ldr guidebook achieving impact with simulations

8/13/2019 LDR Guidebook Achieving Impact With Simulations

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CEB Learning & Development Leadership Council

Guidebook: Achieving

Impact with Simulations


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A FRAMEWORK FOR MEMBER CONVERSATIONS

The mission of The Corporate Executive Board Company and its affiliates (CEB) is to unlock the potential of organizations and leaders by advancing the science and practice ofmanagement. When we bring leaders together, it is crucial that our discussions neither restrict competition nor improperly share inside information. All other conversations are welcomed

and encouraged.

CONFIDENTIALITY AND INTELLECTUAL PROPERTY

These materials have been prepared by CEB for the exclusive and individual use of our member companies. These materials contain valuable confidential and proprietary information

belonging to CEB, and they may not be shared with any third party (including independent contractors and consultants) without the prior approval of CEB. CEB retains any and all

intellectual property rights in these materials and requires retention of the copyright mark on all pages reproduced.

LEGAL CAVEAT

CEB is not able to guarantee the accuracy of the information or analysis contained in these materials. Furthermore, CEB is not engaged in rendering legal, accounting, or any other

professional services. CEB specifically disclaims liability for any damages, claims, or losses that may arise from a) any errors or omissions in these materials, whether caused by CEB or

its sources, or b) reliance upon any recommendation made by CEB.


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2013 The Corporate Executive Board Company.

All Rights Reserved. LDRPRO

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ACHIEVING IMPACT FROM SIMULATIONS USER GUIDE

OVERVIEW

Although most L&D functions have been using simple simulations (such as role plays) for years, an increasing number

of L&D functions are beginning to integrate more complex simulations (such as running a simulated business) into

their programs. This guidebook reviews the three action steps that L&D must take to ensure that these complex

simulations drive performance outcomes rather than just offer an entertaining experience.

AUDIENCE

The guidance in this book is aimed at L&D professionals and executives interested in implementing more complex,

detailed simulations.

HOW TO USE

Use this three-step process to create high-impact simulations:

Step 1Assess Opportunities: Assess whether simulation is an appropriate method to address a specific

development need.

Step 2Determine Type: Determine the appropriate type of simulation to use to meet learning objectives.

Step 3Design for Impact: Design and deliver simulations to maximize learner impact.


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ROADMAP FOR ACHIEVING IMPACT WITH SIMULATIONS

Three Steps to Achieving Impact with Simulations

There are three action

steps that L&D must

take to create effective

simulations.

To realize the benefits of

simulations, L&D must

ensure it is focusing

simulations on the right

learning needs, using the

right type of simulation,

and designing simulations

to maximize learner impact.

Step 1

Assess

Opportunities

Step 2

Determine Type

Step 3

Design for Impact

Assess whether simulation is an appropriate method to address

a specific development need.

Determine the appropriate type of simulation to use to meet

learning objectives.

Design and deliver simulations to maximize learner impact.


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ASSESS THE SUITABILITY OF SIMULATION AS A

DEVELOPMENT METHOD

Guide to Assessing the Suitability of Simulation

Before creating a

simulation, L&D must

carefully consider

whether a simulation is

an appropriate method

to meet a specific

learning need.

Simulations are not

appropriate for every

development needL&D

must consider the learning

content, the audience, and

logistics when deciding

whether to use a simulation.

Use the tool to the right

as a guide to determine if

simulation is an appropriate

delivery method in

comparison with traditional

learning methods.

Directions: For the learning content you are evaluating, consider each of the selection criteria below. Circle the rating

that is most appropriate for each of the criteria. Tally your score and consult the key on the following page to interpret

the score and determine the viability of simulations as an effective learning delivery method for this particular content.

Selection Criteria Rating Scales

Target Population: To what extent is the learning

content relevant to a large population of learners

within the target audience?

1

Small

Population

3

Medium

Population

5

Large

Population

Need for Practice: To what extent is there a need

for learners to practice applying the content?

1

Little Need to

Practice

3

Some Need

to Practice

5

Substantial Need

to Practice

Emphasis on Skills Versus Knowledge: To what

extent does the learning content address building

skills as opposed to imparting knowledge?

1

Imparting

Knowledge

3

Equal Focus on Skills

and Knowledge

5

Building Skills

Risk of Content Application: How risky is it for the

target audience to apply the learning back on the

job without supervision?

1

No Risk

3

Moderate Risk

5

High Risk

Barriers to Content Application: How many barriers

(e.g., workflow, manager relationships) are there to

learners applying content on the job?

1

Few Barriers

3

Some Barriers

5

Many Barriers

Importance of Feedback: How important is it that

learners receive immediate feedback on their ability

to apply learning?

1

Not Important

3

Somewhat Important

5

Very Important

L&D Resources: What level of investment (money,

time, people, etc.) can the organization devote to

this initiative?

1

No Resources

3

Limited Resources

5

Substantial

Resources

Source: CEB analysis.

