Bespoke Simulations This page is explores the issues and time associated with developing a new bespoke simulation for you.

What if there is no suitable simulation and you need to have a bespoke one designed for you. Here I  explain my Design Capability, major Development Issues and Metrics. Comparing the time for us to develop several one day business simulations against industry research development time metrics [1] indicates that on average I  develop a new simulation in less than 20% of the time.

Design Capability

Design Experience

Over the last forty-two years I have probably developed more business simulations for management development and business training than any other individual or organisation. Over that time I have developed some sixty-five different simulations addressing a comprehensive range of training needs and issues. Simulations for all levels of management from specialists and trainees to senior management. Across a wide range of industries - manufacturing, service, retail, high technology, pharmaceutical, not-for-profit, FMCG etc. And a comprehensive range of training needs - strategy, business appreciation, financial awareness, marketing, sales, operations etc.

 

Training Experience

Besides developing new simulations I have extensive experience using simulations to deliver learning. Over the last forty-two years I have run simulations on management development programmes around the world well over two thousand times. This practical experience includes teaching at one of the world's major management schools (Ashridge Management College) and a training unit reporting to me while working for Honeywell Information Systems.  This practical experience is embedded in my designs - I understand your needs in the classroom.

 

Subject Matter Expertise

Unusually, before and in parallel to my early days with business simulations my background includes engineering, manufacturing, marketing, finance and training. This is a major plus when designing business simulations that deliver appropriate and relevant business learning as it means that I can relate to your business training needs and advise on your them. Experience that shortens new simulation design time and ensures better learning.

 

Development Methodology

Backing my design and training experience is award winning research into simulation design and use. Awards that include a Churchill Fellowship (1995), a British National Training Award (2003), best paper awards by the Association of Business Simulation and Experiential Learning (1994 and 2005) and, the World of Learning "Outstanding Contribution to the Training Industry".

 

Shell Programs I develop my simulations using predefined software shells. An innovative approach that won a major British Innovation Award in 2002 and that not only reduces development time by some eighty percent but also ensures that leading-edge features and facilities are incorporated in my simulations. The shell approach means that I only need to develop and calibrate the simulation model and incorporate into the appropriate shell. Further, this design approach simplifies updating and modifying simulations and means that I can use several utility programs to speed development and ensure quality.

 

Pre-existing Models

In addition to the software shells I have a library of models that can be used during the creation of a new simulation. Not only does this save time but as these models have been used in other simulations they are tried and tested.

 

Tutor Support

In order to ensure that learning is delivered effectively,  efficiently and consistently I build into my simulations a tutor support system. This helps with administration, facilitation and the management of the learning process and is derived from my training experience.

 

Development Issues

Design Approach

There are two approaches to developing a new simulation. One starts from an analysis of needs and involves creating a simplified and stylised replica of the real world where the purpose is learning. The second starts from the development of a model that attempts to totally replicate the world realistically (and where, typically, the learning purpose is only discovered after designing the simulation). I believe that the first approach is the only one that delivers learning effectively, efficiently and consistently.

 

Design Methodology Then developing a new simulation I employ a methodology that I call the Rock Pool Method! This combines at a macro level a structured and rigorous systems analysis approach and at a micro level an Agile Programming approach. Thus it combines and integrates structure with creativity and ensures that I deliver a simulation to time and to budget. My Rock Pool Method won an award from the world leading Association for Business Simulation and Experiential learning.

 

Systems Dynamics

Designing a simulation is more than developing a good model. The design must take into account how learning progresses over time and this has led us to a design approach that incorporates Systems Dynamics principles. I developed this unique model based on very extensive experience using business simulations to train business people.

 

Versions Structure

All my simulations are driven from a series of databases that allow the simulation to be configured in to several versions. Not only does this allow you to tailor the simulation to different groups and different learning needs but as your learning needs change the simulation can be reconfigured to meet these. For example, a year after developing a simulation for a client, the client's business focus changed. By changing the sequence of decisions and reports I Ire able to realign the simulation to the new situation - a realignment that took less than half a day.

 

Manner of Use

Simulations can be used in a variety of ways and the way that you are going to use the simulation will affect what must be designed in and its complexity. So a business simulation used as a course theme will be different from a simulation used as a course finale and different from one used on an assessment centre. But, often, the same core simulation can be used and just differ in the sequence of decisions and reports and report content.

 

Decision-Making Process

There are two ways in which a simulation can be used. One (Direct Use) involves each team entering it's own decisions into a microcomputer and the other (Tutor Mediated) involves the trainer taking decisions from teams and entering and processing them - then the trainer returns printed results to the teams. Additionally, there are two further processes - the computer enhanced role-play. For very complex simulations there is a form of business simulation that combines direct use by learners and decision-entry by the trainer - these are simulations where each team is provided with a decision support system.

Development Metrics

The development cost for a new simulation is difficult to forecast as it depends on the complexity of the simulation, the number of decisions made and reports produced. But as all of these correlate with simulation duration I are able to provide indicative development times.

The table below provides an indication of the amount of time that I take to develop simulations. Benchmarked against competitors [1], these times represent an 80% to 90% saving in time (and cost).

1: Average development time per hour of simulation duration 490 hours - How Long Does it Take to Create Learning? A Chapman Alliance, Research Study, September 2010 (http://www.chapmanalliance.com/howlong/ )

Bespoke was originally applied to the tailoring of a suit to your exact requirements. But now it  is employed in a variety of applications to mean an item custom made to the buyer's specification (personalized or tailored).