-- games provide more generic, but often complex experiential learning. The HP CEO at the start-up of GSS delegates the strategic operation of CQ to several deputies who carry out his agenda as best they can for five to eight years with commensurate strategic plans and goals for each. The Multinational Management Game (MMG) has been organized and played similarly, but with no histori- cally based case information for the simulated company and the simulated industry. First a bit of history of ABSEL and simulation and games. ABSEL, The Association for Business Simulation & Experiential Learning was named by Ralph Day, Stan Vance & Bernie Keys, in Keys‘ office at Oklahoma Chris- tian College at our first annual meeting in 1974. Ralph Day, author of one the first marketing ―simulations, Mar- keting in Action (Day,1962)actually provided quite a rich, case oriented experience, defining laundry detergents with three dimensions of product characteristics and about eight dimensions to each characteristic. He had more recently authored the Sales Management Simulation (Day 1968). Stan Vance had authored Management Decision Simulation (Vance, 1959), which had the realistic but troublesome evaluation characteristic of having competing teams begin from different financial, production, and marketing posi- tions. Bernie Keys had taken a small uncopyrighted busi- ness game with generic products, an industrial good and a consumer good, and enriched it by defining the products as microcomputer products, adding R & D that affected both the production lines and the marketing characteristics and other additions to spawn The Executive Simulation (Keys & Leftwich (1973). These three authors, while naming ABSEL, never addressed explicitly the question of simula- tions versus games, though there was considerable discus- sion about whether to include experiential exercises in the title. Our decision to do so was no doubt influenced greatly FROM BUSINESS GAMES TO SIMULATIONS – SIMUWORLDS & MICROWORLDS Bernie Keys Georgia Southern University J. B. Keys, Publishers, Inc. berniekeys@gmail.com Ted Keys Old Dominion University J.B. Keys Publishers, Inc. tedkeys@hotmail.com mailto:berniekeys@gmail.com mailto:tedkeys@hotmail.com Page 23 - Developments in Business Simulation and Experiential Learning, Volume 38, 2011 by Duane Hoover‘s paper defining experiential exercises and we traveled back and forth to the experiential room where Hoover was presenting, discussing our naming pro- gress with him and others. ―Experiential learning is con- ceptualized here as a methodology of education which has a learning impact on the whole person, including feeling (affect) and behavior, in addition to cognitive stimulation (Hoover, 1974). Complexity is defined as the total number of numeri- cal decisions and conceptual choices to made in a round of simulation play. Enrichment is defined as the degree to which real world characteristics are incorporated in a simu- lation based on real company history—case studies. Most modern simulations are both complex and enriched. Com- plexity can be increased without adding realism by, for example, adding more and more assembly lines, more or- dering of supplies, additional production lines for the same product with no differences in materials used or manufac- turing process, etc.. Enrichment can be enhanced by con- verting an R & D input that has been affecting only the product quality, to one that also enhances cost reduction. The combination also provides the verisimilitude of mod- ern companies who design their products not just for show but for ease of and low cost production with interlocking teams from both sides of R &D. Wolfe, J & Keys, J.B. ((1997 p. 69) reviewed the complexity factor and its affect on learning in business games. The results were quite mixed. See also Keys J. B. & Wolfe J. (1990) for a more extensive discussion of the concepts of complexity and enrichment in simulations and games. There was defi- nitely a bias among the three of us in favor of enrichment rather than more and more complexity, and for strategic experience as opposed to tactical experiences. Strategic and tactical experiences are defined as the length of a turn -a-round cycle in a simulation. Tactical experiences are built on a quarterly or shorter set of decisions. Strategic experiences are built on a year or more set of decisions, usually requiring extensive feedback and learning reflec- tion every three to five years. Many of the early simula- tions and games required quarterly decision sets as op- posed to yearly sets. The Carnegie Tech Game had been launched sometime before, but was so complex that it re- quired a team of administrators and two semesters for graduate students to play it. It did not sell well. Though not designated clearly by Keys and co-authors, the movement of the game which Bernie co-authored has been progressively toward simulations rather than games. The Executive Simulation (Keys & Leftwich, 1973) begat The International Game (Edge, Keys & Remus, 1976) which begat The Multinational Management Game (Keys , Edge & Wells &1994). Simuworlds are based on a computerized business game architecture such as The Global