Criteria for assessing students' business game. Business game as one of the types of gaming technology. Sample essay topics

№	Evaluation criterion	Grading scale	Formed competencies
	Quality of task completion. The student correctly defines the concepts under consideration; demonstrates deep knowledge of theoretical material. The presentation of the material is clear and concise, logically structured, various points of view and their personal assessment are given. Demonstrates mastery of all necessary competencies of the discipline.	2 points
	Reasonedness and originality of the proposed solutions. Demonstrates mastery of all necessary competencies of the discipline.	2 points	PK-3, PK-4, PK-5, PK-7, PK-13, VK-4
	Ability to navigate in non-standard situations. Demonstrates mastery of all necessary competencies of the discipline.	2 points	PK-3, PK-4, PK-5, PK-7, PK-13, VK-4
	Ability to correctly apply regulations. Demonstrates mastery of all necessary competencies of the discipline.	2 points	PK-3, PK-4, PK-5, PK-7, PK-13, VK-4
	Clarity, completeness and quality of filling out documentation. Demonstrates mastery of all necessary competencies of the discipline.	2 points	PK-3, PK-4, PK-5, PK-7, PK-13, VK-4
Maximum number of points for mastering all competencies	10 points	PK-3, PK-4, PK-5, PK-7, PK-13, VK-4

Deadlines for submitting independent work:

1. Independent work on module 1 in terms of problem solving is presented after completing topic No. 4.

2. Independent work on module 1 in terms of preparing reports is provided immediately after completing the relevant topic of the practical lesson, which, as a general rule, should correspond to the topic of the reports.

3. Independent work on module 2 regarding the preparation of a package of documents required for state registration must be submitted after completing topic No. 9.

4. Independent work on module 2 in terms of preparing and organizing a business game is presented after studying topic No. 10.

Criteria and conditions for certification:

The final form of control is a test.

Students' knowledge during the test is assessed on a scale: “passed”, “fail”. The basis for determining the grade is the volume and level of students’ assimilation of the material provided for by the work program of the discipline, drawn up in accordance with the requirements of the Federal State Educational Standard for Higher Professional Education. The criteria for assessing knowledge are established in accordance with the requirements for professional training, based on current curricula and programs, taking into account the nature of a particular discipline, as well as the future practical activities of the graduate.

Criteria and scale for assessing competencies at the test

Evaluation criteria	Grading scale	Competencies tested
Based on the results of the current control, the student scored at least 60 points (without participating in the test procedure); knows program material; presents it competently, logically, reasonably and to the point, does not allow significant inaccuracies in answering questions, and carries out practical tasks without difficulty (with participation in the test procedure)	passed
Based on the results of the current control, the student scored less than 25 points (without participating in the test procedure); does not know the program material, makes significant mistakes, is uncertain and has great difficulty in completing practical tasks (when participating in the test procedure).	not accepted	VK-4, 9; OK-3; PK-3, 4, 5, 7, 13, 16

LIST OF BASIC AND ADDITIONAL LITERATURE REQUIRED FOR MASTERING THE DISCIPLINE (MODULE)

a) basic literature:

1. Belov V.A. Civil law. General part: textbook, T. 1. Introduction to civil law / V.A. Belov. - M.: Yurayt, 2011. - 521 p.

2. Legal entities in civil law: legal entities in Russian civil law (commercial and non-profit organizations): organizational and legal forms / ed. V.N. Litovkin, O.V. Gutnikov.- M.: Institute of Legislation and Comparative Law under the Government of the Russian Federation, 2014.– 1024 p.

3. Chirkin, Veniamin Evgenievich. Legal entity of public law/ V.E. Chirkin. - M.: Norma, 2013. - 352 p.

4. Ruzakova, O.A. Civil law. Textbook [Electronic resource] / Ruzakova O. A. – M.: Eurasian Open Institute, 2011. – 567 p. – () .– Access to the text of the electronic publication is possible through the Electronic Library System “University Library Online” .– ISBN 978-5-374-00430-4 .-

5. Ivanova, E.V. Civil law of Russia: Complete course: textbook / E.V. Ivanova. - M.: Book world, 2011. - 816 p. - (Graduate School). - ISBN 978-5-8041-0464-2; The same [Electronic resource]. - URL:http://biblioclub.ru/index.php?page=book&id=89869

Regulatory and other acts

6. Constitution of the Russian Federation // Rossiyskaya Gazeta. -2009. -No. 7.

7. Civil Code of the Russian Federation (part one) dated November 30, 1994 No. 51-FZ // – reference legal system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

8. Federal Law of 08.08.2001 No. 129-FZ “On State Registration of Legal Entities and Individual Entrepreneurs” // – legal reference system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

9. Federal Law of May 4, 2011 No. 99-FZ “On licensing of certain types of activities” // – reference legal system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

10. Federal Law of January 12, 1996 No. 7-FZ “On Non-Profit Organizations” // – legal reference system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

11. Federal Law of December 26, 1995 No. 208-FZ “On Joint-Stock Companies” // – legal reference system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

12. Federal Law of December 8, 1995 No. 193-FZ “On Agricultural Cooperation” // – legal reference system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

13. Federal Law of 05/08/1996 No. 41-FZ “On Production Cooperatives” // – reference legal system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

14. Federal Law of October 26, 2002 No. 127-FZ “On Insolvency (Bankruptcy)” // – legal reference system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

15. Federal Law of February 25, 1999 No. 40-FZ “On the Insolvency (Bankruptcy) of Credit Institutions” // – reference and legal system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

16. Federal Law of 02/08/1998 No. 14-FZ “On Limited Liability Companies” // – legal reference system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

17. Federal Law of July 19, 1998 No. 115-FZ “On the peculiarities of the legal status of joint-stock companies of workers (national enterprises)” // – reference legal system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

18. Federal Law of October 29, 1998 No. 164-FZ “On Financial Lease (Leasing)” // – legal reference system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

19. Federal Law of November 14, 2002 No. 161-FZ “On State and Municipal Unitary Enterprises” // – reference and legal system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

