As a Break A simulation is used to divide a long course into two parts and so provide a break between knowledge acquisition sessions.

• SEPARATE TWO PHASES
• OVERCOME THE ENERGY GAP
• TEST UNDERSTANDING
• BE USED AT THE WEEKEND!
• OR MID-WEEK

Suitable Simulations

• Business Appreciation
  • The Challenge Series
  • Extended Challenges
• Strategic Management
  • Global Operations
  • Technique
  • CISCO
  • Smart
  • INTEX
• Tactical Management
  • A Management Experience
  • UMIX
• Financial Appreciation
  • The Challenge Series
  • Financial Analysis
  • Market Strategy
• Operations Management
  • TEAMSKILL
• Operations Appreciation
  • Operations
• Marketing Management
  • Global Operations
  • Smart
• Marketing Appreciation
  • Product Launch
• Sales Management
  • SMITE
  • Sales Calls
• Sales Negotiation
  • The Negotiation Series

OVERCOMES THE "ENERGY GAP"

In the middle of most longer courses (those lasting two or more weeks) delegates tire and learning diminishes. Sessions at this time must help overcome this. The active, stimulating and student directed nature of simulations overcomes this "energy gap".

SEPARATES TWO PHASES

Using a simulation lasting a day or so provides an opportunity to separate clearly the two phases of a course. This clear separation helps where subject matter and therefore teaching processes change. Where a long course consists of several, separate, residential periods, a simulation can be used to provide a link between these and ensure delegates do course work in the breaks!

TESTS UNDERSTANDING

The simulation can be regarded as a "mid-term exam". If a lack of understanding is suggested this can be remedied either by personal tuition (where individuals have problems) or additional group sessions (where there is a more general problem).

WEEKEND TASK

Working course members over a weekend is an interesting experience. Even those who normally would not take an interest in sport, their family or working around the home develop compulsive interests in these! Yet, especially where delegates have come a long way to the course, there is a need to work them over a weekend. Weekend working also increases the effective length of the course. Most one-week courses consist of only four and a half working days. Yet, a two-week course, with weekend working, has eleven and a half working days. By providing a student centred, stimulating and, possibly, competitive weekend activity dissonance is reduced.

PRACTICAL ISSUES

• POSITIONING
• INTEGRATION

POSITIONING

The simulation should be positioned to act as a natural division between different parts of the course, or to provide an opportunity to refresh and test understanding. On longer courses running the simulation over a weekend is particularly attractive.

INTEGRATION

The simulation must be integrated into the course structure. Its tutor should be able to link it with proceeding sessions. Also, it can provide a foretaste of later sessions. Tutors running later sessions should be informed of these expectations and told of learning needs.

Most recent update: 21/07/03
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