Remerciez-le!

Remerciez @Admin pour avoir partagé cet document gratuitement, de la manière la plus simple, en partageant sur les réseaux sociaux.

Copyright © 2009. HEC Montréal. Tous droits réservés pour tous pays. Toute trad

Copyright © 2009. HEC Montréal. Tous droits réservés pour tous pays. Toute traduction et toute reproduction sous quelque forme que ce soit sont interdites. HEC Montréal, 3000, chemin de la Côte-Sainte-Catherine, Montréal, Québec, H3T 2A7 Canada. Les textes publiés dans la série des Cahiers du Laboratoire ERPSim n'engagent que la responsabilité de leurs auteurs. ISSN 1921-3433 ERP Simulation Game: A distribution game to teach the value of integrated systems Par: Pierre-Majorique Léger Jacques Robert Gilbert Babin Derick Lyle Paul Cronan Patrick Chartrand Cahier du Laboratoire ERPSim No 09-02 – Novembre 2009 ERP Simulation Game: A distribution game to teach the value of integrated systems Pierre-Majorique Léger, Jacques Robert, Gilbert Babin, Derick Lyle, Paul Cronan et Patrick Charland Copyright © 2009. HEC Montréal. 2 Pierre Majorique Léger Professeur agrégé, Service de l’enseignement des technologies de l’information Directeur du Laboratoire ERPSim HEC Montréal 3000, chemin de la Côte-Ste-Catherine, Montréal (Qc) H3T 2A7, Canada Téléphone : (514) 340-7013 / Télécopieur : (514) 340-6132 Courriel : pierre-majorique.leger@hec.ca Jacques Robert Professeur agrégé, Service de l’enseignement des technologies de l’information HEC Montréal 3000, chemin de la Côte-Ste-Catherine, Montréal (Qc) H3T 2A7, Canada Téléphone : (514) 340-6853 / Télécopieur : (514) 340-6132 Courriel : jacques.robert@hec.ca Gilbert Babin Professeur agrégé, Service de l’enseignement des technologies de l’information Responsable pédagogique du D.E.S.S. en commerce électronique Codirecteur de la maîtrise ès sciences en commerce électronique HEC Montréal 3000, chemin de la Côte-Ste-Catherine, Montréal (Qc) H3T 2A7, Canada Téléphone : (514) 340-6291 / Télécopieur : (514) 340-6132 Courriel : gilbert.babin@hec.ca Derick Lyle Assistant Director, Business Simulations Lab HEC Montréal 3000, chemin de la Côte-Ste-Catherine, Montréal (Qc) H3T 2A7, Canada Courriel : derick.lyle@hec.ca Paul Cronan Professor of Information Systems M.D. Matthews Endowed Chair in Information Systems University of Arkansas Fayetteville, AR 72701, USA Téléphone: (501) 575-6130 Courriel : pcronan@walton.uark.edu Patrick Charland Professeur, Département d’éducation et de pédagogie Université du Québec à Montréal C.P. 8888, succursale Centre-ville, Montréal (Qc) H3C 3P8, Canada Téléphone : (514) 987-3000, p. 8269 / Télécopieur : (514) 987- 4608 Courriel : charland.patrick@uqam.ca ERP Simulation Game: A distribution game to teach the value of integrated systems Pierre-Majorique Léger, Jacques Robert, Gilbert Babin, Derick Lyle, Paul Cronan et Patrick Charland Copyright © 2009. HEC Montréal. 3 RÉSUMÉ / ABSTRACT This session proposes participation in a ready-to-play game to teach the concepts underlying an Enterprise Resource Planning (ERP) system. The ERP Simulation game is an innovative “learning-by-doing” and “problem-based” approach to teaching ERP concepts and competencies. The game is supported by ERPsim, a unique business simulation technology developed at HEC Montréal that enables the simulation of near-real-life business contexts of large corporate information systems. Participants are put in an environment whereby they run their business using a real life ERP system. The simulation that will be presented in this workshop consists of a distribution company where participants must operate the full business cycle (plan, procure, and sell). The game is designed to help students experience the value of upstream and downstream information flows and the value of process integration across functional silos, and to understand the impact of poor decision-making and timing by one player on team performance. Mots clés / Key words:  ERP Simulation Game  Problem-based approach  Distribution Game  ERP  SAP ERP Simulation Game: A distribution game to teach the value of integrated systems Pierre-Majorique Léger, Jacques Robert, Gilbert Babin, Derick Lyle, Paul Cronan et Patrick Charland Copyright © 2009. HEC Montréal. 4 DESCRIPTION – INTRODUCTION TO ERP SIMULATION Teaching the concepts and developing competencies underlying an Enterprise Resource Planning (ERP) system is a difficult task. Many students have very little IT experience to which they can relate these concepts. They may have acquired business experience in one or two functional areas, but many of them only have a limited understanding of the operational aspects supporting the value creation process in modern firms. Moreover, they usually have had no firsthand experience with the functional non-integrated software that ERP systems were designed to replace. For these students, the horizontal integration of the firm, one of the greatest benefits of implementing an ERP system, can be very abstract due to their lack of hands-on experience with legacy systems. Yet business students are very computer-literate these days. Born after the first personal computers came onto the market, many of them have never experienced life without a