Internal Business Simulation: A Tool for Experiential Learning

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Internal Business Simulation
Institutional Affiliation
Date

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Internal Business Simulation
Introduction
Students are expected to develop a high level of competence by having a broad range of
skills to be more flexible and adaptable as well as be more productive in their future work.
However, the methods and tools used in teaching business skills are insufficient to cater to the
rapidly changing business organization and market (Chatman and Barsade, 1995). Internal
business simulation enables theory to be applied in practice with no risks involved, as well as
encouraging team working in a decision-making process. The ability to think critically and solve
ill-structured problems has become very important in the competitive world. This, therefore,
calls for first hand experienced students to solve these problems. A platform to produce future
manager’s business school needed to change its learning practices and incorporate skills to solve
these problems.
The business simulation also called business games are a case study and feedback with
time frame.it is a representation of a real situation imitating some business situation or process.
A simulation is a working representation of reality. It has relevant behavioral similarity to the
original system. Business simulation can be a numeric or scenario simulation, in scenario
simulation a scenario is played out, and each leaner is asked to make an individual or team-based
decision. Throughout or at certain intervals feedback is provided. The simulation uses the
software as a processing tool. It involves the formulation of strategies, analysis of factors that
influence an outcome, improvement of analytical skills as well as team communication. Systems
thinking in the business situations or processes are seen as structural. There is also collaboration
which improves performance management. The students can be innovative through experience

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giving them sustainability n the rapidly changing business activities (Springer and Borthick,
2004).
Activities Facilitated By Business Simulation Include;
Theoretical Instruction
This is carried out through normal lessons in which the lecturer goes through a theoretical
part of the study. He/she gives the scope of the study and the relevant notes the students need to
learn. The learner can ask questions at this stage or comment. Every student has an idea of what
is required to be learned. Preparation of the lecturer is also important. There is a need for
previous knowledge and previous experience by both the student and the lecturer.
Introducing the Business Simulation
The students are told on how to operate the computer software and how the game works.
The business simulation uses a software as a tool to learn. The students need to know how this
software is operated on the computer to facilitate smooth learning during the practicals and to
enable them to follow instructions with ease (Faria, 2001). This does not require it skills or
software installation knowledge from the lecturer.
Playing the Game
Following the rules, the participants now can play the game. They get an opportunity to
practice their knowledge learned in the class. They change different parameters and reflect on the
consequences of their decisions (Ben-Zvi, 2010). They play the game through forming different
teams in which each member participates in the game at the team level then latter shares with
other members from other groups.