JOGAI CEFET -- The Industrial Administration Undergraduate Game Page 277 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 ABSTRACT The Industrial Administration Undergraduate Game, JOGAI, is used in the subject called Business Simulation (Simulação Empresarial) of Industrial Administration un- dergraduate course of CEFET-RJ. It is a playful and inter- active game that involves several variables from its con- ception to the classroom applications. No one plays any roles and the negotiations are as close to real life as possi- ble, determined solely by the parties involved. JOGAI simu- lates a supply-customer chain involving gems, precious metals, and jewelry. The whole market participates in the assessment of companies – suppliers, customers, audit committee, and game simulator, according to previously defined criteria. INTRODUCTION The use of Business Games and Corporate Simulations has been increasing in the Brazilian academic field in the last few years, which can be observed not only by the in- creasing number of articles presented in local and interna- tional congresses, monographs, dissertations, theses or books on this subject, but also by the number of profession- als working in this market (BARÇANTE & CASTRO PINTO, 2007). In Brazil today, games on logistics, HR, finance, mar- keting, are developed and applied, whether or not computer -based, and each author develops and applies the Game that is more convenient to them. However, according to the bibliography referenced, there has not been much concern about developing a game based on internationally recog- nized managerial models, such as the Management Excel- lence Model of the National Foundation fopr Quality (Fundação Nacional da Qualidade), the EFQM Excellence Model or the ISO set of Standards (BARÇANTE, BRO- CHADO E PITHON, 2010). From these assumptions, we have developed and ap- plied a business game based on the Management Excel- lence Model. Here we present the whole process of elabo- ration and some of the results obtained by this game. But first we need to introduce the concepts on models, manage- ment models, and business games. JOGAI CEFET – THE INDUSTRIAL ADMINISTRATION UNDERGRADUATE GAME Luiz Cesar Barçante CEFET-RJ barcantesaga@gmail.com Marcelo Maciel CEFET-RJ msdmaciel@gmail.com Fernando Correa CEFET-RJ fcorrea@gmail.com Carmelita Seno Caldeira Alves CEFET-RJ carmel.a@superig.com.br Fabio Simone de Souza CEFET-RJ fabio.Souza@fgv.br mailto:barcantesaga@gmail.com mailto:msdmaciel@gmail.com mailto:fcorrea@gmail.com mailto:carmel.a@superig.com.br mailto:fabio.Souza@fgv.br Page 278 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 LEARNING WITH GAMES The use of corporate games allows participants to be able to learn by means of a process in which they play as main actors of their learning, within a simulated environ- ment. The final result is not the most important, but rather the planning and decision-making exercise. The students take decisions and get as feedback infor- mation that is often not compatible with the decisions made or the results aimed. They then must revisit their decisions and try to understand what happened. This process of con- tinuous evaluation provides a much higher level of learning than the methods known as “traditional”. According to Barçante (2010) the literature on Games and Learning deems some aspects as critical:  Enabling the immediate application of the material learned;  Promoting the participation of the trainees;  Offering the opportunity of interaction with peers;  Emphasizing the individual as a whole: emotion and cognition;  Creating conditions to get in touch with the envi- ronment;  Including situations of variability and uncertainty;  Proposing the exercise in a structured and oriented manner;  Enabling the assessment of the experience by the participants;  Including feedback comments offered by the teacher. WHAT ARE BUSINESS GAMES Different approaches and ways to focus are used by each author to define Business Games. BEPPU (1984): business games are simplified mathe- matical abstractions of a situation in connection with the business world. Game participants, as individuals or as a group, manage the company as a whole or in part by means of management decisions for successive and sequential periods... MARTINELLI (1987): the important and peculiar as- pects of Business Games are their extremely dynamic char- acter, their wide scope as a method of teaching and per- sonal development, as well as the sequential aspect, which motivates and brings them as close as possible to the busi- ness reality which they are trying to simulate. WILHELM (1997): structured corporate games are systems that, by simulating various activities inherent to a company, are capable of creating situations that involve issues related to production, distribution and consumption, enabling the group to experience situations that involve the application of knowledge and skills according to an objec- tive. GRAMIGNA (1993): a previusly planned activity, in which players are invited to face challenges that reproduce their day-to-day reality. KOPITKE (1992): Business Games are efficient learn- ing tools. They are based, in general, on mathematical models developed to simulate