MEGA Business Simulation - Case Study Example

REFLECTIVE REPORT Executive Summary This report looks at the learning outcome of the MEGA business simulation that is organized by management between working partners to induce learning concepts that are vital for improved profitability and reliability. The game is structured in such a way that leadership skills, cooperation, communication and proper teamwork is required to win. These are the reasons the system is connected to give the members involve an overview of how practical one can be and significant of relating the theory to the practical knowledge. The positive incidence in the simulation game is our ability to qualify for the semi-finals after the first bad run when a team member missed the opportunity to perform resulting to zero scores. However, this made the team stronger as we quickly realize the importance of teamwork and proper communication. The negative incident came on the first day of performance. The incident occurred when a member of our team came late and was disqualified from participating on that day, and since we had not booked for a replacement we had to lose the points. From this, we learn the importance of cooperating and in time communication. This is because had we known he will be late, we would have replaced him in time and informs the management. Therefore, a lot of skills were transferred from this practical experience like teamwork concept, need for proper leadership, good communication, perseverance, success culture development, proper decision-making and group dynamic. Introduction Learning can adopt many techniques, and it is usually a continuous process. Simulation of educative games has been used in the past to execute a more interesting way of absorbing the knowledge. Just like other activities, human beings can learn from playing games especially while playing together. The question of the importance or contribution of the study of games or simulation in learning has always been brought forward but unfortunately not entirely addressed. However different authors like Kolbs, Gibbs, and Schon have come up with various theories to explain such learning processes. In this report I am going to use Gibbs reflective cycles to explore the learning experience during the simulation game because of its simple and detailed hence easier to understand as compare to the other more ambiguous theories. According to Gibbs (1988, p.15), the learning reflective process is five stage processes that begin with a description that gives an account on what one is reflecting on and the people that are involved in the learning process. The second step is feelings that tend to explain the feelings of the learner and the experience they got from such simulation games at that particular time and what their judgment was in terms of incidence. The third stage is the evaluation stage that covers the whole project and analyzes how good or close the incident was managed, how people perceived it and it general performance in reference to the expectation. From the evaluation stage, it goes to the analysis stage that checks on factors that could have promoted or brought downfall to the success of the simulated game. The fifth stage is the conclusion in which we sum up our experiences on what we have learned and if we could have done better or what you would have done to stop the adverse occurrences happening. Finally the last a stage is the action plan that some up anything we need to know or do better the next time in regards to making one better equipped to undertake the same kind of project. Gibbs learning technique is used in this system due to its close linkage and ability to give out more precise analysis. However, other methods or models like the Lewinian experiential learning model or Dewey’s model of learning can be used as well. The first steps of the concrete experiences are applicable to the situation at hand and take personal experience as the focal point of learning. This is followed by the second stage which involve observation and reflection, and that leads to the formation of abstract concepts that can be generalized before being tested for their implication in a new concept situation. Schon (1987, p.9) defines reflection as more of a critical practice that model our thinking at the spot to reshape or improve what we are doing while we are in the course of doing it. Reflective learning, therefore, is a process that looks at the issue internally while exploring the issues of concern to trigger or bring in an experience that remodel a person’s conceptual perspective. However, according to Reid (1993, p.305) reflection is a process that is used to review the experience we get from practice. Therefore, it helps in description, analysis and evaluation hence giving information we acquire during the practice. In summary, the paper looks into the benefits of the participating in a simulated game giving various incidences that might have been positive or negative and their relationship in the game. CRITICAL INCIDENTS ANALYSIS This is in respect to the simulation game we played as workmate. The game was aimed at the management for creating a learning platform to help in workmates bonding, improve coordination, teamwork, and leadership skills among other critical qualities. These factors are necessary for a good working environment. 