Beyond reality training
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The document discusses the design of business simulations for learning. It explores how simulations can balance realism with a focus on learning objectives. While realism is important for engagement, the author argues simulations should prioritize developing wisdom over replicating reality. Strategic design elements include simplicity, focusing on key decisions and outcomes, dynamic interactions, and ensuring the experience is appropriately challenging and engaging for learners. A case study demonstrates how these principles were applied in a simulation designed for an electrical distributor.
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Beyond reality training
- 1. Beyond Reality: Aspects of Business Simulation Design and Use that Deliver Learning Jeremy J. S. B. Hall Training 2010 Conference February 3 rd - Session 706
- 6. Simulations: What they do PREPARE REVIEW SIMULATE P-2 P-1 P-3 P-4 P-5 MAKE DECISIONS ANALYSE RESULTS SIMULATE REPLAN
- 11. The simulator: the reel problem Would reality be better? And this from someone who finds tail chasing valid. I’ve got my new bird simulator But it’s a cotton reel! UK: Cotton Reel US: Cotton Spool It’s less funny in American But the shape, structure, flavour & colour are not valid.
- 12. The cat, the kitten, the hysterical bird and the naked man. Reality is confusing, complex, uncontrolled and messy! squawk squawk squawk squawk squawk p u r rr r r r mew squawk
- 17. Stylisation & Simplification An Iconic Model of Reality - The London Underground
- 18. The Model: Stylising & Simplification Increasing simplicity Surreal “ Real” Business Imaginary Generic Business Increasing stylisation Corporate Cartooning (Hall 2008) Industry Specific
- 19. Beyond the Model Decisions The Model Results Need to relate to issues, stimulate thought and not be obvious. Need to link to decisions, stimulate thought and not be obvious. Interactions are as important as the model! Issues Actions Outcomes
- 20. Interactions – Decisions & Results Decreasing Ambiguity less detail (granularity) Ambiguity affects cognition Granularity affects workload Corporate Cartooning (Hall 2008)
- 30. Jeremy J. S. B. Hall Phone +44 20 7537 2982 E-mail: [email_address] Web Site: www.simulations.co.uk from knowledge through simulated experience to wisdom
- 31. Bonus Slides The slides beyond this point are to explore issues and are not part of the main presentation
- 37. Systems Dynamics Model RETURN Computer Simulations: Design for Process (Hall 2008) Time Understanding Confusion Cognition Time Happiness Unhappiness Affection Time Too much work Too little work Workload
- 38. KNOWLEDGE BUSINESS SUCCESS WISE DECISIONS WISDOM EXPERIENCE Shared Experience Managed Experience Simulated Experience Learning strategy must extend beyond building knowledge to encompass gaining experience and through it wisdom Simulations provide for this! RETURN The Learning Ladder (www.simulations.co.uk/ladder)
- 39. DISTRAIN Decisions Quarter 5 Quarter 5 Quarter 5 Quarter 5 Quarter 4 Quarter 4 Quarter 3 Quarter 2 Quarter 1 Quarter 1 Quarter 1 Introduced Yes/No Small Project Initiative Yes/No Demo Room Yes/No Demo Equipment Yes/No Electronic Linkage Company Receivable Days Company Number of Products Company Training Days Company Staff Numbers Company Marketing by Market Inventory Purchases by Market Percent Markup Granularity Decisions
Editor's Notes
- The simulation process consists of three stages . An initial preparation involving a short briefing, after which the training group splits into several teams of, typically, four or five managers to prepare, organise and plan. Next, main part of the process involves the simulation of several time periods . Time periods that, depending on the simulation represent years, quarters, months etc. Finally, the teams recombine to discuss and compare results . Often, this involves each team making a formal presentation .
- I started my modelling career designing operations research models of the GE department – here a precise model of processes, the marketplace etc. But I did this to improve the business NOT to learn about business and improving my performance. The question then is how this impacts the simulation model, decisions, environment etc.
- The form of today’s Underground map focuses on purpose – travel by train. And we need simulations to do the same
- B relative to C indicates the effectiveness of learning As A + B determines the amount of time spent on the simulation, A relative to B indicates the efficiency of learning So remove simulation elements from A and if possible add elements to B
- I expect that some of you have visited London and travelled on our Underground using this map. Unfortunately the Underground map is a complete distortion of reality – lines are straightened and rearranged. The Thames is nothing like as wide as depicted. Distances in central London are expanded and distances outside the centre are compressed – a complete misrepresentation of geographic reality. Happily, there is a better though out of date map, Just think how useful this would be with ALL the current lines included.
- Designing a simulation is somewhat like designing an automobile – engineering design is not enough – ultimately it is how it behaves on the road or track.
- An article in the Times newspaper described the journalist’s experience with business simulations in terms of tedium and and that this because of the reality of the simulations that he experienced.
- Switch to Souperhot to access ending situation.