Strategy Simulation and include the ability to learn across functions, countries and cultures. Participants must plan across marketing, op- erations, and finance, and engage in strategies across world markets and diverse cultures. A major strength is their ability to provide ―big picture learning. Microworlds stem from assessment programs, such as Globalcorp and Food- corp, are built on the in-basket architecture, and involve participants in a simulation utilizing free behavior. They have typically included two-level hierarchies and have been conducted with trained behavioralists as observers. THE MULTINATIONAL MANAGEMENT GAME & THE GLOBAL STRATEGY SIMULATION – ILLUSTRATIONS The designations called for by this paper, namely business simulations and business games, will be illus- trated by two experiences—that of the The Multinational Management Game (MMG) (Keys & Wells, 1997) and the in-process: Global Strategy Simulation(GSS) (Keys & Keys, TBP 2011). MMG represented a game on the way to a full simulation, by the authors designation. It was a global experience, driven by a real industry and realistic products. It incorporates an industry history, but does not incorporate a realistic case history of the company and products incorporated. It is global, complex and strategic, based on yearly budgeted decision inputs and requiring the development of two to three strategic plans and incorpo- rating up to more than 100 tactical decisions. It included an opportunity for players to learn some about the micro- computer industry and to make strategic decisions of ei- ther/or marketing, producing, and financing two overseas locations, Germany or Malaysia, with possible producing sites in Berlin or Kula Lumpur. If team players chose to go overseas with any function they were required to make transfer pricing decisions with realistic ratios changeable by the game administrator, along with other decisions start -ups. The transfer prices are based on those in Germany and Malaysia at the simulated time of game play. In other words, MMG incorporated complexity, but not the enrichment that would lead to the degree of verisi- militude incorporated by GSS. We define these attributes of complexity and enrichment above but will clarify futher. Complexity is defined typically in the Bernie Keys Library articles on number of tactical decisions and strategic deci- sion, in games by the ABSEL community, by offering more complexity in the production function—such as more supplies, and more production lines—but sometimes including more complexity in the marketing function such as offering more channels of distribution or more types of advertising. Enrichment in similar articles is based on realistic case histories and shading of competitive vari- ables—for example adding different product options, add- ing overseas marketing, production, and financing options. Note that the two concepts, complexity and enrichment can be, and are often blended, as in GSS‘s use of several channels of distribution— direct to larger retailers, internet sales reps, salespersons in the field. When these are blended they can be summarized as producing verisimili- tude with real case history from actual industries and com- Page 24 - Developments in Business Simulation and Experiential Learning, Volume 38, 2011 panies that leads to and affect simulation start-up. See for example Keys (1970). A bit if history may be of interest, in addition to the enrichment and realistic case approach. Some of the fol- lowing ideas and concepts utilized in GSS are quoted from a dissertation written in 1970 (Keys), but seldom noted in our reviews of literature. THE GLOBAL STRATEGY SIMULATION: A SIMUWORLDTM – A BRIEF 1. A power-point presentation is given by the CEO of a parent company IM, corresponding to Hewlett-Packard‘s CEO, to his deputies, VPs who are becoming the execu- tives of a spin-off micro-computer company, correspond- ing to Compaq Computer, purchased by HP, but now guided by the HP board and operating on the stock market. This executive session is provided in traditional games by the game manual start-up rules. The presentation begins: ―Gentlemen and Ladies, we have affected a merger with CM (counterpart of Compaq Computers)…This makes us a major player in the microcomputer industry. We want our Top Staff to stay in Pal Alto and operate the large scale business computer, server, printer and networking market. To do this we need to change your base to Seattle and accept the promotion to the top executive positions of a new microcomputer company… The roles are then de- fined and the agenda by CEO Stallings is presented: ―Here is the immediate agenda for you. (1) Organize into a team with the roles which I have defined for you. . (2) Do your homework and study all of our existing and potential plans in process. (3) Review yearly decisions with the heads of units and submit them on time. (4) Review company reports previously returned and published by our stockbroker. (5) Make tactical plans for each set of yearly deci- sions. (6) Complete a strategic plan for CM. (7) My assistant will contact you for an update and schedule of meeting for your strategic plan update every three