Simulated enterprise

- Method presentation
Content
1. Caracteristics of simulated entreprises (SE)..............................................................................................3
2. Simulated entreprises model......................................................................................................................7
3. Understanding SE and its activities..........................................................................................................8
1. Characteristics of SE
simulated enterprise (SE) represents t!e simulation of a real compan" under t!e form of a #learning
firm$. %it!in t!is enterprise students learn and act as emplo"ees in a classroom set up as an office for t!e
simulated enterprise. &!e SE !as a similar structure 'it! a real compan" ( it is actuall" )ased on t!e
structure of t!e economic organi*ation+ t!e real partner of t!e SE. ,n t!e classroom are organi*ed islands
delimiting t!e SE departments ()et'een - and 1. departments+ according to t!e real partner organi*ation).
ll )usiness relations (suppl"+ sell) and all relevant activities (Strategic and financial planning+ organi*ing
and control+ financial and !uman resource management) of a real compan" are simulated ver" close to
realit".
Simulated enterprises !ave a specific virtual mar/et+ compara)le 'it! a real one+ composed from t!e
ot!er simulated enterprises and t!eirs emplo"ees+ interconnected 'it!in a virtual net'or/+ at national
level (0i/e 12C& in 1omania+ C& in ustria+ 3UE4 in 5erman" etc) or European level. Still+ t!is
mar/et does not support nor is meant for a real circulation of merc!andise+ services or mone". 6usiness
relations are esta)lis!ing )" mail+ fa7+ e8mail+ 'e) s!op or direct interaction during fairs.
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t international level t!ere are around 8... trade firms and simulated enterprises. Eac! countr" !as its
o'n service point for SE (12C& 1omania+ ct ustria etc) and a European net'or/ called EU129E:
('''.europen.info). Eac! national net'or/ acts li/e a )an/+ a financial administration+ a registration and
commerce c!am)er+ a lo' court etc.
Europen is a non8profit association t!at 'as esta)lis!ed on 2cto)er 27+ 1;;7. EU129E:89E:
,:&E1:&,2:0 is t!e 'orld8'ide practice firms net'or/. &!e net'or/ consists of over 7+8.. practice
enterprises located in sc!ools+ colleges+ universities+ vocational training institutions+ companies and
training centres in -2 countries around t!e 'orld+ offering cutting8edge practical training to more t!an
23.+... people of all ages ever" "ear. T!e founding mem)ers 'ere< ustria+ Canada+ =enmar/+ 4inland+
4rance+ 5erman"+ 5reat 6ritain+ ,tal"+ :et!erlands+ S'eden+ Spain and S'it*erland.
dditional mem)ers are<rgentina+ ustralia+ 6elgium+ 6ulgaria+ 6rasil+ C!ina+ C*ec! 1epu)lic+
0it!uania+ 0u7em)ourg+ >ala"sia+ :or'a"+ 9oland+ 1omania+ 1ussia+ Slovac 1epu)lic+ Slovenia+ US.
4uture mem)ers< l)ania+ 6osnia and ?ercegovia+ 5eorgia+ Estonia+ ,ndia+ ,ndonesia+ @osovo+
>acedonia+ >oldova+ >ontenegro+ Ser)ia+ Singapore+ >orocco+ C!ile and UE.
EUROPEN-PEN INERN!ION!" 'as at its )eginnings a European 9roAect t!at 'as started in
:ovem)er 1;;3. ,n t!e past it 'as financed )" t!e European Social 4und (-BC) and t!e 0and :ort!8
1!ine %estp!alia (BBC).
&!e origin of practice firms can )e traced )ac/ to t!e 17t! centur" 'it! t!e !elp of literature. ,n t!e "ear
1DD. >r. 0erice (citi*en of =an*ig+ 5erman") descri)ed t!e commission transactions of t!e invented
)usinessman named 9eter %inst in !is )oo/ ECommission and 4actor"E. &!ere are ot!er )oo/s t!at
e7plain t!e p!ilosop!" of a practice firm+ as for e7ample >r. @arl 4. 6art! '!o 'rote t!e follo'ing in
177D< E&!e teac!er lets t!em c!oose a sort of action and a trading location....F eac! one receives fictitious
capital+ goods or securities...E
&!e simulated enterprises+ )" colla)orating 'it! real companies+ ta/e t!e practice one step for'ard. &!is
cooperation can ta/e man" forms< visits at t!e compan"s !eadGuarters+ contacts 'it! t!e top management
of t!e real compan"+ financial support+ using promotional items and real products of t!e compan" for t!e
simulated enterprise.
s 'ell as in real economic life+ at SE level fairs are organi*ed. ,nformation and support is offered )" t!e
national and international net'or/. 4airs are organi*ed at national or international level+ 'it! a duration
#e$!%op&
mil& !'(pe&
)*& )ir!
