Whatever the scenario, instructor led workshops, online learning for
universities or other applications for corporations, MBE Simulations stands
apart from the competition because of its dynamic rather than periodic nature.
MBE Simulations brings through practical experience a broader view of business
acumen by focusing on collaboration and execution of managerial duties rather
than strategic issues. The table below details some of the key benefits of
dynamic rather than periodic or strategic learning:
Strategic or Finance
Dynamic Management WorkshopMBE
Investments, penetration of a new market, etc.
that effect the organization’sresults
Mandatory periodical set of decisions
Dynamic decision making. Choosing
when and whichdecision to make in parallel
with the evolving KPI status
Direct competition based on sales,
reflectedperiodically. The dynamic is limited tocompetition
Teams are competing based onactual
benchmark results. Scenarios are stochastic,
reflecting turbulent daily businesslife
The game runs once, cannot be repeated
Repeated runs of the same organization
Strategic company navigation
Managerial & business
insights built upon tactical dailyexperience gained: Cause & effect,
system thinking, andaccepting and dealing with
Successful management training enables
managers to build business confidence and learn to cope with uncertainty in a fluctuating
business world. Research shows simulated learning to be the most effective
method for management training. MBE Simulations have combined their own brand
of management acumen theory with engaging minute-by-minute interactive learning
MBE Simulations products enable managers to practice in a situation that
recreates real business environments without suffering real business
consequences. Other business games run on a single one-time run, so not truly
simulating real life. With MBE Simulations products users try again and again
and just as in real-life we learn through our mistakes, here users can safely
reinforce their learning throughout the process.
Stage One: Needs Analysis Based on a customer brief we begin the process of customer needs
analysis. This may entail client and staff interview and consider the
management structure and culture unique to the company. We then present the
customer with our assessment and agree upon the learning goals for the project.
Stage Two: The Pilot
Based on the agreed parameters and
learning objectives a pilot workshop is designed and run. The pilot is then
tailored to further meet the customer need using feedback and measurable
Stage Three: Workshop Execution:
The actual structure of an MBE Simulations workshop is detailed in question 5.
Workshops can last anything from to 3
days, becoming increasingly complex at each stage and involving a number of
teams both in collaboration and competition.
To learn more about Workshop executions you can read some recent case studies: http://www.mbe-simulations.com/NewSite/Content/?contentid=22
Stage Four: Result Measurement
Changes in decision making behavior are measured according to the
following business acumen principles.
<![if !supportLists]>·<![endif]>The bigger picture: Gaining a
broader organizational focus for customers’ value-chain improvements
<![if !supportLists]>·<![endif]>Execution ability: Implementing
learnt managerial skills and methodologies
<![if !supportLists]>·<![endif]>Planning and execution:Dealing with the continuous gap between
planning and execution
<![if !supportLists]>·<![endif]>Accountability: Learning to
adopt a proactive approach in order to achieve business results, in fluctuated
Stage Five: Follow up and Feedback To ensure long-term changes in decision making behavior, business acumen
premises are fully internalized into the management culture. This is achieved
through follow up and feedback and leads to the execution of initiations as
they are placed into the corporate action plan. Follow up enhances the
managers' individual tools acquired in the workshop into their practical
business life. This also provides the opportunity for managers to share their
insights as they relates to their daily working experiences.
Basically, the previous MERP™ was a stand-alone, PC-based version: students operated the
simulator with no track record or debriefing capabilities of their previous runs for self-learning.
Student’s assignments real data could not be uploaded for grading purposes by the professor.
The teacher (or professor) would have no idea about the work done, time invested or whether
the student’s run is an original one, or not.
The following characteristics are a short list of the new topics that are included in the new MERP™
version. To understand all the benefits of the new version, please see the attached brochure.
Additional features for accelerating student’s learning experience:
Managing a virtual world, using modern relevant business tools – by providing a new
dashboard of dynamic KPI cockpit, the "Serious Game" enables students to explore and
experience utilization of modern IT and BI performance management tools. These KPIs are
divided into several organizational topics, allowing a result-oriented management experience.
Learning from their own mistakes – provided by allowing students to save, retrieve previous run’s details
and learn out of past runs
The students compete on their achieved results – within a closed group of their course classmates.
Learning comfort environment – by providing a solution which allows students to work anywhere in their free
time if they have a computer connected to the Internet.
Comprehensive supporting materials – by enabling the students to access various supporting means: videos, tutorials,
web-help and even a visual-audio on-line tour of the organization as well as of each department.
Academic and faculty benefits:
Larger choice of new scenarios – MERP™ consists of a completely new suite of differing scenarios, covering
practices of varying levels of complexity and scope. The new scenarios, isolating
individual departments (such as Production, Purchasing and more), allowing the student
to learn the impact of effective departmental management on the organization as a whole.
More control over student participation and results – by providing faculty with statistics about the time invested in the assignment
as well as the ability to control the deadline which can be changed by the professor.
The professor can access the student’s assignments – by retrieving uploaded run’s details from the server.
Automated grading support – by providing the ability to upload, directly from within the simulator,
student’s best run’s to the server, faculty can generate grade’s file automatically.
Stimulating students to actively participate and practice – by setting a closed group account for each course, provides students and
faculty with immediate feedback on results achieved. In addition, a personal real-time track
record of student's relative position pops up in the “virtual environment” each time the student
activates the “Serious Game.”
Assuring that each work is original – past student assignments will not bring a profit - each student's work is
original and cannot be copied. Every run is unique, and good results can only be achieved
through solid managerial decisions, and not by replicating other students' work