years. (8) I have included forms and a brief DVD seminar reviewing the strategic planning process in Power- point form as a refresher for each of you. (9) Now, let me review with you a bit of the history of our parent company which after the merger we will now call ICM. 2. Step (9) above introduces a real case history with only some name changes. ―One of the best innovations discovered for adding industry realism to games is the addi- tion of the dynamic business game case…‖ (Keys, 1970, p. 5 0 ) 3. The steps above also presume a suspension of the ―Mikado‖ approach--enrichment through suspension of tactical decisions and enhancement of strategic moves. Cohen & Miller (1964, pp. 159-161) say: ―The real world, alas, is not like the Japan of Gilbert and Sullivan, where, when the Mikado says ‗Let a thing be done, ‗it‘s as good as done.‖ While these writers are dealing with raw materials ordering, in MMG and GSS we include the Mikado ap- proach as defined by Cohen & Miller, by assuming that there is a Manufacturing Manager reporting to one of our VP‘s who follows specified policies and procedures in building work stations and ordering appropriate raw materi- als (Cohen & Miller, pp. 166-167). This allows one of our team members to concentrate on the strategic plan for manufacturing, implemented by a yearly tactical production plan, driven in term by the sales forecast from the Market- ing Vice-president‘s assumed sales and marketing depart- ment. We thus, presume a Mikado team at the plant, sales and finance level below who will implement our strategic plans perfectly—even if they are wrong. 4. The development of standard operating procedures (SOP) and standard reports are necessary. Like most busi- ness games, GSS includes for tactical planning Standard Operating Procedures built on the Excel format. In this Architecture History Purpose Organizational Learning Emphasis Game Computerized Man- agement Game Imagined Tactical Short Term and Hori- zontal Simulation Computerized Man- agement Game plus Live Case- SimuworldTM Research-Based Industry and Strate- gic Experience Long Term Vertical and Horizontal Characteristics Affective, Behavioral, and Cognitive Dimensions in Learning of Games vs. Simulations Exhibit 1 Page 25 - Developments in Business Simulation and Experiential Learning, Volume 38, 2011 case it includes a sales forecast, connected to a production schedule, driving a Pro Forma statement, in turn conclud- ing with a cash flow budget. This allows participants to begin with a SOP structure that will produce correspond- ing feedback and to participate in the simulation with ra- tional tactical decisions from year one—even though they will not at that point have conceptualized the task per- fectly. SUMMARY OF OTHER GLOBAL STRAT- EGY SIMULATION CHARACTERISTICS The Global Strategy Simulation will be fully web- based and accessible and easy to use from virtually any- where in the world. The simulation provides opportunities for up to hundreds of tactical decisions and many strate- gic alternatives including global strategy choices. It in- cludes: - Movement to India or China, or both. - Offshore R & D, manufacturing and marketing options with consideration to changing currency values ,interest rates, wage rates, and many other variables managed by the game administrator. - The game administrator maintains control of ap- proximately 100 starting positions such as ship- ping charges; exchange rates, prime interest rates, and materials costs. All of the dimensions of GSS have been explored in pre- vious simulation play in earlier forms of the simulation. PROVIDING “BIG PICTURE” LEARNING AND DEBRIEFING THE GLOBAL STRATEGY SIMULATIONTM PRACTICE: ―Attorneys have ‗moot court,‘ theater groups and symphony orchestras have rehearsals, and doctors have the practice cadaver. But where – or how – do managers rehearse?‖ (Keys, Fulmer, & Stumpf,1998, p. 193). Unfor- tunately, say Fred Kofman and Peter Senge, managers ‗seldom practice; they only perform‖ (Kofman,F & Senge, P. 1994, p. 20). These statements form the rationale for a simulation like GSS aimed at mature audiences. Simu- worlds provide a laboratory in which participants can overcome the blind spots that develop in the real world and examine implementation of planning across all func- tions of the simulated company. Further they encourage experimentation (there is no permanent danger from fail- ure) and they see the interrelationships of cause and ef- fect within a compressed time frame (Keys & Fulmer,1998, p. 195. OVERCOMING BARRIERS TO LEARNING: Senge and Kofman (1993) have discussed four barriers to learning that can prevent a company (or team) from becoming a learning organization: (1) Individuals in each functional specialty see only one aspect of a larger prob- lem, and this fragmentation prevents learning horizon- tally across the organization (i.e., from sales, to production to pro formas to budgeting).. (2) Top management planners fail to perceive the interaction required with lower manage- ment levels, and lower management levels fail to concep- tualize plans beyond their own functional area. This frag- ments vertical learning. (3) Strategic planning is fre- quently