+i!it&
orgni,tionl
!tructure& pro-uct!
n- cti.itie!
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mil& !'(pe&
)*& )ir!
online
of 1 or 2 da"s and t!e" offer students t!e opportunit" to use t!e soft s/ils gained in t!e SE+ ma/e
transactions and o)tain )enefits.
&!e SE is considered an educational process t!at ma/es possi)le a lin/ )et'een t!eor" and practice and
'!ic! targets t!e development of students soft s/ills.
&!roug! t!e SE students are introduced in t!e economic and entrepreneurs!ip practice familiari*ing
t!emselves 'it! t!e management processes and activities as in a real compan". Simulation facilitates for
students t!e understanding of t!e processes flo' and conte7t and offers t!em t!e opportunit" to perfect
t!emselves 'it! t!e !elp of a teac!er '!ic! acts as a professional counselor.
&!e SE !as a dou)le role< on one site t!e SE is an educational center and on t!e ot!er side a virtual
economic agent.
%it!in t!e SE students can gain /e"8competences in entrepreneurs!ip+ )usiness negotiation+ independent
and proactive 'or/+ results orientation+ team 'or/ and assuming responsi)ilities.
Students can also practice for managing t"pical professional situations< a Ao) intervie'+ partners
colla)oration+ meeting and events organi*ations or sales.
#. Simulated Enterprise Model
&!e practical s/ils assume a mi7 of speciali*ed /no'ledge+ social a)ilities and a !ig! level of personal
development. 6ecause t!e SE facilitates t!e com)ination of t!e a)ove mentioned+ it is an uniGue met!ode
of teac!ingHleraning orientated t'ords practice+ )ased on an e7isting organi*ational structure verified in a
real compan". &!e SE center is a didactic construction )uilt 'it! t!e purpose to endo' students 'it!
integrative soft s/ils.
%it!in a continous process of improvement+ t!e e7isting s"stems must )e critical revie'ed in a periodic
manner. ,n order to implement corrective and preventive actions it is necessar" to !ave an anal"ses of t!e
positive and negative aspects of t!e activit". &!ese rules appl" as 'ell to a real compan" as to a SE.
&!e c"cle 98=8C8 (9lan ( =o ( C!ec/ ( ct) developed )" Ed'ards =eming supplies t!e )ases for
'or/ing 'it!in t!e SE+ al'a"s considered as )ot! educational center as 'ell as entrepreneurs!ip
initiative. &!e central elements of t!e SE concept are< design+ implementation+ evaluation and feed8)ac/.
Specifc
knowledge
Methodologic
Knowledge
Social
Abilities
Level of
personal
development
Practical
Competences
Figure ! Integrtion o) competence!& 'nowle-ge
n- $ilitie!
$. Undrestandin% SE and its acti&ities
2rgani*ing activities in t!e SE+ t!eir comple7it" and t!eir flo' is t!e responsi)ilit" of t!e SE E7pert+ a
teac!er trained in t!e simulated enterprise concept. &eac!ers are t!e motors of t!e SE activitiesF t!e" plan
t!e 'or/sesions+ /eep in contact 'it! t!e real partner+ t!e economic organi*ation+ decide )ased on t!e
students CI t!eir Ao) in t!e SE and pursue t!e educational and economic o)Aectives of t!e SE.
