Business Strategy Game Simulation: Intervention Skills and Learning

This assignment reflects on the use of a business strategy game (BSG) simulation as a tool for developing intervention skills in education. The author discusses their experience with the BSG, including solving complex equations, understanding concepts like interest ratio coverage and earnings per share, and applying Kolb's learning model. The importance of debriefing and the integration of the game are highlighted. Recommendations for future students and classes include simplifying simulations, using less complex computer programs, and focusing on analytical rigor. The author's key learning is the importance of using correct procedures to help students understand the BSG simulation. The team adopted strategies such as early orientation and free participation in simulation logistics. Conceptualization is crucial for effective business simulation, especially for undergraduates. The paper concludes with an emphasis on the importance of articulating strategies to demonstrate student abilities within the simulation.

Business Strategy Simulation
Business strategy game has given me an experiment on intervention skills required as an
educator. It has equipped me with the skills in using the computer-based simulation in a business
strategy game. Through the study of BSG, I have been able to get an experience in following
instruction and skills to solve complex BSG equations. I have been able to understand
complicated equations related to the BSG effectively. I have learned that the importance of good
integration of the game plays a major role in making sure that appropriate methods are followed.
Some of the examples of the situations I encountered are solving some equations interest
ratio coverage, getting earnings per share and learning Kolb’s model being quite some difficult.
Apart from such situations, I got to know that debriefing plays a big role in making sure that the
assessment of the business models is carried out well.
Some of the future recommendations regarding the future students and classes are that
simulation should be simplified by applying less complex computer programs so that small kinds
learning simulation get the concept easily. There should be factors for driving the dynamics of
study as a common approach for high education students in future. The methods should be
directed to helping the analytical rigor and synthesis ability development.
My key learning in during BSG simulation is that many of the academics have noticed
some students partially being disengaged from the process of learning by use of some case
studies. I have learned that it is not possible to have an observation of equations concepts. Most
of the business schools have reassumed some alternative methods for teaching BSG simulation.
They have included integration as part of the curricula as part of teaching BSG.

Some strategies such as the application of Kolb’s learning cycle in teaching BSG
simulation equations were successful simply because it simplified model for teaching the
equations regarding BSG simulation. It puts into consideration of the exposition of the results in
simulation. The model for teaching had followed the traditional formal and therefore it was very
easy for us to understand the concept before applying a computer-based program of simulation.
The stream strategies were as well successful since through simulation there was an option for
supporting the teaching procedures. The simulation method met most of the requirements in the
computer, complex and textbook integrated.
Adoption of simulation and integration is one of the strategies which were not successful
since it engaged predetermination of the patterns in the market. It enquired high complex
simulation concepts, such as score metrics, sales volume and simulated years which were kind of
difficult to understand before getting basics of simulation.
Working as the member of the engagement, I discovered that BSG is accompanied by
comprehensive guidelines regarding the pedagogic concept. Briefing of the students is the very
critical thing to do in teaching simulation game. Deep explanations of the detailed mechanics
will make students have a concentration on how to make decisions or develop some strategies.
Children will be the inability to understand the background of the game if briefed on lecture
series.
My team started organizing for participation exercise of the students to some company’s
outset to familiarize with parameters of the game in real life situation. We started having early
children orientation on simulation. We made participation of the students to PC free. Each
student learning simulation was allowed to participate in simulation logistics. The stage of
debriefing was made compulsory for the learning process of simulation.

My team agreed with the strategies I came up with regarding on how students should be
exposed to simulation easily. Most of the team members supported my ideas on the free exercise
of children and early orientation. For some few who did not like the strategies, I explained them
the reason why I came up with the same and finally got to agree and all was successful.
The lesson I learned from this simulation is that students are able to understand the
concept of BSG simulation if the correct procedures are used. Many of the teams should be able
to articulate for the strategy for demonstrating the ability of the students. In this case, I came to
understand that conceptualization is very important in helping the business simulation. It can be
considered as the mental model and therefore careful knowledge is needed for the sufficient
coherent in the simulation. It came to my knowledge that teaching of the undergraduate on BSG
simulation is more of the conceptualized and mental approach since it all reflects on observations
and understanding of the concepts.