20. Federal Law of May 19, 1995 No. 82-FZ “On Public Associations” // – legal reference system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

21. Law of the Russian Federation dated July 7, 1993 No. 5340-1 “On Chambers of Commerce and Industry in the Russian Federation” // – reference and legal system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

22. Decree of the President of the Russian Federation dated March 18, 1993 No. 351 “On the Chamber of Commerce and Industry of the Russian Federation” // – reference and legal system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

23. Federal Law of December 26, 2008 No. 294-FZ “On the protection of the rights of legal entities and individual entrepreneurs in the exercise of state control (supervision) and municipal control” // – reference-legal system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

24. Decree of the Government of the Russian Federation dated December 3, 2004 No. 739 “On the powers of federal executive authorities to exercise the rights of the owner of the property of a federal state unitary enterprise” // – reference-legal system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

25. Decree of the Government of the Russian Federation of May 17, 2002 No. 319 “On the authorized federal executive body carrying out state registration of legal entities, peasant (farm) households, individuals as individual entrepreneurs” // – reference-legal system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

26. Decree of the Government of the Russian Federation dated June 19, 2002 No. 438 “On the Unified State Register of Legal Entities” // – reference and legal system “ConsultantPlus”. VersionProf. – [M., 2016]. - Electron. text. Dan. – Last updated 05/22/2016.

b) additional literature:

27. Civil law: Workshop. Part 1/ Sub. ed. N.D. Egorova, A.P. Sergeeva. - 3rd ed., revised. and additional - M.: Prospekt, 2001. - 176 p.

28. Ivanova, E.V. Civil law of Russia. Full course. Textbook [Electronic resource] / Ivanova E. V. - M.: Book world, 2011 .- 816 p. - (Higher School) .- Access to the text of the electronic publication is possible through the Electronic Library System "University Library o№li№e" .- ISB№ 978-5-8041-0464-2 .- .

29. Sergeeva, O. Norms regulating relations between the creation and registration of a legal entity [Electronic resource]. - M.: Book Laboratory, 2010. – 44 p.

30. Zykova I.V. Legal entities: Creation, reorganization, liquidation/ - 2nd ed., revised. and additional - M.: OS-89, 2007. - 256 p.

31. Zykova, I.V. Legal entities: creation, reorganization, liquidation / I.V. Zykova.- M.: OS-89, 2005.- 256 p.

32. Legal entities. Responsibility for violation of obligations / Institute of State and Law RAS; Rep. ed. T.E. Abova. - M.: MZ-PRESS, 2004. - 271 p.

33. Protection of the rights of citizens and legal entities in Russian and foreign law (problems of theory and practice): a collection of articles and theses of graduate students and young scientists. - M.: MZ PRESS, 2002. - 160 p.

34. Semenikhin V.V. All about non-profit legal entities. M.: GrossMedia, ROSBUKH, 2014. 394 p.

35. Gabov A.V. Reorganization and liquidation of legal entities: scientific and practical commentary on articles 57 - 65 of the Civil Code of the Russian Federation (article-by-article). M.: IZiSP, INFRA-M, 2014. 203 p.

36. Civil Code of the Russian Federation. Legal entities: article-by-article commentary to Chapter 4 / E.V. Badulina, K.P. Belyaev, A.S. Vasiliev et al.; edited by P.V. Krasheninnikova. M.: Statute, 2014. 524 p.

37. Borisov A.N. Commentary on Chapter 4, Part 1 of the Civil Code of the Russian Federation “Legal Entities” (item-by-item) // SPS ConsultantPlus. 2014.

38. Borisov A.N. Commentary to the Federal Law of August 8, 2001 No. 129-FZ “On State Registration of Legal Entities and Individual Entrepreneurs” (article-by-article). M.: Justitsinform, 2014. 286 p.

39. Panov A.B. Administrative liability of legal entities: monograph. M.: Norma, 2013. 192 p.

40. Enforcement of acts of courts and other bodies in relation to legal entities (organizations and entrepreneurs). Problematic aspects: collection of materials from the international scientific and practical conference, June 4 - 8, 2012, Voronezh / Z.M. ogly Ali-zade, D.B. Simon, L.V. Butko and others; resp. ed. A.O. Parfenchikov, D.Kh. Valeev. M.: Statute, 2013. 352 p.

41. Scientific and practical commentary on the Federal Law “On the procurement of goods, works, services by certain types of legal entities” (article-by-article) / E.S. Bespalova, A.A. Vostrikova, V.R. Iskhakova and others; edited by V.Yu. Panchenko. Moscow: Prospekt, 2012. 160 p.

42. Baranova A.N., Guseva T.A., Churyaev A.V. Forced liquidation of legal entities: scientific and practical guide // SPS ConsultantPlus. 2011.

43. Kurbatov A.Ya., Pirogova E.S. Limitation of legal capacity and capacity of legal entities - debtors in the framework of insolvency (bankruptcy) cases // SPS ConsultantPlus. 2011.

44. Grishaev S.P. Business partnerships as legal entities // SPS ConsultantPlus. 2014.

45. Gruzdev V.V. Agreement on property separation of a legal entity // Lawyer. 2014. No. 24. P. 4 - 8.

46. ​​Grishaev S.P. Production cooperatives as legal entities // SPS ConsultantPlus. 2014.

47. Kuznetsov A.A. Body of a legal entity as its representative // ​​Bulletin of economic justice of the Russian Federation. 2014. No. 10. P. 4 - 31.

48. Dolinskaya V.V. Bodies of a legal entity: problems of doctrine and modern legislation (using the example of a joint-stock company) // Laws of Russia: experience, analysis, practice. 2014. No. 11. P. 64 - 71.

49. Khabrieva T.Ya. Modern approaches to the classification of legal entities (to the 90th anniversary of V.E. Chirkin) // Journal of Russian Law. 2014. No. 10. P. 5 - 16.

