Shravan's Random Notes - Let go of your self and experience life http://shravanshetty.posterous.com Most recent posts at Shravan's Random Notes - Let go of your self and experience life posterous.com Wed, 27 Oct 2010 19:48:48 -0700 Learning Olympics: Development Through Competition by Ray Anthony http://shravanshetty.posterous.com/learning-olympics-development-through-competi http://shravanshetty.posterous.com/learning-olympics-development-through-competi

Learning Olympics: Development Through Competition
by Ray Anthony

Since ancient Greek times, organized competition has been an engaging way to develop skills and knowledge. With the 2008 Summer Olympic Games kicking off in Beijing this month, learning leaders can take a cue from those athletic competitions to engage learners and deliver results that last.

When you ask people what the Olympic Games mean to them, you'll hear things such as friendly competition, breaking records, being the best, striving for perfection, winning and being honored just to compete. But the Olympic spirit goes beyond just competition and record setting. It engages the body and mind in a quest to set a lofty example and elevate the human spirit.

According to the Olympic Charter, "Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of body, will and mind. Blending sport with culture and education, Olympism seeks to create a way of life based on the joy found in effort, the educational value of good example and respect for universal fundamental ethical principles."

As learning architects look to build effective learning models and methods that deliver results and create learning that lasts, they can take a cue from the Olympic games by creating their own learning olympics. The learning olympics model of training brings with it all the good attributes associated with the real Olympics and gives people a structured forum to learn, build teams, compete, feel challenged, have fun and experience a sense of accomplishment in one training package.

Growing up, many of us enjoyed games, everything from hide-and-seek to cards to monopoly to sophisticated video and online games. Then there are sports. The focus was on enjoyment, the experience, bonding with others and, of course, winning. If important competition was involved and prizes awarded, memories of those games often are indelibly etched in our hearts and minds. Competition is deeply embedded in our way of life. Whether you call them games, activities or events, companies are benefiting by adding more of them to their mix of training methodologies.

Learning architects can incorporate the Olympic spirit into a learning olympics that, when implemented effectively, can enhance training results and lead to significant behavioral and organizational change.

Sitting in a traditional, static classroom setting observing a trainer who is using text-saturated PowerPoint slides cannot compare to the kinetic experience of a live, team-oriented challenge in which competitive, fast-paced action and learning gets the blood rushing and the neurons firing in new ways.

Even well-designed and delivered Web-based instruction cannot generate the excitement of a set of engaging, team-based activities. Learning olympics, however, is not designed to replace valuable traditional instructional methods, but to supplement them.

Learning olympics is a training platform that appeals across generations and personality styles. The Learning olympics building blocks can be applied to just about any work discipline, including sales and marketing, customer support, engineering, manufacturing, administration, leadership, quality improvement, productivity and research and development.

Design Elements of a Learning Olympics

Making events challenging and competitive is the core of any learning olympics-type event, but so is creating an engaging learning experience. Here are other guidelines and ideas on designing learning olympics:

1. Events and duration
The real Olympics have numerous events in which individuals and teams compete in a variety of sports activities. In an Innovation Olympics learning event, for example, six team events each lasted two hours. This was an ideal maximum time frame to experience learning and skills and keep excitement and attention at a peak.

Depending upon goals and the activity, organizers might choose to allocate 15-30 minutes or less for each event and allow teams the choice to participate in several or all events. In the Innovation Olympics, each event built on the previous event's learning or skills development objectives, yet was flexible and independent enough to allow people to pick and choose which events to compete in.

2. Setting performance and learning goals
Each event should have at least one core performance goal and core learning goal, along with subordinate ones. For example, in one part of the Innovation Olympics, teams were given a package of wooden sticks, paper clips, string and two hot-glue guns. Their performance goal was to construct the tallest free-standing structure with the materials. The core learning goal was to develop effective teamwork focused on solving a problem. Subordinate learning goals included how to generate creative ideas, have open discussions, plan quickly and take calculated risks to achieve superior results.