Orientation to'ords action
2rientation to'ords action is t!e main fundament of t!is teac!ing tool. &!e SE promotes t!e a)ilities t!at
lead to implementation of students initiatives. &!e educational process must contain relevant o)Aectives
presented under t!e form of specific tas/s and pro)lems to )e solve )" students+ t!us t!e student can
progress in organi*ing independentl" t!e activities t!at !e is responsi)le of. &!in/ing and practical action
are interdependent )ecause t!e" !ave t!e same structure. Jt!e one t!at desire to )e independent must offer
at !is turn independence$
1
. &!e action is complete onl" '!en t!e student t!at acts ( strating from
preesta)lised o)Aectives ( plans+ performs t!e tas/s and controls t!e action. Students must reali*e t!at
independent does not necessarl" means Jall )" !imself$. &!e motto is< Jlearn instead of teac!ing$. &!e
simulated enterprise e7pert creates t!e educational environment+ organi*es t!e frame conditions (li/e
infrastructure) and accompan" students during t!eir activities in t!e SE as a coac! for educational
processes. ,n order to develop t!eir a)ilit" to act independentl" and completel" students are guided step
)" step )" t!e SE E7pert.
2
.
&!e SE >et!od is )ased on t!e interconnection )et'een t!e t!eoretical learning and practical
applications. &!e o)Aective of t!e met!od is to practicall" test+ develop and set /no'ledge as 'ell as
generate ne' compentences and s/ills. &!e SE o)Aective+ as enterpeneurs!ip initiative is to !and out to
students a comple7 frame'or/ for action and gaining e7perience 'it!in an organi"atoric structure similar
to a real situation. %it!in t!e SE+ students do not perform onl" isolated commercial activities+ t!e" !ave
to identif" t!e interdependeces )et'een t!e elements of t!e economic s"stem ta/e decisions and evaluate
t!e results of t!ose decisions.
. Ei vor fi nevoiKi Ln acelaMi timp sN identifice interdependenKele sistemului economic+ sN adopte deci*ii
antreprenoriale Mi sN urmNreascN+ respectiv sN evalue*e consecinKele acestora
3
. Sarcinile enumerate mai
sus vor necesita Ln numerose oca*ii Aonc iunea dintre cunoMtinKe te!nice Mi economice+ cum ar fi Ln ca*ul
desfNMurNrii activitNKii de management de produs+ al lansNrii unui nou produs pe piaKN sau desfNMurNrii de
comerK electronic. On ,S tre)uie promovatN ideea de de*voltare a competenKelor concomitent cu
/
0eter1en 234456& pg. /78
3
C). 0eter1en 234456& pg. /79
8
C). Linnen'o%l:;iermnn 2/5<=6& pg. ==> Ac%ten%gen:Trmm 2/5586& pg. /97
LncuraAarea iniKiativelor proprii ale studen ilor+ prin asigurarea le%(turii )ntre teorie *i practic( Ln
vederea de*voltNrii unui proces educaKional orientat spre ac iune
-
.
Circuitul dual al re%ulilor )n IS
>odelul ,S necesitN o perspectivN dualN. UrmNtoarea sc!emN
B
reliefea*N conceptul de )a*N al circuitului
dual al regulilor+ care formea*N fundamentul muncii Lntr8o ,S.
Circuitul dual pre*entat Ln imaginea de mai sus aratN cN+ pornind de la strategia Mi principiile generale+
munca desfN uratN Ln ,S se reali*ea*N Ln sensul circuitului de reguli (98=8C8)+ atPt Ln accepKiunea de
iniKiativN antreprenorialN (companie+ afacere)+ cPt Mi Ln accepKiunea de centru de LnvNKare (proces
educaKional). m)ele interfeKe reflectN LnsN aceeaMi ,S+ care este anali*atN pe de o parte din punct de
vedere educaKional Mi pe de altN parte+ din punctul de vedere al unei Lntreprinderi (afacere). ,ntersecKia
celor douN cercuri evidenKiea*N faptul cN+ la nivelul implementNrii (desfNMurarea activitNKilor *ilnice Ln ,S)
este necesarN o suprapunere a celor douN a)ordNri.
Modelarea IS
E0,S tre)uie sN modele*e ,S Ln aMa fel LncPt aceasta sN rNspundN cerinKelor de centru educaKional Mi
respectiv+ de iniKiativN antreprenorialN. 2 modelare adecvatN Mi completN a ,S constituie premisa pentru ca
atPt studen ii+ cPt Mi E0,S sN aAungN sN se identifice cu Lntreprinderea simulatN Ln care activea*N+ sN
identifice scopul activitNKilor desfNMurate+ sN anali*e*e e7perien ele educaKionale trNite Mi sN poatN LnvNKa
7
C). Reet, 2/5==6& pg. 7
?