50. Shitkina I.S. Reform of Russian corporate legislation: analysis of novelties introduced into Chapter 4 of the Civil Code of the Russian Federation “On Legal Entities” (lecture as part of the training course “Business Law”) // Business Law. Application "Law and Business". 2014. No. 4. P. 2 - 20.

51. ConsultantPlus: Analytical review dated September 25, 2014. A legal entity may have several managers acting without a power of attorney (Federal Law dated May 5, 2014 No. 99-FZ) // SPS ConsultantPlus. 2014.

52. Beketova K.A. Theoretical and practical aspects of studying the status of local governments as legal entities of public law // State power and local self-government. 2014. No. 10. P. 15 - 19.

53. Darkina M.M. Judicial form of protection of the rights and interests of individuals and legal entities // Modern lawyer. 2014. No. 4. P. 21 - 30.

LIST OF RESOURCES OF THE INTERNET INFORMATION AND TELECOMMUNICATION NETWORK NECESSARY FOR MASTERING THE DISCIPLINE (MODULE)

1. State automated system of the Russian Federation “Justice”. www.sudrf.ru

2. Supreme Court of the Russian Federation. www.vsrf.ru

3. Supreme Court of the Republic of Belarus. http://vs.bkr.sudrf.ru

4. Constitutional Court of the Russian Federation. www.ksrf.ru

5. Russian newspaper http://rg.ru/

6. State Registration Chamber http://www.palata.ru/

7. UFSGRKK for the city of Neftekamsk http://ufrs.№eftekamsk.ru

8. UFSGRKK for the Republic of Belarus http://www.to02.rosreestr.ru/

9. Information system “Single window of access to educational resources” (http://window.edu.ru)

10. University library online. (http://www biblioclub.ru),

11. Electronic catalog of the Bashkir State University library (http://www bashlib.ru/catalogi/),

12. Electronic reading room based on the BiblioTech software (http://www bashlib.ru /echitzal).

13. Scientific electronic library Elibraru (http://www elibrary.ru),

14. Electronic library system of the Lan book publishing house (http://www e.lanbook.com),

15. Electronic library system EAST VIEW “Publications on social sciences and humanities” (http://www ebiblioteka.ru)

16. Electronic library system EAST VIEW “Bulletins of Moscow State University” (http://www ebiblioteka.ru),

17. University Information System Russia (UIS RUSSIA)

18. (http://www uisrussia.msu.ru), Electronic Library of Dissertations of the Russian State Library (http://www.diss.rsl.ru).

METHODOLOGICAL INSTRUCTIONS FOR STUDENTS ON MASTERING THE DISCIPLINE

9.1 General guidelines for preparing for lectures and practical (seminar) classes

A student of the Bashkir State University must remember that the quality of the education received depends to a large extent on the active role of the student himself in the educational process. The student should be aimed at maximizing the assimilation of the material presented by the lecturer; after the lecture and during specially organized individual meetings, the student can ask the lecturer questions that interest him.

Involvement in research activities is important. The process of formation of young scientists is directly dependent on the degree of their participation in it, i.e. from previous development of creativity and research skills. Participation in scientific and practical conferences can be of great benefit to the student, as they provide access to discussion of the most pressing problems of science. The preparation and publication of scientific articles by students is welcomed and encouraged. Every year, the Bashkir State University Science Foundation publishes collections of student works.

Regular work of student scientific clubs is organized. Participation in their work allows the student to develop his oratory, hone his professional skills, deepen his knowledge in the field of jurisprudence, learn and develop the art of conducting discussions on current topics.

Preparation for practical classes

Seminars, along with lectures, are a form of classroom training. During a seminar lesson, the teacher interviews students on questions asked for this lesson. Questions are announced by the teacher at the previous seminar lesson and, as a rule, they should coincide with the questions contained in this educational and methodological complex, but the teacher can also give some other questions related to the topic of the seminar and indicate what students should pay special attention to when preparing for the next lesson.

Preparation for a seminar lesson requires, first of all, studying the recommended normative and monographic works, abstracting them, preparing reports and communications. This is especially true when using new forms of training: seminars, conferences, colloquiums, etc. Recently, viewing lectures by teachers using various audiovisual techniques has become increasingly common.

Students must prepare answers to all questions asked during the seminar lesson in advance at home, in the library and in the reading room. You should keep a special notebook with notes of answers to seminar questions. When preparing an answer, it is advisable not to limit yourself to the material of one textbook, but to use scientific articles from magazines, collections of articles, monographs.

In the process of organizing work, teacher consultations are of great importance, during which many problems of the course being studied can be solved and complex issues can be clarified.

A student answering a question in a seminar class should do so generally without the aid of any notes or textbooks. The answer should be as complete as required to sufficiently address the issue.

In addition to oral surveys of students during seminar classes, the teacher conducts written tests, testing and uses other forms of control and assessment of students’ knowledge, including as part of independent work.

Students' answers in seminar classes, completing tests, preparing reports, abstracts are taken into account by the teacher when summing up the total number of points for a certain period.

Independent work

Independent work is an integral part of the educational process. Of course, the level of his professional training - professional suitability - will depend on how well a student approaches self-development, reading educational and scientific literature.

The criteria for assessing independent work within the framework of the point-rating system are aimed, first of all, at enhancing independent study of the discipline in addition to lectures and seminars. The number of points for each discipline is set in accordance with the technological maps.

Educational technology

Creative problem tasks Unlike traditional ones, they require students not to simply reproduce information, but to create, since they contain an element of uncertainty in their conditions and, as a rule, have several (sometimes countless) “correct answers.” Often the “right answer” is unknown to the teacher. Examples of such tasks include: drawing up a document (contract, deed, agreement), preparing a speech on a specific issue, playing a role in simulation games, discussing a debatable issue.

The problem task constitutes the content, the basis of any interactive technique. An atmosphere of business-like, interested communication among all participants in the educational process, including the teacher or invited specialist, is created around it. Such an assignment (especially a practical one that models professional activity) gives meaning to practical learning and motivates students.

