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 Page 207 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 ABSTRACT In the aftermath of the Deep Water Horizon spill, it has become evident that strategic management is no longer just applicable to the ‘above and beyond companies’. It is im- perative for companies to utilize strategic management to be competitive and responsible in the market. This does not only include future-oriented decisions for the firm, it also means the interests of stakeholders, (including the natural environment) must be incorporated when creating a response plan. Taking this into consideration, this paper introduces an experiential learning game that demonstrates the importance of stakeholder theory and triple bottom line accounting in creating a strategic response plan. INTRODUCTION On April 20th 2010, one of the largest ecological dis- asters in the history of human existence occurred when, at 11:00 p.m., the Deep Water Horizon oil rig, leased by Brit- ish Petroleum (BP) exploded, tragically killing 11 workers (Fox News, 09/2010). The explosion caused the eruption of an oil well 5,000 feet below the surface in the Gulf of Mexico and released an estimated 205.8 million gallons of „toxic sludge‟ into the marine environment, posing a threat to everything in its path (Bourne, 2010). Over the next four months, oil from the Deep Water Horizon site spewed into the surrounding marine environment at a rate of approxi- mately 28.3 gallons per second totaling the equivalent vol- ume of 311.6 Olympic-sized swimming pools (Bourne, 2010). “Previously, the Mineral Management Service (MMS), a US federal agency that regulated off-shore drill- ing, had theorized that the probability of a blowout the cali- ber of the Deep Water disaster was less than one per- cent” (Bourne, 2010). However, after the BP explosion, it became increasingly clear that the MMS theory, along with similar theories postulated by other societal stakeholders, had heretofore been relatively untested. In fact, in the next few months after the explosion, it became evident that much organizational planning for such an event on the part of many stakeholders had been inadequate, perhaps purely theoretical at best. BACKGROUND Prior to the Deep Water Horizon oil rig disaster, BP had proactively developed a 582-page response plan in- tended to address such an event. But, in the aftermath of the spill, BP, their principals, consumers, government regu- lators, and other stakeholders have continued to see that there is much to learn about the impacts, and as important pro-action in the event of such a disaster. Undoubtedly, 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 Brittany O'Shaughnessy Eckerd College Brittany.oshaughnessy@gmail.com Alyssa Joseph Eckerd College Josepham@eckerd.edu Colin Lodestro Eckerd College Lodestcs@eckerd.edu Chris Metcalf Eckerd College Metcalcc@eckerd.edu mailto:Brittany.oshaughnessy@gmail.com mailto:Josepham@eckerd.edu mailto:Lodestcs@eckerd.edu mailto:Metcalcc@eckerd.edu Page 208 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 many societal stakeholders prior to the spill did not ques- tion BP‟s precautionary measures with regard to the Deep Water Horizon rig. Because BP is an industry leader, and at a minimum, one would think they must have complied with all regulatory requirements, and, in the interest of best busi- ness practices, have proactively articulated all possible out- comes and resolutions to a possible oil spill. However, mistakes on the part of BP‟s response plan, emphasizes the need for closer examination of the spill as a means of dem- onstrating the level of strategic planning essential to create successful responses for survival of businesses, the natural environment, and other critically important stakeholders. Just over a month after the initial Deep Water Horizon disaster, the US government, whose MMS agency had pre- viously assured the public that an accident of such magni- tude was unlikely, imposed a six-month moratorium on all new drilling sites in the Gulf of Mexico (Gelsi 2010, Par- sons & Muskal 2010). During the spill cleanup efforts, multiple reports (Fox News, 2010 & Rascoe, 2010) indi- cated that the spill was not an anomaly. Rather, the public learned that there were well over 100 wells in the Gulf of Mexico, many of which were in poor repair (Wells, 2010). By mid-October, 2010, the six-month ban on new oil well drilling in the Gulf was lifted due to concerns over its im- pact on the US economy and on other influential stake- holders (Parsons & Muskal 2010). But, if strategies for addressing risks such as the miscalculated and mismanaged ones that resulted in the Deep Water Horizon disaster actu- alize themselves, other firms may find themselves in a similar reactive state, comparable to BP and its industry constituents. More importantly, if other such risks actual- ize, impacts on the environment and global society could be devastating. By minimizing/downplaying risks of such disasters, firms such as BP and their constituents may have staged themselves and other stakeholders to react when business crises that predicate environmental and social cri- ses become imminent. This could result in greater costs and increased vulnerability for all involved in the situation. Therefore, we assert: 1. Companies must have feasible response plans in place so that when they face business and/or environmental crises; they can strategically minimize negative im- pacts for all stakeholders involved. 