Documenti di Didattica
Documenti di Professioni
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Julie Hay
The materials that appear in this book other than those quoted from prior sources may be reproduced for education/training activities. There is no requirement to obtain special permission for such uses. The permission statement is limited to reproduction of materials for educational or training events. Systematic or large-scale reproductionor inclusion of items in publication for sale may be carried out only with prior written permission from the publisher.
Published by:
HRD Press, Inc. 22 Amherst Road Amherst, Massachusetts 01002 1-800-822-2801 (U.S. and Canada) 413-253-3488 413-253-3490 (fax) www.hrdpress.com
Julie Hay has asserted her right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this book.
British Library Cataloguing in Publication Data: Hay, Julie Simulations for assessment, training, and development 1. Employees Training of 2. Management Simulation methods 3. Assessment centers (Personnel management procedure) 4. Teams in the workplace I. Title 658.312404
Contents
Introduction .............................................................................................................................. Using the Simulations within Assessment and Development Centers ...................................... Using the Simulations for Training Purposes ............................................................................ 1 3 5 7 9 15 17 19 21 23
Program Management Notes: The Dubchinzaneth Building Project ................................. 25 Recommendation and Combined ................................................................................ 27 Planning and Combined .............................................................................................. 31 Contingency and Combined ........................................................................................ 35 Program Management Notes: The Nasmullin Product Development Project .................... Recommendation and Combined ................................................................................ Planning and Combined .............................................................................................. Contingency and Combined ........................................................................................ 39 41 45 49
Program Management Notes: The Town of Valleys Merger ............................................. 53 Recommendation and Combined ................................................................................ 55 Planning and Combined .............................................................................................. 59 Contingency and Combined ........................................................................................ 63 Program Management Notes: The Brabent Hospital Merger ............................................. 67 Recommendation and Combined ................................................................................ 69 Planning and Combined .............................................................................................. 73 Contingency and Combined ........................................................................................ 77 Assessor Guidelines............................................................................................................ Management Factors: Recommendation ..................................................................... Management Factors: Planning ................................................................................... Management Factors: Contingency (Group) ............................................................... Management Factors: Contingency (Individual)......................................................... 81 83 85 87 89
Professional Factors: Recommendation ...................................................................... 91 Professional Factors: Planning .................................................................................... 93 Professional Factors: Contingency (Group) ................................................................ 95 Professional Factors: Contingency (Individual).......................................................... 97
Introduction
This manual contains four sets of simulations, each comprising a number of activities that can be run in sequence or as stand-alone sessions. The sessions can be interspersed with learning reviews, which can take the form of presentations if required. The four simulations are
the Dubchinzaneth Building Project the Nasmullin Product Development Project the Town of Valleys Merger the Brabent Hospital Merger Participants are required to analyze information about the situation and prepare to support a specific, allocated project at a meeting. Then, working in teams, the participants share information, choose one of the projects, and select project team members. The teams are given more information so that they can prepare a project plan, including a cash flow forecast. Finally, each team is expected to manage the project remotely, dealing with various problems that arise as the simulation unfolds.
Each of the four stages can also be run with participants working on their own, rather than in groups. The simulations can be used for assessment and development centers or for training purposes. For assessment and development centers, we have included additional materials such as program management notes, assessor guidelines, and participant report forms that will provide additional assessment evidence. For training purposes, we have included detailed facilitator notes and participant review forms that can be used as learning logs. We have also included two optional competence frameworks for assessment purposes managerial and professionalplus indications of the skills that will be practiced when the simulations are run in association with a training course.
you have a contract to run events that specifically use the material) is a violation of the copyright. We have included a duplicate set of the participant materials on the CD-ROM to make (legitimate) duplication easier. One set of these has codes and the other does not. You may wish, when photocopying the simulation, to distinguish between the material for the different sessions by using four different colors of photocopy paper (plus an additional color for the generic documents, such as the participant/candidate review sheets). This will make it easier for you to identify which documents to distribute when.
provides overviews of events, etc., and is therefore to be seen only by you and the assessors; is scheduled for distribution to participants after the simulation has started but may be given to them earlier if they ask for the information.
Timings and levels of difficulty are indicated in the program management notes. These are estimates; you will need to adjust them to suit the levels of competence of your specific participants. You can also alter the level of difficulty by giving candidates more or less time;
if you do this, remember to make a note of it so that you can be sure you are treating subsequent groups of participants consistently (or are taking it into account during the assessment process if and when some participants finish more quickly than others).