1st incident Description The first critical incident took place during the 2nd stage of the game that took place on the 1st day of the games. The group organizers had grouped as in groups of five participants per group, and each was coded in terms of team numbers. I was slotted in the team C and that afternoon Duncan, who was our group member, had slept off and was late for the afternoon session. Unfortunately, he was the player who was supposed to start and the referee had to give Duncan zero points, and this was a serious loss to our group because one of the point entries would be zero. According to (Mann, 1959, p.17) a team should always be informed of the condition of all its members hence ensure easy coordination and improved communication. Therefore were it not for the improper leadership and proper communication, Duncan would have arrived in time. Feeling At first I felt like we had lost the competition and did not intend to continue giving the competition my full concentration. I realize our team lacked strong leadership and proper communication that is required to guide a team to success. However after the rest of us joined our heads together and made the decision that we needed to concentrate on the rest of the games, I felt hopeful again. I could feel the team morale rise after we reformed our team and strategized on the future. Later that evening, when I reflected on the amount of games which were remaining, I realized we still had a chance to qualify for semifinals if we remained focused and target oriented. Though I wished we had proper leadership and group dynamic so that we started the competition on a high note, all was not lost and we could still turn out to be winners. Kaye (1995) that decision making help in taking course of action for the problem at heart. Evaluation At first I thought we were done and out. I didn’t see the group regaining the desired drive to manipulate a win and finish the competition in high tempo. However, after we sat down and discussed the importance of teamwork and why we needed to stay focused and be hopeful throughout the competition. We realized a bad start doesn’t necessarily mean a poor finish. Analysis I believe the issue could have been resolved at the early stage when we formed the group if we identified each other strengths and weaknesses. This way I imagine every member would concentrate on the part of the simulation where they are best at it, and the aim and our ambitions should have been in everyone’s mind. It is quite clear from our experience that in case people have a role to execute as a group, the team need to have proper leadership. Everyone has to be allocated tasks with clear defined targets and need for coordination, togetherness and perseverance drummed into our minds. TEAMWORK (1957) define a team as a group of people with positive mentality. Conclusion Group task needs proper coordination and understanding, and this is only possible if we communicate and express ourselves in a manner that benefits our group member. Had Duncan communicated is inability to arrive in time, we would have replaced him in time and avoided unnecessary point loss. However, such competitions need good leadership and quick decision makers to succeed. It is also quite fortunate that we did not allow politics takes control before we sat down and agreed on the recovery mission. Action Plan The best action plan to win a competition, as a group is to get quickly down as a member of the group. In addition, there is need to define the task at hand and allocate each and every member of the group roles that they are good at. At the same time, we have to ensure that the roles are coordinated, and good communication between the members is enabled. However, the leadership should be efficient, and the leader should have organizing, supervisory and coordination skills. It the action plan, we can develop a system that determine the condition of failure or success, and we improve the manner we conduct ourselves (Flanagan, 1954, p.56).However, Dewey (1933, p.71) reiterate the importance of taking direction to achieve value during thinking that entails decision-making. 2nd incident Description When the MEGA Simulation began, we were at the 2nd last position. However, afterward on the third day we realized we had moved to the fourth position and the top four groups were all in the semi-final. We knew at that point that we had to stay focused and never repeat the same mistake. Therefore the resurgence of the team was as a result of better leadership, improved communication, and better group dynamic and better decision making all aimed at achieving the group objectives. This was a positive step that we needed to build on and take opportunity to build a more focused and dynamic team. Feeling The moment when I realized that we were fourth I felt relieved and happy because we had the second chance to revitalize our group, come together and give our group a more focused and informed push. We had to change our understanding of the simulation of the game and realized the critical issues that had to be coupled to become victorious. We needed a better team formation, better communication and better leadership to emerge victorious. Evaluation I realized the benefit of the strategy we adopted after losing points out of ignorance and poor communication (Homan, n.d.). However, it was time to forget the past and focus on the future as our hard work