Simulation Design Focus

EFFECTIVENESS

We build simulations that do not just build academic knowledge. Rather our designs focus on meeting the needs of experienced adult learners. A focus that takes into account a range of development needs, the manner of use and the target user.

So, for instance a simulation designed to be used throughout a strategic management course for senior management will be different from one for junior managers. A simulation designed to replicate the issues of a manufacturing business is unlikely to address the needs of a group of retailers.

As a result, it is not surprising, over the years we have developed and modified more than fifty simulations to ensure they meet client needs exactly. Further, our current design architecture ensures both rapid design, an ability to customise easily and are available in several versions.

EFFICIENCY

Management time is valuable as is illustrated by the modal lengths of courses in the UK (one week and two to three days). So, we specialise in short durations (from two hours to just over two days). Obviously, shortening a simulation can compromise effectiveness and consistency, so we do this by carefully focussing the simulation, its decisions and results on specific management development needs.

Besides short durations, efficiency is affected by acquisition and running costs. Acquisition costs are low because most of our simulations were sponsored by clients. Even if your requirements are such that a simulation has to be especially developed or modified, this cost is low. Not only are we well down the experience curve but our new design architecture halves development time. A second element of acquisition cost is whether you need expert help to run the simulation and whether it will take a long time to become familiar with the simulation. Again we have addressed this problem. Our simulations lasting a day or less are usable by the average trainer. Even so, our latest simulations have a comprehensive hypertext help and advice system, most have a special tutor's audit and reports that comment on team's strengths and weaknesses.

CONSISTENCY

An important difference exists between academic education and management development. A difference that can be summarised by the word consistency. For management development, all learners must gain from the experience and perceive that they have gained. In contrast, with the emphasis on judging learning through examination, the emphasis is on differentiation - differentiation between distinction, pass and fail.

A second difference is that, in academe, if the student fails it is his or her fault. In management development, if the student fails it is the trainer's fault! So, the simulation must deliver consistently.

We ensure this in several ways. All simulations are extensively tested both with dummy data and with real clients (about half of our development time is this testing and calibration process). Our simulators incorporate a tutoring support system that provides information to enable the trainer to manage the learning process. Our comprehensive range of simulations ensures that you can choose the simulator that will match participant needs and capabilities.

Our ability to deliver effectively, effectively and consistently is demonstrated by the length of time we have worked with clients and the length of time they have used simulations. For instance, one major marketing training provider has used one simulation many hundreds of times since 1977. Over that time they have used it on Computer Time-Sharing, on first generation micro-computers (Tandy, Apple II) and all generations of PCs. Needless to say, the simulator has been updated, made more user friendly and had added additional features to improve learning. But, the core model and scenario has remained the same and, the simulation is still delivering learning and satisfaction.

Most recent update: 20/07/03
Hall Marketing, Studio 11, Colman's Wharf, 45 Morris Road, London E14 6PA, ENGLAND
Phone & Fax +44 (0)20 7537 2982 E-mail jeremyhall@simulations.co.uk