Business game organized and conducted by the Department of Civil Law and Procedure. The essence of the business game comes down to students simulating the procedure for state registration of legal entities during their creation, reorganization or liquidation with all the inherent regulation, with the distribution of procedural roles, and making all necessary decisions.

During the organization and conduct of a business game, the following goals are set and achieved:

– students’ mastery of the stages and procedures of state registration of legal entities;

– developing skills for legal assessment of the initial actual legal situation, including, in particular, analysis of document materials, current procedural and substantive legislation, study of judicial practice, development of a legal position, making a procedural decision;

– instilling skills in the practical implementation of the powers of professional subjects of civil turnover;

– determination of the level of theoretical training of students in the academic discipline “Legal entities in civil law.”

Students acquire the skills to give qualified legal opinions and consultations during state registration of legal entities.

4th year students of the “Jurisprudence” direction take part in the business game. As a rule, the student coverage during the organization and conduct of a business game is about 10 people in each of the study groups of the course, so 2-3 games are usually held in one group in order to reach all students as much as possible.

It must be especially emphasized that all other students who are not directly involved in the business game take an active part in all preparatory and organizational activities aimed at preparing the process, are its attentive spectators, evaluate the progress of the process, note shortcomings, and later participate in discussions of the results educational process, which are conducted during practical classes in the academic discipline “Legal entities in civil law”.

Brainstorm is one of the most popular methods of teaching and group work. The goal of the first stage is to offer as many possible answers to the question as possible. This stage does not involve discussion, criticism, or evaluation of proposals. Therefore, this method works very well at the very beginning of the problem resolution process or if the process has reached a dead end.

It is important to correctly formulate the problem in the form of a question, so that students generate their proposals answering this question (for example, “What are the main directions for improving civil legislation in the field of regulating the activities of state corporations?” The teacher plays a great role in brainstorming. He can also participate in generating proposals (and should even do this if students suddenly stop). But, most importantly, he must record all proposals. It is advisable that all proposals are written down on a poster or board and are constantly visible to all brainstorming participants. The teacher himself or one person can write down from students. The teacher may ask students to repeat or clarify their wording for a more accurate and concise recording, but in no case should distort the meaning of the sentence, insist on his own version of the wording. He should also not insist, force students to generate ideas.

The second stage of brainstorming is discussion, classification, selection of promising proposals. Sometimes all students involved in the process of solving a problem are even divided into two groups - idea generators (carrying out the first stage) and critics (carrying out the second stage). The second stage involves discussion and evaluation of ideas; it can be carried out in small groups, using various forms of discussion and techniques for discussing problems.

Small group work provides all students with the opportunity to act, practice cooperation and interpersonal communication skills (in particular, mastery of active listening techniques, developing a common solution, resolving disagreements). Work in groups should be used when you need to solve a problem that is difficult to cope with individually, when students have information, experience, resources for mutual exchange, when one of the expected learning outcomes is the acquisition of teamwork skills.

Role-playing games along with creative tasks and work in small groups are the main technique in interactive classes. In role-playing, students are asked to “play” another person or “act out” a specific problem situation. Similar names are also used to denote techniques of this type (simulations, business games, modeling). If possible, other teachers and specialists in this category of cases are invited to participate in such role-playing games as one of the observers.

When preparing for a role-playing game, first of all, it is necessary to determine the expected educational results (for example, “After conducting this role-playing game, students will be able to collect a package of documents necessary for state registration, liquidation of legal entities,” etc.).

Active teaching methods include: problem-based lecture , lecture with pre-planned errors, educational discussion; independent work with literature; workshop.

9.2 Plans for seminar (practical) classes and guidelines for them

A role-playing game that simulates real professional activity (business game) is a gaming educational technology that represents a simulation of a problematic professional situation, the solution of which is achieved through the process of role-playing interaction between participants, according to the rules, with the formation of teams of players and a “group of experts”, in accordance with the plot, according to a certain scenario and subsequent assessment of the decision made.

The situation being played out must imply ambiguity in decisions and contain an element of uncertainty, which ensures the problematic nature of the game and the personal participation of students.

Business games, developed in specific situations, introduce students to the sphere of professional activity, being a powerful incentive to intensify independent work to acquire professional knowledge and skills, as well as the ability to solve non-standard professional problems.

Interactive interaction occurs throughout the entire business game, since decisions are made primarily collectively. At the same time, everyone solves their own individual problem in accordance with their role and function. Students acquire social skills, develop communication skills, critical thinking, to make professionally competent decisions.

Practical skills acquired during the game often allow one to avoid mistakes that arise during the transition to independent work.

Thus, a business game performs the following functions:

1) educational - generalization and consolidation of knowledge on the completed course topics, development of work skills;

2) developing - development of logical, critical, analytical, creative thinking, activation of students’ mental activity;

3) educational - formation of sustainable interest in the future profession, professional self-identification.

The effectiveness of a business game largely depends on the characteristics of its organization and conduct.

Business game structure:

1. Theme and purpose of the game.

2. Problem(s) to be considered and solved during the game.

3. Plot (area of ​​reality, conditionally reproduced in the game).

4. Scenario.

5. Rules of the game.

6. Roles (distribution and assumption of roles by participants).

7. Game actions as a means of realizing roles.

This structure determines the stages of conducting a business game: preparatory and motivational-guiding, main and reflective-evaluative.

PREPARATORY AND MOTIVATIONAL-ORIENTATION STAGES

At these stages the following happens:

1. Determining the location of the lesson using business game technology in the educational process.

The use of business games in the learning process is most effective when completing a topic(s) for the teacher to identify the degree of mastery of the material by students, control and evaluate knowledge, and analyze the depth of understanding of the topic.

2. Determining the topic, goals of the business game, drawing up a plan for the upcoming lesson. When choosing a topic, it is necessary to take into account that the material used in the game has practical implications for professional activities.

