In this article, we shall see how experiential learning, made possible through gamified training, encourages the necessary change of perspective regarding learning and the organisation's evolution. This change and the power of simulations convert simulation games into a unique tool for understanding systemic, complex and dynamic realities.

SIMULATION GAMES, a learning tool.

Gaming and simulation combine cognition and emotion, to allow participants to understand and integrate dynamic and complex contexts.

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The difficulty in predicting the future generates enormous uncertainty in all organisations.

Organisations' stances of fast, profound changes need a high capacity for internal adaptation, which requires skill and flexibility in making continual internal adjustments to the organisation, reflecting the external conditions of the time (1).

As far as people are concerned, we have an insufficient understanding capacity to act in this global and complex world. Organisations must count on sufficiently skilled, committed and self-organised teams to react quickly at a local level within a worldwide strategy. Strategic positioning in turbulent conditions requires, first and foremost, a team that is free of prejudice, with a positive attitude towards change based on commitment (2).

Today, the ability to learn dynamically is becoming increasingly important, at both individual and organisational levels, to apply the necessary changes to facilitate adaptation to the environment. There is a need for instruments capable of reflecting highly interrelated, natural, complex systems in a way that is easy to understand and enables the rapid integration of information. This knowledge, integrated by self-organised groups, will permit fast, adaptive reactions.

New training disciplines based on business simulation games can take dramatic advantage of the creation of explicative models (System Dynamics). These models are based on systemic concepts of social and economic reality (Systems Thinking), fully exploiting the power of new technologies to develop simulations (Business Simulations) capable of being used in higher education dynamics in universities and other organisations, such as businesses. A result is a form of living-learning that, combining cognition and emotion, enables the participant to understand and integrate dynamic and complex contexts.


  • (1) Brandenburger & Nalebuff, 1995 (author)
  • (2) Chan Kim & Mauborgne, 1997 (HBR)

Perhaps you would be interested in the following: 

  • All downloadable free resources at here.
  • Our recognised leading in-person simulation to create emotional links and develop participative leadership is here.
  • Our virtual business simulation for global communities is here.
  • Our team dynamics programmes to improve managers’ interrelations are here.
  • Our development programme to become a team player is here.
  • Our games for training or motivational purposes at courses, meetings or events are here.
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