Part One
MA
Type of simulationfor example, report writing or presentation Specific activity namesfor example, Dubchinzaneth Type of documentfor example, participant brief or form for assessor to use Page and total pages
So RECO/DUBC/PB/1 of 4 would indicate that this is a RECOMMENDATION type of activity/entitled Dubchinzaneth/Participant Brief/and this is page 1 out of 4 pages in all. Some documents can be used for several activities. In that case, an asterisk will be used to indicate a wild card. For example, CONT/*/AG/1 indicates an assessor guideline sheet that can be used with any of the CONTINGENCY simulations. Occasionally an activity will have only one version and will therefore have no specific name. For example, OS/1 is an observer sheet for any group discussion. Documents like this one, which tell you how to use this manual, will be simply coded MA at the top of the page. The following examples illustrate the codes and their meanings for different types of documents.
MA
All documents
The type of document and for whom it is intended (for example, participant brief):
RECO/DUBC/PB/1 of 4
Activity documents
The type of activity (for example, RECOMMENDATION):
RECO/DUBC/PB/1 of 4
RECO/DUBC/PB/1 of 4
10
MA
The number of pages in the document plus the page number of the current page:
RECO/DUBC/PB/1 of 4
CONT/*/AG/1 of 2
the document codes and an explanation of the type of user, together with the recommended color of paper for photocopying; and the codes for the different types of simulations available in this manual.
11
MA
Using this manual: pages that tell you how to use the contents of this manual
MA
Program management: used only by the person(s) running the centerthe descriptions of simulations and how to run them
PM
Participant briefs: for participants to read and make notes on if they wishfor example, explanations of activities, background information on simulated organizations. Keep in separate folders for each participant for each activity
PB
White
Participant reports: for completion during or after the activities and to be retained in folders with the participant briefsfor example, questionnaires about how they feel they performed
PR
Cream
12
Observer sheets: used by assessors to note what participants say and do and to be retained in the folders with participant briefs and reports
OS
White
Assessment sheets: used to record assessments of participants and to be collated during the program so that a summary can be written at the end
AS
Green
Assessor briefs: additional information to help assessors follow the content of the simulations
AB
Yellow
Assessor guidelines: guidance for assessors on what to look for when assessing specific activities these must not be seen by participants
AG
Orange
General information: informationsuch as program descriptions, lists of factorsissued generally to participants, assessors, managers, and potential participants
GI
Blue
Type
RECOMMENDATION
RECO
CONTINGENCY
CONT
13
Activities where participants must prepare plans
PLANNING
PLAN
COMBINED
COMB
MA
OS/1 of 1
Participant
Others
Participant
15
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
OS/1 of 1
Observations
Notes
17
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
AS/1 of 1
Assessment Sheet
Participant Activity Assessor
Factor
Evidence
Rating
19
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
GI/1 of 1
21
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
GI/1 of 1
23
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PM/1 of 3
Title
The Dubchinzaneth Building Project
Level of Difficulty
Moderate to high
Number of Participants
Up to eight
Description
A group discussion in which participants have to agree which project will best meet the needs of the client (a fictitious third-world country) and then determine staffing for it. Each participant is allocated a different project and must seek to persuade the others to accept the project they are championing.
Suggested Timing
30 minutes for reading the brief and individual preparation 45 minutes for group discussion for 4 participants; add another 10 minutes per person for each additional participant 15 minutes to complete the Participant Report
Preparation time can be scheduled directly before the meeting or can be done at an earlier time if necessary.
Seating
With separate assessors: Participants around table; assessors seated so that they can see the faces of the participants they are observing. or With peer assessment: Participants in a row facing the video camera (recommend a maximum of four participants in this case).
27
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PM/2 of 3
Materials
A folder labeled with activity and participant codes containing, for each participant:
General Brief RECO/DUBC/PB1 Potential Project Briefs RECO/DUBC/PB2Note: A different version of this is needed for each participant US-Based Team RECO/DUBC/PB3 Project Managers RECO/DUBC/PB4 Traveling Troubleshooters RECO/DUBC/PB5 Background Briefing RECO/DUBC/PB6/2 pages Project Cost Estimates RECO/DUBC/PB7
Separately:
For assessors:
Instructions
Distribute the folders. Announce the end of preparation time. Collect the folders if the meeting does not follow immediately, in which case you should return them to participants when the meeting starts. To start the meeting, distribute Project Decision Brief (RECO/DUBC/PB8). Announce the end of the meeting (you may want to give a 5-minute warning). Distribute the Participant Reports (RECO/*/PR) for individual completion. Collect the folders containing all the paperwork, including the Participant Reports. Pass to the assessors with the appropriate assessment documents.