3. Development of technology for conducting a business game:

Description of the situation and problem, the solution to which must be found in the game;

Determining the stages of the game;

Determining the time frame for each of the game stages and the game as a whole;

Selecting criteria that determine the completion of each stage and the entire game as a whole;

Description of the sequence of actions of the participants;

Determining the order of forming teams of players with the distribution of roles between them, including the “group of experts”;

Depending on the game technology, the distribution of roles can be both within teams and between them.

The task of the “group of experts” is to evaluate the actions of the game participants. The “group of experts” can be selected from among successful students who can competently evaluate the game, and/or invited persons (staff and teachers of ITMO University and other universities, specialists from specialized organizations, experts in their field);

Development of an “Evaluation Card” for the work of the “group of experts”, which prescribes criteria for assessing the actions of game participants (individually or the team as a whole);

Possible criteria for evaluating the actions of game participants:

Compliance with rules and time regulations;

Student activity;

Use of additional materials;

The quality and effectiveness of decisions made, their reasoning;

Mutual assistance, level of interpersonal relationships in the team;

Achieving the set goal(s) of the game;

Solution to the problem.

Each criterion is assessed either by points (for example, from 1 to 5), or by the fact of fulfillment (“+” or “-”). It is necessary to determine the procedure for summing up the results of the game based on the completed “Evaluation Cards”.

Choosing a format for interaction between participants;

Determination of the motivation system for participants (system of fines and rewards);

Preparation of material support (software and hardware), selection of audience for the lesson;

Determining how to evaluate the results of the game.

4. Informing students about the topic and purpose of the business game.

5. Informing students about the technology of conducting a business game and the rules for its conduct.

Rules of the business game:

Take an active part in the game;

Within the team, take into account the opinion and position of each player;

Maintain a culture of communication and tact;

Do not change the course of the game;

Adhere to the technology of the game.

6. Formation of team composition, distribution of roles.

7. Introducing students to the specifics of roles, emphasizing that everyone must strictly follow their role.

Ways to present roles to players:

Free-form verbal description of possible actions, rights and responsibilities of players;

In tabular form, a list of actions and their results;

In graphical form, an algorithmic representation of player behavior corresponding to specific professional activities and its results.

8. Motivating students to actively participate in the game.

9. Independent preparation of students for the game within the framework of their role (if necessary).

MAIN STAGE

At this stage, the business game is being implemented. It includes the following steps:

1. Before starting, the teacher once again focuses the students’ attention on the rules of the business game.

2. Students play their role, adjust their actions in response to the actions of other participants during the game, and provide a solution to the problem.

3. The teacher (game leader), if necessary, voices additional tasks and questions, and also analyzes, evaluates, and corrects the actions of the participants if their actions do not correspond to the goals and scenario of the game, without helping them make decisions.

4. A “group of experts” monitors the progress of the game, upon completion of which they evaluate the effectiveness of the work done, the achievement of goals and objectives, and the solution to the problem. Fill out the “Evaluation Card” for the team or for each player.

REFLECTIVE-EVALUATIVE STAGE

At this stage, the game is completed and the results are summed up. It includes the following steps:

1. Organizing, systematizing, evaluating and analyzing the solutions obtained together with students.

2. Comparison of the goals of the game with the educational results obtained.

3. Formulating conclusions about the effectiveness of the work done, monitoring the knowledge and skills of students on the topic of the game, including taking into account the results obtained from the “Group of Experts”.

4. Self-assessment of students about participation in the game, analysis of acquired professional knowledge and skills, development of personal qualities.

5. Self-assessment of the teacher about the conduct of the game, the achievement of learning goals.

Additional sources of information:

1. Pedagogical technologies: textbook for students of pedagogical specialties/under general. ed. V.S. Kukushina. - Ed. 4th, revised and additional Rostov n/d: Publishing center "MarT", Phoenix, 2010. - 333 p.

2. Polat E. S. Modern pedagogical and information technologies in the education system: a textbook for students. higher textbook establishments / E.S. Polat, M.Yu. Buharkina. — 3rd ed., erased. - M.: Academy, 2010.

Routing

by discipline " Business law»

for 3rd year students of the direction “Jurisprudence”

The maximum number of points in the discipline is 100 :

50 points– active participation in seminars;

30 points– fulfillment of control tasks;

20 points– independent work of the student.

The total number of seminars is 38 hours, i.e. 19 lessons.

Grading system

Excellent answer – 3 points;

Good answer – 2 points;

Weak answer – 1 point.

Additions (regardless of their number) – 1-2 points.

Student’s independent work – 20 points.

Tested competencies: PC-2,6,8,9,13,15,16,17.VK – 2.4

1.Preparation of abstracts and reports on topics:

Types of entrepreneurship:

A - tourist activity,

B-G jewelry store

D–L - pawnshop,

Z-L cinema,

M-cafe/restaurant,

R-S - production of household chemicals

U – X - food production,

D-S - leather factory,

X - dairy farm,

Sh - transportation by minibus,

Yu-funeral services, etc.

2.Analysis of scientific articles on problems:

“Current problems of entrepreneurial activity”,

"Problems of small business"

“Peasant (farm) or personal subsidiary plot for agricultural production. products",

“Unfair competition, ways to solve the problem”,

“Dominant position in the market as a basic category of antimonopoly legislation,” etc.

Independent work must be submitted before last practical lesson. Independent work submitted after the deadline is not accepted and is not evaluated, with the exception of missing the deadline for valid reasons (provide a document certifying the reason for missing the deadline.

Criterion evaluation of abstracts and articles		Maximum points
Knowledge and understanding of theoretical material.	The student correctly defines the concepts under consideration, giving appropriate examples; demonstrates deep knowledge of theoretical material and independence in performing work.
Analysis and evaluation of information	The student uses various methods of cognition (analysis, comparison techniques, relationships between concepts and phenomena; gives alternative views on the problem under consideration, draws reasoned conclusions, uses a large number of different sources of information.
Constructing judgments	The presentation of the material is clear and concise, logically structured, the student provides various points of view and their personal assessment. The presentation corresponds to the genre of a problematic scientific article.
Registration of work	An illustration method is used - presentations

Independent work No. 3. (Business game-debate).

