Our Learning

What have we learned by using experiential model-building simulations?

• Behaviors mirror project management styles; people behave in the simulation as they do in real life. Behaviors are replicated inside the simulations that were learned outside. Managers use the behaviors they believe led to prior successes. Since project management types tend to be hardworking, detail-driven, task-oriented people, we see these behaviors in the simulations where other behaviors are more appropriate.

  Project Teaching Mechanisms The first attempts at using these simulations followed the recognition that all means of training in specific aspects of project management have their place and limitations. Lecturing can be excused as a cost-effective way to convey standardized information to an audience. In practice it works better as evidence of having given the instruction than as a means of affecting behavior. Computer simulations make great scorekeepers, quickly projecting the impact of specific decisions and allowing exploration of alternate strategies. Reportedly an oil company was so impressed by the training opportunities they observed in SimCity®, a computer game, that they commissioned the designers to build a computer model of refinery operations as a training tool. Computer models poorly model the team process involved in reaching decisions. These models often place an understanding of the technology (of computers) ahead of learning the lessons sought. Case studies can provide a means for sharing experience in reaching decisions but do a poor job of modeling the impact of decisions. They lead to decision review in a very detached, academic manner, again failing to model the processes of team decision-making. Business Week reported using Legos® to train teams in production changes in a GM European plant (13). War games are gaining business interest as are other metaphorical learning experiences (14).

  
  

• Participants have to be reinforced, reminded, and encouraged to try new ways, to employ recently learned concepts. People will try on new behaviors if the environment encourages and protects the testing.

• Generally people in projects and simulations want to complete the problem and not look at underlying theory nor evaluate the experience to explore what they might have learned. They just want to get done.

• The metaphorical aspect appears to show that the creative types learn faster; the practical types have varying levels of difficulty getting inside the simulation. The “right brainers” have more degrees of freedom in being able to live differently.

• Teams do not just happen—throwing folks together does not make them a team. Teams must be built. Projects simulations can help build teams.

• Teams form strong bonds and resist being broken up; they want to perform well together. They would rather stay together than adjust to new people. The reality in the known is safer than the unknown.

• The creative juices begin to flow; the brain is freed up; the power of fantasy is valued. Learning is actually fun—the lessons embed in the subconscious because the conscious is enjoying itself.

  Project Management Realities and Simulations The experiential model-building simulations are well adapted to project realities. Through the exercises, the following realities are reinforced and internalized: Projects are a people business. Behavior in simulations mirrors real-world behavior of participants. Changed behavior within a simulation will bring changed real-world behavior. Relationships are the key to success in projects. The use of simulations emphasizes team building, cooperation, collaboration, and listening—particularly to the users, sponsors, and champions. Projects run by communication. Simulations focus on requirements for clear communication (written and verbal) in understanding expectations, processes, goals, objectives, designs, and success criteria. Effective planning pays. Emphasis on planning helps to realize the tenfold payoff in project management for effective planning. The dimensions of strategic, tactical, and operational planning are better understood after working with the concepts. Successive simulations develop complex planning skills. Time is a perishable resource. Emphasis on time limits in simulations develops understanding of using time effectively. Projects are won by processes. Many processes contribute to project success. Logistics, procurement, risk management, performance contract, time organization, cost accounting, knowing, seeing the process, measuring results, challenging the system, and using the process create project success. Leadership embraces the project. Every word, every day influences the people of the project. What needs to be modeled, what empowers, what keeps people caring? Use the key skills of a project leader to develop teams, nurture people, and grow customer satisfaction. Simulations allow newly acquired leadership skills to be practiced in a fail-safe environment. Learning and improvement must be perpetual, both within and between projects. Debriefs, planning, tool deployment, and skill building all stress continuous learning. Learning is accomplished by individuals and teams. Organizations advance through the collective learning of individuals and teams. Simulations require practice and model continuous feedback and learning. Teams learn to improve quality continuously.

  
  

• There are at least four or five kinds of project environments; projects are not all the same even within an industry. The industry-specific groups typify this. Metaphorical simulations allow people from different backgrounds to learn together.

• Complex processes and interactions, such as in a microeconomy, can be effectively modeled in a short time. These simulations bring real-world issues into the learning situation. Participants confront competing agendas and must satisfy others to successfully complete projects—in a few hours.

• People remember the simulations and the underlying messages. Weeks later they speak of the experience and its lessons.