Effectiveness of Learning Through Experience and Reflection in a Project Management Simulation.

Autor/Urheber	Geithner, Silke; Menzel, Daniela
Institution	Sage
Titel	Effectiveness of Learning Through Experience and Reflection in a Project Management Simulation.
Quelle	In: 1552-826X; 10.1177/1046878115624312; urn:nbn:de:bsz:14-qucosa2-353942; Simulation & Gaming 47 (2), S. 228-256(2016) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	business game; effectiveness; learning through experience; project management; reflection-based learning; soft skills development; Planspiel; Effektivität; Projekt Management; Entwicklung von Soft Skills
Abstract	Aim. In close cooperation with an international automotive supplier we developed the "C2" business simulation game in order to meet real work practice needs. Based on the example of a site-location decision and the setup of a new factory in China, the participants of the game experienced the challenges of an interdisciplinary project team as well as project management in complex and rapidly changing situations. During the game we used the creative learning method LEGO® Serious Play®,1 which helps to express different understandings through hands-on modelling. The aim of the game is to acquire and improve both technical project management knowledge and soft skills of the participants. Method. In total, 47 students participated in one of six two-day game sessions. They reported self-perceptions about their skill level through pre- and postgame questionnaires. Further data were collected during the simulation game based on observations, lessons learned reflections of the participants and evaluation questionnaires. Results. Results from our pre- and post-game self-assessment questionnaires show that the "C2" business simulation game improves not only conceptual knowledge about project management but also team working and the participants' other soft skills. Results indicate that the students' reactions to the simulation game were positive, and students felt that the LEGO Serious Play method helped them to better cope with challenges of teamwork, influences of stakeholders, risk factors and unpredictable project situations. Conclusion. These results suggest that our business simulation game has the potential to be an effective learning and training tool to provide students with relevant skills necessary for project managers. By giving students the opportunity to act in an authentic scenario based on a real project case, we can support their action-oriented as well as their trial-and-error learning, or in short their learning through experience.
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