3. Team focus
The learning olympics model lends itself to team building and teamwork. While individual activities should not be excluded, many people like to collaborate in a focused group, and many organizations want to build teams that work together effectively on multidisciplinary projects.

4. Scoring
Like the real Olympics, every event has criteria to score the top three winners (gold, silver and bronze). The Innovation Olympics used a point system in each of the events. For example, in the Creative Change Course (see the "In Practice" on page 36), judges used a detailed scoring sheet that involved more than 15 performance- criteria measurements based upon the goals of the event.

5. Rewards
Television sports journalist Jim McKay popularized the phrase "the thrill of victory and the agony of defeat" to describe the range of feelings that come from the end of a competition. In learning olympics, hype the thrill of victory, but eliminate the agony of defeat for teams that tried but missed by giving out a variety of awards.

Awards can recognize top-scoring teams, as well as the best risk-taking team, the most creative team or offbeat rewards, such as awards for the group that overanalyzed or overplanned but under-implemented of the group that had the most fun working together. There are no losers in a learning olympics.

Rewards might consist of, for example, $100 to each winning team member, gift cards to restaurants or retail stores, engraved trophies or plaques and even silly but meaningful awards such as stuffed animals that symbolize a specific desired work trait.

6. Recording and reliving the event
Photograph and videotape the team events and then edit the photos into creative slide shows and video clips that portray a fun and interesting story. Use customized graphics, cartoons or illustrations to deliver key messages that reinforce what participants learned.

Burn the slides and video to DVDs to give to each team member. Reliving the experience is a strong reinforcement tool. People often take pride in showing the DVD contents to co-workers, family and friends.

7. Fast paced and exciting
Excitement is created when participants have a deadline to meet and are challenged with constant action. Whenever possible, design some physical activity into the event, whereby participants are actively doing something, rather than passively listening or observing.

To elevate the level of excitement for participants, consider streaming the events live over the Web for others in the organization or develop a video podcast afterward. Think of other ways to raise the adrenaline level of the participants.

8. Side games
If you have several learning olympics events and a large group that is shuttling between activities (and have extra scheduled time in between to ensure continuity), set up small arcades of fun games to keep people involved before they enter the next event.

For example, you could have several mini-basketball games, in which people try to pitch a softball-size basketball inside the net to illustrate targeting goals.

For a sales olympics, you could give people dart guns to shoot the "competitor, " in which participants score a hit when they strike the target. The larger the group, the greater the potential and need for fun side games and prizes to keep excitement flowing.

9. Presentation and handouts
While a learning olympics event by itself should create intrinsic learning and skills development, consider amplifying the results by having a brief 15-minute to three-hour concentrated training presentation before starting the event to give people the context to make the activity meaningful to their development. In addition, give out a reference booklet, checklists or other valuable handouts and materials that give helpful information to support the goals of the event.

10. Scalability
Depending upon the design of a specific learning olympics event, make it scalable for groups of all sizes. For example, three Innovation Olympics events can accommodate thousands of people, while the other three require abundant resources to facilitate groups exceeding 100 participants. It's not always feasible because of resource constraints, such as facilitators needed, rooms, materials, time or budget. Look for ways to stretch resources to make the events as scalable as possible.

11. Fun and creative
The core of any learning olympics is the enjoyment and entertainment it brings. When people play and have fun within structured learning, the results, including comprehension and retention, can be superior to traditional training methods. From the beginning, tell people to let loose and have fun, but also engineer the fun factor into learning by using creative ways to get people relaxed, uninhibited and playful.

For Innovation Olympic events, we used lively background music to keep energy high, played comedy-oriented audio and projected video clips such as those in "America's Funniest Home Videos" at appropriate times to get people laughing. Consider embedding magicians, comedians and other performers as event co-facilitators, so they can use their skills to reinforce key learning points while adding the critical entertainment factor.

Using a series of ongoing learning olympics in your organization can be an excellent way to train, motivate and energize employees. But first, target the groups that would most enjoy and benefit from this type of training, then start small with one event. Let the games begin!

