Training Best Practices/Simulations
Simulations Designed to Meet Business Needs Intel has had great success in customizing simulations to address business challenges. The process involves the following steps:
- Scoping meeting with General Manager
- Organizational Needs Analysis
- Customization of Business Challenges Tasks
- Debrief and follow up
Simulation Pedagogy is the instructional strategy that is aligns the simulation activities to the learning. Simulation Pedagogies in use are Total Enterprise Simulation (TE), Large Scale Simulation (LSS), and Goal Based Scenario(GBS).
Total Enterprise Simulation (TE)
Washbush and Gosen (2001) conducted longitudinal exploratory studies to reveal learning in total enterprise simulations. They proposed research hypothesis on the basis of three issues: (a) the validity of simulations as learning tools, (b) the relation between learning and simulation performance, and (c) the relation between individual differences and learning from simulation. As a result of the study, they found that due to the participation into simulation activities learning took place. That is why they stated that “the simulation is a valid learning experience” (p. 288). Moreover, they pointed out that there is no relation between learning and simulation performance.
Large Scale Simulation (LSS)
Brown,Parente,Stephen (2002) Parente(1995) LSS integrates theory, simulation, and role-playing into a coherent whole that seeks to provide an active, experiential learning environment. The LSS pedagogy prescribes to teaching techniques that are appropriate for selected learning objectives. Component of an LSS can include computer based simulation, and role play.
Washbush, J. & Gosen, J. (2001). An exploration of game-derived learning in total enterprise simulations. Simulation & Gaming, 32(3), 281 – 296.
Stephen, J., Parente, D. & Brown R. (2002). Seeing the forest and the trees:balancing functional and integrative knowledge using large-scale simulations in capstone business strategy classes. Journal of Management Education, 26(2), 164 -193.