1. Exercise "Cannibals"
Purpose: exercise to challenge the needs identification phase. Time: 25-30 minutes Group size: 6-14 people Description: For the next exercise, we need to split into two groups.
4. Exercise "Gift" Purpose: to practice the skills of clarifying the client's request, to train question technologies (open, closed and alternative questions), active listening skills. Time: 45 - 50 minutes Materials: not required Description: “We all love to receive gifts. It is especially pleasant when you receive as a gift something that pleases you, of which you have long dreamed of. To make such a gift to our loved ones, we need to somehow find out what we actually would like to receive. Now I invite you to practice finding out your preferences and wishes. " The trainer invites 2 participants to the center of the circle. 1st participant - "Gifted"; 2nd - "Giving". Adania to the “Giver”: You want to give a gift to this person (1st participant). You need to find out (in as much detail as possible) what gift he would like to receive from you for ... New Year (March 8, Birthday, etc.). Discussion: - Did you manage to find out what the 1st participant wants to receive as a gift? - What helped to clarify the needs of the "Gifted"? - What questions were asked? - How could you find out the necessary information faster? - What difficulties did you face in finding out the needs of the "Gifted"? How did you overcome it? - What is the general technology of finding out the necessary information from the interlocutor? After analyzing the "negotiations" of the first pair, you can continue to train in clarifying the needs, dividing the participants into pairs, or in the form of an "aquarium" - each pair does an exercise "in a circle".
6. "Leaders and Pearls". spruce - to identify/consolidate the skills of establishing contact, identifying client needs, negotiating. Time: 30-40 minutes. Materials: many different items Number of participants: 6-12 people. Scripture: we choose two "chiefs of the tribe" (preferably from strong participants), create two teams of "merchants". Preamble: merchants arrive on an island in the Pacific Ocean. They need to exchange all their goods with the leader of the tribe for pearls. Which team exchanges more - that one won. Task for the leaders: a group of merchants will drive up to each of you with an offer of exchange. Change only if you are respectful, have established contact, ask questions, respectfully listen to your wishes. If you don't like the approach, take any closed pose. Your goal is to exchange from the merchants all the sparkling items to decorate your palace (but if you are not kind, they offer anything at all, do not change). Assignment for merchants: your task is to exchange pearls. You can use props as your product (the props are prepared by the coach in advance). Props: all kinds of small bright objects - spoons, handkerchiefs, cosmetics, soft toys, etc. Analysis of the exercise. Let's sum up which team traded more pearls. The leaders share their impressions of the negotiations. After the first round, we sometimes give a second round (if the participants wish and have time) to consolidate completely different behavior on the sale - with attention to the client, etc. (the task for the leaders is already different, for example, take only glass containers). Discussion: - Share your impressions of the negotiations. - How did you achieve the result? - What would you like to change in the negotiation process? - What helped to identify the need?
A business game is an imitation of a real production (managerial or economic) situation. The creation of a simplified model of the workflow allows each participant in real life, but within the framework of certain rules, to play a role, make a decision, perform actions.
Business games (ID) are an effective method of hands-on learning and are widely used. They are used as a means of knowledge in management, economics, ecology, medicine and other fields.
MDs have been actively used in the world to study the science of management since the middle of the 20th century. A significant contribution to the development of gaming technologies was made by S. Rubinstein, Z. Freud and other scientists.
This method allows you to model an object (organization) or simulate a process (decision making, management cycle). Production and economic situations are associated with subordination to higher levels, and organizational and managerial with the leadership of a department, group, employee.
Soft skills simulators are desktop gaming business solutions that help companies develop flexible skills among their employees. These are offline tools that allow you to form communication, management and leadership competencies.
Translated from English, “train” means “to educate, educate, train”. That is, to practice certain skills using special devices. In our case - boxed solutions for staff training, which include elements of game mechanics, excitement and fun.
It takes time to develop flexible skills in employees or develop meaningful personal competencies. Books, trainings, seminars or video courses provide knowledge. But this is not enough. It takes practice - regular practice, getting feedback and reflection. Soft skills table trainers allow you to do this.