truncated by a failure to integrate learning for leadership with strategic planning. And (4) executives often fail to grasp the connections between short-term actions and long-term results. This fragmentation ob- scures an understanding of cause and effect. OVERCOMING HORIZONTAL FRAGMENTATION WITH THE GLOBAL STRATEGY SIMULATION In GSS participants assume the roles of CEO and sen- ior vice presidents of marketing, operations, finance, and international. They study the actual history of an industry and a company to engage in top management control of a billion dollar company. They are often given a lackluster company with many strategic and tactical problems. Yet, in most cases they are allowed to ride a growth wave to global operations and a multi-billion company, exactly like Compaq Computer has done. During the simulated start-up years, participants clarify team roles, develop a viable organization, and learn to use the information proc- essing system built on an Excel program. After they have stabilized domestic operations they may introduce a new upscale product (a laptop), then progress to exporting, manufacturing offshore, financing in other countries, and ultimately develop an integrated mix of global operations. After 2-3 years of corporate oversight by the parent company (simulation administrator) , teams must develop a five-year plan for the future. A major debriefing follows participant‘s presentations of each five year plan imple- mentation. Functional specialists develop broad learning horizons, participants develop skill in environmental analysis and strategic planning across functions, and they gain a broad picture, as if viewed through a wide-angle camera lens—a broad picture of the patterns of horizontal planning—initiated by sales and marketing and followed by responses from operations and finance. Incorporating a compressed time frame assists in clarifying relationships well. The combination of corporate- level strategy design and cross-functional strategy implementation promotes ―big picture‖ learning. Page 26 - Developments in Business Simulation and Experiential Learning, Volume 38, 2011 OVERCOMING VERTICAL FRAGMENTATION WITH GSS: To truly treat the vertical fragmentation problem imaginative structural elements are needed. A two-level hierarchy must be created with a CEO and perhaps an Executive VP actually housed in another room or build- ing—a headquarters team, usually assigned to oversee financial strategy for operations and marketing. Head- quarters is often asked to present a plan for launching a new product or for going overseas. Participants are asked to analyze their simulated company with the help of spreadsheets, develop brief business plans and make tactical decisions to implement the plans. To promote reflective learning, managers in industry are encouraged to “step outside the moment” to observe how they are work- ing together and what progress is being made. To view more of two level hierarchy development see the de- velopment of a two course simulation in which freshman making tactical decisions report one day a week to seniors developing their strategic plans. Each group evaluated one another‘s leadership and communication skills. The ―step outside the moment‖ process was encouraged in the uni- versity setting by the use of ―learning diaries—about the only looking glass available for teams in a simulation. Once administrators walk into the presence of a team all planning and communications stops. DVD‘s would simi- larly stifle natural planning and decision making. For more review of two-level hierarchies review the customized simulations developed by the Center for Managerial learn- ing and Business Simulation at Georgia Southern Univer- sity—RAMPLAND for the Atlanta regional Rehabilitation Office, SCAMP for the National Park service (Keys & Fulmer, 1998, p. 202) and an article published in The Bernie Keys library (Keys, 1974). ALIGNING LEADERSHIP DEVELOPMENT WITH STRATEGIC PLANNING: This learning attribute of aligning leadership devel- opment with strategic planning can be promoted through learning diaries, participant observations ad debriefings. Players explore issues of management style, decision- making techniques, and interpersonal dynamics (Keys 1974). The Center of Creative Leadership has emphasized this element almost exclusively in their one week training program, built on non-computerized simulations, but is adding a computerized simulation to strengthen the stra- tegic planning focus. CONNECTING LONG-TERM AND SHORT-TERM VIEWS: Policies, decisions, and strategies in complex organi- zations are often based on short term thinking. Years ago Keys conducted a program for a group of middle level managers (most young MBAs) at IBM in Poughkeepsie, New York. He introduced the simulation in Poughkeepsie, received decisions and sent reports by Fax and returned for a debriefing. He was surprised to find that the win- ning team, profit-wise, was selling their Product B at less than costs. This could have been a market share, excess production line strategy, but the debriefing led him to be- lieve that they had just not looked at the long term effects of their decisions. For a keener look at this factor see the short discussion of the Hanover Insurance Company mi- croworld (Keys, Fulmer, & Stumpf, 1998, p. 203.) The conclusion? ―The lessons learned at Hanover is a simple vital one for organizational learning—management must view short-term activities and problems as interre- lated, but inconclusive, pieces in the long-run development of the company.