Managing Human Resources Simulation Page 17 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 ABSTRACT The name of the game is Managing Human Resources Sim- ulation. This simulation is a set of connected case studies situated within the Human Resources function, and occur- ring over time. This approach corresponds to the learner- centered model referred to as “Problem-Based Learning” or PBL. Participants learn to analyze information, solve problems by applying what they’ve learned in the course, and then assess their results. This means that while they are making decisions and analyzing outcomes, participants are “discovering” the cause and effect relationships that are true for HRM and the organization in the simulated company. This simulation may be used effectively in a university course that surveys HRM, a capstone integration of an HRM major or minor, a graduate course that surveys HRM, or an organizational training program on human capital decision-making. The game can be played in-class, entirely online, or with a combination of in-class and online approaches. PARTICIPANT OUTCOMES The purpose of the simulation is problem-based or discovery learning which is based on learning by doing and then reflecting about what was observed and experienced. Consequently, the learning objectives emphasize the appli- cation of learning from other sources, and the practice of skills already or about to be acquired. Here is a list of par- ticipant learning objectives:  Increase understanding of the relationships among HRM practices and organizational outcomes.  Practice analytical reasoning and critical thinking.  Practice working with data and basing decisions on it.  Develop a more strategic focus for decision-making by linking key results to decisions about practices.  Experience managerial decision-making.  Stay within a budget and balance competing priorities.  Practice team project management with multiple, com- plex projects.  Develop reports and presentations that analyze and explain results.  Apply what participants have learned in their readings.  Supplement knowledge of current issues in HRM. Time Required The game can be played for 1 to 8 quarters. In order to accomplish the basic learning objectives, at least one quar- ter must be played and analyzed. Being conservative with allotting time I would suggest a 1 hour slot allotted as fol- lows: 15 minutes for Introduction 15 minutes for team decisions 15 minutes for analysis 15 minutes for debriefing Minimum Number of Players The game can be played by as few as one player. In the classroom this game can be played by up to 15 teams with any number of players. For this conference I would suggest that 8 teams with 3 to 4 players would be a realistic maximum. Equipment I Provide I bring a laptop with a broadband connection card. Hand outs of work forms and briefing information. I can run the entire game from this machine with no other mate- rials needed by players. Equipment Players Need None, although it would help if any had laptops with Internet connections. This would speed up entering deci- sions. Room Configuration It would be nice to have tables for teams to place reading material and decision forms which I provide. Other relevant information Time beyond the hour suggested could be used to run additional quarters of the game. Managing Human Resources Simulation David Rahn Chico State University DRahn@csuchico.edu mailto:DRahn@csuchico.edu Table of Contents Volume 40, 2013 Leo Investor SERIOUS PLAY: ON-LINE PEPULATOR SERIOUS PLAY:ON-LINE GAME "MANAGE-ART" The Game Within the Simulation Game the Research Method Concept and Project With Game Design Implementation Managing Human Resources Simulation Rising Stars: A Study of Creativity as Experiental Learning in County Government Why do Gen Y Students Study Abroad? The Relationship Between Individual Growth and the Intent to Study Abroad Our Favorite Assignment: The In-Basket Activity Mirror-Mirror: How Can We Better Understand Our Consumption Behavior? Reflective Thinking, Writing and Imagery as Tools to Better Understand Abstract Marketing Concepts Increasing Intuitive Decision Making Speed and Accuracy by Further Understanding Intuitive Decision Making Using Emotional Means Group Exams: Are they Relevant and Reliable as a learning Tool? Integrative Learning: Exploring Opportunities in Business Simulations Simulated Tabletop Exercise for Risk Management - Anti Bio-Terrorism Multi Scenario Simulated Tabletop Exercise Simulated Tabletop Exercise for Electric Power Saving Management in a Small Organization Merging the Case Method and Simulation in Management Education: Is it Possible? Experiential Learning in Accelerated Human Resource Management Courses Digital Game Building as Assessment: A Study of Secondary Students' Experience Using an Investment Fund Simulation Integrated with a Business Game Creating Simulation Conditions Based On Real World Data Simulation Games in Training New Management Methods A Summary Overview of Cultural Differences in Higher Education Innovations And Future Directions In Education: Case Review For Best Online Teaching Practices An Implicit Measure of Forecasting Accuracy Immediate Feedback and Assessment Technique (IF-AT) testing forms: An overview of the tool and uses Teaching Secondary Mathematics: Pre-service Teachers' Digital Game Design, Pedagogy and 21st Century Skills Follow The Leader II Business Simulations: From Punch Cards to Web-Based University Engagement: Good Neighbors Budget Allocation Exercise Customizing Business Simulations: An Exploration and a Hierarchy A Review of the Simulation Research in the Academy of Management Journal: Suggestions for Strengthening the Research Conducted by ABSEL Members ABSEL Reflections: 40 Years Of Excellence, Now Going Forward How Many Options do Multiple-Choice Questions Really Have? The Management/Accounting Simulation Now 100% Web-based Design, Server Side Programming, and Implementation A Large-Scale Game Test of Early-Determined Game Finishes Large-Scale Business Games for Assurance of Learning Purposes The Gamification Of Education OB Simulation: A Hands-On Demonstration Converting Simulations for the Online Environment: The New Ginseng Game Repositioning Brands with the Web-Based Product Positioning Map Graphics Package Implications of Regulatory Focus Theory for Simulation and Experiential Learning Riskware: A Game for Teaching Software Project Risk Management Teamwork for Decision-Making Through Games: The Case of On-Line "Manage-Art" Virtual Pepulator, a Model for Teaching Negotiation Small-Scale Business Games for Assurance of Learning Purposes Incorporating Intellectual Property Issues into a Business Simulation© Nationalization and Privatization in a Computer-Assisted Business Game An Investigation of the Relationship of Plan Quality, Forecast Accuracy and Earnings Performance Under Equal and Unequal Starting Positions in Marketing Positions in Marketing Simulations Measuring the Performance Ranking Curve in Marketing Simulation Games The Effectiveness of SDM Method in Business Simulation Game 40 years of Brazilian S&G - Analysis and Perspectives Accounting For Externalities: Harnessing The "Face-In-The-Mirror" Phenomenon The Role Of Simulations In Organizational Learning: Building Individual Absorptive Capacity Assessing Project Management as an Academic Learning Outcome (ALO) At the Inflection Point: Designing Army Assessments "Economics in Practice" A Simulation Game for High School Students Teaching the Basics of Economics and Entrepreneurship Fueling the Force: Exploring Leader Priorities Implementing Mental Models: Extending Insight and Whole Person Learning Using Business Simulations To Introduce Business Concepts