Simulation Games (part three)

Widening mental models to learn Polanyi (1996) classified human knowledge into two categories: tacit and explicit. Tacit knowledge is that which is difficult to express with any type of language. Explicit knowledge refers to knowledge that may be expressed through words, drawings, or any other mechanism of articulation. While tacit knowledge may be possessed as …

Simulation Games (part three) Read More »

Simulation Games (part two)

Why does a business simulation expand mental model? In the current VUCA context, where continuous learning is what matters, expanding our mental models becomes essential to gain tolerance, flexibility and adaptation. Halfway between a pure game and a pure simulation, the game/simulation, commonly in a business simulation format, provides invaluable help. Simulation is popularly defined …

Simulation Games (part two) Read More »

Simulation Games (part one)

An increasingly complex environment We define a system as a set of interrelated and interdependent elements. We define systemic thinking as the discipline that allows us to visualise these interrelationships. Systemic thinking offers a holistic perspective because systems are qualitatively different from the sum of their parts (Kriz, 1998). The systems possess characteristics which their …

Simulation Games (part one) Read More »