The Secrets to a Successful Race Simulation
1. Do not mix replication with modeling
The temptation to develop an imitation is to make a small replica of some full-scale reality. It seems logical that the closer the simulation comes to reality, the more effective and memorable will be the experience. This can be the case if you are developing a flight simulator for airline pilots. But in training "soft skills," as a rule, the opposite is true. The task of the designer is to trace the details to the essence of reality.
Two Navy projects taught me this lesson. The seaman on the beach leaves for Athens, after buying a monument in the bazaar, discovered that one of the comrades bought the same commemorative ticket from the same merchant for much less money. Not knowing about the Greek custom of negotiations, the sailor returned to the market and flattened the unfortunate merchant.
2. Select the correct subject to simulate
Some objects are more amenable to simulation than others. I do not claim to have found any hard rules for determining probable items, but I believe that the topic is more suitable for simulation if it embodies at least one of the following characteristics:
See the world through the eyes of other people. The pharmaceutical company wanted a training program that would awaken its smug marketing department to the competition threatening its core product line. We developed a simulation that divided marketing personnel into five competing teams, one representing our client company and the other its main competitors. Each team developed an aggressive marketing plan to increase the share of its company in the market segment of the threatened product. The unconditional success of the competitor's marketing plans has shown how vulnerable the client company's product is. The marketing staff was shocked by the actions.
Performing tasks simultaneously. Traditional teaching methods teach skills linearly, one by one. In the real world, skills are often required in lumps: the manager can simultaneously negotiate with the seller, listen to the customer complaint and plan an answer to the memo from his boss. Modeling can create an environment in which it learns to do all three or more simultaneously.
It is carried out under pressure. Some people are skilled negotiators, excellent listeners, clear guides, but only when they do not need to go under pressure. Modeling can create an environment full of good but not threatening pressure, giving such people the opportunity to practice their skills under pressure.
Development of system thinking. Many people find it difficult to understand the concept of systems. They know that parts of the system are connected, but they resist understanding the relationship because they believe that they are incredibly involved. Simulation can put people in the system. As part of the system, they see first hand how changing one component affects others.
Recognition of cognitive dissonance. People often have conflicting views or beliefs without realizing contradictions. This is called cognitive dissonance. For example, if the manager sincerely believes that he is a non-axiologist, he still behaves in a sexist manner, most likely he suffers from cognitive dissonance. Many of the "Aha!" Moments created in simulations come when such a person suddenly realizes that he or she is going through contradiction.
3. Development of a design plan
In preparing for the simulation, you must take two key planning decisions. First, will you create it yourself or use a team of designers? Secondly, will you use a structured creative process or fly in the place of your pants?
4. Create a Modeling so that the participants take responsibility for their actions
Most of the simulations are divided into two sections: the actual simulation and the session analyzing the results. Conscious learning occurs primarily during the analysis session. Learning is distracted, however, when students deny responsibility for their behavior during the simulation. If they can say that they did what they did, just because imitation offered or encouraged this action, their motivation to learn from experience evaporates.
5. Use Symbols and Metaphors to solve emotionally charged ideas.
Sometimes the simulation focuses on an emotionally charged problem that threatens to survive the learning experience. For example, in the early 1970s, the Teachers Association asked me to design a simulation to teach conflict resolution on the campus. My scenario assumed that the little misunderstanding between the white and black pupils turned into a riot. I tested it with a group of college professors from the State University. They were divided into four groups: a black combat group, a white right group, a moderate black group and a moderate white group - and they were tasked with resolving the conflict.
About The Author
Shawn lives in Southern California with his family.He is an adventurous person and passionate about sports.About The Author