Skills development

Competences are a set of knowledge, abilities, skills, attitudes and values ​​necessary to correctly carry out a given task and that are manifested in external behaviors.

The acquisition of skills does not occur with the mere identification of their need or lack, but repeated practice is necessary to gradually acquire the set of behaviors and tools necessary to carry out a task correctly. In other words, it is a process that requires a conscious, intense and continuous effort in which the binary action-reaction or effort-result is essential. This training is based on feedback: the development of certain skills allows the person to increase their skills, and this in turn opens the way to deepen said skills and develop new ones.

Competencies can be evaluated and verified, this means that a person neither possesses nor lacks a competency in absolute terms, but may possess it to a certain degree, so that the achievement of a competency can be placed on a continuum.

Using the competencies as the reference for the objectives of the teaching-learning process implies understanding that the result of said process must be the activities that the students must be able to carry out. Therefore, it is not only about what he should have learned, but about what activities he is capable of doing.

The foregoing supposes a paradigm shift, since it supposes a displacement of an education centered on teaching towards an education centered on learning. According to what was proposed by Tuning (, “the elements for the change of said paradigm include:

a more student-centered education,
a transformation of the role of the educator,
a new definition of objectives,
a change in the focus of educational activities,
a shift in emphasis from knowledge supplies (inputs) to results (output) and
a change in the organization of learning.
Simulators allow incorporating professional practice in the classroom, promoting the integration of knowledge from different areas and putting them into practice, in a competitive and collaborative work context. This type of practice promotes the development of skills.

Definition of competencies

The definition and prioritization of the skills to be developed in the training programs corresponds to each institution. Undoubtedly, this is one of the backbone components of the educational model.

With the purpose of facilitating the work of educational institutions, at CompanyGame we have carried out extensive research to identify the main skills demanded from the labor market, with the purpose of facilitating the development of said skills through simulation exercises.

CompanyGame business simulators allow you to practice and deepen the development of three types of skills:

Generic skills

those that are useful and necessary to function effectively in any area of ​​professional and personal life.

Specific skills

specifically related to the field of business management.

Sector-specific skills

It refers to the ability to develop the activity in a specific sector.

Generic or transversal skills have gained relevance in recent years among the requirements of companies when hiring their professionals and managers. Some of the key competencies or skills that will be worked on in the simulation exercises are:

Some of the key specific skills that can be developed with the use of simulators are:

Simulators and skills development

Discover how simulators allow professional practice to be incorporated into the classroom and promote the integration of knowledge from different areas and the putting into practice of the same, in a competitive and collaborative work context.