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

Customizing a Computer Simulation:

Issues and Outcomes

Jeremy J. S. B. Hall

Hall Marketing

www.simulations.co.uk

Customizing a Simulation 2

Client

Schneider Electric/ Square D

USA Operation

Schneider Electric is the world’s power and control specialist.

American division sells via electrical distributors


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


The Simulation

An existing “generic” distribution simulation – “The Distribution Challenge”.

Customized into “DISTRAIN”


SIMULATION: the process

PREPAREPREPARE REVIEWREVIEWSIMULATESIMULATE

P-2P-1 P-3 P-4 P-5

MAKEDECISIONS

MAKEDECISIONS

SIMULATESIMULATE

ANALYSERESULTS

ANALYSERESULTS

REPLANREPLAN


SIMULATION – the systemTeams of 4 or 5

Simulation & Computer

Learning “manager”

Coach & Challenge

Decisions & Results

Tutor SupportInformation


Hierarchy of Customization

• Change Scenario and Terminology

• Change Reports

• Change Decisions

• Recalibrate Simulation

• Add Reports

• Add Decisions & Change Models


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

1

1

1

2

3

4

4

5

5

5

5

Existing Decisions

New Decisions


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.


Industry Wisdom

Business Experience

Business Knowledge

Presentation Sklils

Traditional Teaching

Coaching & Challenging

A Learning Management Grid

Ideal

Problem


Embedding the Simulation

• Pilot (Trial Run)

• Pilot Review/Train the Trainer

• Shadow the Trainers

• Followed by remote support

IncreasingEspousal


Helping the Trainers(Tutor Support System Reports)


Outcomes – The Experience

Feedback from Schneider Electric/Square D after the first year’s use (8 runs).

1. Recalibration ensured the simulation was real world2. Continuous introduction of new ideas kept

everyone interested3. Training by Schneider employees was more about

local market knowledge than cost4. 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.


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


ConclusionIn 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


Jeremy J. S. B. [email protected]

www.simulations.co.uk

from knowledge through simulated experience to wisdom

2 3 4 5 6 7 8 9 10 11 12 13 14 15

17 18 19 20 21 22 24 26 28 3023 25 27 29 31

mailto:[email protected]

http://www.simulations.co.uk/


Adult Learning: Issues

• Self direction – learner centred

• Experience – recognition & resource

• Focus on doing rather than knowing

• Real-world focus

• Variety of training methods


Experiential Learningprocess & learning styles

ActiveExperimentation

ActiveExperimentation

ReflectiveObservation

ReflectiveObservation

ConcreteExperience

ConcreteExperience

AbstractConceptualization

AbstractConceptualization

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


Learning ModelsKnowledge – 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.


The Learning Laddera business view of learning

Knowledge

Experience

Wisdom

Good Decisions

Business Success


Lecture 5%

Reading 10%

Audio-Visual 20%

Demonstration 30%

Discussion 50%

Practice by Doing 75%

Teach others/immediate use 80%

The Learning PyramidRetention percentages for different training methods

Motorola University: Creating Mindware for the 21st Century, Corporate University Xchange May/June 1996, Vol 2 No 3.


Learning and Simulationa five-dimensional model

1. Knowledge (content) acquisition & exploration

2. Skills practice & development

3. Motivation & behaviour

4. Assessment – learner, trainer & training

5. Ensuring & enhancing learning

(Based on analysis of 2000 simulation runs, Churchill Fellowship research, presented at 1998 ASTD International Conference)


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 IssuesPrior Learning


To practice & develop skills

• Decision-Making• Analysis & Diagnosis• Handling uncertainty & ambiguity• Present, promote & negotiate ideas• Team Working

Learning IssuesShare Experience & Knowledge


To motivate & engage

• Break from lectures• Get sales people to think profit• Break down inhibitions• Build the team• Fun!!!

Learning IssuesBusiness people are action oriented

Competition is a two edged sword


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 IssuesLife-long learning issues

Explicit assessment can detract from learning


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 IssuesAdult Learners are concerned with processActive Learning


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


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


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


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

Documents

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