| Code: | MDCM2112 | Acronym: | SEMPR |
| Teaching Area: | Marketing |
| Acronym | Study plan | Curriculum Years | ECTS | Contact hours | Total Hours |
|---|---|---|---|---|---|
| MDCM | Aviso nº 9882/2017 | 1º | 6 ECTS | 45 | 160 |
| Theoretical-Practical: | 0,00 |
Teaching - Hours
|
Simulador de Gestão da Praxis MMT10
Descriptive summary of course:
This game is a sophisticated simulation that promotes reasoning at the level of all decisions, betting on learning by doing. Thus, each student will be the Manager of your company and will have to analyze the consumers and their needs and plan strategies: selecting your target and defining Product, Price, Promotion and Distribution in order to create an attractive and competitive product.
The Management Game is a completely new teaching method, which is based on the simulation of each of the variables that operate in a real and competitive market.
The model used in the curricular unit is identical to that used in the real world: students not only plan the actions, execute them and check the results of their actions, repeating this cycle in a continuous way.
Objectives and expected learning outcomes
- Develop a proactive attitude in management
- Apply in an integrated and practical manner concepts and techniques of management and marketing;
- Adaptation of theoretical experiences to the practical and competitive reality of companies;
- Understand the changes in the environment and their implications in terms of management;
- Know how to work as a team.
Skills to be developed:
- Analysis of markets and competition
- Planning a business plan
- Execution of Management Plans in the short and long term
- Control and analysis of results
1 - Presentation of the Course and Simulator
1.1 Simulator presentation
1.2 The role of the Manager
2 - Models of Simulation Management and Methodology
2.1 Description of the main management tools
2.2 Main management strategies
3 - Simulation Test, Analysis of the Company and Market Scenario
3.1 Market study
3.2 Praxis MMT10 Management Simulator
4 - Strategic plan
5 - Analysis of Results and Preparation of Decision
6 - Presentation and Discussion of Global Results
In the first point of the program the discipline works at the level of the student's attitude, knowing how to be a manager, seeking to know, solving problems, taking leadership. This is one of the objectives of the simulation exercise.
In the second point of the program the student chooses which theoretical management model to apply in the practical management of the company.
In the following points the student will work all the analysis part and market behavior, as in reality a market in movement and in mutation. Faced with this analysis will have to make management decisions. This is the major objective of the course, to be able to analyze the market and apply theoretical knowledge in solving real management problems.
| Michael E. Porter;Estratégia Competitiva, Editora Campus, 2004. ISBN: 9788535215267 |
| COVELLO, Joseph A.; HAZELGREN Brian;Your First Business Plan, Sourcebooks, 2005 |
The teaching methodology is based on a management simulation program called MMT10. This program simulates the main variables in the management of a company. The simulation methodology is based on four basic principles:
Learning by doing: the student has a 100% active attitude in this method, and the discipline only happens with the student inputs.
Testing, error and re-testing: in management experience is a determining factor for decision security. With this method the student is allowed to repeat and learn from mistakes.
Obtain results: the simulation allows the student to obtain concrete and quantitative results of their decisions.
Interference: This method of simulation is based on the principle of interference, that is, as in the real market, the decisions of the other companies (work groups) will interfere in the results of my company.
Avaliação distribuída com exame final
| Description | Type | Time (hours) | Conclusion Date |
|---|---|---|---|
| Attendance (estimated) | Lessons | 45 | |
| Individual Evaluation Moment | Teste/Exame | 2 | |
| Study | Study | 113 | |
| Total: | 160 |
The assessment is made up as follows:
Quantitative evaluation - 60%
Qualitative evaluation - 30%
Rating 360º - 10%
The individual moment assessment consists of the following:
Quantitative evaluation - 65%
Qualitative evaluation - 35%
The teaching methodology puts students in a business environment as close to reality as possible.
For the student to be able to assimilate the competences mentioned above it is fundamental to give the student the opportunity to do it himself, to err and to be able to do it again. This methodology has a much higher apprehension rate than traditional ones.
On the other hand the fact that the results are real, that is, the students receive the sales figures obtained by the companies and the respective balance sheets and results account allows to work business plan more concrete and more real.
Lastly, the fact that there are interferences, that is, the students competing for the market against each other, makes market changes more real and market analyzes closer to what students will one day in companies.