2. Creation of such feasible response plans must involve a stakeholder approach. 3. Creation of such feasible response plans must utilize a form of triple bottom line accounting. This paper introduces an experiential learning exercise designed to engage stakeholders in such a strategic man- agement process from the perspectives of a multiple stake- holder approach and utilizing triple bottom accounting. The exercise is appropriate for upper level undergraduate students, first year MBA students, and organizational stake- holders engaged in strategic management courses and/or processes. WORKING DEFINITIONS STRATEGIC MANAGEMENT Strategic management requires that a company have a pro-active and future-oriented approach to managerial deci- sions, regardless of the size of the firm. True strategic management embodies a company‟s mission statement and objectives with regard to: organizational structure and cul- ture, external environment, internal analysis, short and long -term objectives, functional tactics, strategic control, inno- vation and entrepreneurship (Pearce & Robinson 2010, p. 20). STAKEHOLDER APPROACH A stakeholder approach to strategic management must be utilized in order for a company to truly function strategi- cally with regard to complex problem solving such as that required for the Deep Water Horizon disaster in the Gulf of Mexico. The stakeholder approach requires planning that is foundational for knowledge-sharing and relationship building during times of uncertainty, and especially in the event of need for crisis management such as was involved in the recent BP disaster. The stakeholder approach not only stresses the importance of recognizing stakeholders as individuals or groups with legitimate rights and sway in daily corporate operations, it also enforces the idea that recognition can be utilized strategically to make smart deci- sions on the part of all parties. By employing a stakeholder approach, managers can create strategies to forgo and/or minimize potential crises by approaching them systemi- cally with openness and transparency. Without using a stakeholder approach a company cannot be fully aware of the impacts its actions have on society. TRIPLE BOTTOM LINE To increase awareness of and minimize risks related to impacts of their decision making, a firm must measure ef- fects on society and the natural environment, as well as to the economy. The components of triple bottom line are defined as:  Economic - Attempts to better value a company‟s per- formance more so than simply accounting fiscal costs. Examples: Opportunity cost, jobs created/higher unem- ployment rate, increase in productivity, profitability, investment measures (ROI), etc.  Social – Attempts to value a company‟s impact on society. Examples: Health Care, community impact, human rights, labor practices, and product responsibil- ity, etc.  Environmental – Attempts to value a company‟s im- pact on the environment. Examples: Air and water pollution, energy usage, solid waste produced, etc. (Savitz, Weber, 2006) When using solely financial accounting a corporation runs Page 209 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 the risk of not accounting for other forms of value - posi- tive or negative - that the firm has. Whereas single bottom line accounting takes into consideration explicit costs, tri- ple bottom line also includes implicit costs of economic, social, and environmental decisions. By recognizing the importance of measuring explicit and implicit costs related to all three of these decision categories, triple bottom line accounting broadens financial statements to incorporate economic, environmental, and social parameters. PURPOSE In order for a firm‟s strategists to make informed deci- sions, they must be fully aware of the consequences associ- ated with the severity of impacts incurred by all stake- holders, especially in a potential crisis situation such as that recently experienced by BP. If this level of understanding does not occur within a firm, corporations risk operating from a narrow-minded perspective, using decision making processes which, in turn, could lead to underestimation of crisis potential, similar to that of BP‟s underestimation of the impacts of April 20, 2010 oil spill. The following expe- riential learning exercise is designed to assist future