The innovation game: lessons in strategy and managing operations

Abstract

Purpose-We present a teaching tool (the Innovation Game) which aims to demonstrate the challenges of developing an effective innovation strategy in the context of new product development. The goal of the game is to enable participants to experience how strategic and operational choices made in relation to innovation strategy are interrelated and how these choices can impact on new product development success. Specifically we explore the impact of choices made in relation to capability accumulation, capacity management and product-portfolio management. Design/methodology/approach-After presenting the learning objectives for the game with the support of relevant literature, we describe the design of the game and the context in which it was played. We review feedback (learning outcomes) from formal reflective post-game sessions with participants. This feedback indicates that our learning objectives have been satisfied. Findings-Through experiential learning and reflective practice participants learn, for example, that: capabilities need to match the intended strategy; that investing in production capacity can be leveraged to aid negotiations with competitors, or it can be used as a bully tactic; and, that it sometimes is better to be an R&D 'follower' rather than a 'leader'. The participants also learn that the alignment of operational and strategic choices is necessary in order to leverage success in developing new products but that the actions and strategies of competitors has a direct impact also and need to be considered carefully. Research limitations/implications-The teaching tool adopts a participative game playing and reflective learning approach to introduce into class some of the real-life competitive dynamics of managing new product development and decision making normally confined to the boardroom. While we argue the game demonstrates the challenges of developing successful strategy, the game is set in a static context in which certain external contingencies are not accounted for. Originality/value-Demonstration of the importance of strategy to new product development is particularly difficult because of the longitudinal nature of product development and the tacit nature of the decision making process which often transpires long after projects are completed. We posit that the value of the Innovation Game is in reflecting on it as a practical, interactive tool which helps participants appreciate the challenges inherent in strategic and operational decision making related to innovation strategy and new product development success.

Effectiveness of an accounting videogame in terms of attributes, motivation and learning outcomes

“…This goes together with a better understanding of some basic principles of financial management and to an enhanced comprehension of the interdependence between various business functions. This findings are consistent with other previous studies that have confirmed the effectiveness of digital game base learning in the achievement of cognitive learning outcomes (Ranchhod, Gurau, Loukis, & Trivedi, 2014;Vos & Brennan, 2010;Yalabik, Howard, & Roden, 2012).…”

“…Following this classification, cognitive learning might be described as the process of developing an understanding of basic concepts and underlying facts so that decision-making can occur (Ranchhod, Gurau, Loukis, & Trivedi, 2014;Vos & Brennan, 2010;Yalabik, Howard, & Roden, 2012). Behavioural learning refers to the process whereby participants incorporate what they have learned into action and make correct decisions or change behaviours based on the content learned.…”

Gamification in Management Education: A Systematic Literature Review

“…More recently, several game-based resources have been applied to various other areas of Management (Avramenko, 2012;Ceschi, Dorofeeva, & Sartori, 2014;Dias, 2017;Fitó-Bertran, Hernández-Lara, & Serradell-López, 2014), such as Marketing (J. R. Tanner, Stewart, Totaro, & Hargrave, 2012), Entrepreneurship (Antonaci et al, 2015;Arias Aranda, Bustinza Sanchez, & Djundubaev, 2016), Industrial Production (Müller, Reise, & Seliger, 2015), Tourism (Adukaite, Zyl, Er, & Cantoni, 2017;F. Xu, Buhalis, & Weber, 2017), Innovation (Yalabik, Howard, & Roden, 2012) and General Administration (Kumari, 2019).…”

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

“…One possible answer is given by the UNESCO report mentioned before: "[…] using such information and experience in more activity -project and problem-based learning, just-in-time approaches and hands-on application" (United Nations Educational, Scientific and Cultural Organization, 2010, p. 32). Some programs in IEM focused on active learning methodologies, such as Project-Based Learning based on real problems from industry , games in product development (Yalabik et al, 2012), hands-on activities (Santos et al, 2012), and Problem-Based Learning to work concepts related to Enterprise Resource Planning (ERP) systems (Léger et al, 2012).…”