had paid off, and the semi-final was an opportunity to put our best foot forward. Analysis The consistency our performance after we dropped points and the discussion we had after that opened the door for us to qualify for the semifinals. Sometimes a failure brings in competitive energy that brings success, in the long run. This is because the few points we dropped was like a wake-up call that made the team re-define its goals and objective and work towards achieving it. Conclusion It is important in this life that we never lose hope and always stay focused. This is clearly evidenced by our qualification having recorded zero points. According to Mezirow (1981, p.32), human being can generate knowledge through involvement in the area of work, area of interest or engage in practical areas. It acknowledges the critical reflectivity its contribution to the adult learning process and its relationship to perspective transformation. Action Plan The road to success is full of ups and downs, and someone needs not to lose hope but fight to the end. Perseverance and strategy are important to one achieving his/her ambitions. According to Heracleous (1998, p.43) strategizing is important in ensuring successful implementation of our plans. Most successful teams in the world either in sports or business environment that are characterized by good management system normally instill a culture of success into its members. General conclusion According to Boude, Keough and Walker (1985, p.95), learning can be maximized through critical reflection. This is where we need to incorporate the experience contextually within us while at the same time exploring the available theories, experience, and knowledge so that we understand them in different ways. Davis (2006) points out that most of the failures and success in a person’s life depend on the personal behaviors of such a person. The practical experience achieved during the Game simulation is of equal importance as the theory according to Girot (2001, p.113).The reflection in such cases help in linking the theories and the practical practice, the new knowledge and the previous knowledge help in developing a person’s understanding(Kemmis, 1985, p.128). This theory is true since it helps people to learn the importance of teamwork, leadership, benefits of strategizing and communication but the simulation competition showed as clearly how the above named qualities work together in bringing success. Louden (1991, p.89) recommend that coached student identifies with a learning process undergone through reflecting on the personal learning hence convert from learning to much swifter continuous learning. The teamwork helps build a person understanding of how to relate to each other, how to communicate, understand the role of a leader, management politics and healthy working culture (Yammarino, 2000, p.69). The effect of leadership is experienced at the moment we re-grouped and revised our ambitions through re-strategizing and cooperating to make the team efficient and more reliable. The best team is the team that was able to give it 100% at all the time, had proper strategic plans of action, and had good communication with its members. The team should have meetings meant for strategizing and determining the next goal or mission. REFERENCES Boude D., Keough, R, Walker, D (1985) Reflection: Turning Experience into Learning Kogan Page London: Clamp C (1980) Learning Through Critical Incidents Nursing Times Oct 2: 1755-1758 Davis, P. (2006). Critical Incident Technique: A Learning Interverntion for Organizational Problem Solving. Development & Learning in Organizations.  Vol. 20 No.2. pp 13-16  DeweyJ (1933) How we think. Henrey Regney, Chicago  Flanagan, J. (1954).The Critical Incident Technique. Psychological Bulletin.Vol. 51. No. 4 pp 327-358 Gibbs,G. (1988) Learning by doing : a Guide to teaching and learning methods. Oxford:Further education unit Girot E.A. Reflective skills. In Maslin-Prothero S.(ed.) Baillere’s Study Skills for Nurses 2001 – second edition. Baillere Tindall/RCN. London  Heracleous, L. (1998). Strategic thinking or strategic planning?. Long Range Planning, 31(3), pp.481-487. Homan, A. (n.d.). Team Diversity and the Importance of Considerate Leadership. SSRN Journal.  Johns C (1995) The Value of Reflective Practice for Nursing.J. Clinical Nurs. 4: 23-60  Kemmis S (1985) Action Research and the Politics of Reflection. In: Boude D et al (1985) Reflection Turning Experience into Learning. Kogan Page, London Kaye, D. (1995). The importance of information. Management Decision, 33(5), 5-12. Doi: 10.1108/eum0000000003897  Louden W (1991) Understanding Teaching. Cassell, London Mann, J. (1959). The Importance of a Group Task in Producing Group-Member Personality and Behavior Changes. Human Relations, 12(1), pp.75-80.  Mezirow J (1981) A Critical Theory of Adult Learning and Education. Adult Education 32: (1) TEAMWORK. (1957). Anesthesiology, 18(2), 351. doi:10.1097/00000542-195703000-000363-24 Reid, B (1993) “But we’re doing it already” Exploring a response to the concept of reflective practice in order to improve its facilitation. Nurse Ed Today 13: 305-309  Schon D (1987). Educating the Reflective Practitioner. Josey Bass, San Francis Yammarino, F. (2000). Leadership skills: introduction and overview. The Leadership Quarterly, 11(1), pp.5-9. Appendices (Please include the group logbook) Read More