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Setting up and running an event using online games
Sample schedule for using a game in class
Assessment ideas when using one of our games

Setting up an event:

A tyical sequence for setting up an event is as follows.

  • We provide evaluation evaluation access for new teachers together with a guide price for your class - use our request form here
  • We establish the details for your class and arrange how it will be paid for
  • We set up your event for you and send the student access details to you
  • You provide the access details to your students and they can then play the game
  • As the instructor you can
    • control the access times (e.g. prevent access between classes)
    • control whether students are allowed to go back or restart games
    • see their KPI results and open games as necessary
    through your account page on the site

Illustrative teaching schedules:

This sample schedule is intended to provide ideas for running classes using the White Label Restaurant game and can be adapted for any of the games on our site.

The timings shown assume that all sessions take place within scheduled class time. The small group break out sessions shown shaded, may take place between classes, reducing the amount of scheduled time required.

  Short
(1 hour)
Medium
(2½ hours)
Long
(3½ hours)

Plenary session
White Label Restaurants support slide-set (performance dependence on resource system architecture, managing build up of intangible customer perceptions and investor expectations)
30 min.
(selected slides only)
45 min.
(all or most slides)
45 min.
(all or most slides)

In-class demonstration
Open the simulation with one of the Challenges (pre-saved results, examples are provided with the simulation) to have class propose and evaluate policies (e.g. a rapid start-up, over-aggressive expansion, or sustaining a mature business).
15 min. 15 min. 20 min.

Small group break-out
with PCs — groups work through one or more defined strategy challenges — e.g. maximising sustainable earnings by a defined time, starting from a small, high-growth base.
  1 hr. 1.5 hr.

Plenary
Debrief group exercise emphasising key principles and seeking groups' approach to the challenges covered
  15 min. 25 min.

Plenary - summarise key concepts
15 min. 15 min. 15 min.

Plenary
Explore parallels, differences and implications of comparable structures in situations familiar to participants.
  15 min.


Optional Challenge: Managing shareholder value in maturity

Briefing
    15 min.

Small group break-out – explore, recommend and deliver increased shareholder value, when the business in reaching market limits. 60 min.

Debrief
15 min.

Assessing student performance, general guidance when using Microworlds

  1. Students, individually or in groups, can be asked to plan their response to a challenge prior to seeing how that response plays out in the simulation. The original plan can then be compared to the resulting performance outcomes delivered and students asked to report on the reasons for differences between the plan and the result.
  2. Using any of the challenges provided set an objective to be achieved (typically a target for earnings, within constraints of the your choice). Request individuals or groups to experiment with alternative policies, and report on their recommended solution, including quantitative statement of policy and time-path of results.
  3. Request individuals or groups to seek comparable situations where business growth depends on building both physical resources (in this case, sites) and service delivery capacity (here, waiting staff), and report on:
    • the time-path of the key variables,
    • other important resources, the performance challenge that management faces, and
    • suggested solutions, including scale, timing and outcomes.
    Typical examples:
    • airlines (aircraft and service-staff – plus take-off slots…)
    • banking (transaction-processing capacity and call-centre staff - plus a financial service product range, equivalent to a restaurant menu)
    • telecoms (network capacity and service support staff – plus retail outlets or other channels for supplying handsets and selling contracts).
  4. Request individuals or groups to seek comparable situations where building and maintaining investor support is critical, and report on:
    • why this support is particularly essential in their chosen case (in Beefeater’s case, to ensure continuing availability of expansion capital)
    • the mechanisms by which this support affects the management (in this case, via capital allocation and profit targets)
    • means by which the business manages this support (in this case, for example, by not delivering such high profit growth that HQ comes to hold high expectations)
    Important examples will include new venture start-ups, where:
    • the entrepreneur must sustain the confidence of direct investors
    • this confidence is manifest in their support for the next round of funding
    • management sustains this support by maintaining an expectation of a high valuation for the business on disposal or flotation.
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