Cognitive Simulations II: What did I do wrong? Using Scorecards

1. Cognitive Simulations II:What did I do wrong? Using Scorecards Ken Spero July 15,2014 In associationwith: ExperienceistheBestteacher

2. Today’s Session Outline • Review of Cognitive Simulation • What is a Scorecard and how can it benefit students • Scorecard Examples • QA

8. Why use Simulation? Practitioners face Extreme overlapping challenges # 1

9. Why use Simulation? • We have far more data, evidence, and computer models to make decisions today, but that also means we have far more information overload and excessive choice proliferation. The number and complexity of choices seem to be growing beyond our abilities to analyze, synthesize, and make decisions. The acceleration of change reduces the time from recognition of the need to make a decision to completion of all the steps to make the right decision. … Many of the world's decision making processes are inefficient, slow, and ill informed.1 1The Millennium Project, “15 Global Challenges. Facing Humanity,” last modified 2009, http://www.millennium- project.org/millennium/challeng.html. # 2

10. Why use Simulation? # 3 Experiencing Best Practices Enables Critical Thinking

11. Why use Simulation? • Assessment (Evaluation) • What & How Vs. • Development (Resilience) • Why & When “Good judgment is the result of experience.  Good Experience is often the result of bad judgment.” # 4

12. Why use Cognitive Simulation? • Scalability – can reasonably reach many more practitioners • Flexibility – can be played anywhere, anytime, by anyone (inter-professional) • Cost – does not require additional resources (people, space or equipment) beyond a computer or tablet and can be published reasonably • Time – • You can simulate short or long scenarios, singly or in multiples • You can capture longer timelines with respect to the experience of the patient, practitioner or institution # 5

13. How does Simulation Provide Experience to Improve Decision Making?

14. Sims provide experience - emotional engagement • Sims expand the evocable experience base, they become part of your experience portfolio/“gut” • Sims encourage a Systems Thinking approach – incorporating Context • Sims consequate Mindlessness and encourageMindfulness • Sims provides an opportunity for participants to learn from failure, to Fail Forward • Sims enable time acceleration to feel affects of delay • Sims provide a bridge between: Engagement  Retention Retrieval • Sims leverage the power of Storytelling Why use Simulation? Experience is the best teacher

15. What are some potential applications for Cognitive Simulation? • Palliative care • “Death” scenarios • Hierarchy issues (Power Distance) • “What if it were your child…” • Handoffs between shifts/floors • Informed Consent • Others?

16. Experience Design: Creating Experience Narrative flow – Power of Story Telling Choice Options – Encourage Critical Thinking Consequences – Make it Memorable Scorecard feedback – Make it realistic / measurable Narrative feedback – Repetition / memorable Small Group debriefings and opportunities to share / expand the experience / consequences Large Group debriefings to establish additional connections with larger initiative and/or subject matter

17. Why use Simulations (Cont’d)?

18. Experience Design: Authoring Simulations - Scorecards • “As we sail thru life, don't avoid rough waters, sail on because calm waters won't make a skillful sailor.” (Annonymous) • “I’m not afraid of storms, for I’m learning how to sail my ship.” (Louisa May Alcott)

19. Creating Great Thinkers & Leaders/Doers • Given the Uncertainty, is focusing on the Value Skills enough? • Decision Making • Problem Solving • Collaboration • Video… • To truly make a difference we need to enable: • Making TOUGH decisions • Solving DIFFICULT problems • When it is not clear with WHOM and HOW to collaborate

20. Defining a Scorecard • What scorecard items will you need? • What will signal the problem is fixed? • What new behaviors are necessary? • What will the impact of these new behaviors be? • What will cause these behaviors to change? • How / Where will the results be observed? • How will you define these scorecard items?

21. Experience Design: Authoring Simulations - Scorecards • Observable behaviors that demonstrate/manifest the Learning Objectives • Specific considerations/Effects that Tradeoff of each other – Critical Thinking • Affected Stakeholders – Ripple Effect (Double) • Time • Capturing flow on timeline • Timing of consequences • Time to make a decision

22. The Cynefin Framework It explores the relationship between man, experience, and contextand proposes new approaches to communication, decision-making, policy-making, and knowledge management in complex social environments. Snowden, D. J., & Boone, M. E. (2007). A leader's framework for decision making. Harvard Business Review, 85(11), 69-76.

23. 1. Observable behaviors that demonstrate/manifest the Learning Objectives

24. ASAP Competencies & the Simulettes

25. 2. Specific considerations/Effects that Tradeoff of each other – Critical Thinking • Risk Management – Projects Leadership

26. 3. Affected Stakeholders – Ripple Effect (Double)

27. Experience Design: Scorecards – Ripple Effect

28. Organizational Scorecard • Focus • Motivation • Skill Development • Buy-in/Commitment • Productivity • Innovation • Communication • Leadership • Customer Satisfaction • Management Satisfaction • Perceived Product Quality • GANTT Chart (Scheduling) • Budget Example: Project Leadership Team Scorecard Interpersonal and organizational dynamics of projects Focus on both Team and other Stakeholders

29. 4. Time • Capturing flow on timeline (B&N) • Timing of consequences (PLE) • Time to make a decision (Hotel)

30. The Balanced Scorecard Methodology • Start with the business problem that needs to be addressed – this is the underlying reason driving the need for the training • If we are able to solve this problem, what will I see change or benefit or how does the problem we are trying to fix manifest: • From a Financial perspective • With respect to my Customers and their Satisfaction • With our Internal Management Processes • With our ability to Innovate and Grow

31. Experience Design: Authoring Simulations • Establish the Narrative (something that can be re-used – Anchor Story) • Clearly define a problem / Target Learning Objective • Articulate the desired experience and outcome • Timeline and flow • Create Measurable Scorecard: Goals and Boundaries • Establish Context: Environment / Storyline / Cast • Start with ‘Golden Path’

32. Experience Design: Authoring Simulations (Cont’d) • Articulate and Prioritize Key Learning Objectives • Write a Scene from narrative that reflects each of the selected Learning Objectives • Articulate Alternatives/Choices/Feedback • Lay out scenes in the flow of the narrative • Determine Memorable and Realistic Consequences • Add intros and outros • Score Choices – Link to Objectives in a Measurable way

33. Mindfulness (cont’d) Learning Objective Characteristics: stable content  evolving content mandatory content  discretionary content fact based  skills based minimal amt. of content  much content discrete ideas  synthesis of ideas conceptually simple  conceptually difficult personally focused  interpersonal focused individual competencies team competencies explicit  implicit values neutral  values laden seen the content before  new content

34. Experience Design: The Illusion of Complexity • Limited set of choices • No need to cover every eventuality • Populate the Experience Portfolio • Experience other consequences by playing again

35. Ken Spero  • humentum@gmail.com • 25 years of experience with Simulation • Adjunct Faculty at Penn GSE – Experience Design & Simulation Technology (Penn CLO and MedEd) Contact Info: Education Management Solutions(EMS) www.SimulationIQ.com