keyboard or a mouse. Therefore, if they get hands-on experience with an ERP system, undergraduate and graduate students can learn the system and its core concepts very quickly. In the current evolving business world, Clarke and Clarke (2009) state that new information technologies and new business processes are changing business practices. They call for profound changes and reforms that will bring students to master higher-order cognitive, affective, and social skills that were not in the focus of traditional programs. Reforms should go beyond changes in curriculum content or technological infrastructures and put forward learning contexts that will result in new kinds of mind altogether. Research results (Lave and Wenger, 1991; Kumar, 1996) suggest that situated cognition is associated with higher levels of engagement and motivation by the learners and generally leads to higher understanding and better knowledge transfer. In terms of instructional strategy, this implies that the focus should be put on problem-based learning. Problem-based learning (PBL) is an instructional strategy that focuses on guiding the learning process in a situated context through a series of realistic and potentially complex open-ended problems. Problem-based learning is considered as a recent trend in higher education and training. In the growing emphasis on contribution to graduate employability, the Strata-Etan expert group (2003) states that to cope with this challenge, more and more training programs foster the implementation of better student-centered and competencies driven programs. In PBL environments, students ERP Simulation Game: A distribution game to teach the value of integrated systems Pierre-Majorique Léger, Jacques Robert, Gilbert Babin, Derick Lyle, Paul Cronan et Patrick Charland Copyright © 2009. HEC Montréal. 5 usually work on projects that represent complex real-world problems that have no single right answer. These problems will motivate the learner to gain a set of competencies by actively resolving the task (Merill, 2002; 2007). Norman and Schmidt (1992) identify potential advantages in PBL compared with traditional programs: increased motivation; enhanced learning, retention, and recall; and better problem solving and self-directed learning abilities. This claim about the positive impact of PBL on students' motivation is consistent with research on situated learning where better motivation is a well-documented determinant for the quality of learning and achievement (Galand & Frenay, 2005). Based on this literature, a group of professors from HEC Montréal created over five years ago a business simulation with the purpose of transforming the way ERP system usage is taught in the classroom. Today, the ERP Simulation − ERPsim Game − and the Participant’s guide to the simulation (Léger et al, 2009a) are now used by more than 100 faculty members and in more than 70 universities worldwide. As of June 2009, more than 2 000 students have played the game in the USA, Canada, Australia, Italy, India, and Russia annually across the SAP University Alliance1. Since September 2008, the ERP Simulation Game is also used commercially by Baton Simulations2. Professionals at many Fortune 1000 organizations are now introduced to SAP by playing the simulation game. ERPsim is also used in research to run experimental protocols (see Cronan et al, 2008a, 2009a; Léger et al, 2009b; 2009c; 2009d, 2010). The ERP Simulation game (Léger, 2007) is an innovative “learning-by-doing” and “problem- based” approach to teaching ERP concepts. Participants are put in a situation where they have to run their business using a real life ERP system similar to those used by the world’s largest companies. An essential feature of the simulation is that the only interface between the simulator and the participants is a real ERP system (in this case, SAP®). All decisions made by the participants must be introduced into the ERP system; all information about the evolution of the game must be retrieved from standard or customized reports from the ERP system. For the participants, this is similar to using a flight simulator, but in a real plane cockpit. This creates a unique learning environment where participants can learn hands-on about the integrated business system process. 1 http://www.sdn.sap.com/irj/uac 2 www.batonsimulations.com ERP Simulation Game: A distribution game to teach the value of integrated systems Pierre-Majorique Léger, Jacques Robert, Gilbert Babin, Derick Lyle, Paul Cronan et Patrick Charland Copyright © 2009. HEC Montréal. 6 The simulation software program was developed to automate the sales process, so that every firm receives a large number of orders in each quarter of the simulation. Using standard and customized reports, students have to analyze these transactions and make business decisions to ensure the profitability of their operations. The pedagogical objectives of this game are fivefold: (i) to develop hands-on understanding of the concepts underlying enterprise systems, (ii) to experience the benefits of enterprise integration firsthand, (iii) to develop technical skills at using an ERP system, (iv) to learn how uploads/Industriel/ untitled 2 .pdf