busi- ness decision makers (e.g., upper level undergraduate and first year MBA students) in increasing their level of under- standing and self-efficacy in areas of strategic planning specifically related to proactive problem solving, stake- holder strategy, and the value added from triple bottom line accounting. PROACTIVE PROBLEM SOLVING Proactive problem solving is an essential skill for com- plex problem solving. Read (1998, p. 2), who stresses that emotions are the bridge between the mind and the body addresses the importance of students gaining confidence in their problem solving skills. Indeed, students with little confidence in their problem solving abilities may thwart their own attempts to finding solutions (Reed 2010, p. 7). STAKEHOLDER STRATEGY Stakeholder Strategy, successfully utilized, leads to a stakeholder approach in which four components are ad- dressed: 1. Identification of stakeholders - is fundamental for a firm to fully understand the ramifications their deci- sions impose on stakeholders. There are “three criteria for identifying significant stakeholders: 1. They supply resources that are critical to the success of the enterprise. 2. They place something of value „at risk‟; that is, their own welfare is directly „affected by the fate of the enterprise.‟ 3. They have „sufficient power‟ to affect the performance of the enterprise, either favora- bly or unfavorably.” (Post 2002, p.19) 2. Understanding the stakeholder‟s specific claims - Through increased understanding of stakeholder diver- sity, it becomes evident that the claims of the stake- holders cannot be universal in nature, but instead each will be unique. This demands that a firm‟s decision makers understand the specific claims of individual stakeholders. The specificity of each claim makes it impossible for all the claims to flow harmoniously with one-another. 3. Reconciliation of these claims - Appendix B accurately depicts how diversified a company‟s stakeholder port- folio often is, and this diversity exemplifies why it is necessary to understand the specific claims of each stakeholder relative to the firm. It is imperative that companies recognize that their stakeholder‟s claims will frequently conflict. 4. Assignment of priorities to stakeholder claims - Inde- pendently, yet simultaneously, companies must priori- tize what claims are most relevant to the specific deci- sion being made. Thus, it is inevitable that the prioriti- zation of each stakeholder will change based on the decision at hand. As the desired results for making an initial decision change, it can be expected that the pri- Typical Specific Oil Plan Principals/Stockholders Environmentalists Customer/Consumers Principals/Stockholders Competitors Government Environmentalist Customer/Consumer Government Competitors Exhibit I Potential Ordering of Stakeholders During a Crisis Source: (Pearce & Robinson, 2011) Page 210 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 oritization of stakeholders will become variable as well. (Pearce & Robinson 2010) STAKEHOLDER APPROACH TO STRATEGIC MANAGEMENT Coordination with all of the above elements causes dialogue regarding the trade-offs and greater satisfaction between the stakeholders/claimants and the firm. Strategic management requires balancing the tradeoffs by constantly evaluating how best to serve the present and future interests of the company and its stakeholders. Coordination of these two priorities emphasizes how the stakeholder approach significantly influences strategic management and, ulti- mately, organizational success. The most commonly re- ferred to stakeholders, both internal and external to the cor- poration, are illustrated in Exhibit I. More specifically, Ex- hibit I illustrates the difference in stakeholder prioritization that may occur between a typical decision and a proactive plan in regards to an oil spill. VALUE ADDED FROM TRIPLE BOTTOM LINE ACCOUNTING In most cases, the costs and benefits an organization en- counters with regard to economic, social, and environ- mental performance influence the organization as they ulti- mately reflect the interests and concerns of it‟s internal and external stakeholders. Therefore, each triple bottom line component should focus on independent, as well as interde- pendent, quantification of the explicit and implicit benefits or costs associated with any business decision. Examples of such costs are shown in Exhibit II. Unfortunately, sometimes explicit and implicit costs to stakeholders and the firm can be difficult to quantify, for there is no finite consensus regarding how to determine the value of valueless items. For example, how do you place a value on the future extinction of an animal, or how do you quantify the emotional impact of an oil spill on an environ- mentally-reliant community? Despite this difficulty, it is essential that a company must incorporate all costs and benefits associated with any