The Virtual Manager A Different Simulation for Managing Complexity Developments in Business Simulation and Experiential Learning, Volume 26, 1999 THE VIRTUAL MANAGER  A Different Simulation for Managing Complexity Paul Moschella, University of Hartford ABSTRACT The world grows more complex and dynamic. We need to educate our learners to better manage complexity. How? The author posits that with computer technology, case pedagogy can be en- hanced to more fully develop the unique cognitive strengths of the mind in order to cope with com- plexity. THE MANAGING MIND Many believe the best instrument for managing complexity is the mind (Rozak, 1987). The mind’s ability to encompass values, senses, knowledge, questions, representations and crea- tive thinking warrants serious effort to improve its use in solving complex problems. One such effort are the programs for developing critical thinking at the secondary levels of education SCANS (1991). In critical thinking, information is not assumed correct, but rather, is questioned, ana- lyzed, compared and contrasted. An intellectual position is developed and a justification prepared. But, the learner’s ability to question is poorly de- veloped. Considerable difficulty and fatigue is encountered in maintaining focus, directing the mind and transferring the skills of the teacher to the learner. Nevertheless, if we are to manage complexity, our efforts must go further. We re- quire strategic thinking - achievement of goals amid complexity (Wolfe, 1994). How can we move to this next level of managing or strategic thinking? Metacognitions Cognitive scientists have made tangible progress relating the mental components of thinking; e.g., sensory input, information gathering, knowledge representation and cognitions. Several theorists are researching the role of question-asking and answering in this process (Graesser, et al., 1992) which had led to a growing interest in a next level of thinking - metacognition. Metacognition or mental management is the function performed by the mind when it directs the focus or application of the mind to achieve an understanding of a complex situation - a close identity to strategic thinking (Swartz, et al., 1997). Reaching This Next Level of Directed Thinking Cases have been widely accepted as a primary pedagogical tool with which to practice solving complex problems with its capacity to evoke criti- cal and creative thinking Schoen & Sprague (1954). It thus appeared logical to use cases as a pedagogical foundation for improving the learner’s strategic thinking or metacognition. However, when the present case process is care- fully examined, it does not permit the learner to engage in certain critical cognitive activities presently completed by the case writer. The case writer with experience: • probes, scans, searches and questions a situa- tion for information • develops a representation of “what is going on” - a task which is basic to all managing • filters and edits this information to present his/her perception of the situation or case. The learner is unable to exercise the critical cognitive functions of global questioning and interpretation. The author’s position is that by integrating recent advances in educational psy- chology, metacognition, question formulation and computer technology, current case pedagogy can be significantly enriched. Case pedagogy enlarged to include question-asking and situation formula- tion can materially motivate the learner to raise his/her mode of thinking and perceiving to the 282 Developments in Business Simulation and Experiential Learning, Volume 26, 1999 283 next level of managing - metacognition or strate- gic thinking. DESIGN OF A QUESTION-DRIVEN MANAGING SIMULATION To enlarge case pedagogy, it became apparent that computer support would be required and two software components would have to be created: • A case database to more fully reflect today‘s complexity - in this prototype, information was assembled on the global automotive in- dustry using notes much like a case writer would collect reflecting social, economic, po- litical, technical, philosophical and cultural events - approximately 10mb of text, graphics, animation, pictures and audio information. • A Query Machine for rapid, interactive ques- tioning - a protocol giving the learner control of all questions asked using seven major dis- ciplines, about 1200 concepts across these dis- ciplines and three strategic environments - global, industry and organization. Output for program response - is on electronic media for easy review, filtering, compiling, editing and printing. THE EXPERIMENT Thirteen learners were asked to search and report the firm’s strategic position and submit a plan of action (Virtual Managers). All finished the ex- periment. Only eleven could complete the pro- gram survey and evaluation. A Sample of Learners’ Responses Did MultiManager make you use your mind’s knowledge? Yes, the simulation helped me to use my own knowledge. Did the Program motivate you to recall con- cepts you haven’t used? Yes, it stretched my mind to dig for older concepts and appropriate ways of asking questions. Did you find that you were playing a more sat- isfying role getting information, rather than being provided with? Yes, I felt more produc- tive being in charge of looking for information, rather than being spoon fed. Would you like to repeat this exercise using another situation (industry)? Yes, I would love to try another industry. Yes, I think it helped me learn about the car industry. I would like to learn about another industry the same way. It is very realistic. Should the Program be expanded?Yes,11 No,0. CONCLUSIONS For Learners: • The learner is constantly and cognitively in- volved in questioning and thinking • Curiosity and “discovery” obviously motivate the learner • The learner has the opportunity to prepare his/her own perception of the situation For Instructors: The instructor can follow the learner’s strategic thinking as recorded on the stu- dent’s disk. REFERENCES Graesser, A, et al, (1992). “Mechanisms that gen- erate questions” in (Eds.) (1992) Lauer, T., Peacock, E., & Graesser, A. Questions and In- formation Systems. 