Imagine you are part of a new project and you can’t wait to get started! You’ve been asked to create a simulation of a process in which employees provide online assistance to customers. The subject matter expert (SME) emails the source content and a graphic to you.
As an experienced consultant you know that a simulation:
• Emulates a process, task, procedure or other activity
• Allows a learner to practice a task or solve a problem in a controlled environment
• Includes realistic content and visual elements
• Guides the learner along a path, which may include branching based on learner’s response
But wait…upon closer review of the content you discover you’ve been given a lot of information, some of which is not directly related to the process you have been asked to simulate. And the graphic? Well, it turns out to be a complex diagram that includes system elements outside the process. Your excitement dwindles. What are you going to do?
Outlined below are three steps to help you build an effective simulation:
1. SIMPLIFY
Simplify the process. Separate and “chunk” the information into:
• Primary process elements (what the employee needs to know)
• Secondary process elements (what is nice to know but not essential to perform the process)
When you simplify a process you make it easier to:
• Conceptualize the process and build the simulation
• Highlight key steps and recognize gaps
• Remember and apply key content
2. VISUALIZE
Graphically, illustrate the process. If done well, visuals can reduce the amount of text needed to explain a process, which helps the learner “see” the process. You can use company-approved graphics, such as screenshots of the process or photographs of objects or people, Microsoft’s SmartArt, or other graphic software to diagram a simple process workflow.
When you visualize a process you make it easier to:
• Focus on important elements
• Comprehend the overall process as well as key steps of the process
• Highlight elements, tasks, or gaps by implementing graphic tools such as zoom in or out, arrows and boxes
• Represent relationships or contrasts by combining images and shapes
3. ENGAGE
Engage the learner. Content and graphics alone do not make a simulation. A simulation that engages the learner will include elements of review, practice, and feedback.
For example, you might decide to provide a high level review of the process in the introduction and final review. The review may also be available as a job aid. Include at least one practice, either through a challenge or problem-solving exercise. Practice is important for process elements that if missed, or performed incorrectly, can pose a risk to the learner or others. Don’t be afraid to weave randomness into the practices of the simulation. In addition, you might also consider increasing the complexity of the practice as the learner moves through the simulation. Start the practice with an easy situation and end with a more complex problem that really tests the learner. Even simple feedback, such as comments like “correct” or “incorrect,” can help aid and motivate the learner. For high risk elements, feedback might include a visual that represents correct and incorrect actions, or a comment on the consequences of missing a step or performing it incorrectly.
When you engage the learner you make it easier to:
• Motivate and improve performance
• Prevent boredom (avoid lengthy explanations and practices)
• Tell the big picture, provide some details, and reach the practice faster
• Learn in multiple ways (reading, seeing, and doing)
COMMON PITFALLS IN SIMULATION DESIGN
Simulation design comes with its share of pitfalls. The most important one being: You do not have to include everything you are given by a subject specialist. If you are given a lot of content and complex graphics, ask yourself, “What is relevant to the process I am going to simulate?” and “Is there more than one process here that needs to be simulated?”
Other pitfalls in simulation design can be related to online learning. These include: audio narration, music, advanced animation, links, pop-ups, and branching. Be careful when including any of these devices. Here’s why:
• Most adults read faster than they hear audio narration
• Music may be distracting for some learners
• Repetitive or complex animation or complex branching may confuse or irritate the learner
• Links and pop-ups may increase confusion, and reduce engagement and motivation
• Links and pop-ups must be maintained, i.e. functioning properly and error-free
FANTASY AND GAMIFICATION
We live in a world that is rich with possibilities, both real and imaginary. With this in mind, take time to explore ways to frame and/or provide context for your simulation through fantasy and gamification. These applications may increase engagement and be used to improve performance. While realism is particularly important for learning in a high-risk environment (think “toxic chemicals”), fantasy and gaming can be used to help you simplify, visualize, and engage the learner. For example, a simulation could include a simple fantasy role-play scenario to help an employee visualize and engage in his or her job responsibilities. A simulation might use a simple game to help an employee visualize a required sequence of steps to help them complete the game successfully within the allotted amount of time. Be brave and think outside the box!
SUMMARY
So, about that new simulation project you are about to undertake…remember, it only takes three steps to build an effective simulation: simplify, visualize, and engage!
Don’t forget to thoroughly review the source content and graphic you received from the SME, and then fire up your imagination and draft some compelling ideas with engaging visuals. You will begin to unravel the content and remove the clutter from the key process. Now you have the renewed energy and excitement you need to make this project a success!