‖ The short-term/long-term fragmentation problem was addressed through systems theory in such books as The Fifth Discipline (Senge, 1990). LEARNING FROM SEAMLESS INTEGRATION OF THE SIMULATED AND REAL ORGANIZATIONS: Organizational learning must blend the mental models of individual managers with the models that are shared among learners—the team. Consultants anticipat- ing such needs modified a predecessor of MMG to become the shadow of a large chemical company. But partici- pants complained that all team members need to learn how to plan in all functional areas simultaneously in or- der to be effective as a team. Consequently learning labs were developed with audiotaped workbooks (today we would use videos). Afterwards, during the first decision round, one team member would attend the lab and study operations while another focused on marketing or finance. On the second round, team members switched functions for study. Soon all members were cross-trained in the various functions. Over the years, players have provided information about discrepancies between the real company and the simulation to industrial engineers who program the simulation. ― Many of these gave rise to cross-functional questions never addressed by the com- pany previously. During simulation rounds, engineers and operations managers, traditionally concerned only with chemical tank purchases, now project how depreciation and write-offs affect cash flow. Marketing personnel, for the first time, see the connection between production capacity utilization, unit costs, and pricing strategies. By means of the simulation managers are free to share learn- ing naturally. What began as a game has become a simu- lation mimicking the real organization with great verisi- militude. The organization has developed a new motiva- tion and commitment to learning experimentation . ‗Big picture learning‘ has become a way of life. The practice field has become seamless with the real organiza- tion.‖ ( Keys, Fulmer & Stumpf, 1998, pp. 209-210). Page 27 - Developments in Business Simulation and Experiential Learning, Volume 38, 2011 THE FINAL DEBRIEFING: How does one measure success in GSS? In most pro- grams teams will have made three strategic plans. The final plan is submitted in written form and is presented using powerpoint and other visuals. In MBA and Execu- tive MBA classes the written work looks very similar to a plan that would be submitted by the CEO and VPs in the real company. Best plans from previous years are in- cluded in the instructor‘s manual and used to evaluate each team‘s final plan. The more mature teams and the ones who have done their homework well reveal learning from mistakes as well as successes and will have mastered many of the managerial and organizational learning techniques mentioned earlier. The purpose of The Global Strategy Simulation is not to have participants necessarily earn the most profits, ac- quire the largest market share or to discern the key ele- ments in the computer model which scores the simulation. Research by the ABSEL community has learned that par- ticipants who are doing poorly on short term measurements often understand the simulation better than competitors who are earning great profits and excelling on market share. Partipants, as in real life, often perform well on profitability and market share rations—but for the wrong reason, while others implement the correct plans but per- form poorly on these. Overall success is a function of the individual, team interaction, and the environment and simulated economy provided by the simulation. We focus on allowing participants to learn how to effectively de- velop a Global Strategic Plan. In industry, when simula- tions are often conducted in one week or less, teams have time only for an oral presentation with a few visuals. But cross-learning is taking place, often in a hallway across from us with the simulation a group of middle managers are studying strategy with a Harvard Professor. Many of them will return to utilize the strategy class in the next year when they play a simulation such as GSS. REFERENCES Cohen, K. J., Dill, W. R., Kuehn, A. A., & Winters, R. A. (1964). The carnegie tech management game. Home- wood Ill.: Richard D. Irwin. Cohen, K. J. & Merton, H. M. (1964), Management Games, Information Processing, and Control, Management International, III/IV, No. 3 Day, R.L. (1962) Marketing in Action: A Dynamic Business Decision Game. Homewood Illinois: Richard D. Irwin, Inc. Day, R.L. (1968). Sales management simulation, New York: Sales and Marketing Executive International. Edge A., Keys, J.B. & Remus B. (1980, 1985 & 1992). The International Management Game, Homewood Illinois: Richard D. Irwin. Hewlett/Packard (2010) Annual Report. Hoover, J.D. (1974) Simulations, Games and Experiential Learning