Changing mental models: Business simulation exercises

Abstract

The effectiveness of business simulation exercises in uncovering the interconnectedness of business decisions has been explored in the literature. Little research has been done, however, to quantify empirically how simply identifying connections can change the decision maker’s perceptions and actions. This research exposes the process by which business simulations bring about these changes. Using the semantic differential technique and a one-group pretest-posttest design, tests are conducted to assess perceptual changes in problem characterization and approach induced by participation in a business simulation exercise. The results presented provide quantifiable justification for the use of business simulation exercises to induce targeted change in a decision maker’s mental models. In addition, business simulation designers are offered a powerful feedback tool that allows them to customize decision parameters and confirm the desired participant impact has been achieved.

Current issues and future directions in simulation-based training in North America

“…In addition to examining the impact of different features of simulations on important learning outcomes, future research needs to provide insight into the processes or mechanisms that explain these effects. As noted earlier, very little of the research in this area has adopted a process-based approach, which limits our ability to understand why a particular simulation was or was not effective (Cannon-Bowers & Bowers, in press;Scherpereel, 2005). Recent research by Bell and Kozlowski (in press) suggests that active or experiential learning approaches impact learning and performance through three relatively distinct process pathways.…”

“…Further, research has shown that the quality (e.g., coherence) of trainees' knowledge structures is an important predictor of adaptive performance (Kozlowski, Gully, Brown, Salas, Smith, & Nason, 2001). Yet, the effect of simulation-based learning on trainees' information processing and mental models has received very little research attention (Scherpereel, 2005;Wideman et al, 2007). Research that empirically establishes linkages between the features of training simulations and various learning processes can help trainers and instructional designers develop systems that create the instructional experience needed to achieve desired training objectives .…”

“…Scherpereel (2005), for instance, notes that although business simulations are designed to help participants think differently, there has been little empirical research examining the effects of simulations on trainees' mental models. Wideman et al (2007) similarly note that research on educational gaming has done very little to illuminate the cognitive practices and learning strategies that students employ when playing a game.…”

SIMBA: A simulator for business education and research

“…Business simulation improves the transfer speed from theory to practice, with reduced cost and savings in training time [12,28]. It represents a change in mental models, making faster changing con nections between the perceptions of decisions and actions, having quantitatively shown its effectiveness in attaining a change in mental processes involved in decisions [19,31,36]. As a result, improvement in capabilities, competences, skills and qualities, is well reported.…”

“…•Pedagogical advantages of the use of business simulators: [12,26,28,31,40] •Definition of the simulator model: [13,10,30,32] •Black-box models versus transparent models: [18,29] Multi-agent systems in business intelligence…”