28
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PM/3 of 3
*Can be used as COMBINED with PLANNING activity for Dubchinzaneth CONTINGENCY activity for Dubchinzaneth (see page 13 for an explanation of these categories).
29
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/DUBC/PM/1 of 3
Title
The Dubchinzaneth Building Project
Level of Difficulty
Moderate to high
Number of Participants
Up to eight
Description
A group discussion, or individual activity, in which participants have to plan how to run a specified project.
Suggested Timing
30 minutes for reading the brief and individual preparation 45 minutes for group discussion for four participants; add another 10 minutes per person for each additional participant or A total of 1 hour 15 minutes to work individually to produce a plan 15 minutes to complete the Participant Report
Preparation time can be scheduled directly before the meeting or can be done at an earlier time if necessary.
31
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/DUBC/PM/2 of 3
Seating
With separate assessors: Participants around table; assessors seated so that they can see the faces of the participants they are observing. or With peer assessment: Participants in a row facing the video camera (recommend a maximum of four participants in this case). or For individual work: Sufficient space at a table to spread out paperwork.
Materials
If this is run as a COMBINED simulation, the participants should be given their folders containing previously distributed briefs plus their working papers. If this is run as a stand-alone simulation, each participant needs a folder labeled with activity and participant codes containing:
General Brief RECO/DUBC/PB1 Potential Project Briefs RECO/DUBC/PB2select only one version of this to use US-Based Team RECO/DUBC/PB3 Project Managers RECO/DUBC/PB4 Traveling Troubleshooters RECO/DUBC/PB5 Background Briefing RECO/DUBC/PB6/2 pages Project Cost Estimates RECO/DUBC/PB7
Separately, for distribution at the start of the meeting (not required for individual activity):
Separately:
Instructions
Distribute the folders. If this is run as an individual activity, tell the participants that a written plan is required from them.
32
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/DUBC/PM/3 of 3
If this is run as a group activity, announce the end of the preparation time. Collect the folders if the meeting does not follow immediately, in which case you should return them to the participants when the meeting starts. To start the meeting, distribute Project Planning (PLAN/DUBC/PB1) and Planning Parameters (PLAN/DUBC/PB2). Announce the end of the meeting or of the individual working time (you may want to give a 5-minute warning). Distribute the Participant Reports (PLAN/*/PR) for individual completion. Collect the folders containing all the paperwork including the Participant Reports. Pass to the assessors with the appropriate assessment documents.
*Can be used as COMBINED with PLANNING activity for Dubchinzaneth CONTINGENCY activity for Dubchinzaneth (see page 13 for an explanation of these categories).
33
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/PM/1 of 3
Title
The Dubchinzaneth Building Project
Level of Difficulty
Moderate to high, depending on the speed at which you run it
Number of Participants
Up to eight, or as an individual activity
Description
This is an interruptions simulation. Participants are the management team of an international charity and have responsibility for managing a project remotely, on which they have to deal with a number of incidents. Group version: Participants discuss each incident and then record their own and the group decisions in a log. Individual version: Participants work individually, recording their decisions in a log. In the latter case, it is useful to have an assessor discuss the decisions with each participant afterward.
Suggested Timing
30 minutes for reading the brief and individual preparation 45 to 60 minutes to run the series of interruptions 15 to 20 minutes afterward for an assessor/participant discussion (if run as an individual activity)
Note: Timing should average 3 to 4 minutes per incidentthe faster the activity is run, the more difficult it becomes. You may need to judge the speed by watching to see how quickly participants finish discussing incidents or writing in the logs. Aim to move on at the point that most participants have finished: do not wait for the slowest person.
35
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/PM/2 of 3
If necessary, you can stop the activity at any incident. In this case, you may want to tell participants to turn to the final sheet so that they finish the activity on a positive note.