[About the Author: Ray Anthony is president of Anthony Innovation Group and a consultant, trainer, executive coach and author of six books and more than 50 articles. He has worked with Fortune 100 companies, as well as NASA and the CIA, on organizational change and innovation-accelera tion strategies.]

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Sat, 23 Oct 2010 08:02:03 -0700 Get Real Impact Learning Lessons - Using business simulations for learning http://shravanshetty.posterous.com/get-real-impact-learning-lessons-using-busine http://shravanshetty.posterous.com/get-real-impact-learning-lessons-using-busine
Hi Folks
 
Simulations have interested me since a very early age. They did become concrete during my MBA days when we used CAPSIM for our strategy course under John Keifer , Our faculty and Director of the Ohio program at Ohio University... Here is a insightful article by Mr Watters from Capsim which showcases effective use of simulations in Business training
 
More power to you
Shravan
 
Effective Use of Simulations in Business Training
by Craig B. Watters
Being an expert on one part of a puzzle does not mean someone can envision the big picture. Similarly, an employee's specialization in one aspect of a company's business does not mean that person understands the company overall.
A business simulation can help cross-pollinate disparate areas of expertise by offering a walk-a-mile- in-my-shoes machine that allows finance professionals to make marketing decisions, marketers to run a production department or a sales team to tackle long-term debt - all while honing strategic skills and improving overall business acumen.
In other words, today's sophisticated and well-designed simulation games allow an organization' s specialists to better understand how all of that company's departments impact each other and the role they play in implementing corporate strategy.
Simulation training also can be a valuable tool for talent managers to uncover high-potential talent within an organization' s workforce. They are used in industries ranging from finance to manufacturing, from insurance to software development. Talent managers can use them to help inform their decisions about reassignment, retention and promotion within the managerial ranks.
As specialists move up to become team leaders and managers, they find themselves making decisions in areas of the business for which they were not specifically trained. The best way to learn how to make decisions about business is to roll up your sleeves and run one. The beauty of an integrated business simulation is that it provides the hands-on experience without any actual capital risk.
The basic premise is not new. Contemporary simulations are used to replicate real-life scenarios in fields as varied as meteorology, ecology, economics and warfare. These days, no military or commercial pilot is allowed into a cockpit without first logging hundreds of training hours in a flight simulator.
In a complex business simulation, participants work in cross-functional teams to run their simulated business by developing products to satisfy their customers' demands, marketing those products, scheduling production, hiring and training staff, financing their efforts and analyzing feedback based on their decisions to improve their tactics. They run the simulation anywhere from a few days to several weeks, with each "round" simulating one year of business. Working in a risk-free setting, they learn how every decision they make - big or small - impacts their company.
In the process, each "expert" discovers that his or her specialty has been reduced in complexity to a few key elements, specifically those that affect other parts of the simulated company. Each person's particular skill sets also have been simplified so others can get a better understanding of what it is they do. Better yet, participants realize that all other areas of expertise have been simplified to a level the entire group can now grasp. The simulation helps shift the emphasis from depth - the individual puzzle piece - to breadth - the big picture.
Individuals' performance in training can be measured by either financial results, peer feedback, quality of reporting or all three, and that's useful information for a talent manager making decisions on career-path planning.
For example, consider the music recording industry. Most people come to the music industry because they love music, and yet, being a businessperson in the music industry requires much more than great ears. A business simulation gives music executives the chance to run a whole business. Watching how their people put the pieces of the business puzzle together in a simulation helps talent managers assess their capacity for broader business roles.
While there are custom-built simulations for specific businesses, the most consistent results come from using an evolved simulation. An evolved simulation is a standardized teaching program that has been used and developed over the years by a wide variety of companies. An evolved program takes participants beyond their individual areas of expertise and comfort, and generates more creative out-of-the-box thinking.
A custom simulation never will be an exact replica of the real business it simulates. It is valuable for entry-level staff who need an overall orientation to business basics. More senior audiences, however, will spend most of their training time picking faults in the tool rather than focusing on learning something new. However, challenge people to run a company in an entirely unrelated industry, and they'll readily suspend disbelief and focus strongly on business integration, strategy and tactical deployment.