certain business environ- ments considering the main variables that operate in such environments11. Teaching technique, decision-making sequential exer- cise, mathematical abstractions, systems, activity, etc, these terms show the total lack of conceptual consistency of the various authors that approach the issue. WHAT ARE MODELS Back (1983) defines it as mental idealizations for physical situations, thus emphasizing the importance of models to man’s psychological mechanism of understand- ing reality. Tomiyama et al (1989) [39] says that a model is a tech- nically-based set of descriptions of a real object. According to this author, the existence of a theoretical basis – a mod- eling theory – is, indeed, a fundamental condition for the modeling of an object. Hubka (1988) states that a model is a representation by appropriate means of a technical system, process or idea. For Skilling (1964), models may be hypotheses, theo- ries, data syntheses, functions, relations or equations. Even structured ideas which connect arguments that present some explanatory power may be deemed models. They are, thus, structures that represent reality, presenting supposed features or relations in a general format. All in all, models are subjective approximations of real- ity, as they do not include all associated observations and measurements. If, on the one hand, this is restrictive, on the other hand, models are valuable because they avoid secon- dary details and value the fundamental aspects of reality. Models have, therefore, variable degrees of application and a limited reach. The most successful models possess a high degree of application and a vast range of conditions in which the can be used. The value of a model is often re- lated to its level of abstraction. As seen, a model meets several purposes, but mainly it serves as a way to communicate some aspect of the mod- eled object, so as to generate a more appropriate under- standing of reality; the act of modeling, in turn, provides the modeler with a clear view of what is being modeled. Hubka (1988) states that a model is a representation by appropriate means of a technical system, process or idea. THE LANGUAGE OF MODELS A model is built by taking a set of concepts that usu- ally comprise a language (ULLMAN, 1992). According to this author, languages are divided into four groups. Page 279 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 Semantic: a verbal or textual representation of an object. These are characterized by textual explicatory de- scriptions, such as the operation of a product or its physical structure, a list of requirements, a list of materials, etc.; Graphical: a geometric representation of the object. These are characterized by depictions in two or three di- mensions, such as designs, cross-sections, perspectives, etc.; Analytical: represents the shape or function of an object be means of equations and matrices. Examples are differential equations that rule certain product behaviors, rigidity matrices, etc.; Physical: uses a solid model of the object, such as miniatures, mock-ups, models for wind-tunnel or channel simulation, prototypes, etc. MANAGEMENT MODELS According to Pereira e Santos (2001), management model is a set formed by a trilogy of principles, techniques and explanations. Their goal is to guide the conception and the operation of all the elements of an organization. This trilogy has evolved with time, which made the management models evolve from a mechanist and simple view of or- ganizations to much more complex and dynamic models, which take into account the various processes and internal and external influences, whether they are intrinsic to the organization or environmental or regulatory. Management models seem to have, at first, been sup- ported and systematized within the philosophical founda- tions of thinkers like René Descartes, Isaac Newton and Francis Bacon, who influenced the culture from which such models emerged (REGINATO, 2010). We shall consider the management models as classi- fied according to a historical perspective, into three large blocks: mechanist, organic, and strategic. MANAGEMENT EXCELLENCE MODEL The Model of Management Excellence is a Strategic Management Model comprised of eight Criteria: 1. Lead- ership; 2. Strategies and Plans; 3. Customers; 4. Soci- ety; 5. Information and Knowledge; 6. People; 7. Proc- ess; 8. Results. The Criteria incorporate state-of-the-art management for performance excellence skills and serve as a base for awarding and feedback for the National Quality Award applicants. They also add three important aspects top make companies more competitive:  Supporting management practice, performance, and education improvements in organizations;  Enabling communication and sharing of Best practices among all types of organizations; and Exhibit 1 Management Excellence Model Page 280 - Developments in Business Simulation and Experiential Learning, volume 38, 2011  Serving as a reference model to improvement of un- derstanding and application of management practices. JOGAI CEFET JOGAI is used in the Corporate Simulation subject of the 8th term of the Industrial Administration graduate pro- gram at CEFET-RJ. The classes involve contents such as Vision and