PROCESSING SKILLS FOR TEACHERS, TRAINERS, AND MANAGERS Developments in Business Simulation & Experiential Exercises, Volume 12, 1985 140 PROCESSING SKILLS FOR TEACHERS, TRAINERS, AND MANAGERS Judith F. Vogt, The University of West Florida Diana Page, The University of West Florida ABSTRACT Processing skills are critical to ensuring optimal learning from experiential and simulation activities. This practical, personal, and theoretical demonstration workshop is designed to expand the processing capabilities of practitioners, educators, and academicians. Opportunities will be provided for participants to examine processing strategies and skills, personal style, and specific techniques from a theoretical and applied perspective. A video tape case study which focuses on the use of processing skills in a management simulation will be utilized to facilitate learning. OUTLINE What are the underlying assumptions prerequisite for productive processing? *why process? *the value of processing *processing is the first step towards meaningful change ... (where are we now?) Defining Processing *what is processing? Exploring the Importance of Style in Processing *the role of leader *elements of personal style which enhance processing Techniques: How and When to Process *enabling questions *in small groups and in large groups *timing *exploring different techniques: chalkboard, overhead, groups, “walking” groups Presentation of a Learning Model that Values both Task and Process *uniting cognitive and affective domains *leading (managing, teaching, and training) and processing Empowering and Processing *processing is knowledge *processing a giving power (building a common data base, valuing each person’s contributions/role, sharing the experience) LOG 1511 CAL CONSIDERATIONS A conceptual foundation for processing can be offered in 14 hours. In the workshop a participative methodology will be utilized. A conference-type setting requiring small tables for group work is needed. In addition, monitors are needed to make a video presentation. We will provide other supplies and materials requisite to the design. Table of Contents Volume 12, 1985 One Step Beyond Naiveté: Laboratory Simulation of Strategic Management Predicting Performance Over the Course of the Simulation Congruency of Critical Performance Factors in Simulated and Real World Environments: An Exploratory Study Stimulating Learning and Creating Course Involvement Through the Use of Debates A Novel Approach to Writing Texts ABSEL Revisited: In-Class Student Involvement Increases Learning Bus-Sim Micro: An Introductory Business Simulation Demonstration Solutions Diversified: And Experiential Introduction to Management Information Systems Simulating Rigorous Analysis in Stimulation Gaming The Use of Decision Support Systems (DSS) and Operations Research/Management Science (OR/MS) Techniques to Enhance the Learning Experience of Students Participating in Computerized Simulation Problems Associated with the Administrative Use of Student Ratings Enthusiasm Awareness in the Experiential Classroom Participation Expectations of Students in Experiential Settings Using the Computer as a Planning Aid in an Applied Marketing Course Integrating Microcomputers in the Marketing Curriculum Through the Use of Marketing COMPUPROBS Giving Students Experience in Team Report Writing Description and Results of an Experiential Approach in the Teaching of Business Policy Using Real World Experiences as an Experiential Activity: the Page Technique A Guide to Writing Microcomputer Simulations The Development of a Microcomputer Distributed Processing Business Game A Monte-Carlo Approach to Interactive Gaming Single Case Experimental Design as an Alternative to the Conventional Approach Learning Theory and Research Design: How Has ABSEL Fared? Criticisms of the Use of Simulations in Economics: A Rebuttal Using the General Management Game in the Business Policy Course General Management Policy Simulations: Which Games are Popular, and Why do Professors Stop Using Games? Business Policy Content and Teaching Methods: Comparisons of the Hegarty and Summers and Boyd Findings Let's Talk to the Experiential Authors A Computerized Logistics Game for Micros Effects of Contextual Factors on Bargaining Decisions of Experiential Group Representatives The Linking of a Collective Bargaining Simulation and a Business Simulation Game - A Case Study Students are Surrogates in Arbitration Studies AIRWAYS: A Microcomputer Simulation of a Service Industry A Proposed Interactive Inventory Control Simulation Microcomputer Demonstration Exercises for a Course on Creativity and Problem Solving Processing Skills for Teachers, Trainers and Managers Developing the Competencies of Resistance to Stress and Accurate Self-Assessment Raising Elizabeth: Socializing Girls to Aspire to Careers as Managers, Secretaries or Corporate Wives Factors Influencing Perception: Gaining Understanding Through Experience Painless Computer Simulation The Effects of Differential Grade Weights on Business Game Learning levels An Investigation of the Validity of a Recommendation for Experiential Exercise Debriefing Simulation and Experiential Practices of Faculty: A Data-Based Workshop The Live Case Study: Filling the Gap Between the Case Study and the Experiential Exercise A Reactive Microcase Pedagogy Advantages of a Multigame Simulation Course Using the Logistic Function to Score Computer-Supported Games A Simulation Model to Calculate Session Time for Running Simulation Models in a Shared Resource Environment On the Core Size of Small Task Groups and the Cause for the Core Size to Emerge