Point Total

25 and Above Deploying a simulation is a highly viable approach. See step 2 to identify which simulation is right for you.

1524 Simulation may be effective when also blended with more traditional learning approaches.

14 and Below Simulation is not likely to be effective. Consider a more traditional approach.


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steps that L&D must


simulations.






right type of simulation,

and designing simulations

to maximize learner impact.

Step 1

Assess

Opportunities

Step 2

Determine Type

Step 3

Design for Impact









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THREE CATEGORIES OF SIMULATIONS

Simulation Categories

L&D should consider

three main categories of

simulations commonly

used for training purposes.

Once L&D has determined

that a simulation is the right

development method, staff

must take a disciplined

approach to considering

which type of simulation to

use given learning objectives

and logistical considerations.

Live Simulations

Live simulations involve real employees operating in a real environment.aLive

simulations include (but are not limited to) activities such as role plays, board

games, live gaming situations, and live case studies.

Technology-Based Simulations

Technology-based simulations involve real employees operating in a computer-simulated system.aWhen teams of learners work together in technology-based

simulations, they communicate through the technology platform in the simulated

system. Technology-based simulations involve activities undertaken within video

games, virtual worlds, and virtual reality.

Blended Simulations

Blended simulations involve real people operating in both real and computer-

simulated systems. When teams of learners work together in blendedsimulations, they communicate through both the platform in the simulated

system and the real system. Blended simulations include (but are not limited to)

activities such as a live simulation enhanced by virtual reality simulators and a

live simulation enhanced by multi-player game interface.


a Modeling & Simulations Coordination Office, DoD Modeling and Simulation Glossary, http://www.msco.mil/MSGlossary.html.


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LIVE SIMULATIONS

Benefits Drawbacks

Live simulations involve

real employees operating

in a real environment.

Live simulations include

activities such as role plays,

board games, live gaming

situations, and live case

studies.

Live simulations are well-

suited for developing

higher-order soft skills,

such as communication and

managing relationships.

Choosing the Right Live

Simulation

When choosing the type of live

simulation to deploy, L&D staff

should consider the resources

available to them and the level

of realism (fidelity) necessary

to meet the objectives of the

simulation.

Can be owned and completed by L&D using

existing staff skills

Are easily tailored to fit individuals and their

challenges/context

Can be easily monitored and changed by

L&D in the moment (to increase engagement,

challenge, etc.)

Emotionally immerses learners in the learning

situation

Need convincing participants to deliver value

Coordination with multiple stakeholders can

be complex

Must occur in the right environment and

situation to feel realistic

Case in Point

During its leadership development programs, Swiss Reinsurance runs live simulations to test senior leaders

ability to perform in uncertain and ambiguous situations. To do this, it models the simulation around an

emerging business opportunity with which the organization has little existing expertise and that presents

the possibility for dilemmas. Swiss Re then hires actors or works with partners to bring the business

opportunity to life for senior leaders. In a past simulation, Swiss Re brought its senior leaders together

with a Chinese delegation (played by hired actors) to discuss expanding their current business with China.

Swiss Re ensures leaders perform in the simulation as they would in real life by not letting them know that

they are in a simulation.

Source: Swiss Reinsurance Ltd.; CEB analysis.


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TECHNOLOGY-BASED SIMULATIONS

Benefits Drawbacks

Technology-based

simulations involve real

employees operating in

a computer-simulated

system.

Technology-based

simulations involve activities

undertaken within video

games, virtual worlds, and

virtual reality.

Technology-based

simulations are well-suited

for developing higher-order

technical skills.

Choosing the Right

Technology-Based Simulation

When choosing the type oftechnology-based simulation

to deploy, L&D staff should

consider the level of

interactivity between learners

necessary and whether the

simulation needs to be available

on-demand to learners.

Are often a highly-scalable simulation method

Ensures that learning is consistent across the

learner population

Enables L&D to re-create important scenarios

but without the risk (e.g., to customer

relationships)

Enables employees to practice using

expensive equipment (e.g., a driving

simulator)

Allows learners to operate in discrete time

(e.g., compressing a year of events into a day)

to see the future implications of decisions

Bought off the shelf or L&D must use

dedicated consultants or internal staff withthe right technical skills to create them (which

are hard to find)

Can seem gimmicky to learners and leaders

when not done well

Learners need a high level of technology

fluency

The organization must have the appropriate

technology infrastructure

Case in Point

Workplace Technologies Research, Inc. (WTRI) worked with SAIC to create an interactive simulation game

to train open pit miners on safety measures. In their quest to extract the most gold under budget and

on time, teams of miners confront a variety of challenges, such as bad weather conditions, maintenance

problems, and dangerous unforeseen events. The teams must address these challenges while continuing tomeet production goals, which teaches them effective mine safety practices and maintenance procedures

when operating in real-life pressure situations. The training program can identify and track game players

who are working and behaving in an unsafe way and deduct points from the teams score for this behavior.

