Pedagogy

The Hurdel Simulation can be taught under two approaches: the Laissez-faire approach and the controlled approach.

Laissez-faire Approach

In the laissez-faire approach, instructors only require student teams to make simulation decisions and do not require other tie-in assignments or activities such as written reports, business plans, oral presentations, etc. Aside from providing instructions and answering practical questions, instructors provide little or no assistance or guidance to students in making decisions. In substance, the simulation becomes a mostly outside-of-class experience.

Instructors choosing a laissez-faire approach can incorporate the Hurdel simulation into the course by deciding and then communicating:

	How many times per week the simulation will be run. Under the current licensing agreements, the Hurdel Manufacturing simulation allows for 27 periods in the simulation. This equates to a maximum of 2 per week for 13 weeks, with one “practice” run.
	The method of evaluating student team performance and individual student’s grade impact. The Hurdel Simulation can be programmed to give a customized scoring system for each industry. In the absence of an instructor provided scoring index, the default will be used.
	Organizing the class into teams. This can be done at random, or by major concentration (e.g. each team has one accounting, finance, marketing, and management major)

The number of quarters (periods) the simulation is played can vary greatly with users. The number typically varies from 8 to 12. However, the simulation also performs well if an instructor requires students to make decisions for more than 12 periods. In the laissez-faire approach, it is possible to play up to 27 periods. It is important to consider that the greater the numbers of times the simulation is run, the less time students have to devote to making decisions per period. If students make decisions too frequently, they may choose to use guesses and gut-feelings, rather than careful analysis and interpretation of current conditions.

It is equally important to give students ample time to familiarize themselves with the background and operating environment of the simulation. If your semester is a fourteen week semester, then instructors could have the first set of decisions due during the third or forth week. Students should be assigned to review the Hurdel Manufacturing simulation at least one week before the first sets of decisions are due.

Controlled Approach (Structured)

This approach requires much more planning and effort from the student participants. If the instructor’s current course is teeming with cases, reports, and other team assignments, some of these items must removed and Hurdel Simulation modules substituted.

The controlled approach can involve the use of many types of enrichment modules that can be scheduled to occur in specific periods during the simulation.

The following list of modules is currently available in the Hurdel Manufacturing Simulation

Default Modules:

Mission statements and strategic plans “Getting Started: Quarter 0”

Optional Modules:

	Budgets or pro forma statements
	In class reports (oral and visual reports explaining results and strategy)
	Preparation of projected cash flow
	Financial statement analysis
	Ethical dilemma
	Union Negation
	Simulated stockholder meeting
	Extraordinary loss

These modules either can be programmed to occur at predicted intervals at the beginning of the simulation or can be added “just-in-time” two periods before they will occur.

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