Simulations have the power to challenge and alter the beliefs, as well as to promote flexibility with regard to decision making and management styles, argue Wolfe and Keys (1997). They emphasise the value of sensitivity to cultural diversity and appreciation for different values and perspectives, particularly in foreign global situations. “Unlike games, where everyone has a role of player with a duty to try to win, simulations require ‘professional behaviour, including professional ethics”, assert Jones (1995: 7). Simulations in group-settings offer experiential and active learning opportunities that are reasonably realistic and psychologically safe learning situations in that in these contexts psychological assumptions can be challenged; perspectives broadened; and critical reflection simulated (Wolfe & Keys, 1997).
A simulation should not attempt to reproduce reality, says Jones (1995: 9-10). The more an attempt is made to reproduce the real world with all the intricate complexities, he cautions, the more unworkable the simulations becomes. He puts forward four essential characteristics, namely:
- Simulation participants each have functional roles to fulfil, including the authority
- Given adequate information about the setting, problem or issue is essential — participants should not be required to invent the key facts (however improvisations and using imagination is encouraged); if participants are required, it is not a well designed simulation
- The lecturer does not play an active part in the carrying out the required action — a simulation is “a NON-TAUGHT event” [emphasis added], during which mistakes are “inevitable and desirable” — best characterised by “what actually goes on in the minds of the participants” (p. 12)
- Simulations are concluded with debriefing and reflection in order to appraise what happened and consolidate the learning
Jones (1995: 14) emphasises a clear differentiation of terminology and caution that wrong word-choices could cause simulations to go terribly wrong, because (wrong) words lead to (wrong) expectations which in turn lead to (inappropriate) behaviour:
Appropriate |
Inappropriate |
Simulation, activity, event Participant Facilitator (or organiser) Behaviour, function, profession Role (functional) Real-world responsible behaviour Real-world ethics Professional conduct |
Game drama, role play, exercise Player, actor, puzzler, trainee, student [Lecturer, tutor], teacher, trainer, instructor Player, acting, staging, puzzling Role (acting a part) Winning (losing) the game Point scoring, having fun Performing the exercise (game, etc) |
Jones, K. 1995. Simulations, a handbook for teachers and trainers. 3rd edition. London: Kogan Page.
Wolfe, J & Keys, JB (eds). 1997. Business simulations, games and experiential learning in international business education. New York: International Business Press.
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