Improving Communications With Soft Skill And Dialogue Simulations

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  • I was with my 13 year nephew the other evening and he told me about a school situation. He was with some friends and asked their teacher when they would be learning the results of their test. The teacher said “what”/. They asked again when would they hearing about their test results. He said “what” again and then to their puzzlement he smiled and said “that wasn’t a test, that was a learning opportunity!”.   I asked if I could borrow this story because it so resonated with me… Simulation . Simulation is just that…an amazing learning opportunity. In the structure of our program, we put a lot of weight on the learning opportunity and focused far less on consequences, unless there was continued problematic performance. But what is really key and crucial to the learning experience?
  • So, as I mentioned, we wanted to make learning fun… We borrowed from the principles of game-based learning in our simulation development.
  • Improving Communications With Soft Skill And Dialogue Simulations

    1. 1. Improving Communication Using Soft Skills and Dialogue Simulations Presenters: Lance Dublin, Dublin Consulting Gerri Donohue and Marjorie Thomas, PRI Lytton Gilliland, Enspire Learning
    2. 2. Lance Dublin <ul><li>STRATEGIC THINKING & DESIGN for : </li></ul><ul><li>Assessing, planning, designing, and implementing </li></ul><ul><ul><ul><li>corporate learning and e-learning strategies & programs </li></ul></ul></ul><ul><ul><ul><li>large scale organizational and technological change initiatives (i.e., e-learning, ERP/new systems, process re-design, re-organization) </li></ul></ul></ul><ul><ul><ul><li>Organizational redesign </li></ul></ul></ul><ul><li>Over 30 years of experience in adult education and training, motivation and innovation, communication and change leadership. </li></ul><ul><li>Founder and CEO of Dublin Group, a leading training development and change implementation company </li></ul><ul><li>Regular presenter at national and international industry conferences </li></ul>
    3. 3. John Dewey (1920) / Roger Schank (1999) <ul><li>Learning by doing </li></ul><ul><li>Case-based Reasoning </li></ul><ul><li>Theory of experience </li></ul><ul><li>Project-based Learning </li></ul>
    4. 4. Edgar Dale (1946): Cone
    5. 5. Edgar Dale (1946):Debunked! http://www.willatworklearning.com/2006/05/people_remember.html
    6. 6. Malcolm Knowles: Andragogy (1970) <ul><li>Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being </li></ul><ul><li>Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning . </li></ul><ul><li>Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles </li></ul><ul><li>Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness. </li></ul><ul><li>Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12). </li></ul>
    7. 7. David A. Kolb (1975) <ul><li>Kolb. D. A. and Fry, R. (1975) Toward an applied theory of experiential learning. in C. Cooper (ed.) Theories of Group Process, London: John Wiley </li></ul>“ ... learning is the process whereby knowledge is created through the transformation of experience.”
    8. 8. When is 100% required ? <ul><li>3 examples? </li></ul>
    9. 10. Media and Learning “ ... It’s not the media that cause the learning. Rather, it’s how the media are used.” Source: Ruth Clark, Four Steps to Effective Virtual Classroom Training, The eLearning Developers Journal, May 2005
    10. 11. So, why do simulations work? <ul><li>Based on sound & proven learning theory: </li></ul><ul><ul><li>Self-direction (i.e., multiple paths) </li></ul></ul><ul><ul><li>Learning in context (i.e., real-life scenarios) </li></ul></ul><ul><ul><li>Practice (i.e., practice makes perfect – unconscious competence) </li></ul></ul><ul><ul><li>Immediate feedback / decision-testing (i.e., cause & effect) </li></ul></ul><ul><li>... (from your experience?) </li></ul>
    11. 12. Simulation media toolkit <ul><li>Low tech – </li></ul><ul><li>Story-line </li></ul><ul><li>Still pictures </li></ul><ul><li>Graphics </li></ul><ul><li>Text </li></ul><ul><li>Advice nuggets </li></ul><ul><li>Decision points </li></ul><ul><li>Feedback </li></ul><ul><li>High tech - </li></ul><ul><li>Story </li></ul><ul><li>Video </li></ul><ul><li>Graphics </li></ul><ul><li>Audio </li></ul><ul><li>Coach </li></ul><ul><li>Branching </li></ul><ul><li>Remediation </li></ul>
    12. 13. Why do simulations work? <ul><li>Leverage sound & proven learning theory: </li></ul><ul><ul><li>Self-direction (i.e., multiple paths) </li></ul></ul><ul><ul><li>Learning in context (i.e., real-life scenarios) </li></ul></ul><ul><ul><li>Practice – (i.e., practice makes perfect; unconscious competence) </li></ul></ul><ul><ul><li>Immediate feedback / decision-testing (i.e., cause & effect) </li></ul></ul><ul><ul><li>Engagement (i.e., motivation and ‘stickiness’) </li></ul></ul><ul><li>... (from your experience?) </li></ul>
    13. 14. Why do simulations work? <ul><li>Leverage sound & proven learning theory: </li></ul><ul><ul><li>Self-direction (i.e., multiple paths) </li></ul></ul><ul><ul><li>Learning in context (i.e., real-life scenarios) </li></ul></ul><ul><ul><li>Practice – (i.e., practice makes perfect; unconscious competence) </li></ul></ul><ul><ul><li>Immediate feedback / decision-testing (i.e., cause & effect) </li></ul></ul><ul><ul><li>Engagement (i.e., motivation and ‘stickiness’) </li></ul></ul><ul><li>Make good business $ense (i.e., ROI and ROE) </li></ul><ul><li>... (from your experience?) </li></ul>