Seating
With separate assessors: Participants around table; the assessors are seated so that they can see the faces of the participants they are observing. or With peer assessment: Participants in a row facing the video camera. For the individual activity, each participant will need plenty of desk space for the file of incidents and the log.
Materials
If this is run as a COMBINED simulation, participants should be given their folders containing previously distributed briefs plus their working papers. If this is run as a stand-alone simulation, each participant needs a folder labeled with activity and participant codes, containing:
General Brief RECO/DUBC/PB1 Potential Project Brief RECO/DUBC/PB2select one version of this only to use US-Based Team RECO/DUBC/PB3 Project Managers RECO/DUBC/PB4 Traveling Troubleshooters RECO/DUBC/PB5 Background Briefing RECO/DUBC/PB6/2 pages Project Cost Estimates RECO/DUBC/PB7 Project Planning PLAN/DUBC/PB1 Planning Parameters PLAN/DUBC/PB2/2 pages Critical Path CONT/DUBC/PB1/3 pages
Building and Commissioning the Project: General Brief CONT/DUBC/PB2 Building and Commissioning the Project: Decision Log (group or individual) CONT/ DUBC/DL/7 pages Building and Commissioning the Project: Events CONT/DUBC/EV/27 pages
Separately:
36
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/PM/3 of 3
Project Costs Summary */DUBC/AB1 Project Data Lists */DUBC/AB2/8 pages Building and Commissioning the Project: Event Listing */DUBC/AB3/2 pages
Instructions
Distribute the folders with their contents. Announce the end of preparation time. Collect the folders if the meeting does not follow immediately, in which case you should return them to the participants when the meeting starts. At the start of the activity, distribute the General Brief (CONT/DUBC/PB2) and explain that the project is about to start. Then distribute the Decision Logs (CONT/DUBC/DL) and explain how to complete them. Finally distribute the Files of Event Briefs (CONT/DUBC/EV), pointing out that they are not to open these Event Files until you say so. Explain that you will be announcing the Event Numbers and that they can only turn the pages as far as the number you have given. They may refer to earlier events at any time but are not to move ahead of the number called. (You may want to have large cards to display the last number called.) Run the activity. Stop the activity and distribute Participant Reports (CONT/*/PR) for completion. Collect the folders containing all the Participant Briefs plus General Brief, Participant Log, Event File, and Participant Report. Pass to the assessors with the appropriate assessment documents.
*Can be used as COMBINED with RECOMMENDATION activity for Dubchinzaneth PLANNING activity for Dubchinzaneth (see page 13 for an explanation of these categories).
37
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PM/1 of 3
Title
The Nasmullin Product Development Project
Level of Difficulty
Moderate to high
Number of Participants
Up to seven
Description
A group discussion in which participants have to agree which new product will best meet the needs of the organization, which seeks to reopen a production facility in a developing country, and then determine staffing for it. Each participant is allocated a different product and must seek to persuade the others to accept the project they are championing.
Suggested Timing
30 minutes for reading the brief and individual preparation 45 minutes for group discussion for four participants; add another 10 minutes per person for each additional participant 15 minutes to complete the Participant Report
Preparation time can be scheduled directly before the meeting or can be done at an earlier time if necessary.
Seating
With separate assessors: Participants around table; assessors seated so that they can see the faces of the participants they are observing. or With peer assessment: Participants in a row facing the video camera (recommend a maximum of four participants in this case).
41
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PM/2 of 3
Materials
A folder labeled with activity and participant codes containing: Participant Briefs:
General Brief RECO/NASM/PB1 Potential Products RECO/NASM/PB2Note: A different version of this is needed for each participant Project Team Members RECO/NASM/PB3 Project Managers RECO/NASM/PB4 Ralinstria Background Briefing RECO/NASM/PB5 Project Cost Estimates RECO/NASM/PB6
Separately:
For assessors:
Instructions
Distribute the folders. Announce the end of preparation time. Collect the folders if the meeting does not follow immediately, in which case you should return them to participants when the meeting starts. To start the meeting, distribute Project Decision Brief (RECO/NASM/PB7). Announce the end of the meeting (you may want to give a 5-minute warning). Distribute the Participant Reports (RECO/*/PR) for individual completion. Collect the folders containing all the paperwork, including the Participant Reports. Pass to the assessors with the appropriate assessment documents.