Debate is an intellectual game, which is a special type of discussion conducted according to strict formal rules. The basis is a resolution (the topic of debate), which is always formulated in the form of an affirmative proposal. Participants must persuade the judges and spectators (but not the opposing team) to their point of view. This is achieved by presenting arguments in support of their point of view and putting forward counterarguments to the statements of opponents.

Teams can have a different number of participants (usually 3-6). There are several options for team and individual debates, in which only speeches are possible, or the possibility of participating in cross-discussion is added, but the discussion is always organized as a clash of two opposing positions.

The fundamental principles of organizing debates are honesty and respect for partners, and the most important principle is “there are no losers!”

Characters

Teams (consisting of player-speakers) - those who approve defend the topic, those who deny - they refute.

Judges decide which team was more convincing in proving its position; keep a game protocol in which areas of conflict of positions are noted; indicate the strengths and weaknesses of the speakers' presentation.

Timekeeper - monitors compliance with the regulations and rules of the game.

A coach (tutor) is usually a teacher (less often, experienced student debaters who have completed a full training course).

Stages of work in the Debate technology

Preparation

Selecting a topic.

Constructing a plot of evidence

Selection of arguments

The actual debate

Announcement of positions (discussion)

Round of cross-questions

Judging

Reflection

Criteria for evaluation:

10 points are awarded to the winning team that presents its point of view on a problematic issue in a more reasoned manner, demonstrates the ability of collective discussion and thinking, correctly selects and uses the rules of law regulating the relevant attitude and shows the most vivid and competent performance.

5 points – to participating teams.

Business game No. 2

The role-playing game is carried out upon completion of studying the discipline “Business Law”.

The purpose of the role-playing game is to develop skills in the practical application of knowledge acquired while studying the course using the example of resolving a specific situation; development of general cultural and professional competencies.

correct identification of the problem inherent in a controversial situation;

developing skills to distinguish between different types of proceedings in civil proceedings;

formation of the positions of the parties based on the interpretation of the provisions of the law in the absence of a direct rule for resolving the dispute;

developing a reasoned solution to a controversial issue;

developing the ability to apply regulations and implement the rules of law;

developing the ability to legally correctly qualify facts and circumstances;

developing the ability to correctly and completely reflect the results of professional activities in legal documentation;

mastering the skills of preparing legal documents.

The role-playing game is carried out in four stages.

Stage I – preparation for the dispute, formation of the positions of the parties.

Stage II – conducting a trial of the case.

Stage III – development of a decision on the case.

Stage IV – discussion of the developed solution.

The plot of the case is determined by students independently.

Approximate composition of participants in the business game:

1. The judge presiding over the case;

2. Secretary of the court session;

4. Representative of the plaintiff;

5. Defendants;

6. Representative of the defendant;

7. Witnesses.

It is necessary to identify two students (not involved in the game) who will act as independent experts. Their main task is to identify procedural errors made during the game and evaluate the students’ work.

Description of the stages of the role-playing game:

Stage I – preparation for the dispute. Representatives of the parties formulate legal positions based on current legislation and the circumstances of the case.

Stage II – conducting a trial of the case. The parties take turns presenting the positions they have developed, expressing arguments in their defense, assessing the validity of the other side’s arguments, and asking each other clarifying questions. The court manages the process of considering the case and asks questions, the answers to which will allow a legal and informed decision to be made in the case.

Stage III – development of a decision on the case. The court, taking into account the arguments presented by the parties during the proceedings, develops and announces a decision on the case.

Stage IV – discussion of the developed solution. Participants in the game and spectators (students of the group who did not directly participate in the game) discuss the validity of the proposed solution to a controversial situation, evaluate the arguments voiced during the game from the standpoint of their compliance with the law and judicial practice developed on the basis of its application.

Business game evaluation criteria:

	Criterion (evaluation indicator)
	Quality of task execution
	Reasonedness and originality of the proposed solutions
	Ability to navigate non-standard situations
	Ability to correctly apply regulations
	Clarity, completeness and quality of filling out documentation
Maximum points for a business game

Carrying out tests– 30 points.

In the process of studying the discipline, two tests are required to be completed during the semester. Tests are carried out in the form of a colloquium and testing on all topics.

Test No. 1: Scored from 0 to 15 points.

Test No. 2: Scored from 0 to 15 points.

The period for completing test No. 1 at the 10th seminar lesson on the topics:

For participation in a business game, the student is awarded points in accordance with the criteria presented in the table.

Criteria for assessing the abstract on topics 2, 3,4,5,7

For preparing an essay, the student is awarded points in accordance with the criteria presented in the table.

Evaluation criterion	Content	Points
Novelty of the material	- relevance of the topic - formulation of a new aspect of the problem - ability to work with literature, systematize and structure the material - presence of the author's position, independence of assessments and judgments - stylistic unity of the text
Validity of the choice of sources	- analysis and evaluation of the literature used: scientific literature (monographs and publications in scientific journals) statistical data
The degree of disclosure of the essence of the issue	- compliance of the plan with the topic of the abstract - consistency of the content with the topic of the abstract - completeness and depth of the research conducted - ability to summarize the literature, draw conclusions - ability to compare different points of view on the topic
Compliance with design requirements	- preparation of references to used literature - preparation of a list of references - knowledge of terminology - compliance with the requirements for the preparation of an abstract

The conversion of points to a five-point rating scale is presented in the table.

Criteria for assessing tests on topic 2

Criteria for assessing participation in discussions on topics 3,4,6,7

For participation in the discussion, the student is awarded points in accordance with the criteria presented in the table.

The conversion of points to a five-point rating scale is presented in the table.

Criteria for assessing practical assignments on topic 7

CRITERIA FOR ASSESSING THE LEVEL OF OPERATIONAL INTELLIGENCE BASED ON THE RESULTS OF A BUSINESS GAME

,

Senior Lecturer at the Department of Management Psychology at the Academy of Management under the President of the Republic of Belarus

The task of increasing the professionalism of management personnel and the formation of their organizational culture determines the need for research into decision-making mechanisms and training managers in methods of optimal choice. An important role in this process belongs to active learning methods (ALM), among which the business game (BI) occupies a central place.

