HOW TO DELIVER ACCESSIBLE SURVEY RESULTS AGE DIVERSITY IN THE WORKPLACE - FAMILY FEUD STYLE Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 276 HOW TO DELIVER ACCESSIBLE SURVEY RESULTS AGE DIVERSITY IN THE WORKPLACE - FAMILY FEUD STYLE Trudy L. Somers, Towson State University ABSTRACT In March, 1 994, a survey designed to indulge the mutual “generational bias” of individuals in their 20s (Generation X) versus individuals in their 30s or 40s (Baby-boomers) was distributed to student and professional members of a human resources association on the eastern seaboard as part of a focus on diversity. Age diversity issues are increasingly of concern in the workplace. Do baby-boomers have different work/life values than younger workers? How do the differences, perceived and/or actual, affect working together? Survey research results may be difficult to share with the statistically unsophisticated audience. Numbers, sterile or intimidating, can inhibit feedback rather than enhance it. The focus of the presentation will be on the method of reporting the results - a modification of the Family Feud game show. Session participants will experience the game show format. INTRODUCTION Survey research results are often an important part of working with students or other clients. Faculty provide a variety of data, or feedback: test score ranges; surveys related to course theories; results of student project involvement; student evaluations of courses. However, providing survey results to a statistically unsophisticated audience may prove to be a daunting task. This paper presents a technique to deliver survey results in a barrier- free, yet still informative, manner. In March, 1 994, a survey designed to indulge the mutual “generational bias” of individuals in their 20s (Generation X) versus individuals in their 30s or 40s (Baby-boomers) was distributed to student and professional members of a human resources organization on the eastern seaboard. Age diversity issues are increasingly of concern in the workplace. Do baby-boomers have different work/life values than younger workers? Do generational stereotypes help or hinder understanding each other and working together? A modified game show format (Family Feud) was used to present survey results to study participants and other members of the association. The remainder of this paper describes the game show format, provides an example of its use, and suggests potential variations. DESCRIPTION OF EXERCISE Basic modified rules of Family Feud Two groups (families) compete to identify correct responses to a survey research item. The competition is launched in the following format: “We asked (some number) (some group) to identify (some subject). The top (some number) answers are on the board” For instance, the first example used in Table 1 was presented: We asked forty members of Generation X to name their favorite participant sport. The top four answers are on the board.” The first family to signal (raise a hand, ring in) volunteers an answer. (For the Table 1 example, “basketball.”) Then, the other family offers a response. (In the Table 1 example, "baseball.") The family with the highest score then plays the entire question. (In the Table 1 example, the first family would play.) Each family member is polled sequentially for the remaining responses. If a guess is not listed in the response set, a strike is recorded. Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 277 If all listed answers are guessed before three strikes are given, the playing family gets the points. If three strikes are called, the other family can steal the points by identifying any of the unidentified responses. One family wins when a predetermined number of points are reached, or when a set number of questions have been played. Procedures A lecture or some other introductory comments may be given before the game begins. In this illustration, stereotypes about the other age group were identified and listed. Any number of participants may be accomodated, but groups of 10-60 are best. Participants are divided into “families” of three to five members. Each group agrees on a family name. Standard tournament elimination rounds are conducted to get finalists. Figure 1 shows an arrangement for 64 participants. Each “X” represents a participant. The participants are grouped into 1 6 families. The first elimination round would pair family 1 -family 2, family3-family4, family5-family6, etc. The next round would pit the winner of the familyl - family2 competition against the winner of the family3- family4 competition, etc. The game may be played as long as participants are interested or until data are exhausted, but 60-90 minutes is a reasonable amount of time. Debriefing can take 1 5-30 minutes, depending on the data presented and the purpose of the session. In this illustration, the game process itself was discussed. Emotions ran high. Most participants were offended by some of the stereotypes held by the other generation. Some invalid assumptions - “we are all the same” - hindered communication. Some assumptions of differences created barriers. When the topic was sports or clothing, the disagreements were humorous. It was easy then to switch to a candid examination of the realities of generational differences in the workplace, such as job values and promotion expectations. A handout was provided at the end of the session to each participant with full results. The “Family Feud” presentation helped make data more accessible. Follow-up with actual statistical presentation was easy - and sought. Gathering the data A variety of survey research forms could be used. Sample forms for this project are available from the author. VARIATIONS/SUGGESTIONS The modified Family Feud game show format illustrated in this paper could be used in a number of feedback or data- rich situations where there are barriers to participant understanding due to ignorance of statistics. The game could be used alone to present descriptive statistics. It could also be used as an icebreaker or initial discussion technique. Here are some possible applications. 1. For diversity training with this study, build “families” to represent minority/majority groups. This variant could be adapted to a number of subject areas. 2. Use with a class to review for a test using multiple choice questions. 3. Present part of a study in this format to engage students before delving into a particular theory. 4. Use the game show format to introduce descriptive statistical techniques. CONCLUSION This paper illustrates the application of existing experiential techniques to the classroom or to other presentation opportunities. Although television is often maligned as an educational vehicle, using the Family Feud format made a presentation more interesting and helped to enrich the discussion. The answer-question format in Jeopardy can also be easily used to stimulate student participation. Perhaps other game show techniques could be adapted. 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