business decision, particularly decisions regarding the formulation of a response plan. By doing so, a company is not only more aware of how their daily decisions impact the future, but also their response plan will be more applicable and more cost accurate. When a company is aware of its decisions‟ impacts, they are more able to be strategic and proactive in their business opera- tions. The individual summation of the economic, environmental and social components will either be positive or negative, yet this alone is not an indicator of strategic management. The best indicator is when the projected value of each com- ponent is equal to the actual value. Thus, in daily decision- making, the spread is usually minimized. If not, the com- pany either did not adequately acknowledge certain costs and benefits that were relevant or they over acknowledged them. The larger the spread, the more inaccurate their as- sessments of costs and benefits per decision will be. As a result, this spread is extremely important and most evident when creating a strategic plan. Accordingly, the manage- ment‟s goal is to best quantify all costs and benefits associ- ated with a crisis, so that they can create a plan of action that focuses on the minimization of the spread between the actual and estimated implications of a disaster. This will allow an organization to accurately forecast future implica- tions of a crisis occurring, and therefore being proactive and strategic in responding to such a crisis. THE GAME Goals/Objective:  Identify Slick Oil Company‟s stakeholders Implicit Costs Category Stakeholder Destruction of marine environment Environmental Environmentalists Pollution Social & Environmental Local Industry, General Public, Environmentalists, etc. Opportunity Cost Economic Executives, Principals Explicit Costs Category Stakeholder Increased operating expenses Economic Executives Tourism Revenue Social Local Industry and Community Clean-up costs Environmental Executives, Employees, Principals, Consumers, etc. TOTAL Certain implicit costs can be hard to quantify, therefore it can be difficult to accurately depict the true total costs. Exhibit II Possible Implicit and Explicit Costs for Various Stakeholders Page 211 - Developments in Business Simulation and Experiential Learning, volume 38, 2011  Articulate why each stakeholder wants Slick Oil Com- pany to thrive in its industry  Formulate ways to which Slick Oil Company can meet the needs of each stakeholder  Recognize all stakeholders claims to generate a proac- tive response plan Group Size: Activity Dependent (Refer to variations) Time required: 100 minutes (hour and forty minutes) Materials Needed: Instruction Sheet, Handout, and White- board Space. Physical Setting: Any classroom or discussion –facilitating environment with board space Process:  Introduce Assignment  Brainstorm Stakeholders  Divide into groups  Write paragraph stating importance of interdependence of stakeholders for Slick Oil Company  Assign groups a stakeholder  List 5 concerns your stakeholder would have in the event of an oil spill  Create a way that Slick Oil Company can address each of these concerns  Write 5 solutions to concerns on the board for every group to view  Within groups, discuss all solutions to concerns on board and prioritize  Use what you prioritized in previous step to create an initial strategic response plan  Variations:  First and foremost, there are two unique ways to divide the class into groups for the activity a. Divide the class into 4 to 8 groups. b. Take the class size and divide it by the num- ber of brainstormed stakeholders.  Second, there is an optional activity that, time permit- ting, would act as an extension to the original experi- ential learning activity. CONCLUSION Although BP appeared to be strategic by having a response plan, they clearly did not effectively incorporate the stake- holder approach and triple bottom line; thus it was made evident that the response plan was not applicable to the future and they were not prepared for the full ramifications of a crisis. The active plan they were operating under con- tained inaccuracies such as miscalculations, bad informa- tion, and underestimations. These directly hindered their preparedness to respond to a crisis situation and therefore accentuated the severity of the crisis‟ impact on the envi- ronment. BP‟s previous response plan miscalculated not only the amount spilled, but it also overestimated the rate at which the oil could physically be removed from the Gulf. This spread increased the inaccuracy and inefficiency of their response plan. Additionally, the miscalculations were ac- companied by illegitimate citations, and various false docu- mentations of resources. For example, even though the formally published regional spill response plan for the Gulf was 582 pages long, with 52 pages specifically articulating a response concerned with the Deepwater