Business Simulation Design Focus and Value Statement
The core focus of my business simulations and my value statement is concerned with Effective, Efficient and Consistent Learning.
I believe that the core values associated with business simulations are effective, efficient and consistent learning.
I build business simulations that do not just build academic knowledge. Rather my designs focus on meeting the needs of experienced adult learners. A focus that takes into account a range of learning needs, the manner of use and the target user.
Another aspect of effective learning is that most of my simulations are available for you to run yourself so that you can bring to the activity your deep knowledge of your business and it's issues.
For instance a business simulation designed to be used throughout a strategic management course for senior management will be different from one for junior managers. A business simulation designed to replicate the issues of a manufacturing business is unlikely to address the needs of a group of retailers.
As a result, it is not surprising, over the years I have developed and modified nearly seventy simulations to ensure they meet client needs exactly. Further, my current design architecture ensures both rapid design, an ability to customise easily and are available in several versions.
Business time is valuable as is illustrated by the modal lengths of courses around the world (one week and two to three days). So, I specialise in short durations (from two hours to just over two days). Shortening a business simulation can compromise effectiveness and consistency, so I do this by carefully focusing the business simulation on specific business training development needs and, only including decisions and results that are relevant to the learners and the learning.
Besides short durations, efficiency is affected by acquisition and running costs. Acquisition costs are low because most of my simulations were sponsored by clients. Even if your requirements are such that a simulation has to be especially developed or modified, this cost is low because not only are am I well down the experience curve but my award winning design architecture and platform reduces development time by eighty to ninety percent.
A second element of acquisition cost is whether you need expert help to run the simulation or whether it will take a long time for you to become familiar with the simulation. Again I have researched [1 & 2] and addressed this problem. My simulations lasting a day or less can be run by you. Even so, most of my business simulations have a Tutor Support System with a comprehensive hypertext help and advice system, a special tutor's audit and reports that comment on team's strengths and weaknesses.
An important difference exists between academic education and business training . A difference that can be summarised by the word consistency. For business training, all learners must gain from the experience and perceive that they have gained. In contrast, in academic education the emphasis on judging learning through examination and differentiation - differentiation between distinction, pass and fail.
A second difference is that, in academe, if the student fails it is his or her fault. In business training, if the learner fails it is the trainer's fault! So, the business simulation must deliver learning consistently.
I ensure this in several ways. All simulations are extensively tested both with dummy data and with real clients (about half of my development time is this testing and calibration process). My business simulations incorporate a tutoring support system that provides information to enable the trainer to manage the learning process. My comprehensive range of simulations ensures that you can choose the simulator that will match participant needs and capabilities.
My ability to deliver effectively, efficiently and consistently is demonstrated by the length of time I have worked with clients and the length of time they have used simulations. For instance, one major marketing training provider has used one simulation many hundreds of times since 1977. Over that time they have used it on Computer Time-Sharing, on first generation micro-computers (Tandy, Apple II) and all generations of PCs. Needless to say, the simulator has been updated, made more user friendly and had added additional features to improve learning. But, the core model and scenario has remained the same and, the simulation is still delivering learning and satisfaction.
 Hall, Jeremy J. S. B. (1994a) Computerised Tutor Support Systems: the tutor's role, needs and tasks, The Simulation & Gaming Yearbook Volume 2 eds. Roger Armstrong, Fred Percival and Danny Saunders Kogan Page London.
 Hall, Jeremy J. S. B (1994b) Computerised Tutor Support Systems Developments in Business Simulations and Experiential Exercises Volume 21 eds. Precha Thavikulwat & John D. Overby, College of Business Administration, Oklahoma State University, Oklahoma
 Hall, Jeremy J. S. B. (1995) Chalk and Cheese?: Executive short-course vs. academic simulations The Simulation & Gaming Yearbook Volume 3 ed Danny Saunders, Kogan Page, London,
Most recent update: 02/11/12
Hall Marketing, Studio 11, Colman's Wharf, 45 Morris Road, London E14 6PA, ENGLAND
Phone +44 (0)20 7537 2982 E-mail firstname.lastname@example.org