Chudesno, Inc.: An Evaluation of an Experiential Training and Development Simulation Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 248 Chudesno, Inc.: An Evaluation of an Experiential Training and Development Simulation Kirk Hallowell, Northern Illinois University Matt Vosmik, Arthur Andersen Worldwide Organization Tom Vincere, Northern Illinois University ABSTRACT This paper presents the evaluation and qualitative analysis of a training simulation entitled, “Chudesno, Inc.”. The purpose of the simulation is to promote the transfer of knowledge and insight from experienced participants to less experienced or novice participants. The anticipated effect of this instructional design is that less experienced practitioners would learn effectively and efficiently by working with more experienced peers alone. Assessment surveys completed by participants before and after the simulation and interviews with selected participants were used as the basis of analysis. Results and implications for simulation design are discussed. INTRODUCTION The field of experience based training and development (EBTD) is becoming more sophisticated and specialized. Recent advances in the field include specific processing techniques (Nadler & Luckner, 1992), integration of therapeutic interventions (Gass, 1991), and comprehensive research evaluation of training outcomes (Priest, Attarian, & Schubert, 1993). Despite these advances the future of experience based training has been questioned as faddish or inconsequential (Wagner, Roland, & Baldwin, 1991). Continued advancement of the field is essential if experiential training is to be viewed as meaningful by organizational clients. CHUDESNO, INC. In response to the rapid changes in the field of EBTD, this simulation was designed to facilitate the sharing of skills, strategies and creative ideas between experienced EBTD practitioners and others interested in EBTD. The immense amount of knowledge required to conduct corporate experiential training effectively might intimidate a new practitioner. It was hypothesized that by working with an experienced participant on a shared learning task that a less experienced participant would learn information in context. Learning objectives for the simulation stated that learners should: 1. Discover new ideas, techniques, and resources in the design of EBTD programs. 2. Dialogue with peers concerning the unique issues associated with EBTD programs. 3. Develop concrete plans and ideas for incorporation at their own training setting. Introduction and Orientation Participants were briefed on the purpose and process of the workshop. Participants were then asked to define themselves in terms of three levels of experience with EBTD: Level 1: I am new to EBTD or have little experience with EBTD. Level 2: I have some knowledge or experience with EBTD but do not consider myself a practitioner. Level 3: I consider myself to be an EBTD practitioner. Teams of four were then formed, each team consisting of members with varying experience levels. Each team of participants was provided with a profile of Chudesno, Inc., a description of the program participants, and the results of a comprehensive needs assessment. Teams had the opportunity to ask questions of the client in a large group format using a fishbowl technique. Simulation Design Each team was then asked design a one to three-day experiential training experience for this client. A format and some design suggestions were provided. Recommended issues to be addressed included desired outcomes, selection and design of activities, processing techniques, and transfer of learning to the workplace. During the program design phase of the workshop, the presenters played the role of the client, providing additional information as requested by the design teams. ANALYSIS Qualitative analysis of Chudesno, Inc. was directed at three primary questions: 1. Was the simulation perceived by participants as successful at attaining learning objectives? 2. Was the matching of participants from various Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 249 experience levels perceived as effective in learning? 