business simulation
“People anywhere in the world can compete against each other and we’ve had teams in Singapore, Belgium and the UK all competing in the same simulation game at the same time,” said Read. “All you need is the internet and one person at each location to drive the game. It works really well for a global workforce like ours.”
An online dashboard linked to multi-player game technology allows decisions to be tracked and provides a final ‘score’ at the end of the game. Chris Jones, lead developer at Sponge UK, who created the game engine for VaxSim, said: “A key learning aspect of the simulation is the concluding debrief and the technology really helps to bring that together. The teams can see their play statistics, the scores of other teams and the optimal choices. It really helps people understand the strategic impact of their decisions and see the bigger picture. Players discover how their choices impact on other teams, challenging them to interact and compete in a highly realistic business scenario.”
Deeper learning GSK’s innovative project is likely to be watched with interest by the wider L&D community, many of whom are still on the fence when it comes to both games and simulations. According to Towards Maturity, more than 50% of the businesses taking part in their 2015 Benchmark Study plan to use immersive learning environments within two years, but a high proportion (31%) are ‘just experimenting’. However, there is strong evidence to suggest experiential learning through
simulation is an effective way to build skills at work. The US-based National Training Laboratories Institute puts the average retention rates for learning by doing activities, such as simulations, at over 75%, compared with 10% for audio/visual methods, including e-learning. While a business game simulation is still a formal learning activity, it combines social and collaborative elements with a strong emphasis on working through the problem as a team. Evidence suggests that 90% of staff find collaboration with peers essential or very useful. More than 80% of the best performing organisations blend the use of learning technologies in design, from social media for collaboration to content delivery (Towards Maturity).
Player feedback GSK piloted VaxSim with a group of graduates from its Future Leaders initiative in 2015 before launching the game more widely. There have been two simulations events with manager level employees this year with plans for a further five or six,
Tips for creating a game simulation
n Mirror real business challenges in your simulation story n Blend physical tasks and technology to create impact n Add an element of competitive challenge n Test throughout development to hone the game play n Consider interactive video to enhance the learner experience n Use game data and reporting to add value to the feedback stage
as part of a wider learning and development event. Feedback from players has been encouraging. 90% believe the experience will be beneficial to them in their future job. Players said they liked being able to learn from colleagues and see the impact of decisions. They particularly valued the strategic aspects of the game. One player said: “It helps to step into the shoes of upper management and get a better understanding of the complexity of our organisation.” “We’re looking to conduct feedback surveys before and after every experience to find out what difference the simulation has made to individuals and whether these can be related to key business indicators,” added Read. “We’ll be looking to establish the impact the game is having in key skills areas such as team capability, problem solving and decision making.” VaxSim is undoubtedly an ambitious project but the principles have value even for smaller organisations with restricted budgets. Combining the best of face-to- face training with technology, rich media, social interaction, networking, teamwork and game thinking is a potent mix for any business looking to develop the skills of its employees.
Read sees another advantage as the workforce profile changes. “Generations Y
and Z have different expectations about learning. They need engagement. They expect learning to be more hands on, to discuss ideas and come up with solutions,” he said. “I think a business simulation game can help to meet the needs of this younger workforce who see the learning environment differently to previous generations.”
Louise Pasterfield is managing director of Sponge UK
@Sponge_UK
Figure 1 News-style video footage drives the drama of the scenario
Figure 2 Players can access digital information about the fictional worlds in the game
Figure 3 Play testing at Sponge UK
e.learning age april 2016
25
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38