Horizon oil rig, its professionalism depreciated due to numerous errors cite source for this (Jervis, 2010). One of the most significant pieces of bad information that BP provided is that “Professor Peter Lutz is listed in BP‟s 2009 response plan for the Gulf of Mexico as a national wildlife expert,” even though he was known to have died four years prior to the publication of the response plan (CBS News, 2010). Not only did BP include erroneous information, but also they completely underestimated the ecological impacts of the oil spill. These underestimations are epitomized through viewing beaches as safe zones, and articulating on their site plan that there would be “no adverse impact” on birds, sea turtles, and endangered marine mammals (Fox News, 06/2010). The importance of these underestimations lies within the idea that if a worst-case scenario were to actual- ize itself, a company would not be legitimately prepared to make any organized, responsive action. Had BP developed a strategic plan that more effectively incorporated Stake- holder Approach and Triple Bottom Line Accounting, they would have been more prepared when faced with such an oil spill. For future executives to understand these points, these ideas must be implemented into a classroom setting. Aris- totle once wrote, “The things we have to learn before we do them, we learn by doing them” (Dictionary of Quotes, 2008). This quotation captures the essence of why we have chosen to contribute this experiential learning activity. It is intended to encourage participants to act, reflect, and then learn from such reflections. The combination of Stake- holder Theory and Triple Bottom Line Accounting to effec- tively conduct strategic management in an experiential learning exercise provides undergraduates and first year MBA students with the opportunity to grasp these concepts of strategic management and gives them the base with which they can implement it in future business practices. REFERENCES (06/09/2010). BP's spill contingency plans vastly inade- quate. CBS News. Retrieved 11/13/2010. Retrieved from www.cbsnews.com/stories/2010/06/09/national/ main6563631.shtml (06/10/2010). BP spill response plans severely flawed. Fox- News.com. Retrieved 11/13/2010 Retrieved from http://www.foxnews.com/us/2010/06/09/ap-impact-bps -er ror -prone -sp i l l - respo nse -p lans -o vers ta te - preparedness/ (09/19/2010). Blown-out BP oil well officially killed at bottom of gulf. FoxNews.com. Retrieved 09/24/2010. Retr ieved from http: / /www.foxnews.com/ Page 212 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 us/2010/09/19/blown-bp-oil-finally-killed-gulf/ BP response plans severely flawed. (06/10/2010). USA Today. Retrieved 11/14/2010 Retrieved from http:/ http://www.foxnews.com/us/2010/06/09/ap-impact-bps -er ror -prone -sp i l l - respo nse -p lans -o vers ta te - preparedness/ Dictionary of Quotes. (11/23/2008). Dictionary Quotes. Retrieved 11/13/2010. Retrieved from http:/http:// www.dictionary-quotes.com/for-the-things-we-have-to -learn-before-we-can-do-them-we-learn-by-doing- them-aristotle/ Gelsi, S. (10/12/2010) US ends oil drilling ban in Gulf of Mexico. Arizona Business and Money. Retrieved 11/07/2010. Retrieved from http://www.azcentral.com/ business/articles/2010/10/12/20101012us-ends-oil- drilling-ban-gulf-of-mexico12-ON.html Jervis, R. (05/17/2010). BP response plan shows lack of readiness. USA Today. Retrieved 11/14/2010. Re- trieved from http:/http://www.usatoday.com/news/ nation/2010-05-17-oil-plan_N.htm Parsons, C. & Muskal, M. (10/12/2010) Obama ends ban on deep-water oil drilling in Gulf of Mexico. Los An- geles Times. http://articles.latimes.com/2010/oct/12/ news/la-pn-oil-moratorium-lift-20101013. Retrieved 11/7/10. Pearce, J. A., & Robinson, R. B. (2011). Strategic manage- ment: formulation, implementation, and control (12th ed.). New York: McGraw-Hill/Irwin Rascoe, A. (11/08/2010). BP, firms did not shirk safety for money: oil spill panel: Scientific American. Science News, Articles and Information | Scientific American. Retrieved 11/14/2010. Retrieved from http:// www.scientificamerican.com/article.cfm?id=bp-firms- did-not-shirk-safety-for-m Read, J. L. Accessed 1998. Creative emotions. http:// enchantedmind.com/emotion.htm. Reed, L. (2010) Mustard seeds as means for creative prob- lem solving, ethical decision making, and stakeholder alliance development…ABSEL 2010 Proceedings. Savitz, A. W., & Weber, K. (2006). The triple bottom line: how today's best-run companies are achieving eco- nomic, social, and environmental success-and how you can too. San Francisco, CA: Jossey-Bass. Wells, F. (3/18/10) CEO, World Power and Sustainable Abundance. Personal Interview. Eckerd College Page 213 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 APPENDIX A It is 2020, and the oil industry has been booming in the Gulf of Mexico for the past decade. This industry boom has attracted Slick Oil