We are often asked, is there an online version? No and never will. There are quite a few online trainers and simulations on the market today. And they are ideal for solving a number of tasks.
But, if we are talking about the development of soft skills, no simulator can replace human communication. Agile skills are interpersonal skills. It is unlikely that it will be possible to develop them by communicating with a machine, even the smartest one. And what about empathy, mental alertness, solving human emotions? This can only be achieved through personal communication.
Participants are present in the moment, follow the group dynamics, immerse themselves in the situation, live it. And they get new experience. By conducting regular classes, you will notice how your employees are developing, growing, and progressing. These changes can be recorded and encouraged, points can be awarded and ratings can be built, tournaments can be held and winners identified.
Today in our arsenal of soft skills trainers there are 3 gaming business solutions from the Game4 line ...
Game4Leader is a gaming business solution aimed at developing leadership competencies. She encourages participants to reflect on their lives, to find the right attitude and motivation to engage in professional, career and personal development. We laid the foundation for the principle: leadership cannot be taught, but you can learn. And develop the necessary competencies: personal efficiency, the ability to manage people, processes and information, effective communication with your team. Read more ...
Game4Boss is a speech simulator that helps company leaders to improve their personnel management skills: setting a task, ensuring performance, building motivation and providing high-quality feedback to employees. Participants gain experience of “living” certain situations, solving managerial problems, or troubleshooting problems. This approach allows you to form new neural connections and gain the necessary experience in a comfortable and safe environment. Read more ...
Game4Seller is a speech trainer for developing communication skills for sales managers. It is a tool through which participants can master the expert approach to sales, transform their thinking and master new communication models. Today, the client does not need a product, but a ready-made solution that meets his problems and tasks. Therefore, it is important that managers know how to operate with a large number of facts, concretize proposals, and dive deeply into the product. And communicate on an equal footing with the client. Read more ...
For preschoolers and pupils of grades 1-11
Record low registration fee 25 R.
Selected document Synopsis. oc
Lesson type: business game.
Technology: problem learning, group work.
The place of the lesson in the topic - the lesson is held in the course of studying the topic "Information systems", after studying the concepts of databases, types of databases, the structure of tabular databases, familiarity with the Access DBMS.
Computers with Windows XP operating system and Microsoft Office 2007 installed, connected to a local network.
Folders (a package of documents) with a selection of newspaper clippings on relevant topics.
Textbook: N. Ugrinovich. Informatics - M .: BINOM. Knowledge laboratory, 2004.
Plates I, II, III group, “Real estate agency”, “Autosalon”, “Employment service”.
Lesson topic, group work plan, project defense plan.
Consolidation, generalization of theoretical knowledge of students about tabular databases, stages of their creation on a computer, application of knowledge in practice.
When creating business games for schoolchildren and students, it is important to take into account the fact that their attention very quickly dissipates. The gaming dynamics slightly decreased, it became a little boring, and now, most of the players have already plunged into their smartphones, leafing through the feeds and texting in messengers.
This can be foreseen even at the design stage of the game. It should maintain high emotional and intellectual tension, provide participants with the opportunity to choose their role or behavior strategy, compete with each other, in general, carry fun.
Only in this case, the game will allow you to achieve the learning goals inherent in it - to expand the participants' understanding of a particular event, gain new knowledge or skills in an accessible unobtrusive form, teach players to listen and hear each other and interact between yourself.
The technology of creating and conducting business games for schoolchildren and students includes 3 stages: preparation, implementation and analysis. Let's take a closer look at each of them.
Preparation begins with script development. It is important to consider the following here:
As a rule, in order to create a really working game, you first need to make a prototype, then test it on 3 - 5 groups and make the necessary adjustments to the script and game mechanics. We did this, for example, when creating a game for schoolchildren and students StartUPysh.
This phase begins with an introductory briefing, during which the orientation of the participants and experts (if any provided by the script) takes place.
The game leader formulates the main goal of the game and determines the mode of operation. The drawing of lots is carried out, the roles of the participants are distributed. All participants (teams) are given packages with tasks, materials, instructions. At the same time, players and experts can ask the presenter all clarifying questions.
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