42
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PM/3 of 3
*Can be used as COMBINED with PLANNING activity for Nasmullin (see page 13 for an explanation of these categories).
43
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/NASM/PM/1 of 3
Title
The Nasmullin Product Development Project
Level of Difficulty
Moderate to high
Number of Participants
Up to seven, or as an individual activity
Description
A group discussion, or individual activity, in which participants have to plan how to run a specified project
Suggested Timing
30 minutes for reading the brief and individual preparation 45 minutes for group discussion for four participants; add another 10 minutes per person for each additional participant or A total of 1 hour 15 minutes to work individually to produce a plan 15 minutes to complete the Participant Report
Preparation time can be scheduled directly before the meeting or can be done at an earlier time if necessary.
45
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/NASM/PM/2 of 3
Seating
With separate assessors: Participants around table; assessors seated so that they can see the faces of the participants they are observing. or With peer assessment: Participants in a row facing the video camera (recommend a maximum of four participants in this case). or For individual work: Sufficient space at a table to spread out paperwork.
Materials
If this is run as a COMBINED simulation, the participants should be given their folders containing previously distributed briefs plus their working papers. If this is run as a stand-alone simulation, each participant needs a folder labeled with activity and participant codes containing:
General Brief RECO/NASM/PB1 Potential Products RECO/NASM/PB2select one of these to use Project Team Members RECO/NASM/PB3 Project Managers RECO/NASM/PB4 Ralinstria Background Briefing RECO/NASM/PB5 Project Cost Estimates RECO/NASM/PB6
Separately, for distribution at the start of the meeting (not required for individual activity):
Separately:
Instructions
Distribute the folders. If this is run as an individual activity, tell the participants that a written plan is required from them. If this is run as a group activity, announce the end of the preparation time.
46
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/NASM/PM/3 of 3
Collect the folders if the meeting does not follow immediately, in which case you should return them to the participants when the meeting starts. To start the meeting, distribute Project Planning (PLAN/NASM/PB1) and Planning Parameters (PLAN/NASM/PB2). Announce the end of the meeting or of the individual working time (you may want to give a 5-minute warning). Distribute the Participant Reports (PLAN/*/PR) for individual completion. Collect the folders containing all the paperwork including the Participant Reports. Pass to the assessors with the appropriate assessment documents.
*Can be used as COMBINED with RECOMMENDATION activity for Nasmullin (see page 13 for an explanation of these categories).
47
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/PM/1 of 3
Title
The Nasmullin Product Development Project
Level of Difficulty
Moderate to high, depending on the speed at which you run it
Number of Participants
Up to seven, or as an individual activity
Description
This is an interruptions simulation. Participants are the management team of a multinational company and have responsibility for managing a project remotely, on which they have to deal with a number of incidents. Group version: Participants discuss each incident and then record their own and the group decisions in a log. Individual version: Participants work individually, recording their decisions in a log. In this case, it is useful to have an assessor discuss the decisions with each participant afterward.
Suggested Timing
30 minutes for reading the brief and individual preparation 45 to 60 minutes to run the series of interruptions 15 to 20 minutes afterward for an assessor/participant discussion (if run as an individual activity)
Note: Timing should average 3 to 4 minutes per incidentthe faster the activity is run, the more difficult it becomes. You may need to judge the speed by watching to see how quickly participants finish discussing incidents or writing in the logs. Aim to move on at the point that most participants have finished: do not wait for the slowest person.
49
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/PM/2 of 3
If necessary, you can stop the activity at any incident. In this case, you may want to tell participants to turn to the final sheet so that they finish the activity on a positive note.
Seating
With separate assessors: Participants around table; the assessors are seated so that they can see the faces of the participants they are observing. or With peer assessment: Participants in a row facing the video camera. For the individual activity, each participant will need plenty of desk space for the file of incidents and the log.