Mission; Excellence Principles; Costs x Pricing; Revenues x Expenses; DLP; Assets x Liabilities and Bal- ance Sheet. The plays take place during the last six weeks of class. JOGAI comprises two plays, all evaluated accord- ing to the criteria presented herein. After each Play, a com- parative analysis of the business is made during a general meeting. In general, teams are divided into:  Three Mines – obtain concessions from the Gov- ernment to operate precious metal and gem mines and sell these to the Goldsmiths;  Five Goldsmiths – buy precious metals and gems from the Mines, produce jewelry and sell them to the Jewelry Stores;  Three Jewelry Stores – buy jewelries from the Goldsmiths and export them. The companies sell, buy, produce and evaluate. The Audit Committee only evaluates.The Mining Companies compete among each other, receive from the Government, on consignment, gems (aquamarine, tourmaline and rubel- lite) and precious metals (platinum and gold) and sell them to the goldsmiths. At the end of each play, they evaluate a few aspects of their customers. The Goldsmiths compete among each other, buy raw- material from the mining companies, produce jewels, and sell them to the jewelry stores. At the end of each play, they evaluate a few aspects of their customers and suppli- ers. The Jewelry Stores compete among each other, buy jewels from the Goldsmiths and export them. At the end of each play, they evaluate a few aspects of their suppliers. The Audit Committee evaluates all companies for sev- eral aspects such as Vision, Mission, Ethics Code etc. The Exporters provides goals in connection with mar- ket demands for Jewelry Stores to meet. The Government manages the Game as a whole. Exhibit 2 JOGAI Raw Material The colors represent the following raw-materials: White – Platinum; Yellow – Gold; Blue – Aquamarine; Green – Tourmaline; Red – Rubellite. Page 281 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 EVALUATION QUESTIONNAIRE According to Barçante (2010), the Evaluation Questionnaire is based on the Excellence Criteria of the National Foun- dation for Quality, using a scale of 1 (worst) to 5 (best) in each criterion. Abbreviation represents who evaluates: AC – Auditor Committee; SM – Supplier Market; CM – Consumer Market; EO – Everyone; GAME – Performance at JOGAI. 1. Leadership – 110 points (AC) 1.1 The Vision defined by senior management is clear. 1.2 The Mission defined by the senior management considers the organization’s values, focus on the customer, mutual re- spect and trust, ethical behavior, the participation of people, and high performance expectations. 1.3 The manager assumes his/her place in the company. 2. Strategies and Plans – 60 points 2.1 The company has performed customer satisfaction surveys. (post-sale) (CM) 2.2 Actions are taken based on satisfaction surveys and customer complaints. (CM) 2.3 The company searches to set partnerships with its competitors. (AC) 2.4 The company takes actions based on the analysis of its competitors. (AC) 2.5 The company analyses the competitive environment in search of new opportunities. (AC) 2.6 Actions are taken in connection with the analysis of the competitive environment. (AC) 2.7 The company searches to set partnerships with the Supplying Markets. (SM) 2.8 Actions are taken based on the search for partnership with Supplying Markets. (SM) 3. Customers (CM) – 60 points 3.1 The company knows the expectations and the current and future needs of Customer Markets. (pre-sale) 3.2 The company evaluates and improves its product based on the information from Customer Markets. 3.3 The company has a line of products differentiated by quality. 4. Society – 60 points 4.1 People from the work force, suppliers and other stakeholders are made aware and involved in matters concerning social and environmental responsibility. (AC) 4.2 The company has set an ethics code. (AC) 4.3 The company communicates to the society the impacts and information concerning its products, processes and facili- ties. (EO) 4.4 The level of satisfaction of the community with the company is identified and evaluated. (EO) 5. Information and Knowledge – 60 points 5.1 The information about competitors is used by the company. (AC) 5.2 The information about product quality is used by the company. (AC) 5.3 The information from customers is used by the company. (CM) 5.4 The information about operational performance is used by the company.. (AC) 5.5 The information about financial performance is used by the company. (AC) 6. People – 90 points (AC) 6.1 People are satisfied with what they do. 6.2 The Business function is empowered to act. 6.3 The Production function is empowered to act. 6.4 The communication is clear, objective and noise-free. 7. Processes – 110 points 7.1 Best average price paid in the purchase of raw-material. (GAME). 