    14. 15. What’s in a meme? A meme is ... From wikipedia
    15. 16. Aristotle / Confucius Meme I hear and I forget. I see and I remember. I do and I understand. Confucius, China's most famous teacher, philosopher, and political theorist, 551-479 BC
    16. 17. Why do simulations work?
    17. 18. Thank you! … Questions?? [email_address] 415-759-1258 www.dublinconsulting.net
    18. 19. Our Company 10,000 physicians plus facilities, dentists and chiropractors 1982
    19. 20. Why do we seek to educate our insureds? <ul><li>To help improve patient safety </li></ul><ul><li>To decrease the frequency and severity of claims </li></ul>
    20. 21. Our Process Claims Root Causes
    21. 22. Educational Imperative <ul><li>Responsibility to our physicians </li></ul><ul><li>Fundamental to our success </li></ul><ul><li>Continuous efforts to improve </li></ul>
    22. 23. Where We Were…
    23. 24. Where We Are…
    24. 25. Miller’s Pyramid
    25. 26. Simulation – making the experience real
    26. 27. Simulation – Experiential Learning Practiced Skills New Skills Safe Environment
    27. 29. Simulation – Experiential Learning Practiced Skills New Skills Safe Environment Feedback
    28. 30. Making Learning Fun
    29. 31. Communication Meter
    30. 33. Results Was the design easy to follow? N = 5445 April 1, 2009 – June 30, 2009
    31. 34. Results To what extent do you believe the use of simulated patient encounters was helpful in practicing communication skills with patients? N = 5445 April 1, 2009 – June 30, 2009
    32. 35. Where We’re Headed…
    33. 36. Use branching simulations… when practice is key <ul><ul><li>Do skills need to be applied in realistic situations? </li></ul></ul><ul><ul><li>Do multiple skills need to be assimilated and applied in combination? </li></ul></ul>
    34. 37. Use branching simulations… when exploration goes beyond simple interactions <ul><ul><li>Are multiple-choice questions enough to check understanding? </li></ul></ul><ul><ul><li>Is continuity in experiential practice critical to success? </li></ul></ul>
    35. 38. Use branching simulations… when feedback allows <ul><ul><li>Can learners benefit from situational and contextual feedback during the experience? </li></ul></ul><ul><ul><li>Can detailed feedback and debriefing wait until after a complete experience? </li></ul></ul>
    36. 39. Use branching simulations… when consequences must be felt <ul><ul><li>Are the consequences of correct or incorrect actions temporally or spatially removed from that action? </li></ul></ul><ul><ul><li>Is there value in failing? </li></ul></ul>
    37. 40. Use branching simulations… when modeling conversation or exploration of a physical space <ul><ul><li>Can the learning experience be logically chunked in discreet interactions, moments, rooms, events, etc? </li></ul></ul><ul><ul><li>Do unique “paths” lead to unique learning results? </li></ul></ul>
    38. 41. An example of modeling a space
    39. 42. Developing Branching Conversation Simulations <ul><ul><li>Get to know your characters </li></ul></ul>
    40. 43. Developing Branching Conversation Simulations <ul><ul><li>Don’t forget the learning objectives </li></ul></ul>
    41. 44. Developing Branching Conversation Simulations <ul><ul><li>Know your tools – Flash, ActionScript, Captivate, Inform 7 </li></ul></ul>
    42. 45. Developing Branching Conversation Simulations <ul><ul><li>Structure scenarios with characters, objectives, and tools in mind </li></ul></ul>
    43. 46. Structure, continued
    44. 47. Developing Branching Conversation Simulations <ul><ul><li>Consider feedback </li></ul></ul>
    45. 48. Developing Branching Conversation Simulations <ul><ul><li>Play the finished product over and over again </li></ul></ul>
    46. 49. Mr. Tanaka Revisited
    47. 50. Structure Chart includes prior visits for 52-yr-old male, ED for endoscopy, diagnosis of gastric carcinoma Introduction End Bad News Sim <ul><li>Warning Shot </li></ul><ul><li>Answer questions </li></ul><ul><li>Gauge </li></ul><ul><li>Break the news </li></ul>Assess Comfort Prematurely Break News Answer Questions <ul><li>Gauge </li></ul><ul><li>Reveal diagnosis </li></ul><ul><li>Rush to reassure </li></ul>Rush to Reassure <ul><li>Reveal Diagnosis </li></ul><ul><li>Simple explanation </li></ul><ul><li>Complicated explanation </li></ul>Anger/Sorrow <ul><li>Stunned Silence </li></ul><ul><li>Continue silence </li></ul><ul><li>Interrupt </li></ul><ul><li>Rush to reassure </li></ul><ul><li>Continued Silence </li></ul><ul><li>Ask about impact </li></ul><ul><li>Prognosis </li></ul>Impact <ul><li>Prognosis </li></ul><ul><li>Offer support </li></ul><ul><li>False hope </li></ul><ul><li>Brutal </li></ul>Offer Support <ul><li>Next Steps </li></ul><ul><li>Confirm understanding </li></ul><ul><li>Do not confirm </li></ul>
    48. 51. Q&A <ul><ul><li>Questions? </li></ul></ul><ul><ul><li>Contact Us: </li></ul></ul><ul><ul><li>Lance Dublin, Dublin Consulting – [email_address] </li></ul></ul><ul><ul><li>Gerri Donohue, PRI - [email_address] </li></ul></ul><ul><ul><li>Marjorie Thomas, PRI – [email_address] </li></ul></ul><ul><ul><li>Lytton Gilliland, Enspire Learning – [email_address] </li></ul></ul>

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