Various business game indicators of a company's economic performance exist. The Tobin q was examined as an indicator of the firm's effectiveness from an investment perspective across a variety of top management games. The Tobin q was also compared to the Altman Z as an alternative indicator of the firm's financial viability. The q was inconsistently related to each game's own performance indicator across game and may be a consequence of the unbalanced algorithms created by game designers to calculate the firm's stock price and the replacement value of its assets. This study's results suggest game designers should pay greater attention to the theories of stock price valuations they create for their games and that game administrators should use caution when altering game weights in any performance evaluation scheme.Top management or total enterprise (TE) business games attempt to replicate the salient features of the decision-making environment faced by a firm's decision makers. As stated by Keys (1987), "A total enterprise game is a term used to refer to games that include all of the main functions of business as decision inputs-marketing, production and finance" (p. 104). Therefore, the company effectiveness measures used in those games report ultimate or penultimate measures that indicate either the firm's overall effectiveness or preliminary or interim measures that have empirically shown their ability to indicate the firm's ultimate economic success. A review of five top management games that attempt to simulate conditions within which strategy-level operations must be conducted presented in Table 1 indicates all used profits or net earnings as a measure as well as the firm's stock price, or the valuation the simulated stock market placed on the firm's performance. Other common indicators were total sales revenue, earnings per share, and rates of return on assets and equity. Four of the five games reported a summary or ultimate firm performance measure that was a weighted combination of the simulation's previously generated penultimate criteria.
learning styles and learning with business games Estilos de aprendizaje Felder-Silverman y el aprendizaje con juegos de empresa
RESUMOO problema tratado nesta pesquisa foi a diferença de aprendizagem observada entre os estudantes de um curso de Planejamento e Controle da Produção (PCP). O objetivo foi descrever e analisar as diferenças de aprendizado segundo os Estilos de Aprendizagem (EdA). Examinaram-se a assimilação e compreensão (notas em provas) e os EdA de 356 aprendizes em 16 turmas de pós-graduação -MBA e Especialização -durante cinco anos. Um jogo de empresas dinamizou as vivências nas quais observou-se maior aprendizado dos estudantes com estilo reflexivo (ativo-reflexivo) ou visual (visualverbal). Ao não explorar a reflexão, o jogo pode ter restringido o ciclo de aprendizagem vivencial, sobretudo dos ativos. Sugerem-se aos educadores duas diretrizes para o desenho educacional: quando padronizado, que se busque balancear as atividades para atender aos diferentes EdA. Quando o desenho for personalizado, que se insiram atividades complementares às preferências do aprendiz, viabilizando uma vivência com equilíbrio entre ação e reflexão.
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