3. What were the dynamics between group members and how might these dynamics impact learning during the simulation? These questions were addressed primarily from participant surveys presented at the beginning and at the end of the simulation. A focus group discussion of was also conducted following the simulation. RESULTS Written evaluations were collected from 46 of the 55 participants in the simulation. Of these respondents 19 reported themselves as being at Level 3 (practitioner), 21 at Level 2 (awareness), and 6 at Level 1 (novice) experience levels. Qualitative analysis of written these evaluation identified three themes associated with participants’ perception of the Chudesno, Inc. experience: Stratification of Experience Levels Participants universally endorsed the concept of stratification by experience level. Levels 1 and 2 participants recognized specific gains from working with participants of greater experience. One suggestion was made that participants have time to share their previous experiences in EBTD at the beginning of group formation. Several Level 1 and Level 2 participants could describe specific information or insights gained from level 3 participants. Some Level 3 participants indicated a need for a more advanced simulation. However, there was no indication that Level 3 participants felt the presence of less experienced group members inhibited their learning. Level of Structure One of the more dynamic aspects of the participants’ evaluation was the assessment of the degree of structure needed in the simulation. Participants at all three experience levels indicated the need for more structure in both the fishbowl experience and the program planning sections of the simulation. At the same time, a number of participants at Levels 2 and 3 indicated that the lack of structure was a positive attribute of the experience. Two novice participants indicated that they wanted more specific “answers” from the simulation facilitators regarding how the facilitators would respond to the simulation. One Level 3 participant felt the lack of structure made the experience less relevant for a Level 1 participant in his or her group. Definition of Experience Level One issue raised in both the evaluation and the focus discussion centered on the lack of consistency in participant’s self-evaluation of experience level. A few Level 3 participants indicated their perception that other participants had over-represented their experience level. This was most evident in the fishbowl demonstration when a Level 3 volunteer was seen as less experienced and insightful than anticipated. CONCLUSIONS Consistent with the goals of qualitative inquiry, the purpose of this evaluation is to develop insights into potentialities of a simulation situation rather than to produce concrete recommendations for future practice. The analysis suggests that stratification of experience levels in simulation groups can be an effective technique. Clearly the success in this case was due in part to the fortuitous distribution of participants at all levels. This design would be limited by lack of experienced participants. Given a diversity in experience levels, it may be difficult to adequately determine the most effective degree of structure to adopt. However, in this case, need for structure may have been as much a rnatter of differences in learning style as differences in experience level. Finally, the ambiguity of self-evaluation of experience level may be highly subjective. A more precise definition of each level (i.e., years experience, certification, etc.) may be helpful in clarifying the evaluation. REFERENCES Gass, M.A. (1991). Enhancing metaphor development in adventure therapy programs. Journal of Experiential Education, 14, 6-13. Nadler, R., & Luckner, J. (1992). Processing the adventure experience: Theory and practice. Dubuque, IA: Kendall/Hunt Publishing Co. Priest, S., Attarian, A., & Schubert, 5. (1993). Conducting research in experience-based training and development programs: Pass keys to locked doors. Journal of Experiential Education, 16(2), 11-20. Wagner, R.J., Roland, C.C., Baldwin, T.T. (March, 1991). Outdoor Training: Revolution or Fad? Training and Development Journal, 17, 51-56. Table of Contents Volume 22, 1995 Simulation Performance, Learning and Struggle Are Good Simulation Performers Consistently Good? Cognitive and Behavioral Consistency in a Computer-Based Marketing-Simulation-Game Environment: An Empirical Investigation of the Decision-Making Process Chalk & Cheese: Executive Short-Course vs. Academic Simulations Revisiting Personality Bias in Total Enterprise Simulations Are Good Strategies Consistently Good? Investigating the Use of a Computer Simulation as an Effective Pedagogical Tool for the Application of a Strategic Model The Problem of determining an Individualized Simulation's Validity as an Assessment Tool A Simulation Based Analysis of the Value of Information in the Hrebiniak Joyce Typology of Adaptation Relative to Porter's Generic Strategies The Impact of Sales and Income Growth on Profitability and Market Measures in Actual and Simulated Industries A Comparison of a Stand Alone Version of a Simulation with the Traditional Competitive Version Computer-Assisted Gaming of International Business Analyzing