Customizing a Computer
Simulation:
Issues and Outcomes
Jeremy J. S. B. Hall
Hall Marketing
www.simulations.co.uk
Client
Schneider Electric/ Square D
USA Operation
Schneider Electric is the world’s power
and control specialist.
American division sells via electrical
distributors
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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
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The Simulation
An existing “generic” distribution simulation
– “The Distribution Challenge”.
Customized into “DISTRAIN”
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SIMULATION: the process
SIMULATE
PREPARE
P-1
P-2
P-3
REVIEW
P-4
P-5
MAKE
DECISIONS
REPLAN
SIMULATE
ANALYSE
RESULTS
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SIMULATION – the system
Teams of 4 or 5
Decisions & Results
Coach & Challenge
Tutor Support
Information
Simulation & Computer
Learning “manager”
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Hierarchy of Customization
•
•
•
•
•
•
Change Scenario and Terminology
Change Reports
Change Decisions
Recalibrate Simulation
Add Reports
Add Decisions & Change Models
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Customization Issues
Decisions
Existing Decisions
New Decisions
Period
Percent Markup
1
Inventory Purchases
1
Advertising
Marketing
1
Transportation
Staff Numbers
Payables Days
2
Training Days
3
Number of Products
4
Receivable Days
4
Electronic Linkage
5
Demo Equipment
5
Demo Room
5
Small Project Initiative
5
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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.
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A Learning Management Grid
Industry Wisdom
Ideal
Business Experience
Business Knowledge
Presentation
Sklils
Traditional
Teaching
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Coaching &
Challenging
10
Embedding the Simulation
•
•
•
•
Pilot (Trial Run)
Pilot Review/Train the Trainer
Shadow the Trainers
Followed by remote support
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Increasing
Espousal
11
Helping the Trainers
(Tutor Support System Reports)
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Outcomes – The Experience
Feedback from Schneider Electric/Square D
after the first year’s use (8 runs).
1.
2.
3.
4.
Recalibration ensured the simulation was real world
Continuous introduction of new ideas kept
everyone interested
Training by Schneider employees was more about
local market knowledge than cost
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.
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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
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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
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Jeremy J. S. B. Hall
jeremyhall@simulations.co.uk
www.simulations.co.uk
from knowledge through simulated experience to wisdom
2 3 4 5 6 7 8 9 10
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28 29 30
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Adult Learning: Issues
•
•
•
•
•
Self direction – learner centred
Experience – recognition & resource
Focus on doing rather than knowing
Real-world focus
Variety of training methods
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Experiential Learning
process & learning styles
Active
Experimentation
Abstract
Conceptualization
Use logic and ideas
and thinking to learn.
Actively learn by doing
and influencing others
Reflective
Observation
Concrete
Experience
Learn from feeling, from
specific experiences &
personal involvement
Learn by watching and doing,
and looking for meaning
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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.
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The Learning Ladder
a business view of learning
Business Success
Good Decisions
Wisdom
Experience
Knowledge
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The Learning Pyramid
Retention percentages for different training methods
Lecture
5%
Reading
10%
Audio-Visual
20%
Demonstration
30%
Discussion
50%
Practice by Doing
75%
Teach others/immediate use
80%
Motorola University: Creating Mindware for the 21st Century,
Corporate University Xchange May/June 1996, Vol 2 No 3.
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Learning and Simulation
a five-dimensional model
1.
2.
3.
4.
5.
Knowledge (content) acquisition & exploration
Skills practice & development
Motivation & behaviour
Assessment – learner, trainer & training
Ensuring & enhancing learning
(Based on analysis of 2000 simulation runs, Churchill Fellowship research,
presented at 1998 ASTD International Conference)
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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
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To practice & develop skills
•
•
•
•
•
Decision-Making
Analysis & Diagnosis
Handling uncertainty & ambiguity
Present, promote & negotiate ideas
Team Working
Learning Issues
Share Experience & Knowledge
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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
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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
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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
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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
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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
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Simulation Design Process
1. Analyse & Define Needs
2. Specification
3. Design
4. Development
5. Validation
6. Finalization
Source: Rock Pool Method: Jeremy J. S. B. Hall
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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
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