Virbus phase2: growth




Дата канвертавання22.04.2016
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VIRBUS PHASE2: GROWTH
After analyzing the first business year performance player realized that there is a growing demand for food and beverage in his hotel. One option for expansion is to start-up a restaurant that serves guest of hotel as well as outsiders. In phase2 player will develop the restaurant business concept. Player's task in game phase2 is to start up a restaurant and maximize profit and add value to the business when operating both hotel and a restaurant in order to satisfy investors and other stakeholders’ expectations.
Picture 2. Overview of the structure of phase2

Phase2 comprises 10 rounds (rounds 6 – 9 represent each 1 quarter of a fiscal year, round 6-10 have to be played at the same time). Each round has different asks. Detailed description of Phase2 tasks will be found in Player’s Manual in VIRBUS MediaWiki



Following is the trainer’s guide to Phase2



TRAINER’S GUIDE FOR VIRBUS Phase2: Growth

LEARNING TASK

LEARNING ENVIRONMENT

/TOOL

Connection to previous rounds (if nothing mentioned then it is not necessary to do all rounds at the same time)

PRIOR KNOWLEDGE

(theory found in VIRBUS MediaWiki->Theory topics

ACTIONS AND COMMUNICATION OF STUDENTS


ACTIONS OF A TUTOR

1.Introduction to phase2 situation and VIRBUS tools

MediaWiki








Students get familiar with phase2 rules, learning objectives and starting point of phase2. If necessary also with VIRBUS tools.

Introduce students to phase2 (see game rules and introduction to game phae) and to the starting point of phase2 game (see round 1 step 1). Introduce students also to VIRBUS tools (MediaWiki, BPT and Game platform) if they are not familiar with them.

2.General restaurant knowledge quiz

MediaWiki







Students answer the quizzes (5). Right and wrong answers are shown to the students. 4 out of 5 questions need to be right before students may proceed.

When student answer the quiz in MediaWiki the trainer do not see student answers. With VIRBUS mobile quiz the trainer can see the scores of each student.

ROUND 1:DEVELOPING THE RESTAURANT BUSINESS CONCEPT










At this point students start to use Business Planning Tool (BPT) for Phase2, see user instructions in MediaWiki under Business Planning Tool.
Note: There are some straight links from BPT to VIRBUS Mediawiki page. These links work only when Mediawiki page is opened.

Ask students to save phase2 BPT to their computers (see instructions in MediaWiki ->BPT)

Task 1.Developing restaurant business concept

Task 2. Make a quiz


MediaWiki (instructions)

BPT phase2 (market data)

MediaWiki





SWOT

Porter’s 5 Forces



Task1. Students are asked to develop their restaurant business concept by doing internal and external restaurant analysis (for example SWOT Analysis) and analyzing restaurant statistics and market data. They can also utilize the latest restaurant business news. Note that in phase2 only the following type of food can be offered in the restaurant: buffet, seafood, French, Italian or local.
Task 2. Students answer the quizzes (5). Right and wrong answers are shown to the students. 4 out of 5 questions need to be right before students may proceed.

Trainer may ask students to write down their business concept and return it to the trainer. If e-learning or social media environment is in use, business concept can be asked to return their and students may evaluate each other’s concepts.

ROUND 2
















Task 1. Defining the corporate strategy

Task 2: Make a quiz

MediaWiki (Instructions)

BPT (Balance Scorecard)

MediaWiki





Balance Scorecard

Strategic management

Market Positioning


Task1. Students are asked to clarify the future goals and activities of their business. They are asked to define their vision and derive corporate business strategy for their restaurant. Finally they are asked to break down overall goals into four different perspectives with Balance Scorecard in Business Planning tool.
Task2. Students answer the quizzes (5). Right and wrong answers are shown to the students. 4 out of 5 questions need to be right before students may proceed.


Ask students to save their answers in BPT for future use.



ROUND 3
















Task 1. Writing the business plan

Task2. Make a quiz


MediaWiki (instructions)

BPT (starting from worksheet “Investments”






Business Plan

Financing Analysis

Financial Statements

Market Positioning

Human Resource Management

Cost controlling in restaurants



Task1. Students are asked to write their business plan with BPT starting from worksheet "Investments".

Task2. Students answer the quizzes (5). Right and wrong answers are shown to the students. 4 out of 5 questions need to be right before students may proceed.



Ask students to save their answers in BPT for future use.

ROUND 4
















Task 1. Presenting the business idea to the shareholders

Task2. Make a quiz

MediaWiki (instruction)

BPT (Executive Summary)






Presentation skills

KPI


Financial Statements

Pricing Management

Financing Analysis


Students are asked to present their business idea (growth strategy and respective operative plans) to shareholders who can provide students with investments in terms of owner’s capital. The Business Planning Tool worksheet Executive summary might help them to prepare your presentation



Students can be asked to present their business plans in a classroom or return the business plans to the teacher e.g. via eLearning environment (e.g. Moodle) or social media environment (e.g. facebook, ning) if in use in the course.

ROUND 5
















Task 1. Presenting the business idea to the bank manager
Task2. Make a quiz


Task 3.Banker’s feedback

Mediawiki

MediaWiki






Financial Statement

Financing Analysis

Market Positioning


Task1. Students are asked to present their business idea to the bank manager in order to get loan for working capital.

Task2. Students answer the quizzes (5). Right and wrong answers are shown to the students. 4 out of 5 questions need to be right before students may proceed.


Task3. After students presentation s/he is asked to answer some questions found in MediaWiki.



Task1. see round 4 task 1.

Task 3. Trainer can give feedback to the students. Also students can peer evaluate each other’s plans. In a discussion forum of eLearning/social media environment students can return their plans and in small groups give feedback from their own group’s student’s business plans. In trainer’s manual there is common feedback for students studying individually, see Banker’s Feedback/Phase1.




ROUND 6-9

(From now on rounds 6-9 are similar)




Rounds 6- 10 have to be played at the same time.





At this point students start to use Phase2 game platform for the first time so they have to download Phase2 Game Platform into their computer, see instructions in MediaWiki under Game Platform Download Phase 2 .zip file.



Phase2 game user instructions, see Game Platform Download, phase2 (note that teacher can define the number of players, the recommended number of rounds is 4)





Task 1. Prepare run quarters 1-4
Task 2. Run quarters 1-4
Task3. Analyze your business performance
Task4. Make a quiz

Round 6

Round 7
Round 8

Round 9


MediaWiki (instructions)

Game Platform phase2






KPI’s


Cost controlling in restaurants

Pricing Management

Financial Statement


After received the seed capital the students are asked to start realizing his/er business idea by organizing operations.

Student will run his/er own business for four quarters. Each quarter will be run separately and after each quarter the students will see their own results as well as the results of other students. Each quarter students are asked to analyze his/er financial performance and compare them to the results of other students.







ROUND 10










After playing the fourth round the students should transfer the game results to Business Planning Tool of phase2. See instructions in MediaWiki Game Platform Download->Phase .zip file->Play instructions and Business Planning Tool of Phase1 ->Import results from platform




Analysing the business performance

MediaWiki (instructions)

BPT (Annual report)










Students can be asked to present their answers in a classroom or return the answers to the teacher e.g. via eLearning environment (e.g. Moodle) or social media environment (e.g. facebook, ning) if in use in the course. Teacher can give the feedback to the students but also students can peer evaluate each other’s answers. In eLearning/social media environment students can be put in discussion forum in small groups and asked to give feedback from their own group’s student’s answers.




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