Business Simulation Training Using Monsoonsim

Abstract

Business simulation training has been conducted by the School of Information Technology, Information Systems Department, Ciputra University, using MonsoonSIM. The aim of this activity is to introduce the concept of Enterprise Resource Planning (ERP) to students through virtual business simulation game. This training was conducted online, due to to Covid-19 pandemic. By using MonsoonSIM software, students can manage a virtual company and learn the company's business processes. Learnings in this training were in the form of material module explanations, simulations, discussions, and evaluations. This program was attended by students from Junior High School and Senior High School. Participants not only play individually to learn from the game experience, but also in a team to compete to be the best virtual company that can dominate the market within a predetermined period of time. By participating in this training, students can manage the operational processes of a virtual company, understand existing resources, and can make a company planning strategy in order to survive and grow.

Educational Innovation in Higher Education with the Use of Management Simulators for the Development of Competencies

“…In fact, gamification strategies used in teaching-learning are innovative in higher education because they generate competitive environments that force the university students to assume a managerial role to act as if they were in a real business practice and participate, as specified by Guzmán Duque and del Moral Pérez [7] and Cristofaro et al [30] in their research. We agree with Dinata et al [5] and Schmeller et al [24] in the ease for the university student to integrate the company in a systemic way, and as evidenced in the research, it offers them an advantage to perform in managerial areas because it will be beneficial to have a disciplinary experience before entering the workplace. For this reason, the graduate profile is improved because competencies are developed for subsequent hiring, coinciding with Navarria et al [6] because managerial practices are facilitated and with Craig et al [8] in the application of knowledge, with skill being an advantage of STEM methodologies.…”

“…On the other hand, the university students indicated that the performance of their functions in their simulated jobs was improved because in the simulator, they applied their knowledge, improved the financial indicators of the simulated companies, and took decisions in environments under pressure, through the analysis of situations and teamwork for the continuous improvement of their companies. This complements the research of García et al [4]; Dinata et al [5]; Guzmán Duque and del Moral Pérez [7]; Meissner et al [22]; and Cristofaro et al [30], who indicate the need to develop managerial competencies that favor the results of organizations through the performance of professionals, and those of Heitzmann et al [1]; Craig et al [8]; and Flegr et al [26], who affirm the need to use technology and STEM methodologies to improve the training of professionals.…”

“…Studies by Navarria et al [6]; Guzmán Duque and del Moral Pérez [7]; Schmeller et al [24]; and Cristofaro et al [30] show that simulators provide feedback within the disciplinary field from the decisions made by students, encourage participation to make group decisions, and motivate them to achieve success because a simulated competitive environment is generated, without organizational risks through a holistic view of the company without causing collateral effects [4,5] and for the integration of the areas of the company because it favors the overall view of the organization [32].…”

“…However, in any university career, difficulties are faced to apply knowledge in companies, because organizations prevent access to professional practices in disciplinary environments to make decisions [4]. This is justified because companies fear the consequences of inexperienced decisions, which can be costly [5] and directly influence financial, commercial, or organizational stability. Thus, professionals in their last semesters and recent graduates are hired for jobs that have little to do with their area of training because they have theoretical knowledge but little or no practice in the real sector [6].…”