Company to start drilling operations within the Gulf. However, there has been a growing concern over the possibility of an oil spill, and its potential impacts on its surroundings. As a result, Slick Oil Company has decided to create a strategic response plan. Their goal in creating this is to utilize the stakeholder approach and triple bottom line so that they ensure their response plan is most accurate and proactive in nature. To do this, they must incorporate the needs of all their stakeholders. In this activity you will:  Identify Slick Oil Company‟s stakeholders  Articulate why each stakeholder wants Slick Oil Company to thrive in its industry  Formulate ways to which Slick Oil Company can meet the needs of each stakeholder  Recognize all stakeholders claims to generate a proactive response plan Procedures: 1. As a class, collectively brainstorm all potential stakeholders that would be impacted by an oil spill. 2. Divide the class into groups based on one of the following options: a. Regardless of the number of brainstormed stakeholders, divide the class into 4 to 8 groups. b. Take the class size and divide it by the number of brainstormed stakeholders. This will be the number of students per group so that all stakeholders will be accounted for. 3. In the box provided on your handout, state why it is important that the Slick Oil Company must be concerned about all of their stakeholders. Stress how this is essential to the overall performance of the business. 4. Based on how the class was divided in step 2, randomly assign a stakeholder to each group. (E.g. draw from a hat). 5. On your handout in the space provided, list 3-5 concerns your respective stakeholder might have in the event of a future oil spill. 6. On your handout in space provided, formulate a solution that Slick Oil Company can feasibly accomplish for each stakeholder concern listed above 7. Delegate one member of each group to identify the stakeholder your group represents and to write the 5 solu- tions to your concerns on the board. (Depending on class size and time allotment you may wish to limit the number of solutions written on the board by each group.) 8. Each group, individually, is now the executive board of Slick Oil Company. The task at hand is to assess and prioritize the stakeholders‟ solutions to all relevant concerns that have been written on the board. Take 20 min- utes to discuss and prioritize the information provided on the board. 9. Within your groups, use what you prioritized in the previous step to create an initial strategic response plan. Optional Reflect on how the stakeholder approach was used. Identify the problems that arose. Also reflect on the response plan for- mulated by your group to take into account the concerns of all of its stakeholders. Page 214 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 Board of Directors Media Executive Officers Creditors Stockholders/Principals Government Environmentalists Consumers/Customers Employees Retailers Competitors Suppliers Oil Industry Interest Groups Community Unions EPA NGO‟s Residents Local (Tourism, Fishing, Recreations) Appendix B Possible Stakeholders Page 215 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 APPENDIX C Experiential Learning Activity Handout It is 2020, and the oil industry has been booming in the Gulf of Mexico for the past decade. This industry boom has attracted Slick Oil Company to start drilling operations within the Gulf. However, there has been a growing concern over the possibility of an oil spill, and its potential impacts on its surroundings. As a result, Slick Oil Company has decided to create a strategic response plan. Their goal in creating this is to utilize the stakeholder approach and triple bottom line so that they ensure their response plan is most accurate and proactive in nature. To do this, they must incorporate the needs of all their stakeholders. In this activity you will:  Identify Slick Oil Company‟s stakeholders  Articulate why each stakeholder wants Slick Oil Company to thrive in its industry  Formulate ways to which Slick Oil Company can meet the needs of each stakeholder Recognize all stakeholders claims to generate a proactive response plan Stakeholder: Any individual or entity, internal or external to the corporation, that can influence or be affected by daily busi- ness operations. ** Write a paragraph in the space provided stating why it is important that business‟ pay attention to all of their individual stakeholders. Keep in mind the definition of a stakeholder and the issues that arise when a crisis occurs. **List 3-5 concerns your stakeholder would have in the event of an oil spill. 1.) 2.) 3.) 4.) 5.) **Create a solution for each concern listed above that Slick Oil Company could consider. 1.) 2.) 3.) 4.) 5.) Page 216 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 Strategic Response Plan 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