Rie$en$uer:Stoc' 234//6 cit@n- pe Berc%tol-:Trummer234446& pg. 9<
Figura nr! Circuitul -ul l regulilor An IS
Strategie "i principii
generale
Planifcare
Feedback
#valuare
Planifcare
Feedback
#valuare
Centru de
$nv%&are
'ni&iativ%
antreprenorial
%
'mplementar
e
din propriile gre eli. 9entru atingerea acestui de*iderat se poate face apel la un model valid de companie
din economia realN
D
. 9rin model valid se Ln elege o copie (simulare) Ln ca*ul cNreia este garantat faptul cN
toate intercone7iunile+ procesele Mi partenerii esen iali care apar Ln economia realN+ sunt lua i Ln
considerare Lntr8un mod apropiat realitN ii. >odelarea facilitea*N accesul studen ilor la procese
educa+ionale or%ani,ate pe dou( ni&eluri- o )n&(+are )n cadrul modelului .)ntreprinderea simulat(
ca afacere/ *i o )n&(+are prin model .)ntreprindere simulat( ca centru educa+ional/. On ca*ul nvrii
n cadrul modelului+ studen ii preiau activitNKile operative ale unei afaceri ca Mi angaAaKi. On acest scop+ ei
apelea*N la cuno tin e teoretice anterioare pentru solu ionarea unor pro)leme operative Mi strategice Mi LMi
de*voltN competenKe comerciale (negociere+ comunicare+ vPn*Nri+ pre*entare etc.). On ca*ul nvrii prin
model, modelul de simulare ca atare ocupN po*i ia centralN. ici+ studen ii anali*ea*N ,S Mi activitatea lor
din punct de vedere managerial+ o)KinPnd o vedere de ansam)lu asupra funcKionNrii ,S. Ei anali*ea*N
ac iunile proprii Mi cunoaMterea do)PnditN Mi reflectea*N asupra e7perien elor acumulate prin comparaKie cu
realitatea antreprenorialN Mi cu cuno tin ele lor preala)ile din alte domenii de specialitate
7
. ceste douN
niveluri educaKionale se aflN Lntr8un continuu raport de tensiune Lntre ele+ adicN am)ele niveluri sunt
necesare atPt pentru o Ln elegere de ansam)lu a realitN ii Mi a modelului+ cPt Mi pentru transferul
cunoMtinKelor do)Pndite Ln practica profesionalN viitoare
8
. >odelarea ,S se poate implementa prin
intermediul mai multor metode.
On cele ce urmea*N+ vom reali*a o trecere Ln revistN a principalelor informaKii pre*entate mai sus.
Ontreprinderea simulatN este o simulare Ln scopuri educaKionale a unei Lntreprinderi reale+ care poate fi
definitN dupN cum urmea*N<
IS este un proces educa+ional orientat c(tre competen+e0 unde se desf(*oar( procese similare celor
din cadrul unei companii reale0 cu respectarea principiilor economiei de pia+(. !ceasta se 1a,ea,(
pe un model de afaceri &alid *i este inte%rat( )ntr-un mediu economic specific (12C&+ alte ,S din
universitNKi). >odelarea unei Lntreprinderi simulate repre*intN o etapN esenKialN Ln vederea asigurNrii
condiKiilor pentru respectarea perspectivei duale Ln ,S+ vN*utN simultan ca centru educaKional Mi iniKiativN
antreprenorialN. >unca Mi procesul de LnvNKare Ln ,S vi*ea*N Lnainte de toate construirea Mi e7tinderea
competenKelor practice Ln sensul LncuraANrii ac iunii complete a studen ilor.
;
E8&rainerHinnen+ %irtsc!aftsuniversitQt %ien (2..D.2.11)
9
C). -e e*. Rie$en$uer 2344<6& pg. ?7 Bi urmCtorele
=
C). Rie$en$uer 2344<6& pg. ?=
<
C). Ac%ten%gen:Trmm 2/5586& pg. /=/ Bi urmCtorele> Trmm 2/5596& S. =7 Bi urmCtorele.> Berc%tol-:Trummer 234446&
pg. 3?& Trmm:Drmlinger 234496& pg. = Bi urmCtorele
5
C). Stoc':Rie$en$uer 2344=6& pg. I