Source: http://www.saic.com/products/simulation/olive/customers.html; CEB analysis.


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WHICH SIMULATION IS RIGHT FOR YOUR NEEDS?

Guide to Identifying the Right Type of Simulation

Use the table on the

right to determine which

type of simulation is best

suited for a particular

initiative.

Live Simulations Technology-BasedSimulations

Blended Simulations

Best Suited for Higher-order soft

skills (communication,

relationship

management, etc.)

Higher-order technical

skills (financial acumen,

risk management, etc.)

Combination of soft and

technical skills

Simulation Operating

Time

Real time Discrete time Combination of real-time

and discrete time

Learner Technology

Proficiency Required

Low Medium to High Low to Medium

L&D Time Investment Medium to High Low High

Monetary Investment Low to High High High



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steps that L&D must


simulations.






right type of simulation, and

designing simulations to

maximize learner impact.

Step 1

Assess

Opportunities

Step 2

Determine Type

Step 3

Design for Impact









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All Rights Reserved.LDRPRO

DESIGNING HIGH-IMPACT SIMULATIONS

Design and Implementation Tips

L&D must go beyond

designing an entertaining

experience to designing

a simulation that enables

employees to take action

and apply learning back

to their job.

Use the tips on the right

to design high-value

simulations that enable

learners to apply learning

on the job.

Source: Chris Musselwhite, Sue Kennedy, and Nancy Probst, Best Practices for Facilitating Simulations. T+D,64, no. 8 (August 2010): 2628; C EB analysis.

DESIGNING THE SIMULATION

Consider the skill level of participants. When designing the simulation, be sure to consider the skilllevel of participants to ensure you are making the simulation challenging enough to stretch learners

but not so challenging that participants will be overstretched and break down.

Find complex problems. Try to avoid situations that have easy answers when designing the simulation

to engage learners critical thinking skills.

Create a compelling story. For more complex simulations, ensure you have a realistic and interesting

story to ensure participant engagement in the simulation. Consider the timeline in which the simulation

story will need to unfold and the setting.

Ensure relevance. Speak with learners and their managers to ensure that the problems and stories

presented in the simulation are relevant to learners day-to-day work.

Align simulation with existing content. If the simulation is part of a larger development solution,

L&D will need to think about how to integrate it with the rest of the development solution during the

design phase. See the bottom of the following page for tips on aligning the simulation with existing

development programs.

Consider level of realism. Consider the level of realism (fidelity) necessary to meet the learning

objectives of the simulation.

Identify success measures. Create concrete and measurable objectives for the simulation.

Run a pilot. Before rolling out the simulation, pilot it with HR employees and identify any areas you

might need to change before launching.

PRE-SIMULATION ADMINISTRATION

Contact managersContact the managers of participants about the objectives of the simulation and

larger development solution. Ask them to discuss the objectives with their direct reports before the

simulation so that they understand what they are expected to learn.

Assign pre-workReach out to participants with any prework for the session.


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DESIGNING HIGH-IMPACT SIMULATIONS (CONTINUED)

Design and Implementation Tips (Continued)

L&D must go beyond

designing an entertaining

experience to designing

a simulation that enables

employees to take action

and apply learning back

on the job.

Aligning Simulations with Existing Development Programs

If the simulation is part of a larger development program, L&D must determine how to align the

simulation with the program (and the other solutions within the program) during the design phase. L&D

staff should follow the steps below to ensure alignment:

1. Identify how the simulation supports the objectives of the development program.

2. Determine the unique value-add from the simulation compared to the other solutions within the

development program.

3. Check for redundancies in the program that may arise from adding the simulation and cut them.

4. Keeping in mind the goals for each of the solutions in the development program, identify the ideal

timing for each solution (e.g., if the goal of the simulation is to help learners apply, it should come

after they have learned the content).

5. Identify any content that needs to be added to the development program to support the simulation.


DELIVERING THE SIMULATION

Establish ground rules. Before beginning the simulation, explain the purpose and the roles participantswill play and explain any ground rules for participant behavior during the simulation.

Set the expectation for performance. Let participants know that they are expected to perform to their

fullest potential during the simulation.

Observe. Monitor the simulation to identify anything you need to change in the moment to increase or

decrease the challenge or intensity. Make sure to take notes on things to discuss during the debrief session.

Know when to intervene. Be alert to conflict and sudden changes in behavior (such as withdrawal);

if necessary, pull the participant aside to discuss what is happening.

AFTER THE SIMULATION

Debrief the simulation. Let participants discuss the experience and provide feedback to each other

about their experiences working with them. Make sure to focus the discussion on the learning, not the

outcome of the simulation.

Identify areas to change. Ask participants if they have any suggestions for how the simulation could

be more effective or engaging.

Source: Chris Musselwhite, Sue Kennedy, and Nancy Probst, Best Practices for Facilitating Simulations. T+D,64, no. 8 (August 2010): 2628; C EB analysis.

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