After managers at a Midwest specialty machine maker were trained with a business simulation, a senior executive reported he could tell which of his managers had gone through the simulation training because the quality and value of their reports improved dramatically.
A marketing manager said he'd learned more about accounting while using a simulation than he did in two full classes at university. The vague world of accounting was suddenly relevant because he was using it to help run his business rather than studying it in a vacuum. Dry financial data came to life, and he said cash flow became far more than an academic topic once his company went into bankruptcy.
Traditional college business education tends to focus on a case-study-review format. Case studies do have a lot to teach us, but they teach in the past tense, looking at business decisions made in a historical context. Further, students don't have to make personal decisions so there is no sense of accountability. Simulations, on the other hand, drop the students right into the thick of things: "Here's your $100 million company. Here's the product your company is going to produce. Now, let's see what you can do with it."
Further, business simulations can be engaging, entertaining and fun. It's a visceral experience, so the lessons stick and can be brought directly back to the workplace. The competitive nature of a simulation and the power of the learning often produce universally strong evaluations at the end of each program. By providing quality training that is valued by participants, the organization shows its commitment to career development, which can be a strong element to help an organization retain its best people.
In addition to helping talent managers with reassignment and retention, business simulations can be used for assessment, which aids succession planning.
Two years ago, Comp-XM was launched as the first simulation-based competency exam. It was developed in response to the increasing levels of accountability expected by academic accreditation agencies. To be assured of learning standards, accrediting agencies require quantifiable results and demonstrable proof of the relevance and effectiveness of the graduate's education. For business students, Comp-XM is a clear way to provide the evidence.
Because the simulation automatically tailors to each student's performance and decisions, no two exams are the same. However, the data can be captured and standardized to score individuals against large numbers of other participants and make cross comparisons. By comparing a simulation user's results against a database of previous users, interested parties can statistically demonstrate that person's levels of skill and comprehension.
Work is under way to further improve the analysis of Comp-XM exam results to give talent managers more granular feedback on an individual's strengths and weaknesses in key business areas such as finance, marketing, competitor analysis and strategy.
Computer simulation technology will continue to penetrate competency testing and improve on-the-job training in all management disciplines. However, those of us creating the simulations need to keep our wits about us. A younger generation of gamers already is using computer programs with graphical user interfaces that are significantly more sophisticated than they were just a few years ago. As this generation comes into the workplace, it will bring higher expectations for the types of user interfaces available in business simulations.
It is important to keep up with those expectations and maintain the educational integrity of simulations so talent managers can continue to provide a tool that not only boosts business acumen but is a relevant diagnostic tool for them to make decisions about hiring, reassignment, retention and promotion.
[About the Author: Dr. Craig B. Watters is CEO of Capsim Management Simulations Inc., a business simulations and games provider.]
 
 
 
More power to you
 
Shravan Shetty
 
Career Analyst| Executive Coach|Facilitator
 
 

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Wed, 13 Oct 2010 08:27:20 -0700 Employability Practices- Australian Chamber of Commerce and Industry (ACCI) Framework http://shravanshetty.posterous.com/employability-practices-australian-chamber-of http://shravanshetty.posterous.com/employability-practices-australian-chamber-of

Australian Chamber of Commerce and Industry (ACCI) has developed a framework for employability skills.

These key skills are identified in combination with the personal attributes to make up a best prospect. They include:

             Communication skills that contribute to productive and harmonious relations between employees and customers

             Team work skills that contribute to productive working relationships and outcomes

             Problem-solving skills that contribute to productive outcomes

             Initiative and enterprise skills that contribute to innovative outcomes

             Planning and organizing skills that contribute to long-term and short-term strategic planning

             Self-management skills that contribute to employee satisfaction and growth

             Learning skills that contribute to ongoing improvement and expansion in employee and company operations and outcomes

             Technology skills that contribute to effective execution of tasks.

These skills are sometimes classified into basic, higher order thinking and affective skill categories.

 

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