Simulations with Computer-Based Programs and Applying the Experience to a Real-World Business A Preliminary Investigation of the Use of a Bankruptcy Indicator in a Simulation Environment Graduates' Views on the Use of Computer Simulation Games Versus Cases as Pedagogical Tools An Analytical Advertising Model Approach to the Determination of Market Demand Dealing with the Complexity Paradox in Business Simulation Games A Prototyping Approach for Incorporating Large Data Bases into Media Planning Simulations: An Example Using Magazine Media Through the Looking Glass, Inc: Superior-Subordinate Personality Type and the Leniency effect Evaluating the Effectiveness of Role Playing Simulation and Other Methods in Teaching Managerial Skills Student and Teacher Perceptions of a Management Simulation Course Performance Evaluation: The Effect on the Propensity to Create Budgetary Slack Management Team Formation for Large Scale Simulations Comparative Static Analysis with the Complete PPA Package: A Strategic Market Planning Tool Consistency in Intent: Learning Objectives at the 1994 Intercollegiate Business Policy Competition A New Twist on an Old Game: The Business Strategy Game: A Global Industry Simulation 3ed Evaluation of Performance in Management Simulation: A Management Coefficients Model Building SimuWorlds: Strategic Management Games of the Future Bulls and Bears: A Stock Market Simulation A Systems Thinking Paradigm and Think Computer Simulation Model of Broadcast and Cable Television Industry Competition Jacket Factory The Sales Management Simulation The Marketing Management Simulation A Demonstration of Promodel Demonstrating A New, Cross-Functional Business Simulation: Vision+ A Cost Chain For The Business Strategy Game Simulation Special Session On Experiential Teaching Compensation Dilemmas: An Exercise In Ethical Decision-Making Organizational Storytelling: Telling Tales In The Business Classroom Evaluating Experiential Training: Case Study And Recommendations The Internship Portfolio: An Innovative Tool For Experiential Learning, Critical Thinking, And Communication An Ethnographic Analysis Of The Pedagogical Impact Of Cooperative Communicating Consumer Behavior: A Long-Term Integrated Exercise Using Personal Consumption Journals And Consumer Analysis Papers An Experiential Paradigm For Teaching Business Problem Solving Developing Leadership Skills The Spss® Student Assistant: The Integration of A Statistical Analysis Program Into A Marketing Research Textbook Negotiating With Your Students Using TQM Principles To Transform Accounting Systems Into An Experiential Exercise Enhancing The Effectiveness Of Outdoor-Based Experiential Training Using Virtual Reality Concepts Case Writing In A Developing Country: An Indonesian Example Experiential Learning Using Focus Groups How Real Should Experiential Pedagogy Be? A Viewpoint From Our Students Reengineering The Internship: A New Approach To Experiential Learning Utilizing The Cosmopolitan/Local And Marginal Man Constructs To Measure Students' Propensity For Creativity Developing Experiential Processes For Teaching Quantitative Techniques For Business Team Learning Roles: A Cooperative Learning Technique Creating the Ultimate Small Business Student Experience: Melding Score/Ace with SBI The Development of Trust in Work Teams: The Impact of Touch Some Outcomes of Experiential Learning: How the Cultural Dynamics of Different Countries are reflected in Workplace Norms & Values Incorporation of Job Analysis Results in Various Forms of Selection Interviews Chudesno, Inc.: An Evaluation of an Experiential Training and Development Simulation An Exercise for Exploring the Relationship between Jungian Psychological Types and Organizational Dynamics Partnership: A Radical Approach to Experiential Learning Partnership: A Nice Idea, But How Do I Get Started? Recognizing Discrimination at Work Using Critical Incident Skills Questions to Help Students Become More Successful at Job Interviewing The Video Project Introduction to Psychological Type Theory Come On Down Understanding Facilitation for Development and Continuous Learning: A Micro-Workshop Leadership and Empowerment: An Experiential Exercise in Decision Making Experiential Exercises and Pedagogy Track Workshop: Selecting a Manager for Maquiladora, Inc. Experiential Training In Multi-Cultural Corporate Settings The Role of Facilitation as an Aid to Complete Learning An Experiential Exercise to Illustrate Difference in Information Processing Behaviors and Styles How to Deliver Accessible Survey Results Age Diversity in the Workplace- Family Feud Style Nafta Standoff: A Cross-Cultural negotiating Role-Play Three Strikes and You're Out!: A Downsizing Experiential Exercise