Customizing a Computer Simulation: Issues and Outcomes

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Customizing a Computer Simulation Issues and
Outcomes

• Jeremy J. S. B. Hall
• Hall Marketing
• www.simulations.co.uk

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Client

• Schneider Electric/ Square D
• USA Operation
• Schneider Electric is the worlds 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
REVIEW
SIMULATE
PREPARE
P-2
P-1
P-3
P-4
P-5
MAKE DECISIONS
SIMULATE
REPLAN
ANALYSE RESULTS
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SIMULATION the system
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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
Percent Markup
Inventory Purchases
Advertising
Transportation
Payables Days
Period
1
1
1
2

3
4
4
5
5
5
5
Existing Decisions
Marketing
Staff Numbers
Training Days
Number of Products
Receivable Days
Electronic Linkage
Demo Equipment
Demo Room
Small Project Initiative
New Decisions
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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
Business Experience
Business Knowledge
Presentation Sklils Traditional Teaching Coaching Challenging
Ideal
Problem
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Embedding the Simulation
Increasing Espousal

• Pilot (Trial Run)
• Pilot Review/Train the Trainer
• Shadow the Trainers
• Followed by remote support

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Helping the Trainers(Tutor Support System
Reports)
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Outcomes The Experience

• Feedback from Schneider Electric/Square D after
  the first years use (8 runs).
• 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.

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Jeremy J. S. B. Halljeremyhall_at_simulations.co.uk
www.simulations.co.uk
from knowledge through simulated experience to
wisdom
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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 Learningprocess learning styles
Active Experimentation
Actively learn by doing and influencing others
Concrete Experience
Abstract Conceptualization
Learn from feeling, from specific experiences
personal involvement
Use logic and ideas and thinking to learn.
Reflective Observation
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 Laddera business view of learning
Business Success
Good Decisions
Wisdom
Experience

• Knowledge

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The Learning PyramidRetention 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 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)
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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 students view)
• Self-Assessment
• Informal Assessment
• Formal Assessment
• Assessing Training (the providers 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

• Analyse Define Needs
• Specification
• Design
• Development
• Validation
• 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