Business game

The first business game was developed and held in the USSR in 1932 by M.M. Birshtein at the Leningrad Engineering and Economic Institute (now known as ENGECON). In 1938, business games in the USSR suffered the fate of a number of scientific areas, they were banned. Their rebirth occurred only in the 60s, after the first business games appeared in the USA (1956, C. Abt, C. Greenblatt, F. Gray, G. Graham, G. Dupuis, R. Duke, R. Prudom and others).

The business game was born as a tool for finding managerial decisions in the face of uncertainty and multifactorial nature. Currently, they are used in the educational process of universities, as a pedagogical technology , or one of the methods of active learning , in conducting socio-psychological trainings and in production for solving production, social and psychological problems. In all cases, there is a “two-pronged business game” and not only gaming or professional tasks are solved, but at the same time training and education of participants takes place. The development of computer technology has led to the creation of a number of computer analogues of typical business games and a new class of complex computer economic games (Capitalizm), but also to the creation of large multi - user business simulations ( Virtonomica ), online platforms representing an environment for generating and conducting a new generation Online business games and distance training.

• principle of simulation of specific conditions and dynamics of production. Modeling the real conditions of professional activity of a specialist in the whole variety of service, social and personal relationships is the basis of interactive teaching methods;
• The principle of game modeling of content and forms of professional activity. The implementation of this principle is a prerequisite for the educational game , as it carries educational functions;
• principle of joint activity . In a business game, this principle requires implementation by involving several participants in the cognitive activity. It requires the developer to choose and characterize roles, determine their authority, interests and means of activity. In this case, the most characteristic types of professional interaction of “officials” are identified and modeled;
• principle of dialogic communication . This principle laid down the necessary condition for achieving educational goals. Only a dialogue, a discussion with the maximum participation of all players is able to generate truly creative work. A comprehensive collective discussion of educational material by students allows them to achieve a comprehensive presentation of professionally significant processes and activities.
• two-pronged principle ; The two-pronged principle reflects the process of development of real personal characteristics of a specialist in “imaginary” gaming conditions. The developer sets two kinds of goals for the student, reflecting the real and game contexts in the learning activity.
• the principle of the problematic content of the simulation model and the process of its deployment in gaming activities. (Verbitsky A.A., 1991)

• the formation of cognitive and professional motives and interests;
• the upbringing of the specialist’s systemic thinking, including a holistic understanding of not only nature and society, but also himself, his place in the world;
• transfer of a holistic view of professional activity and its large fragments taking into account emotional and personal perceptions;
• training in collective mental and practical work, the formation of skills of social interaction and communication, skills of individual and joint decision making;
• fostering a responsible attitude to business, respect for social values ​​and attitudes of the team and society as a whole;
• training in modeling methods, including mathematical, engineering and social design.

The characteristic features of a business game can be represented by the following list ^[2] :

1. Modeling the labor process (activities) of senior employees and specialists of enterprises and organizations for the development of managerial decisions.
2. Implementation of the “decision chain” process. Since in a business game the simulated system is considered as dynamic, this leads to the fact that the game is not limited to solving one problem, but requires a “chain of solutions”. The decision made by the participants in the game at the first stage affects the model and changes its initial state. The state change enters the game complex, and based on the information received, the participants in the game work out a solution at the second stage of the game, etc.
3. The distribution of roles between the participants in the game.
4. The difference in role goals in the development of decisions that contribute to the emergence of contradictions between participants, conflicts of interest.
5. The presence of controlled emotional stress.
6. The interaction of participants playing certain roles.
7. The presence of a common gaming goal for the entire game team.
8. Collective decision making by game participants.
9. Multi-alternative solutions.
10. The presence of a system of individual or group assessment of the activities of game participants.

In accordance with the idea of ​​the general structure of active learning methods, the key, central element is the simulation model of the object, since only it allows you to implement a chain of decisions . The model can be an organization, professional activity, a set of laws or physical phenomena, and the like. In combination with the environment (the external environment of the simulation model), the simulation model forms the problematic content of the game.

The actors in the CI are participants organized in teams and performing individual or team roles . At the same time, both the model and the characters are in the gaming environment , representing the professional, social or social context of the activities of specialists imitated in the game. The game activity itself appears in the form of a variable effect on the simulation model, depending on its state and carried out in the process of interaction of participants, regulated by the rules .

The system of participants' influence on the simulation model in the process of their interaction can be considered as a management model. All game activity takes place against the background and in accordance with the didactic model of the game , which includes such elements as the game model of activity, the rating system , the actions of the game technician and all that serves to ensure the achievement of the educational goals of the game.

What is now called “games”, a few centuries before the beginning of our era, was developed and introduced into everyday life in the value system of stratagemic thinking of people and implicated in the layers of the culture of many civilizations ^[3] “We will consider two models of education, different in their basic principle: classical deductive-nomological and inductive models. The deductive-nomological learning model is implemented through the following scenario: at the beginning, a general topic is considered, then the transition to specific examples is carried out. The inductive model is extremely common in the stratagemic form of training and is implemented through another scenario: at the beginning, an example is considered, in the future, a common theme is formed from it. For example, parables. Based on a specific parable, you can get a more general, holistic meaning. In this regard, they were widely used in teaching, for example, even Buddha spoke in parables. However, the parable does not contain a strategy, which directs the thought to a greater extent not to specific practice, but to the general meaning of life. The stratagem, unlike it, is capable of directing the movement of thought into a specific given channel of integral meaning, as well as creating an element of a common vision of the central core of the situation and ways of its effective solution ” ^[4]

• Russian Open Championship of Business Games
• Computer business game
• Reflective game
• Live quest
• Business simulation

• Imitation management game // Big Russian Encyclopedia : [in 35 vol.] / Ch. ed. Yu.S. Osipov . - M .: Great Russian Encyclopedia, 2004—2017.
• Electronic Journal: Business Games