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Using simulation to develop critical transferable skills

Using simulation to develop critical transferable skills. Focus on Business Kate Varini. HRM. S&M. RMS. F&B. Discovery Learning with Simulation. Frederking, B. (2005), Fripp, J. (1997), Gredler, M. E. (2003). The Simulation Experience. Students believing in their ability.

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Using simulation to develop critical transferable skills

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  1. Using simulation to develop critical transferable skills Focus on Business Kate Varini

  2. HRM S&M RMS F&B Discovery Learning with Simulation • Frederking, B. (2005), Fripp, J. (1997), Gredler, M. E. (2003)

  3. The Simulation Experience Students believing in their ability Preparation prior to the start • -Learning environment • -Instructor style • -Instructional design impact More effort applied Tompson, G. H., Dass, P. (2000)

  4. Simulations Hospitality management theories & principles Real world practice Feinstein, A. H., Parks, S. J., (2002), Van Grinsven, L., Tillema, H., (2006), Fregetto, E. (2005) 75%

  5. 1st Year Module: Learning Outcomes • Identify external environmental factors that impact on hospitality organisations through an analysis of the business environment • Demonstrate an understanding of the principles of operations, financial and marketing management through their application to a business case study • Evaluate the impact of the management decisions upon business performance • Interpret financial results to make appropriate business decisions

  6. The HOTS simulation • Helps students identify the relationships between their decisions and financial results. • Skills developed: • Decision-making • Marketing • Operational management • Spreadsheet • Teamwork • Communication • (Edelheim, J. Ueda, D. 2007).

  7. An Integrated Approach • Briefing stage is complex and time-consuming. • Instructional design focuses on the development of a detailed briefing that allays numeric fears and develops self-efficacy. • Learning objectives and assessment communicated and emphasised thoroughly by instructors to raise student interest. • Time allocated to student familiarisation of the workings of the simulation to ensure understanding facilitating greater applied student effort (Green 2002).

  8. Student Role • To identify and resolve current operational issues • To create a strategy for the future they need to: • Plan – Do – Review – Modify – Plan …........ • Year 1: Consolidate • Year 2: Recuperate • Year 3: No limits

  9. Business SImulation • Uses a transformation learning approach • Critical reflection to move student from novice to expert • They are expected to: • Research issues • Apply an actions to improve and then.. • Evaluate the result - 50% of mark here • Safety Net: Marks of performance evaluation NOT performance of hotel

  10. Business Simulation • 6 Lectures/10 Workshops • Summative Assessment • Participation* 10% 3 WAY • Presentation 15% GRP. • Final Report 25% INDIV. • Final Exam 50% Validate

  11. THE INSTRUCTOR'S ROLE • Before starting the simulation in week 5, ensure students …. • Appreciate the usefulness of the learning outcomes • Have had the chance to ask questions about assessments • Understand where to find required module & HOTS information • Feel confident about starting Year 1 • Can analyse performance using simple ratios • Know their deadlines & how to succeed in the module • Have handed in a completed group contract where their areas of responsibility are clearly delineated • Know which areas of the simulation are not realistic (budget scenario) and that there is no correlation between performance in the simulation and learning.

  12. THE INSTRUCTOR'S ROLE • During the simulation: • Anticipate any problems the teams may run into and offer advice so that the teams can rectify the problems before things get out of hand • Obtain information on the teams & their strategies to improve the quality of feedback • Provide feedback on part one of each groups business plan during workshop 5 • Provide detailed feedback on presentations and year 1 report to each group in week 9 • Act as banker, financial analyst, and consultant; judge requests for loans and negotiate loan, overdraft rates or advice teams on their financial plan.

  13. Key Elements Collaborative Commitment Discussion with peers and module coaches: non-judgemental feedback A deep approach to learning: formative assessments to manage self-esteem Construct knowledge using self-reflection of trial and error approaches Personal involvement, comparison with others Nurmi, S., & Lainema, T. (2002), Van Grinsven, L., Tillema, H. (2006), Kolb, Rubin & McIntyre (1979) Burgess, H., Jackson, S. (1990)

  14. Bibliography

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