Learning and Simulation This page bullet points the learning needs of managers and how computerized 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.

The analysis showed that, although the use and the development needs were very varied, there were five elements:

• Exploring Business Knowledge
• Developing Management Skills
• Enhancing Adult Learning
• Motivating Staff and Customers
• Assessing Learning and Teaching Needs

The information on this page is extracted from the book SIMULATION: Virtual Business Experience.

Exploring Business Knowledge

Although simulations are not good at introducing new material they provide an excellent way of exploring knowledge and testing understanding. The knowledge that is to be exercised can be viewed in several ways:

• COURSE DERIVED KNOWLEDGE

• PRIOR LEARNING & EXPERIENCE

• NEEDED BY THE SIMULATION

• INDIVIDUAL KNOWLEDGE

• GROUP KNOWLEDGE

Usually the prime reason for using the simulation is to exercise the new knowledge presented on the course. However, the shortness of most management courses means that there is often a need to use and exercise prior learning and experience.

Ideally, a simulation must be chosen to map closely with the course knowledge. However, the scope of the simulation scenario and the complexity of the model may mean that a wider range of knowledge is needed. If this is not covered by prior learning then coaching, additional readings or even course modification (as a last resort) may be needed.

When matching knowledge needs we must not just look at individual participants. Since they are working as part of a team, they can share knowledge and experience and learn from each other. (This can be aided by forming "balanced" teams.)

The areas of knowledge exploration is likely to include the following:

• Strategic Management
• Tactical Management
• Business Appreciation
• Marketing Management
• Financial Management
• Financial Appreciation
• Operations Management
• Application of Techniques
• Illustration of Concepts

Developing Management Skills

The practical nature of simulations provides an opportunity for participants to practice, develop and hone their management skills. The most practiced by simulations are:

• Analysis & Diagnosis
• Decision Making
• Problem Solving
• Handling Ambiguity
• Handling Uncertainty
• Critical Thinking
• Managing Dynamics
• Team Working
• Business Presentation
• Numeracy

Enhancing Adult Learning

The third reason simulations are used is that of enhancing the learning process (cognitive development). Typically simulations are used to:

• Integrate Course Sessions
• Integrate with Prior Knowledge
• Assimilation of Knowledge
• Test Understanding
• Revise, Review & Reinforce
• Active Learning
• Clinical Practice

Motivating Learners

Most forms of participant centred and experiential learning tend to engender involvement and stimulate hard work. So, they are for used to:

• Encourage Competition
• Break down Inhibitions
• Involve
• Engender Excitement
• Change Pace
• Emphasise Profit
• Focus on Results
• Build the Team
• Build Relationships
• Fulfill Adult Learning Needs

Assessing Learning and Teaching Needs

The traditional academic examination is unlikely to be appropriate for practicing managers. However, as managers take charge of their life-long learning needs, they need an activity that tests and challenges their knowledge and skills. Further, the tutor and course designer needs to assess the quality and appropriateness of the course. So the assessment dimension is important.

This leads to several assessment options and needs - both for the participants and for the tutor.

• Self Assessment
• Informal Assessment of Delegates
• Formal Assessment of Delegates
• Changes Needed to the Course
• Prior Learning (starting point)
• Future Course Opportunities
• Remedial Teaching

Learners' Viewpoint

The first three (self assessment, informal assessment and formal assessment) are all from the viewpoint of the learners.

As learners take charge of their own managerial development and learning needs they need to be continuously assessing and defining future learning. And, this can be supported by the trainer informally assessing delegates - although this must be done with care as it can interfere with learning.

Simulations are used regularly on Assessment and Development Centres to assess a wide range of competencies.

Trainer's Viewpoint

The last four (course changes, prior learning, future courses and remedial learning) are all from the viewpoint of the trainer.

Using a simulation at the end of a course to draw it together not only refreshes and challenges the learning but also allows the course director to assess how the various parts of the course delivered learning (and this is particularly important if different parts of the course are delivered by different trainers.

The knowledge and experience sets vary considerably between course members and this coupled with learner expectations means that the trainer must attempt to position the course to best meet learner needs and draw on their prior learning. Consequentially, many trainers use a short simulation at the start of a course to assess prior learning, delegate needs and start the course with a bang!

A course should only be one in a series of learning initiatives. Thus both the company trainer and the training consultant are concerned with identifying future learning needs and training opportunities.

Finally, as the course proceeds, the trainer must identify the learners who need help. Here, a simulation used as a course theme linking the session can help the trainer identify these needs and provide remedial teaching.

© 1999  Jeremy J. S. B. Hall

Most recent update: 06/09/09
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