DI is a means of modeling various conditions of professional activity by searching for new ways to carry it out. It imitates various aspects of human activity and social interaction, and is also a method of effective teaching, since it removes the contradictions between the abstract nature of the educational subject and the real nature of professional activity. DI develops a specialist’s systems thinking, including a holistic understanding of not only nature and society, but also oneself and one’s place in the world. It teaches collective thinking and practical work, develops skills in social interaction and communication, individual and joint decision-making skills. Thus, DI- one of the few opportunities to significantly increase the efficiency of the educational process at a university. The relevance of the practical development of DI is based on the need to move in the shortest possible time to a new high-quality level of teaching that meets world standards.

The works of others also played a major role in the development of the theory and practice of DI. They developed the principles of DI, identified the main features of this teaching method, and described the classification and requirements for the design of DI.

In particular, several stages of constructing DI have been identified, one of which is the stage of developing a system for assessing gaming activity. described the requirements for the design of DI, among which an important place is occupied by the development of criteria for the optimality of game results. An important feature of DI, therefore, is the presence of an objective assessment of the results of gaming activity, which is provided by clear evaluation criteria and quantitative indicators on several scales. As noted, the absence of evaluation criteria is an indicator that the teaching method is not a business game, but belongs to another category of teaching methods, for example, role-playing games, game design, etc. . In addition, objective criteria for assessing the results of the game make it possible to carry out a diagnostic function and determine the level of optimality of decisions made by each participant in the game process.

At the Institute of Public Service of the Academy of Management under the President of the Republic of Belarus, in the educational process for training and retraining of management personnel, DI is widely used to teach individual and group decision-making under conditions of uncertainty. However, when choosing a game model, we found that most A Some of the games that model important socio-psychological phenomena in economic systems do not contain clear criteria for evaluating results in their descriptions. And some games turn out to be sensitive to the peculiarities of the cultural and organizational environment and the mentality of a certain category of managers. This particularly applies to games developed in other countries. There was a need to adapt DI to the conditions of our organizational environment and develop criteria for assessing the performance of players, taking into account the characteristics of the game situation.

To develop criteria for assessing the results of DI for making management decisions, we chose the game “By the Lake”, described in several sources. The motivation for choosing this game is due to the fact that it crystallizes many socio-psychological phenomena characteristic of economic systems controlled by people. It makes it possible, in artificially created laboratory conditions, to see those features of leadership activity and behavior of other people that are hidden from a person by everyday life and the variety of situations. In addition, it gives participants feedback and the opportunity to become aware of the characteristics of their own behavior and the behavior of others that are manifested in joint activities.

The game was first described in 1991, but in that version it was aimed not so much at taking into account the socio-economic characteristics of managed systems, but at teaching how to maximize the profits of each enterprise through joint activities. In 2000, the game was modified; he identified psychological factors influencing the results of the game, such as the traits of altruism, egoism, operational intelligence, probabilistic forecasting, etc. The game acquired the characteristics of a socio-psychological model of management decision making. It turned out to be important that he drew attention to the psychological component of controlled systems.

Brief description of the game

The game action takes place in a certain economic system, consisting of 8-16 enterprises located on the shore of the lake. Manufacturing products requires a lot of water, which enterprises take from the lake. The treated water is discharged there. Each of the enterprises (the game involves characters of 8-16 people playing the roles of directors of enterprises) makes one of five management decisions every month, corresponding to a card of a certain color:

- discharge of untreated wastewater (green card);

- waste water treatment (red card);

- re-profiling of enterprises (orange card);

- applying penalties to players who pollute water (purple card);

- bonuses for those who clean wastewater (blue card).

The game is played over 48 cycles, each cycle symbolizing one month of operation of the enterprise. Thus, in this model situation, the management process is carried out by the players during 4 “game years”.Each decision corresponds to an assessment in the form of profit or loss received in a given month.

According to the modification, the purpose of the enterprise’s activities is formulated by the participants independently after receiving introductory instructions. Decisions are made anonymously, with only the leader informed.

The game provides the opportunity for participants to interact through communication at a meeting. Players can thus implement different strategies: make decisions on their own or enter into various advisory agreements that can be violated for personal gain.

Development of criteria for assessing operational intelligence based on DI results

Earlier publications did not contain a description of the criteria for evaluating the decisions made by the players; it was proposed to discuss the results of the game qualitatively by watching video footage of the meetings. introduced quantitative assessments of the results of the activities of game participants, but they were not sensitive enough to changes in the game situation and did not take into account such an indicator as the latent period of operational thinking.

The purpose of this work was to develop criteria for assessing decisions made by participants in the DI based on the following provisions:

- the assessment of operational intelligence should be based on the criterion of rationality/irrationality of the actions carried out by the manager, which is reflected in the profit of the managed enterprise (an indicator of its viability) when the goal of the activity is achieved;

- the assessment of operational intelligence should be based on a criterion reflecting the degree to which the manager’s actions are close to the “optimal” (author’s) decision-making model;

- assessment of operational intelligence should include an indicator of temporary O th duration of the manager’s awareness of the objective contradiction of the problem situation (latent period of operational thinking), i.e., the moment of transition from actions that increase the contradiction to actions that eliminate the conflict (“smoothing out”) the problem situation.

To calculate the criteria for assessing operational intelligence and confirm their reliability, a sample of 471 people (162 women, 309 men) was formed - managers at various levels of the management hierarchy who underwent retraining at the Academy of Management under the President of the Republic of Belarus.

The following indicators were calculated:

1) coefficient of rationality of actions(Krat.). It was calculated as the ratio of the points scored by the subjects in the game to the maximum possible number of points (1):

Where

Krats is the coefficient of rationality of actions calculated for a specific participant in a business game; profit– profit of a specific participant in a business game; profit max– maximum possible profit.

