Improving Communication Using Soft Skills and Dialogue Simulations Presenters: Lance Dublin, Dublin Consulting Gerri Donohue and Marjorie Thomas, PRI Lytton Gilliland, Enspire Learning

Lance Dublin STRATEGIC THINKING & DESIGN for : Assessing, planning, designing, and implementing corporate learning and e-learning strategies & programs large scale organizational and technological change initiatives (i.e., e-learning, ERP/new systems, process re-design, re-organization) Organizational redesign Over 30 years of experience in adult education and training, motivation and innovation, communication and change leadership. Founder and CEO of Dublin Group, a leading training development and change implementation company Regular presenter at national and international industry conferences

STRATEGIC THINKING & DESIGN for :

Assessing, planning, designing, and implementing

corporate learning and e-learning strategies & programs

large scale organizational and technological change initiatives (i.e., e-learning, ERP/new systems, process re-design, re-organization)

Organizational redesign

Over 30 years of experience in adult education and training, motivation and innovation, communication and change leadership.

Founder and CEO of Dublin Group, a leading training development and change implementation company

Regular presenter at national and international industry conferences

John Dewey (1920) / Roger Schank (1999) Learning by doing Case-based Reasoning Theory of experience Project-based Learning

Learning by doing

Case-based Reasoning

Theory of experience

Project-based Learning

Edgar Dale (1946): Cone

Edgar Dale (1946):Debunked! http://www.willatworklearning.com/2006/05/people_remember.html

Malcolm Knowles: Andragogy (1970) 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 Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning . Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles 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. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).

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

Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning .

Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles

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.

Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).

David A. Kolb (1975) 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 “ ... learning is the process whereby knowledge is created through the transformation of experience.”

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

When is 100% required ? 3 examples?

3 examples?

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

So, why do simulations work? Based on sound & proven learning theory: Self-direction (i.e., multiple paths) Learning in context (i.e., real-life scenarios) Practice (i.e., practice makes perfect – unconscious competence) Immediate feedback / decision-testing (i.e., cause & effect) ... (from your experience?)

Based on sound & proven learning theory:

Self-direction (i.e., multiple paths)

Learning in context (i.e., real-life scenarios)

Practice (i.e., practice makes perfect – unconscious competence)

Immediate feedback / decision-testing (i.e., cause & effect)

... (from your experience?)

Simulation media toolkit Low tech – Story-line Still pictures Graphics Text Advice nuggets Decision points Feedback High tech - Story Video Graphics Audio Coach Branching Remediation

Low tech –

Story-line

Still pictures

Graphics

Text

Advice nuggets

Decision points

Feedback

High tech -

Story

Video

Graphics

Audio

Coach

Branching

Remediation

Why do simulations work? Leverage sound & proven learning theory: Self-direction (i.e., multiple paths) Learning in context (i.e., real-life scenarios) Practice – (i.e., practice makes perfect; unconscious competence) Immediate feedback / decision-testing (i.e., cause & effect) Engagement (i.e., motivation and ‘stickiness’) ... (from your experience?)

Leverage sound & proven learning theory:

Self-direction (i.e., multiple paths)

Learning in context (i.e., real-life scenarios)

Practice – (i.e., practice makes perfect; unconscious competence)

Immediate feedback / decision-testing (i.e., cause & effect)

Engagement (i.e., motivation and ‘stickiness’)

... (from your experience?)

Why do simulations work? Leverage sound & proven learning theory: Self-direction (i.e., multiple paths) Learning in context (i.e., real-life scenarios) Practice – (i.e., practice makes perfect; unconscious competence) Immediate feedback / decision-testing (i.e., cause & effect) Engagement (i.e., motivation and ‘stickiness’) Make good business $ense (i.e., ROI and ROE) ... (from your experience?)

Leverage sound & proven learning theory:

Self-direction (i.e., multiple paths)

Learning in context (i.e., real-life scenarios)

Practice – (i.e., practice makes perfect; unconscious competence)

Immediate feedback / decision-testing (i.e., cause & effect)

Engagement (i.e., motivation and ‘stickiness’)

Make good business $ense (i.e., ROI and ROE)

... (from your experience?)

What’s in a meme? A meme is ... From wikipedia

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

Why do simulations work?