Materials
If this is run as a COMBINED simulation, participants should be given their folders containing previously distributed briefs plus their working papers. If this is run as a stand-alone simulation, each participant needs a folder labeled with activity and participant codes containing:
General Brief RECO/NASM/PB1 Potential Products RECO/NASM/PB2select one to use Project Team Members RECO/NASM/PB3 Project Managers RECO/NASM/PB4 Ralinstria Background Briefing RECO/NASM/PB5 Project Cost Estimates RECO/NASM/PB6 Project Planning PLAN/NASM/PB2 Planning Parameters PLAN/NASM/PB2 Critical Path CONT/NASM/PB3/2 pages
Managing the Project: General Brief CONT/NASM/PB2 Managing the Project: Decision Log (group or individual) CONT/NASM/DL/7 pages Managing the Project: Events CONT/NASM/EV/21 pages
Separately:
Project Costs Summary NASM/AB1 Project Data Lists NASM/AB2/4 pages Project Events Listing NASM/AB3/2 pages
50
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/PM/3 of 3
Instructions
Distribute the folders with their contents. Announce the end of preparation time. Collect the folders if the meeting does not follow immediately, in which case you should return them to the participants when the meeting starts. At the start of the activity, distribute the General Brief (CONT/NASM/PB1) and explain that the project is about to start. Then distribute the Decision Logs (CONT/NASM/DL) and explain how to complete them. Finally distribute the Files of Event Briefs (CONT/NASM/EV), pointing out that they are not to open these Event Files until you say so. Explain that you will be announcing the Event Numbers and that they can only turn the pages as far as the number you have given. They may refer to earlier events at any time but are not to move ahead of the number called. (You may want to have large cards to display the last number called.) Run the activity. Stop the activity and distribute Participant Reports (CONT/*/PR) for completion. Collect the folders containing all the Participant Briefs plus General Brief, Participant Log, Event File, and Participant Report. Pass to the assessors with the appropriate assessment documents.
*Can be used as COMBINED with RECOMMENDATION activity for Nasmullin PLANNING activity for Nasmullin (see page 13 for an explanation of these categories).
51
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PM/1 of 3
Title
The Town of Valleys Merger
Level of Difficulty
Moderate to high
Number of Participants
Up to eight
Description
A group discussion in which participants represent different departments within a recently merged village and have to agree on the staffing for a change management project team, and how to justify their choices. To inject additional potential for conflict, briefs can be used that relate to participants being merged from two different villages.
Suggested Timing
30 minutes for reading the brief and individual preparation 45 minutes for group discussion for four participants; add another 10 minutes per person for each additional participant 15 minutes to complete the Participant Report
Preparation time can be scheduled directly before the meeting or can be done at an earlier time if necessary.
Seating
With separate assessors: Participants around table; assessors seated so that they can see the faces of the participants they are observing. or With peer assessment: Participants in a row facing the video camera (recommend a maximum of four participants in this case).
55
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PM/2 of 3
Materials
A folder labeled with activity and participant codes containing: Participant Briefs:
Rivers to Valleys: General Brief RECO/VALL/PB1 (Note: Option to issue to half of the participants with Vale to Valleys: General Brief RECO/VALL/PB1) Departmental Briefs RECO/VALL/PB2 (Note: Different version of this is needed for each participant) Departmental CVs RECO/VALL/PB3 (Note: Different version of this is needed for each participant, to match Departmental Brief) Departmental Budgets RECO/VALL/PB4 (Note: Different version of this is needed for each participant, to match Departmental Brief)
Separately:
For assessors:
Summary of Proposed Budgets */VALL/AB1/2 pages Department Staff Numbers & Cost Summary */VALL/AB2/2 pages
Instructions
Distribute the folders. Point out how many members there will be in the project teambrief says two fewer than the number of departments (i.e., participants). Announce the end of preparation time. Collect the folders if the meeting does not follow immediately, in which case you should return them to participants when the meeting starts. To start the meeting, distribute Project Decision Brief (RECO/VALL/PB5). Announce the end of the meeting (you may want to give a 5-minute warning). Distribute the Participant Reports (RECO/*/PR) for individual completion. Collect the folders containing all the paperwork including the Participant Reports. Pass to the assessors with the appropriate assessment documents.
56
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PM/3 of 3
*Can be used as COMBINED with PLANNING activity for Valleys (see page 13 for an explanation of these categories).
57
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/VALL/PM/1 of 3
Title
The Town of Valleys Merger
Level of Difficulty
Moderate to high
Number of Participants
Up to eight, or as an individual activity
Description
A group discussion, or individual activity, in which participants have to plan how to manage a project team that will be handling change management projects
Suggested Timing
30 minutes for reading the brief and individual preparation 45 minutes for group discussion for four participants; add another 10 minutes per person for each additional participant or A total of 1 hour 15 minutes to work individually to produce a plan 15 minutes to complete the Participant Report
Preparation time can be scheduled directly before the meeting or can be done at an earlier time if necessary.
