“Logistic Relay Race: Simulation-Based Learning in Supply Chain Management” was implemented in the course BUS 3C 20 – Supply Chain Management. This innovative activity transforms abstract logistics and material flow concepts into a dynamic, real-time simulation, enabling students to experience coordination challenges within a structured classroom environment.

Statement of Clear Goals

The initiative was designed to achieve the following academic objectives:

• To help students understand real-time logistics coordination and process synchronization.
• To develop decision-making skills under time-bound and uncertain conditions.
• To demonstrate interdependence among supply chain stakeholders.
• To enhance analytical thinking related to delays, bottlenecks, and flow management.
• To promote collaborative problem-solving in supply chain contexts.

Need Identification

Students often perceive logistics and supply chain concepts as theoretical and linear, without fully appreciating the dynamic interconnections among suppliers, warehouses, transporters, and retailers.

Key teaching–learning challenges identified included:

• Difficulty in visualizing material flow across stages.
• Limited understanding of the impact of coordination failures.
• Inadequate appreciation of real-time disruptions and operational delays.
• Limited experiential exposure to supply chain interdependencies.

To bridge this gap, a structured physical simulation was introduced to create a practical and immersive learning experience.

Description of the Initiative

The Logistic Relay Race is a team-based simulation exercise designed to replicate supply chain operations through a relay-format activity.

Structure of the Activity

• Students are divided into teams representing different supply chain entities:
  • Suppliers
  • Warehouses
  • Transporters
  • Retailers
• Materials (representing goods) are passed sequentially through each stage, simulating logistics operations.
• Time constraints are imposed to replicate delivery deadlines.
• Activity cards introduce delays, disruptions, or constraints such as transportation breakdowns, inventory shortages, or sudden demand spikes.
• Teams must coordinate efficiently to minimize delays and ensure smooth material flow.

Duration: 60–90 minutes

Tools and Academic Integration

• Stopwatch for time tracking
• Activity cards simulating disruptions
• Tracking sheets for performance monitoring
• Structured reflection format

The activity reflects real-world supply chain workflow models and integrates coordination theory, material flow principles, and performance metrics.

Assessment Strategy

Evaluation was conducted through:

• Team performance analysis
• Reflection reports
• Observation of coordination efficiency

Rubric Criteria

• Coordination effectiveness
• Accuracy in process execution
• Time efficiency
• Team collaboration

Assessment focused on both operational performance and reflective understanding of supply chain dynamics.

Industry Integration

The simulation mirrors real industry supply chain structures involving multiple stakeholders and interlinked processes. By introducing controlled disruptions, the activity replicates real-world challenges such as:

• Transportation delays
• Inventory mismatches
• Demand fluctuations
• Process bottlenecks

This enables students to understand the importance of synchronization, communication, and contingency planning in supply chain management.

Innovation Component

This initiative introduces several innovative pedagogical elements:

• Experiential learning through physical and interactive simulation.
• Conversion of abstract logistics theories into a real-time operational activity.
• Integration of coordination, timing, and interdependence within a structured game format.
• Encouragement of strategic thinking beyond conventional lecture delivery.

Unlike traditional teaching methods, students actively participate in managing simulated supply chain flows rather than passively learning theoretical models.

Significance of Results

Measurable Outcomes

• Improved conceptual clarity in logistics coordination and flow management.
• Enhanced understanding of bottlenecks and system-wide interdependencies.
• Increased participation and active engagement during sessions.

Qualitative Impact

• Strengthened teamwork and communication skills.
• Improved decision-making under time pressure.
• Greater appreciation of real-world supply chain complexity.
• Enhanced retention of logistics concepts through experiential application.

Student Feedback Summary

Overall Rating: Very Good

Key Appreciations:

• Interactive and engaging learning experience.
• Practical understanding of supply chain coordination.
• Clear visualization of logistics challenges.

Areas for Further Improvement:

• Inclusion of more complex and multi-tier supply chain scenarios.
• Extension of the simulation to include quantitative cost analysis components.

Reflective Critique

Strengths:

• High student involvement and enthusiasm.
• Rapid conceptual clarity achieved through practice.
• Effective demonstration of coordination and bottleneck issues.

Challenges:

• Time management within regular classroom schedule.
• Space arrangement requirements for physical simulation.

Conclusion

The “Logistic Relay Race” initiative exemplifies innovative, simulation-based pedagogy in Supply Chain Management. By transforming logistics coordination into a structured experiential activity, the initiative strengthens analytical reasoning, teamwork, and decision-making competencies. It reinforces the institution’s commitment to dynamic, application-oriented management education that prepares students for real-world supply chain challenges.