Business Game 2600-DSMz3GB

During the class students play business game requiring resource optimization, strategic and tactical planning as well as financial and human resource management.
The game requires from the students to be proficient in the topics from previous semester, with a special emphazis on: introduction to management, finances, psychology, strategic management and marketing.
After the initial module dedicated to familiarize paticipants with the game, students play in teams. After every round there is a summarizing discussion and a roundup of plans for the next rounds. If needed terms from abovementioned areas are being discussed and explained.
At the conlusion of the class a debriefing session is conducted with a summary of the results and factors influencing specific outcomes.
Every students writes an essay on the topic suggested by the lecturer.

Term 2025L:

During the course the students play in teams a complex optimization game requiring strategic and tactical planning, human and financial resources management as well as negotiations and decision-making in a limited timeframe.
After the introduction covering game rules students play in teams. Part of the game is played in real time while another part is turn-based. After every turn a short debriefing takes place and students reflect on their actions and their plans for future turns. According to needs some theorethical background is given.
Class concludes with an extensive discussion about the results, strategies and issues encountered during the play. Participants can also write an essay with an in-depth analysis of their actions and results together with improvement suggestions for the future. The essay contains also a detailed analysis of other students’ actions and the interactions between students and their teams.

Course coordinators

Michał Mijal

Type of course

obligatory courses

Mode

Classroom

Learning outcomes

Knowledge – the student knows and understands:
K_W02
The student knows and understands the principles of how organizations function in simulation conditions, particularly in the areas of operational, financial, marketing, and human resource management. The student also understands the relationships between decisions made within teams and their impact on organizational performance and relations with the environment in the context of a decision-making game.
K_W05
The student knows and understands the impact of economic and social factors on organizational functioning in a business simulation environment. The student understands the importance of decision-making under time constraints, risk, and competition between teams, as well as the basic market mechanisms reflected in the simulation game.

Skills – the student is able to:
K_U02
The student is able to interpret economic and organizational processes occurring during the business simulation, analyzing the impact of strategic and operational decisions on team performance. The student uses available information and simulation data to assess situations and make rational decisions.
K_U06
The student has the ability for self-directed learning through the analysis of their own decisions made in the business game. The student can draw conclusions from team experience, identify mistakes, and improve their decision-making and managerial competences based on feedback and simulation results.

Social competences – the student is ready to:
K_K01
The student is ready to critically analyze decision-making situations in a business simulation environment, assessing the consequences of actions taken and their impact on team results and competition between groups.
K_K02
The student demonstrates an entrepreneurial attitude by taking initiative in planning team activities, optimizing resources, and making strategic and operational decisions in the business game environment.
K_K03
The student follows ethical principles of teamwork during the simulation, respects the established rules of the game, and ensures fairness and responsibility in decision-making as well as in analyzing their own actions and those of other participants

Assessment criteria

50% - work during classes
25% - active participation in discussions
25% - essay

Bibliography

Millenialsi w pracy” Chip Espinoza
„4-godzinny tydzień pracy” Timothy Ferriss
„Sukces i szczęście. Dobry los a mit merytokracji” Robert H. Frank
„Inteligentny inwestor XXI w.” Cezary Głuch (tom I, II, III, IV)
„Prawy umysł” Jonathan Haidt
„Kultury i organizacje” Geert Hofstede, Geert Jan Hofstede, Michael Minkov
„Jak zadbać o własne finanse” Michał Iwuć
„Tyrania wyboru” Renata Salecl
„Czarne łabędzie. Jak nieprzewidziane zdarzenia rządzą naszym życiem” Nassim Nicholas Taleb
“iGen” Jean Twenge
„Mądry dom, bogaty dom. Inteligencja finansowa w Twoim domu” Witold Wrotek