235-238, Hillsdale, NJ: L Erlbaum Associates Rozak, T. Boland, R.J & Hirshheim, R. (1987) (Eds). Critical Issues in Information Systems Research. New York, NY. John Wiley & Sons, 1987) SCANS report for America (2000), US Depart- ment of Labor, 1991 Schoen, D. A. & Sprague, P. A. 1954. The case method as seen by recent graduates.: In McNair, M. P. (Ed.) The Case Method at Har- vard Business School. NY: McGraw-Hill Swartz, R.J. & Perkins, D.N. 1997. Teaching Thinking: Issues and Approach. Pacific Grove, CA: Midwest Publications Wolfe, J (1994). Recollections on 25 years of simulation/gaming. Simulation & Gaming, 25, 274-279. Table of Contents Volume 26, 1999 ABSEL's Historical Research Interests Back From the Future: An ABSEL Merlin Exercise for the Year 2005 The Contributions of ABSEL During the 1980's ABSEL's Contributions to Experiential Exercises in the 90's ABSEL's Contributions to Experiential learning/Experiential Exercises: The Decade of the 1970's Business Simulations - Algorithms and Model Enhancements: A 25 year Review A Study of the ETS General Field Test as an AACSB Assessment Tool and the Impact of Experiential Exercises and Simulation on Learning A Framework for Assessing the Competencies Reflected in Simulation Performance Developing A Learning Culture: Assessing Changes in Student Performance and Perception Financial Simulation Using Distributed Computing Technology Analyzing Managers' Judgements and Decisions with an Educational Business Simulation Understanding Your Business through Home-Made Simulator Development An Examination of a Reanalysis of the Impact of a Market Leader on Simulation Competitors' Strategies Applying Shocks to TE Simulations: A Demonstration Increasing Efficiency of Management Skill Assessment A Testbank for Measuring Total Enterprise Simulation Learning Developing Leadership Skills - Video Live! LEADSIMM: Collaborative Leadership Development for the Knowledge Society A Team Approach to Producing Multi-Media Laptop and Video Formatted Presentation Tinkertoys Revisited: Exploring Trust Based Relationships Overall Dominance in Total Enterprise Simulation Performance Success or Bankruptcy: The Relationship between Personal and Goal Orientation and Simulation Performance Assessing the Effects of Feedback: Muti-method and Muti-directions in Multi-pedagogical Courses The Missing Ingredients in Experiential Learning Purpose and Learning Benefits of Business Simulations: A Design and Development Perspective Building Capabilities for Change through Laboratory Simulations Modeling Innovation as a Process of Design in Educational Business Simulation The Need to Measurer variance in Experiential Learning and a New Statistic to do so Assessing Effectiveness of an Experiential Oriented Course Over Time Developing Participant Satisfaction Models of Experiential Exercises in Business Education Perceptions of Learning in TE Simulations Students' View on the Use of Business Gaming in Hong Kong Management Gaming's Lost Opportunity: Meditations about the Russian Experience and Prospects for the Future Unanticipated Enhancements in the Business Strategy and Policy Game when Running in Windows 95 Using a Business Game to Demonstrate Broad Business Concepts A New Model for Business Courses (Getting the Student Connected) Seeing the Forest and the Trees: Integrating Knowledge Using Large Scale Simulations in Capstone Business Strategy Classes Is It Here To Stay? A Roundtable Discussion of the Inter-Group Interaction Interactive Tools Used in Applying Financial Concepts Strengthening Essential Skills through a Finance Exercise: Calculation of Beta A Model of Currency Exchange Rates Understanding Currency Exchange Rates: A three-part Exercise Student Experiences in the World Intercollegiate Business Game Competition Student Experiences in the International-Collegiate Business Policy Game Competition Using Boards of Directors in Simulation Environments: Comments From Board Members Sharing Best Practices: Teaching Smarter, Not Harder Star Power: A Simulation for Understanding Power and Empowerment The Marketing Game: A Marketing Principles Simulation Alexander Islands: GSSM Tiny Business Simulator on the WWW Putting Strategy into Strategic Business Games Industry Analysis, Porter's Five Forces Model and Strategic Group Maps in the Business Strategy Game Simulation The Use of Concept Mapping to Improve Student Performance and Understanding of Strategic Management Concepts: A Comparison of Techniques Transformational thinking in the Organizational Behavior Course: The Use of Metaphor as an Assessment Tool Creation of a Virtual Learning Community for the Global Virtual Enterprise Project Inter Institutional use of Educational Resources: Joint Use of Management Simulation Games Business Insights: Theory and Practice with the Aid of a Business Simulation Progress: An Experiential Exercise in Development Marketing The ABC's of teaching the Theory of Constraints to Undergraduate Business Students Demonstrating Principles of Organizational Purchasing Behavior through an Experiential Exercise The Virtual Manager: A Different Simulation for Managing Complexity When the Rules are changing and Chaos Breeds Innovation: Recapturing the Value of Constructive Thinking and Play in Simulation Training The Pitfalls, and Potential, of Actual Events as Problem Drivers Using Business Games to teach Environmental Awareness and Green Management: The International Experience with the ENSIM Game A Review of my ABSEL-Related Work Simulation of Government: A Workshop Using GEO Creating Internet-Based Games Using Perl and JavaScript Who's on First? Exploring the Concepts of Problem-Based Learning, Experiential Learning, and Lifelong Learning Students Learn Customer Service and Selling while Conducting Research So You Want to Run an NFL Football Team–An Honors Interdisciplinary Project Supervised Internship: The Employer's Perspective Using Computer Assisted Simulation to Teach International Business Strategy: A Case of the Multinational Management Game (MMG) Multi-Cultural Experiential Learning: A Computer Simulation in China An Appreciative Stance on Diversity as We Move into the 21st Century: A Timeline Exercise to Identify Key Experiences in Good Work Relationships between Black and White Peers A Day in the Life of an Interactive, Real Time, and Internet Delivered Course: A Demonstration Comparing Internet Search Engines: An Experiential Learning Exercise Total Enterprise Simulations and the Internet: Assessing Student Perceptions and Preferences Teaching Accounting Information Systems in a Practicum Format Providing Experiential Learning in Accounting through a Field Study Payroll Project A Spreadsheet Based Business Simulation Game Computer-Behavioral Simulations Training for Project Managers Simulation Scenarios - Rationale and Illustration