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Simulation Classification System

By Chris Musselwhite

The challenge

 

Ensure trainer and facilitator success when using simulations by matching trainer skill level and needs with simulation requirements.

 

The need

 

Trainers and facilitators indicate that they are concerned about using simulations for the following reasons:

·         complexity of preparing for the simulation

·         complexity of administering the simulation

·         anxiety about generating conflict and emotions

·         lack of experience with simulations

·         concern for inadequate facilitation skills

·         lack of predictability of outcomes

·         not enough time

·         difficulty selling the idea of a simulation to their client

·         past negative experience with a simulation

 

The Goal

 

Create a system that alleviates many of these concerns and accomplishes the following outcomes

·         ensure that less experienced trainers and facilitators start with simulations with which they can be successful

·         help trainers and facilitators build their skill level through use of simulations

·         guarantee a match between the facilitator’s skill, simulation complexity and participant learning objectives.

 

The Process

 

The process of developing the simulation classification system involved several steps. 

 

Step 1. Interview trainers reluctant to use simulations to identify their concerns. 

Step 2. Interview successful users of simulations to identify the criteria they use for choosing a simulation.

Step 3. Observe simulations in use.

Step 4. Have experienced users of simulations organize and review data to look for similarities and trends. 

 

The Outcome

 

The criteria for selecting a simulation as well as the concerns for using a simulation fell into two basic categories:  Issues around participant interactions and facilitator concerns.

 

Participant interaction issues included degree of interaction, predictability of outcomes, and potential for conflict and emotion. 

 

Facilitator issues related to administrative concerns and skill level; including time to prepare for the simulation, complexity of running the simulation, number of facilitators required, level of feedback expected, and the overall observation and debrief skills required. 

 

The results yielded seven criteria for matching simulations to trainer and participant needs.  This criteria falls into two categories: participant interactions and facilitator skill.

 

From this analysis four levels of simulations were identified. Four levels provided an adequate differentiation among the criteria. Table 1 presents a summary of the criteria matched to the levels, and Figure 1 compares the four levels in relationship to participant interactions and facilitator skill.

 

 

 

 

Applying the model

 

Clearly some subjectivity is required to assign a simulation to a Level. In the figures below, the model is applied to four simulations; one for each class.

 

 

 

 

 

Clearly this isn’t the final word on simulations, but the simulation classification system is proving helpful in the selection of Discovery Learning simulations and can be applied universally to interactive simulations.

 

 

Chris Musselwhite is president and CEO of Discovery Learning.

 

 
 
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