Customizing a Computer Simulation: Issues and Outcomes Jeremy J. S. B. Hall Hall Marketing

Customizing a Simulation2 Client Schneider Electric/ Square D USA Operation Schneider Electric is the world’s power and control specialist. American division sells via electrical distributors

Customizing a Simulation3 Needs Improve sales engineers “Business to Business” knowledge Replicate a Schneider Distributor Be run by Schneider staff Active Learning Last no more than a day

Customizing a Simulation4 The Simulation An existing “generic” distribution simulation – “The Distribution Challenge”. Customized into “DISTRAIN”

Customizing a Simulation5 SIMULATION: the process PREPARE REVIEW SIMULATE P-2P-1P-3P-4P-5 MAKE DECISIONS MAKE DECISIONS SIMULATE ANALYSE RESULTS ANALYSE RESULTS REPLAN

Customizing a Simulation6 SIMULATION – the system Teams of 4 or 5 Simulation & Computer Learning “manager” Coach & Challenge Decisions & Results Tutor Support Information

Customizing a Simulation7 Hierarchy of Customization Change Scenario and Terminology Change Reports Change Decisions Recalibrate Simulation Add Reports Add Decisions & Change Models

Customizing a Simulation8 Decisions Percent Markup Inventory Purchases Advertising Transportation Payables Days Customization Issues Training Days Number of Products Receivable Days Electronic Linkage Demo Equipment Demo Room Small Project Initiative Marketing Staff Numbers Period Existing Decisions New Decisions

Customizing a Simulation9 Customizing the Learning Simulation customization is only the first step. Ultimately the whole experience must be customized (embedded). And this relates to the business wisdom and training skills of the people who will run the simulation. This can be explained on the Learning Management Grid.

Customizing a Simulation10 Industry Wisdom Business Experience Business Knowledge Presentation Sklils Traditional Teaching Coaching & Challenging A Learning Management Grid Ideal Problem

Customizing a Simulation11 Embedding the Simulation Pilot (Trial Run) Pilot Review/Train the Trainer Shadow the Trainers Followed by remote support Increasing Espousal

Customizing a Simulation12 Helping the Trainers (Tutor Support System Reports)

Customizing a Simulation13 Outcomes – The Experience Feedback from Schneider Electric/Square D after the first year’s use (8 runs). 1.Recalibration ensured the simulation was real world 2.Continuous introduction of new ideas kept everyone interested 3.Training by Schneider employees was more about local market knowledge than cost 4.Each decision needed to be accounted for by another to maximize impact. Schneider has been trying to teach thinking through the process for years – this class helped them understand.

Customizing a Simulation14 Outcomes – The Simulation Additions to Distribution Challenge Model increased in size by 46% Number of Parameters increased from 292 to 476 (+63%) Number of Reports increased from 135 to 209 (+55%) Redesign (including pilot, TtT and shadowing) 12 Days

Customizing a Simulation15 Conclusion In the words of the Schneider Electric/Square D staff who use the Distribution Challenge simulation “The flexibility of the software was key as well as the facilitators” and “the synergy between the two provided a perfect training exercise”. SIMULATION EXPERIENCE

Customizing a Simulation16 Jeremy J. S. B. Hall from knowledge through simulated experience to wisdom

Customizing a Simulation17 Adult Learning: Issues Self direction – learner centred Experience – recognition & resource Focus on doing rather than knowing Real-world focus Variety of training methods

Customizing a Simulation18 Experiential Learning process & learning styles Active Experimentation Active Experimentation Reflective Observation Reflective Observation Concrete Experience Concrete Experience Abstract Conceptualization Abstract Conceptualization Learn by watching and doing, and looking for meaning Use logic and ideas and thinking to learn. Actively learn by doing and influencing others Learn from feeling, from specific experiences & personal involvement

Customizing a Simulation19 Learning Models Knowledge – Comprehension – Application – Analysis – Synthesis – Evaluation (Bloom) Cerebral Learning – Skills Learning – Transformational Learning (Bateson) Accretion – Restructuring – Tuning (Lindsay & Norman) Apprehension – Comprehension (Kolb) Learning and learning needs exist at different levels and require different training methods.

Customizing a Simulation20 The Learning Ladder a business view of learning Knowledge Experience Wisdom Good Decisions Business Success

Customizing a Simulation21 Lecture5% Reading10% Audio-Visual20% Demonstration30% Discussion50% Practice by Doing75% Teach others/immediate use80% The Learning Pyramid Retention percentages for different training methods Motorola University: Creating Mindware for the 21 st Century, Corporate University Xchange May/June 1996, Vol 2 No 3.

Customizing a Simulation22 Learning and Simulation a five-dimensional model 1.Knowledge (content) acquisition & explorationKnowledge (content) acquisition & exploration 2.Skills practice & developmentSkills practice & development 3.Motivation & behaviourMotivation & behaviour 4.Assessment – learner, trainer & trainingAssessment – learner, trainer & training 5.Ensuring & enhancing learningEnsuring & enhancing learning (Based on analysis of 2000 simulation runs, Churchill Fellowship research, presented at 1998 ASTD International Conference)

Customizing a Simulation23 To exploring knowledge & challenging understanding Build business acumen Develop strategic leadership Develop financial understanding Deep dive into a function Explore a business concept Explore a business process Learning Issues Prior Learning

Customizing a Simulation24 To practice & develop skills Decision-Making Analysis & Diagnosis Handling uncertainty & ambiguity Present, promote & negotiate ideas Team Working Learning Issues Share Experience & Knowledge

Customizing a Simulation25 To motivate & engage Break from lectures Get sales people to think profit Break down inhibitions Build the team Fun!!! Learning Issues Business people are action oriented Competition is a two edged sword

Customizing a Simulation26 To assess learner and training Assessing Learning (the student’s view) –Self-Assessment –Informal Assessment –Formal Assessment Assessing Training (the provider’s view) –Prior Learning –Delegate Needs –Remedial Needs –Course Needs Learning Issues Life-long learning issues Explicit assessment can detract from learning

Customizing a Simulation27 To enhance learning Link Theory & Practice –Adult Learners concerned with using learning Integrate –Both with past learning and elements of course Assimilate (memorise) –Deep Processing –15 x more effective than lectures Revise, Review & Reinforce Learning Issues Adult Learners are concerned with process Active Learning

Customizing a Simulation28 Team Learning Why Needed –Business management not black and white –Business management is multi-faceted & multi-dimensional –Change –Business people work in teams What does a team deliver –A variety of knowledge and experience –Opportunity to present, promote & negotiate views –Teach others –Team working & building –Motivation as team direct the learning process

Customizing a Simulation29 Tutor Managed Learning administration, facilitation & managing learning Administration –largely delegated to the computer Facilitation – rule clarification – simulation support – knowledge support Managing Learning – assessing learning (cognition) – assessing motivation (affection) – coaching – challenging - driving learning forward – proactively managing the learning process

Customizing a Simulation30 1.Analyse & Define Needs 2.Specification 3.Design 4.Development 5.Validation 6.Finalization Source: Rock Pool Method: Jeremy J. S. B. Hall Simulation Design Process

Customizing a Simulation31 Types of Simulation Total Enterprise (running a complete business) –Appreciation Level –Strategy Level –Tactical Level Functional (e.g. Manufacturing, Sales, Marketing) Concepts (e.g. Product Life Cycle, Forecasting) Planning (e.g. financial budgeting) Process (e.g. stage-gate) Negotiation Role Plays