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Frequently Asked Questions for MBE Simulations
Corporate Sector



1.     What differentiates MBE Simulations from other solutions?

2.     What are the benefits of simulated learning for management training?

3.     On what methodology are instructor led workshops based?

4.     How are corporate projects initiated and executed?

5.     How is the workshop itself structured and organized?

6.     What are the differences between the previous version (MICSS™ – The OT™) and the new version of MERP™?


If you have any other questions please Contact Us.




1.     What differentiates MBE Simulations from other solutions?


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:



Business Games

Strategic or Finance

Dynamic Management Workshop MBE Simulations

Comparison Criteria


Investments, penetration of a new market, etc.

Realistic, daily-based events that effect the organization’s results

Decision Type

Mandatory periodical set of decisions (i.e. quarterly(

Dynamic decision making. Choosing when and which decision to make in parallel with the evolving KPI status

Decision Making

Direct competition based on sales, reflected periodically. The dynamic is limited to competition only

Teams are competing based on actual benchmark results. Scenarios are stochastic, reflecting turbulent daily business life

Competitive Nature

The game runs once, cannot be repeated

Reinforced learning:

Repeated runs of the same organization

Learning Effectiveness

Strategic company navigation

Managerial & business insights built upon tactical daily experience gained: Cause & effect, system thinking, and accepting and dealing with uncertainty

Learning Scope



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2.     What are the benefits of simulated learning for management training?


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 tools.


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.


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3.     On what methodology are instructor led workshops based?


MBE Systems have developed a specific brand of knowledge: Business acumen whose practice requires managers to:

·         Effectively and successfully execute company strategy

·         Function in the modern multi-dimensional business environment

·         Adjust and assimilate rapid change management across all managerial levels

·         Bridge the gap between strategy and results


As such workshops are based upon ensuring that managers internalize the following equation:
Business Know-how + Collaboration + Accountability = Effective Results


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4.     How are corporate projects initiated and executed?


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 Workshop

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 accomplishments.


Stage Three: Workshop Execution:
The actual structure of an MBE Simulations workshop is detailed in question 5. Workshops can last anything from
1 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:


Stage Four: Result Measurement

Changes in decision making behavior are measured according to the following business acumen principles.

·         The bigger picture: Gaining a broader organizational focus for customers’ value-chain improvements

·         Execution ability: Implementing learnt managerial skills and methodologies

·         Planning and execution:  Dealing with the continuous gap between planning and execution

·         Accountability: Learning to adopt a proactive approach in order to achieve business results, in fluctuated conditions

·         Business impact: Understanding economic results, in particular - decisions impacting P&L


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.


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5.     How is the workshop itself structured and organized?


Managers work in 4 – 6 teams, running the simulated organization from their team’s PC station.


The workshop is divided into sessions increasing in complexity.
Each session includes 3 stages:

a.      Preparations for exploration of the session

b.      Running the organization: Planning, staffing, execution and debriefing

c.      Shared learning experience: Insights from compared benchmark results, between groups based on group actions alone


Practical work plan: The aim of the wrap-up session is through discussion and feedback to develop the foundations for the practical work plan.


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6.     What are the differences between the previous version (MICSS™ – The OT™) and the new version of MERP™?


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

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