2) selection optimality coefficient(Copt). It was calculated based on the absolute deviation of the decisions made by the subject from the “optimal” model, as if this group strategy had been used by the participants from the very beginning of the DI, and took into account the indicator of the subject’s focus on social interaction of the optimal degree of expression. The calculations took into account the number of subjects in a particular group (2).

Where

Copt – coefficient of optimality of elections; Ko, So, Fo– respectively, the number of constructive, encouraging and punishing actions in the “optimal” model; S TOn, S Zn, S WITHn, S Fn– respectively, the number of constructive, destructive, encouraging and punishing decisions made by the subject for DI; S ABOUTn – the number of refusals of the subject to use the shared resource;m– number of subjects in the group.

3) coefficient of latent period of operational thinking(Com). This formula included as one of the indicators the number of the cycle in which the subject last made destructive choices (3):

Where

Com – coefficient of the latent period of operational thinking, calculated for a specific participant in a business game; No.Green- No. of the cycle in which the release of environmentally harmful impurities into the source was carried out by the subject for the last time; S Z n – the sum of destructive decisions made by this subject over the entire period of the business game.

This coefficient made it possible to estimate the duration of the test subject’s formation of an adequate image of the problem situation, his awareness of its contradictions and the restructuring of thinking to search for a new method of action.

The product of all coefficients gave the resulting indicator - integrative coefficient of the level of development of operational intelligence (4).

Koi = Kratz* Copt* Kom

Where

Koi – integrative coefficient of operational intelligence, calculated for a specific DI participant; Krats is the coefficient of rationality of actions calculated for a specific participant in the DI; Copt – the coefficient of optimality of elections, calculated for a specific participant in the DI; Com is the operational thinking coefficient calculated for a specific DI participant.

The reliability of the calculated coefficients was determined based on the analysis of the correlation relationship with the test subjects’ performance in solving spatial-combinatorial operational problems of the “maze” type (, . Solving operational problems is traditionally used to determine the test subjects’ ability to think operationally and find the shortest path to the goal.

The results of the correlation analysis allowed us to draw the following conclusions:

exists a general mechanism for solving various problem problems that allows one to find the shortest path to eliminate the discrepancy between the initial and target states of the control object ( p ≤0.05);

the most important period determining the effectiveness of further actions is the initial stage of perception and assessment of the problem situation, on which the understanding of the relationship between the data and the desired result is carried out ( p ≤0.01);

One of the significant components of operational intelligence is the ability to form a generalized image of an object by abstracting from specific actions and analyzing one’s own decisions from the point of view of their rationality on the path to the goal ( p ≤0.05).

A relationship has been identified between CoI and the time required to solve all operational tasks ( p ≤0.05). This relationship confirms that the integrative coefficient for assessing the level of operational intelligence that we calculated can be recognized as reliable, allowing us to diagnose the subject’s ability to find the optimal solution in a problem situation.

Rating scales were developed based on the standardization of primary assessments using a standardization procedure (table).

Table - Levels of operational intelligence
Value ranges	Levels
Short	Below the average	Average	Above average	High
Kratz	≤ 0,14	0,15 – 0,35	0,36 – 0,56	0,57 – 0,77	≥ 0 ,78
Com	≤ 0,18	0,19 – 0,38	0,39 – 0,58	0,59 – 0,77	≥ 0 ,78
Copt	≤ 0,6	0,61 – 0,75	0,76 – 0,87	0,88 – 0,95	≥ 0 ,96
Koi	≤ 0,15	0,16 – 0,36	0,37 – 0,56	0,57 – 0,75	≥ 0 ,76

Thus, our research made it possible to enrich the business game as a tool for assessing the level of operational intelligence and typical features of each subject making management decisions in a problem situation. This diagnostic procedure is not an end in itself, but only an intermediate stage to optimize the process of training managers to make decisions and develop their operational intelligence.

Based on the results of the study, a computer version of the DI “By the Lake” was developed, which retained all the advantages of the original version, but reduced the processing time of its results. Thanks to this, each participant in the game receives indicators on the monitor screen that characterize the degree of optimality of the actions he performs. An algorithm has also been developed that makes it possible to determine for each student, based on a combination of calculated coefficients, the type of management decision-making strategy he prefers and to identify factors that make it difficult for him to form an adequate image of an object and impede information efficiency.

A person living in the modern world is included in complex dynamic systems that have such characteristics as variability and uncertainty. In such conditions, he has to make decisions, which are often intuitive, based on patterns. Sometimes decisions are made by trial and error, which often makes the situation even worse. Management decision making is an important skill that is developed during training. One of the main methods of teaching and developing this skill is DI. However, DI allows not only a teaching function, but also a diagnostic, and, to some extent, prognostic function. To do this, it must rely on a clear and reasonable system for assessing game results.

The result of this study was the developed criteria for assessing the level of operational intelligence based on the results of the DI “By the Lake”, which can be used to diagnose the ability of managers to quickly make optimal decisions under conditions of uncertainty.

List of sources used

1 Gallyamov, games are an effective tool for active learning / . - Vladivostok, 19с.

2 Zavalishina, -genetic analysis of operational thinking: dis. ... Dr. Psy. Sciences: 19.00.01 / . – M.: 1985. – 397 p.

3 Kremen, M. A. On the issue of defining the concept of “operational intelligence” // Adukatsyya i vyhavanne. – 2006. - No. 8. – P. 47-49.

4 Flint, active learning: textbook. allowance / , . – Mn.: Academician. ex. under the President of the Republic Belarus, 2000. – 133 p.

5 Kremin, management decisions in situations of uncertainty (business game): educational and methodological manual / , . – Mn.: Academician. ex. under the President of the Republic Belarus, 2007. – 35 p.

6 Platov, games: development, organization, implementation / . – Novosibirsk, 1991 – 192 p.

7 Platov, management technologies / . – M.: Delo, 2006. – 384 p.

8 Pushkin, thinking in large systems / .– M.: Energy, 1965. – 375 pp.