Business games and roleplays.

Their participants have a deal with the model which is close to real professional activity. The whole complex of industrial relationships is modeled. The participants have an opportunity to become the leader of some company or its department. This gives opportunity to find out more about relationships within the company, the functions of the staff of the company and also the whole result, which can be acquired in the course of the suggested actions.

Practical value of business games are as follows:

• The conditions of study are close to reality in practice;

• In the process of modeling of real to life situations there happen the development of habits and skills in the sphere of professional activity;

• Roleplays allows to integrate the acquired knowledge according to chosen speciality;

• The participants of business games have an opportunity to practice their knowledge, habits and skills in the course of game without risk;

• In the conditions of credit technologies of teaching, when the role of independent study is increasing, business games is an ideal mean of arising interest to the professional activity and increasing their professional competence.

First what should be done before the beginning of business game is to prepare the scenario of the game, to define the rules of the game, accurately to define the functions of the participants and their actions.

Business games has several stages:

1-st stage. Preparation to the game. Study of the situation or the problem and collection of necessary information.

2-nd stage. The process of game organization.

3-rd stage. The analysis the situation, its discussion, making conclusions and assessment of the results.

In the process of the game the students acquire the following skills and habits:

• Logical understanding of the game situation;

• The determination of the content of the necessary information, which is needed for problem solution, its collection and analysis.

• The establishment of links between different spheres of future professional activity.

• The work in groups, collective solution making

• Usage of elements of scientific research, processes and phenomena on the base of systematic approach.

The important factor of the successful organization of games and roleplays is informational support, the constituent parts of which are:

• - the official description of information for the modeling of game situation

• - the criteria of game results ‘ assessment

• - the filling forms and tables for completion, instructive materials, documents of planning and organization of game

Case Study is one of the main technologies of business education. It appeared in the beginning of the 20^th c.in the School of Business in Harvard University. American cases are a little bit different from European.They are more in volume (20 - 25 pages of text). In Europe Cases is shorter in 1, 5-2 times and doesn’t have the only one solution. While using this method it is necessary to escape extra arguments, to dominate in the discussion The work out of the Case is evaluated very highly. There are two types of Cases: ‘Field’ (based on real factual material) and ‘ artificial’. The following method is based on the analysis of real and hypothetical situations, concrete events, containing one or the range of problems from business practice. Students are suggested to find the effective algorithm of business-structure organization in the given situation, leading to the problem solution. The more Cases are discussed the more experiences students gain to cope with similar situations.

Students task – analyze the situation, formulate the problem, suggest the solutions and choose the best one.

The aim of Case Study – to learn student to analyze the information, formulate the problems, choose the alternative ways of solution, evaluate them, find the suitable variant and make programme of actions. Case Study has two stages:

Stage 1. Participants are given Case and time for reading and acquisition of the material. Teacher can give some questions to the participants for stimulation of the discussion

Stage2. Teacher suggests to the participants s to discuss the case.Students should answer the questions of the teacher or express their opinions about the best solution. Answers and conclusions should be thoroughly grounded by the participants. At the end of the discussion the teacher suggests to draw conclusions from facts and arguments of the Case.

Advantages of Case Study:

1) Demonstrate the existence of alternative solutions

2) Demonstrate how the same facts can be differently interpreted by the range of people with the similar aims

3) Teach students to evaluate the consequences of the taken solutions

Case Study is an instrument with the help of which the theoretical knowledge are applied to the solution of the concrete practical tasks. It assists to the development of the critical thinking, links the theory with practice. Analysis of the Case allows students to formulate the model of problem solution, which can arise during their professional activity. Nowadays Case Study is one of the popular methods for better qualification of leading staff. The Case is often used as a mean of selecting the best business qualities in the course of job interview. This method is widely known for the education not only Marketing, Management but Foreign Language as well.