Simulation and Gaming, used as learning devices, facilitate the gathering of knowledge in a variety of scientific disciplines, making complex realities easier to understand and combining inter-related perspective. They help understand dynamic contexts and are thus ideal for the acquisition of systemic skills.
Experimentation through games and simulations enable knowledge to be integrated and automated and it is particularly useful when applied to improving abilities and even in transforming attitudes, something difficult to attain using other methods.
The game plays upon the more excitable nature of the participant and uses it as a training tool. The game influences attitudes, improves relationships, encourages cohesion and team spirit and generates link networks among the participants, creating affective bonds between them.
The simulations can compress an experience in a short time to offer a clearer vision of a diffuse future. They project the behaviour in real situations allowing to develop positive habits. And above all, they make decisions that have no real implications or associated costs.
Learning from mistakes
One of the best sources of learning in complex environments are one’s mistakes; the second best is the mistakes of others. Methodology ensures experiential learning.
In organizations learning from mistakes becomes an essential part that should not be covered-up or avoided.
During the whole learning process that is given in the seminars, those groups that are capable of identifying the origin of errors and learning from them in experience, are those that learn faster and are more successful. In successful organizations errors create a risk recognition and motivation for change.
Business Simulations allow experience intelligent failures. According to Sitkin they are those that comply with the following characteristics:
They are the result of deliberately planned actions.
They have uncertain results.
They are of a modest scale, small.
They are executed and have rapid answers, not delaying in time.
They have place in sufficiently familiar environments as to allow effective learning.
Our Simulations let participants to cycle by cycle confront a learning from failure process
Group integration
Simulation & Gaming stimulates individual Attraction to the Group (ATG) meaning personal motivations of each to remain in the group as well as share their feelings.
Gaming influences attitudes, improves relationships, encourages cohesion and team spirit and generates link networks among the players, creating affective bonds between them.
It boosts the more excitable nature of the participant and when it is used as a training tool facilitates experimentation and automation. Gaming is something particularly useful when applied to improving abilities and even in transforming attitudes, otherwise difficult to attain using different methods.
Cooplexity Institute takes advantage of the experience of Training Games, a pioneer in the field. Training Games is applying gaming and simulation since 1995 as experiential learning methodology to the development of systemic competences. Their leading simulation Synergy is used as the main instrument to provoke attitudinal dynamics and create cohesion as well as understanding organizational models.
Synergy is used to gathering of knowledge in a variety of scientific disciplines, making complex realities easier to understand and combining inter-related focuses. They help understanddynamic contexts and are thus ideal for interacting and creating a learning community.
Respect and Consideration
No pre-stablished roles on the simulation helps distribute leadership through open dialogue. The power of many small contributions, building together something impactful.
In most cases training is conducted by a behavioural simulation called Synergy. In Synergy participants, in a cyclic way, live real experiences and connect them to their emotions. Mutual respect and consideration will be crucial to share leadership.
Synergy emphasises interrelations and interdependencies recreating a micro-world where participants have the opportunity of experimenting, putting their ideas into practice, proposing and testing hypothesis through teamwork as an opportunity for interaction that enriches the educational experience.
As a behavioural simulation, it pays particular attention to learning about organizational behaviour. Synergy simulates the many aspects of organizational life such as the development of work teams, informal groups, organizational differentiation and integration, leadership, organizational conflict, decision making, etc.
It means that Synergy alone does not represent any business model, any market, or any company situation. Participants do not focus on calculating the impact of their decisions, but to the same process of making them and their implications. One team differentiates from another in the way how they relate, communicate, act and their level of personal implication.
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