This explores the learning needs of managers and how computer business simulations address these. It is based on an analysis of some two thousand runs of simulations on management development courses over more than twenty-five years coupled with discussions with trainers and human resource executives around the world.
This explores how adult learners differ from learners in school and university. And how andragogic learning differs from pedagogic instruction and how simulations meet these needs.
This explores how different teaching methods provide different levels of retention.
A conceptual view of learning that focuses on business success. Starting from a bottom run of knowledge acquisition, it climbs through gaining experience, developing wisdom and practicing decision-making to the top rung of business success. It is a model that, in business terms, helps define a taxonomy of learning to develop managers.
This explores several models of managerial competency used on assessment and development centres and and how simulation was used in the assessment process.
This model is a foundation to the business simulation process. This page explores Kolb's Experiential Learning Cycle and how it relates to the simulation decision-making cycle and the potential risks.
This page explores a hierachy of cognitive learning needs and its implication in terms of types of business learning and simulation.
This page explores the differences and synergies between elearning and Computer Aided Management Education
This explores the team learning model and how this is most appropriate to adult learning and the higher levels of learning. A model where the different knowledge and experience sets of individual learners enriches the learning process and where the need to present, promote and negotiate embeds learning.
This explores the role of the trainer in terms of administration, facilitation and the proactive management of learning. A role that delegates the authority for learning to the learners leaving the tutor to proactively manage and lead the learning process.
This page explores the key skills, knowledge and experience for people using business simulations for management development and business training
This page explores how a learning organization moves in a spiral between tacit and explicit knowledge and back again. And, it discusses these transformation processes in terms of people, technology and simulation.
An article and book that discuss "How to Cultivate and Transfer Enduring Wisdom"
This explores the learning process in terms of a feedback model comprising three dynamics - workload, cognition & affection
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This explores the role of the simulation software to support the trainer and the training process in terms of administration, facilitation and learning management support.
This explores the verisimilitude of the simulation model in terms of two paradigms - the Hunter-Gatherer (positivist) paradigm and the Corporate Cartooning (constructionist) paradigm.
This explores how our design methodology. And through this meets learning needs in a lean and agile manner. A methodology that won the best paper award at the 2005 ABSEL Conference.
This explores one of our key design princilples - leaness,
