In the education of managers and professionals, transferring technical knowledge is no longer enough. In an increasingly complex and changing business environment, real value lies in developing the ability to reflect on how we think, decide, and act. Within this context, transformational learning, supported by business simulation, becomes a particularly powerful approach.
What is transformational learning?
Transformational learning goes beyond acquiring knowledge or skills. Its core purpose is to generate a deep change in how individuals interpret reality and understand themselves.
It is not incremental learning, but qualitative learning: it does not add more information, it reshapes the meaning of what we already know. It involves critical reflection, dialogue, and the exploration of different perspectives, leading to observable changes in behavior. For this reason, it is especially relevant in leadership development, where decisions are not only technical but deeply human.
Frames of reference and deep change
The concept was developed by Jack Mezirow, who argued that people interpret the world through frames of reference shaped by beliefs, values, and prior experiences—often unconsciously.
Transformational learning occurs when these frames are questioned, usually through a challenging or uncomfortable experience, and reconstructed in a more conscious, critical, and flexible way. This process typically includes a disorienting dilemma, reflection on personal assumptions, dialogue with others, and the integration of new ways of thinking and acting into professional practice.
Why business simulation is the ideal environment
Programs based on business simulation are especially valuable because they integrate cognition, emotion, and action. They do more than teach management techniques; they foster self-awareness, critical thinking, empathy, and responsibility.
Simulations present realistic challenges: incomplete information, time pressure, competition between teams, and clear consequences of decisions. These conditions create what Mezirow called a disorienting dilemma, challenging managers’ assumptions and triggering deep learning.
In a simulation, knowing strategy or finance is not enough. Participants must coordinate with others, manage conflict, regulate emotions, and learn from mistakes. When results fall short, the focus shifts from “what did I decide?” to “why did I decide that way?”, which lies at the heart of transformational learning.
Simulation, reflection, and deep learning
Business simulation naturally activates Kolb’s learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Decision rounds provide experience, debriefings encourage reflection, and new rounds allow experimentation.
When this cycle is accompanied by critical reflection on assumptions and emotions, learning becomes not just experiential, but transformational.
Beyond practice: transforming how we lead
This is where business simulation goes beyond other active methodologies. It does not simply allow participants to practice decisions; it enables them to rethink how they think, relate, and lead in complex environments.
At CompanyGame, we view simulation as a tool for deep learning and real transformation. Because developing leaders today is not only about helping them make better decisions, but about helping them understand themselves better while they decide.