Techniques. (Reprinted from Bernie Keys Library (Volume 1)). Keys, J.B. (1970) An Investigation of the Types of Manage- rial Behavior Elicited By Business Games By Use of the Critical Incident Method. (Norman OK, The Uni- versity of Oklahoma Ph.D. Dissertation). Keys J.B. ( (1987). Total enterprise business games, Simu- lation and Games, 18 (2), June, 225-241. Keys , J.B., Fulmer, R.M. & Stumpf, S.A. (1996). Mi- croworlds and Simuworlds: Practice Fields for the Learning Organization (Organizational Dynamics, pp. 36-40) in Keys J. B. & Fulmer, R.M., Editors, (1998) Executive Development and Organizational Learning for the Global Organization. New York: The Haworth Press, Inc. Keys, J.B. & Leftwich, H. (1973).the executive simulation, Kendall/Hunt Publishing Company. Keys, J.B., Edge. A. G. & Wells, R. A (1994) The Multina- tional Management Game TM, A simuworldtm of Global Strategy. Journal of Management Development,13 (8),26-37. Keys J.B. & Wolfe, J. (1990). The Role of Management Games and Simulations in Education and Research, Journal of Management , 16 (2), 307-336). Keys, J. B. & Keys T. R. (2011 TBP) The Global Strategy Simulation TM: A Simuworld TM of Global Strategy , Cookeville, TN: J.B. Keys Publishers. Senge, P. M. (1990). The fifth discipline. New York: Dou- bleday. Vance, S. C (1974). Management decision simulation: Simulations, games and experiential technique. (Reprinted from The Bernie Keys Library) (Volume 1). Table of Contents Volume 38, 2011 Simulated Tabletop Exercise for Risk Management - Anti Bio-terrorism Scenario Simulated Tabletop Exercise From Business Games to Simulations - Simuworlds & Microworlds Demand Equation Redux: The Design and Functionality of the Gold/Pray Model in Computerized Business Simulations Managing Client-Based Learning: Insights from Successful Teaching Project Courses in Marketing Tracking Forecast Error Type, Frequency and Magnitude with the Forecast Error Package Responding to Facilitate Collaboration Simulating Sudden Change and the Value of Timely Information Managing Human Resources Simulation A Study on Collectivism and Group Decision-Making: An International Comparison of Japan, China, and Russia Using a Gaming Simulation The Use of Management Games in the Management Research Agenda Gaming On-Line: A Simulation Application Positioning and Performance in Simulated Networks Supply Chain Management: A Simulation Application Simulation as a Teaching Method in Strategic Management Distance Studies Entrepreneurship: A Game of Risk and Reward Phase II: The Start-Up Return to the Paradise Islands: From Confrontation to Cooperation Effect on Market Performance of Displaying Supply and Demand Curves in a Business Simulation Appreciating Complexity: The Chief of Staff of the Army Game Managing Organizations: Experiential MBA Course Teaches Alternatives to the Machine Model A Simulation Model for Analyzing the Night-Time Emergency Health Care System in Japan The Continuing Evoluation of Assessing Project Management as an Academic Learning Outcome (ALO) Should College Instructors Change Their Teaching Styles to Meet the Millenial Student? The Mouse Game and its Effects on Team Interdependence Learning from the Gulf Oil Spill to Prepare for a Brighter Future: A New Game Engaging Stake Holders in Triple Bottom Line Accounting & Strategic Planning Video Killed the Biblio Star: The Impact of Digital Media on Student Learning Outcomes Exploring Motivation: Using Emoticons to Map Student Motivation in a Business Game Exercise An Alternative to PC and Internet Based Simulations: The Internet Integrated Mode MiddleState University -- A Crisis in Education Complexity Avoidance, Narcissism and Experiential Learning Examining the Cognitive, Affective, and Psychomotor Dimensions in Management Skill Development Through Experiential Learning: Developing a Framework A Situational Leadership Exercise Based on the Biology of a Starfish JOGAI CEFET -- The Industrial Administration Undergraduate Game Would You Take a Marketing Man to a Quick Service Restaurant? Modeling Corporate Social Responsibility In A Food Service Menu-Management Simulation Use of a Simulation in a Large Class Environment for a Marketing Principles Class: A Qualitative Analysis of Whether Learning Objectives were Met A Team Based Information Literacy Exercise ABSEL Marketing Communications Plan An Interdisciplinary Study of the Impact of Playing a Marketing Simulation Game on Student Knowledge of Management Accounting/Finance Principles Analyzing Construction Planning of Interiro Finish Work of Apartment Building by Simulation Doing Murder One Again The Simple Business Game and Simulation Transfering the Knowledge of Middle Management to Novices Infectious Disease Simulation Model for Estimation of Spreading Understanding the Relative Influence of Several Factors in ERP Simulation Performance: An Exploration of Ecological Validity Tragedy of the Commons: An Exercise Using Clickers to Illustrate and Teach a Key Concept in Negotiations The Meaning of Firm Demand in Business Simulations If the Games Work, Why Aren't More Faculty Willing to Play? Those Who Do and Those That Don't: A Study of Engaged and Disengaged Business Game Players