Thank you! … Questions?? [email_address] 415-759-1258 www.dublinconsulting.net

Our Company 10,000 physicians plus facilities, dentists and chiropractors 1982

Why do we seek to educate our insureds? To help improve patient safety To decrease the frequency and severity of claims

To help improve patient safety

To decrease the frequency and severity of claims

Our Process Claims Root Causes

Educational Imperative Responsibility to our physicians Fundamental to our success Continuous efforts to improve

Responsibility to our physicians

Fundamental to our success

Continuous efforts to improve

Where We Were…

Where We Are…

Miller’s Pyramid

Simulation – making the experience real

Simulation – Experiential Learning Practiced Skills New Skills Safe Environment

Simulation – Experiential Learning Practiced Skills New Skills Safe Environment Feedback

Making Learning Fun

Communication Meter

Results Was the design easy to follow? N = 5445 April 1, 2009 – June 30, 2009

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

Where We’re Headed…

Use branching simulations… when practice is key Do skills need to be applied in realistic situations? Do multiple skills need to be assimilated and applied in combination?

Do skills need to be applied in realistic situations?

Do multiple skills need to be assimilated and applied in combination?

Use branching simulations… when exploration goes beyond simple interactions Are multiple-choice questions enough to check understanding? Is continuity in experiential practice critical to success?

Are multiple-choice questions enough to check understanding?

Is continuity in experiential practice critical to success?

Use branching simulations… when feedback allows Can learners benefit from situational and contextual feedback during the experience? Can detailed feedback and debriefing wait until after a complete experience?

Can learners benefit from situational and contextual feedback during the experience?

Can detailed feedback and debriefing wait until after a complete experience?

Use branching simulations… when consequences must be felt Are the consequences of correct or incorrect actions temporally or spatially removed from that action? Is there value in failing?

Are the consequences of correct or incorrect actions temporally or spatially removed from that action?

Is there value in failing?

Use branching simulations… when modeling conversation or exploration of a physical space Can the learning experience be logically chunked in discreet interactions, moments, rooms, events, etc? Do unique “paths” lead to unique learning results?

Can the learning experience be logically chunked in discreet interactions, moments, rooms, events, etc?

Do unique “paths” lead to unique learning results?

An example of modeling a space

Developing Branching Conversation Simulations Get to know your characters

Get to know your characters

Developing Branching Conversation Simulations Don’t forget the learning objectives

Don’t forget the learning objectives

Developing Branching Conversation Simulations Know your tools – Flash, ActionScript, Captivate, Inform 7

Know your tools – Flash, ActionScript, Captivate, Inform 7

Developing Branching Conversation Simulations Structure scenarios with characters, objectives, and tools in mind

Structure scenarios with characters, objectives, and tools in mind

Structure, continued

Developing Branching Conversation Simulations Consider feedback

Consider feedback

Developing Branching Conversation Simulations Play the finished product over and over again

Play the finished product over and over again

Mr. Tanaka Revisited

Structure Chart includes prior visits for 52-yr-old male, ED for endoscopy, diagnosis of gastric carcinoma Introduction End Bad News Sim Warning Shot Answer questions Gauge Break the news Assess Comfort Prematurely Break News Answer Questions Gauge Reveal diagnosis Rush to reassure Rush to Reassure Reveal Diagnosis Simple explanation Complicated explanation Anger/Sorrow Stunned Silence Continue silence Interrupt Rush to reassure Continued Silence Ask about impact Prognosis Impact Prognosis Offer support False hope Brutal Offer Support Next Steps Confirm understanding Do not confirm

Warning Shot

Answer questions

Gauge

Break the news

Gauge

Reveal diagnosis

Rush to reassure

Reveal Diagnosis

Simple explanation

Complicated explanation

Stunned Silence

Continue silence

Interrupt

Rush to reassure

Continued Silence

Ask about impact

Prognosis

Prognosis

Offer support

False hope

Brutal

Next Steps

Confirm understanding

Do not confirm

Q&A Questions? Contact Us: Lance Dublin, Dublin Consulting – [email_address] Gerri Donohue, PRI - [email_address] Marjorie Thomas, PRI – [email_address] Lytton Gilliland, Enspire Learning – [email_address]

Questions?

Contact Us:

Lance Dublin, Dublin Consulting – [email_address]

Gerri Donohue, PRI - [email_address]

Marjorie Thomas, PRI – [email_address]

Lytton Gilliland, Enspire Learning – [email_address]