Simulation of Sales Scenarios in Chain Store Marketing with a Futuristic Approach

This paper examines the simulation method as one of the future prediction techniques. In this article, while examining the concepts related to futuristic studies, one of the powerful tools in this field is introduced. Examining the concepts, how to form analytical approaches with simulation, and using it in futures studies are some of the most important topics in this article. What emerges from the study and application of this method in its use in marketing and sales is that in many approaches, simulation can be a useful tool especially that by determining specific scenarios, the decision proper capture is done. The simulation approach uses a precise analysis of the current situation to reflect the present view of the future, and in addition, by considering future probabilities and components, a proper analysis of present decisions and policies for the future can be made create. In this paper, while introducing simulation as one of the futures research approaches, its application in different fields is investigated and a case study of this technique in the field of retail queue systems is analyzed. The results show that the future of the market for chain stores is based on creativity, innovation and effective management relationship with customers

Developing evidence-based and contextualised teaching materials and guidelines to train employees of commercial first aid departments in Sub-Saharan Africa

The Belgian Red Cross – Flanders (BRC-FL) supports the Commercial First Aid (CoFA) departments of its partners in Sub-Saharan Africa. It does so by providing its partners with the skills and knowledge they need to ensure the financial sustainability and overall viability of their CoFA departments.To facilitate the transfer of knowledge, the BRC-FL has committed itself to only using evidence-based and contextualised teaching materials. This commitment includes continuously improving the educational methods employed by the BRC-FL. Specifically, more interactive teaching methods are needed as these stimulate active participation and lead to better learning outcomes. This lead the BRC-FL to commission us with the development of a CoFA Business Game to maximise the effectiveness of their trainings. The following seven requirements for the CoFA Business Game were listed: 1. The content and teaching methods had to be relevant for the target audience. 2. The content and teaching methods had to be based on the latest scientific insights. 3. The content and teaching methods had to be contextualised and gender neutral. 4. The content and teaching methods had to be highly interactive. 5. The content and teaching methods had to be as inexpensive and low-tech as possible. 6. The content and teaching methods had to be modular, scalable and flexible. 7. The progress and working points of participants should be measurable. Aside from these first principles, a considerable degree of freedom was given to us to determine the relevant topics, content and methods to include in the CoFA Business Game. After consulting the scientific literature and interviewing experienced practitioners, we created a CoFA Business Game with seven different modules: 1. Human Resources 2. Strategy 3. Marketing 4. Accounting 5. Sales: Hunting 6. Sales: Farming 7. Negotiations All seven modules respect the first principles as set forth by the BRC-FL and are linked to an overarching storyline in which the participants build a new simulated CoFA department from scratch. Every module sets out to teach the basics of its covered discipline through a variety of game formats ranging from e.g. simulations to role-plays and case studies. We created three basic deliverables for each module: 1. Slide decks with examples, theory and exercises to explain the key take-aways of every game into more detail. 2. Instructor guidelines to explain the learning objectives and how to make optimal use of the training materials. These are written in such a way to enable people with little to no background in the subject matter to deliver an effective Business Game. 3. Participant booklets containing key-takeaways, exercises and action points for the participants. These three basic deliverables were supplemented with facilitation aids (e.g. a grading tool) and additional materials specific to each module. These additional materials have been designed in such a way that they can afterwards be implemented by participants in their daily COFA operations (e.g. a simple CRM-tool). Where possible, we drew on tools and insights that were already (partly) in use by some National Societies to enhance the relevance of the modules to our participants and foster peer-to-peer learning. On top of the teaching materials, a set of surveys was developed to measure learning outcomes, participant satisfaction, and the degree to which learnings and tools included in the CoFA Business Game were implemented afterwards. Consistent use of these measurement tools is recommended, as it will enable constant incremental improvement to the CoFA Business Game. The content of the seven modules, the set of surveys and the facilitation aids together make up a consistent, engaging and impactful whole with potential for continuous improvement. This package is most effective when delivered together during a multinational training week by experienced practitioners, but it is designed in such a way that individual modules can be given separately and by people with little to no prior teaching experience