7.2 Best average price received in the sale of raw-material in the product. (GAME) 7.3 Value added: Price of final product sold / cost of raw-material purchased. (GAME) 7.4 Delivery lead-time (period from the moment the buyer confirmed the purchase until product is received by such buyer). (CM) 7.5 The criteria used to select and qualify suppliers are clear and well defined. (AC) 8. Results – 450 points 8.1 The company has met all expectations. (CM) 8.2 Profitability – ROI (GAME) 8.3 Market Share: amount of sales. (GAME) 8.4 Financial Share: Value of sales. (GAME) 8.5 Organizational Climate. (AC) 8.6 Ranking of companies that have best dealt with Supplier Market. (SM) 8.7 Considering all items evaluated, what score would you give the company? (EO) Page 282 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 JOGAI RAW MATERIAL Elka Magic Pins are used. They come in five colors and four shapes, for a total of twenty different pins. JOGAI MODEL JOGAI is divided into three parts: Plays, Information Consolidation and Feedback. PLAYS Each company must find the most appropriate way to organize itself, in such a way that the students may put in practice, in a synergic manner, the knowledge obtained during the Industrial Administration Undergraduate Game, among which we may highlight business planning; work organization; decision-making; business controls; negotia- tion; business time management; general conflict handling; appropriate allocation of human, financial and material resources; market knowledge and monitoring customer current and future needs and expectations. JOGAI is composed of two plays of about three hours each. INFORMATION CONSOLIDATION After each Play, the students consolidate the informa- tion obtained during the game with the purchase of raw- material, product sales (quantity and values), investments, and make evaluations. They record all information in an Excel file containing three worksheets: Fiscal Note, Evaluations and Complementary Information. FEEDBACK That is the culminating point of JOGAI, where impor- tant facts concerning knowledge, skills and behaviors ex- perienced during each play are commented and debated and results are presented. The final result of JOGAI – made with every evalua- tion category – is presented in the form of bar graphs where every bar shows the points that each company obtained during the Play, and the maximum score is 1,000 points, according to the model in use. One Miner, one Goldsmith and one Jewelry Store win their respective segments and the one with the highest score wins the JOGAI. In the figure below, the winners were Miner 3, Goldsmith W and Jewelry Store D, and the latter won the JOGAI. CONCLUSIONS JOGAI was implemented in the first semester of 2007 at the Industrial Administration Undergraduate Course of CEFET-RJ. Exhibit 3 JOGAI model Page 283 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 We may notice that some variables are smaller than in a common class, such as the degree of absenteeism, and the number of students missing class. Other variables have grown, such as the degree of class participation and the interest of students for the subjects involved. We have found some difficulties, especially concern- ing the control of the degree of eagerness and the noise made by the students, most of which in their late teens. One thing is for sure, it is very rewarding to see stu- dents who usually just “attend class”, and who are not sure of what they will do for a living, dive headfirst into the simulated market trying, by means of failed attempt vs. successful attempt, to get an opportunity to make a differ- ence in their daily real lives. REFERENCES Back, N. (1983). Metodologia de projeto de produtos industriais. Rio de Janeiro: Guanabara Dois. Barçante, L. C. (2010). The Industrial Administration Un- dergraduate Game. Proceedings 41th Conference IS- AGA. Spokane, WA, USA. Barçante, L. C. & Castro Pinto, F. A. (2007). Jogos, Negócios e Empresas: Business Games. Rio de Janeiro, Brasil: Qualitymark. Barçante, L. C., Brochado, M., Pithon , A. J. C. (2010). Jogos de negócios como instrumento de empreendedorismo social: aplicação no processo de aprendizado. Proceedings XXX ENEGEP 2010. Re- trieved from http://www.abepro.org.br/biblioteca/ enegep2010_TN_STO_113_744_16467.pdf . Beppu, C. I. (1984). Simulação em forma de jogos de negócios aplicada ao ensino de contabilidade. Dissertação de MSc, São Paulo: FEA-USP. Gramigna, M. R. M.(1993). Jogos de empresa. São Paulo, Brasil: Makroon Books. Hubka, V., Eder, W. E. (1988). Theory of technical sys- tems: a total concept theory for engineering design. London: Springer-Verlag. Koptike, B. H. (1989). Jogos de empresa: novos desenvolvimento. Florianópolis: EPGEPS-UFSC. Martinelli, D. P. (1987). A utilização dos jogos de empresas no ensino da administração. Dissertação de MSc, São Paulo: FEA-USP. Pereira, M. I. & Santos, S. A. (2001). Modelo de gestão: uma análise conceitual. São Paulo: Pioneira. Reginato, L. 2010. Um estudo setorial sobre as relações entre as variáveis ambientais externas, modelos de gestão, controles gerenciais e desempenho das empre- sas. Tese de DSc, São Paulo: FEA-USP. Skilling, H. (1964). An operational view. American Scien- tist. v.52, 388-396. Tomiyama, T., Kiriyama, T. et al. Metamodel: a key to inteligent CAD systems. Research in Engineering De- sign, [s.l.]: [s.n.], v. 1, n. 1, 19-34. Ullman, D. G. (1992). The mechanical design process. New York: McGraw-Hill. Wilhelm, P. P. H. (1997). Uma nova perspectiva de aproveitamento e uso dos jogos de empresa. Tese de DSc, Florianópolis: EPGEPS-UFSC. 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