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GBG Complexity and Change
In order to set proper game complexity for your course, it helps
to look at:
- the game's complexity and change and
- the particular
course and grade level within which it is going to be used.
 Configuration
by game complexity and change
Research with real-world managers has shown that the uncertainty
associated with any of their decision making situations depends
on the amount of complexity and change that is involved. Complexity
is the number of elements that have to be considered when making
the decision. Change is the degree these elements are shifting in
relation to each other as well as the number of elements entering
and leaving the situation.
Based on these two dimensions there are four different game configurations
you can create, each with different amount of complexity and change.
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Game options that control game's level of complexity
and change
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Simple/Static option
One trade zone with no changes in the game's
economic elements. Easiest game to play.
Good for shorter-term experience. Appropriate
when the game is an ancillary component
in the course of program.
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Simple/Dynamic option
One trade zone with changing economic conditions.
Concentrates on only two country markets
but allows an examination of the effects
of currency fluctuations and international
finance.
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Complex/Static option
Two to three trade zones with no changes
in the game's economic elements. Provides
an intermediate experience. Game has many
elements with its "background"
held constant. Good for longer-term course
without overwhelming students with constantly
changing economic conditions.
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Complex/Dynamic option
Two or three trade zones with changing economic
conditions. Appropriate when game is the
major feature of the course. This is the
most challenging configuration.
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Configuration
by Course and Grade Level
The most common way to configure The Global Business Game is based
on the particular course and grade level you are dealing with. Based
on these two criteria, all tempered by your evaluation of the skill
levels of your students, the following table indicates some of the
configurations that have been used by other instructors.
Experience/Course Level
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Game Configuration and Critical Incident Activities
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Minimal senior-level integration of previous core coursework
with minimal international perspective
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TVs made and sold in only one Economic Zone (which
allows offshore sales in one other country). The use
of Critical Incident 2, "You Have to Get Their Attention,"
Critical Incident 3, "The New Automaton Technician,"
and Critical Incident 9, "Getting a Better Grasp of
the Market".
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Advanced senior-level integration of previous core
coursework with a limited international perspective
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TVs made and sold in two Economic Zones. This allows
for sales in up to four countries. The use of Critical
Incident 9, "Getting a Better Grasp of the Market,"
and Critical Incident 4, "How to Implement a Structural
Change".
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MBA-level, high complexity with emphasis on international
competition
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25-inch and 27-inch TVs made and sold in all three
Economic Zones. The use of Critical Incident 10, "Are
Our TVs Really Global?" and Critical Incident 6, "Hell
No to this Baksheesh Stuff!"
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