59
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/VALL/PM/2 of 3
Seating
With separate assessors: Participants around table; assessors seated so that they can see the faces of the participants they are observing. or With peer assessment: Participants in a row facing the video camera (recommend a maximum of four participants in this case). or For individual work: Sufficient space at a table to spread out paperwork.
Materials
If this is run as a COMBINED simulation, the participants should be given their folders containing previously distributed briefs plus their working papers. If this is run as a stand-alone simulation, each participant needs a folder labeled with activity and participant codes containing:
Rivers to Valleys General Brief RECO/VALL/PB1 Valleys Departmental Briefs RECO/VALL/PB2include all of these 8 pages Valleys Departmental CVs RECO/VALL/PB3select the appropriate number of these to use (2 fewer than the number of participants in groups, or 6 if running as an individual task) Departmental Budgets RECO/VALL/PB4include all of these 8 pages
Separately, for distribution at the start of the meeting (not required for individual activity):
Separately:
Summary of Proposed Budgets */VALL/AB1/2 pages Department Staff Numbers & Cost summary */VALL/AB2/2 pages
Instructions
Distribute the folders. If this is run as an individual activity, tell the participants that a written plan is required from them. If this is run as a group activity, announce the end of the preparation time.
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PLAN/VALL/PM/3 of 3
Collect the folders if the meeting does not follow immediately, in which case you should return them to the participants when the meeting starts. To start the meeting, distribute Project Planning (PLAN/VALL/PB1). Announce the end of the meeting or of the individual working time (you may want to give a 5-minute warning). Distribute the Participant Reports (PLAN/*/PR) for individual completion. Collect the folders containing all the paperwork including the Participant Reports. Pass to the assessors with the appropriate assessment documents.
*Can be used as COMBINED with RECOMMENDATION activity for Valleys; CONTINGENCY activity for Valleys (see page 13 for an explanation of these categories).
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Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/PM/1 of 3
Title
The Town of Valleys Merger
Level of Difficulty
Moderate to high, depending on the speed at which you run it
Number of Participants
Up to eight, or as an individual activity
Description
This is an interruptions simulation. Participants are managers within a village and have responsibility for remotely managing a project team handling a premises move followed by various change management initiatives. Group version: Participants discuss each incident and then record their own and the group decisions in a log. Individual version: Participants work individually, recording their decisions in a log. In this case, it is useful to have an assessor discuss the decisions with each participant afterward.
Suggested Timing
30 minutes for reading the brief and individual preparation 45 to 60 minutes to run the series of interruptions 15 to 20 minutes afterward for an assessor/participant discussion (if run as an individual activity)
Note: Timings should average 3 to 4 minutes per incidentthe faster the activity is run, the more difficult it becomes. You may need to judge the speed by watching to see how quickly participants finish discussing incidents or writing in the logs. Aim to move on at the point that most participants have finished: do not wait for the slowest person.
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CONT/VALL/PM/2 of 3
If necessary, you can stop the activity at any incident. In this case, you may want to tell participants to turn to the final sheet so that they finish the activity on a positive note.
Seating
With separate assessors: Participants around table; the assessors are seated so that they can see the faces of the participants they are observing. or With peer assessment: Participants in a row facing the video camera. For the individual activity, each participant will need plenty of desk space for the file of incidents and the log.
Materials
If this is run as a COMBINED simulation, participants should be given their folders containing previously distributed briefs plus their working papers. If this is run as a stand-alone simulation, each participant needs a folder labeled with activity and participant codes containing:
Rivers to Valleys General Brief RECO/VALL/PB1 Departmental Briefs RECO/VALL/PB3include all of these 8 pages Departmental CVs RECO/VALL/PB4select appropriate number of these to use (2 fewer than number of participants in group, or 6 if running as individual task) Departmental Budgets RECO/VALL/PB5include all of these 8 pages Project Planning PLAN/VALL/PB7
Managing the Project Team: General Brief CONT/VALL/PB1 Managing the Project Team: Decision Log (group or individual) CONT/VALL/DL/7 pages Managing the Project Team: Events CONT/VALL/EV/25 pages
Separately:
Summary of Proposed Budgets */VALL/AB1/2 pages Department Staff Numbers & Cost Summary */VALL/AB2/2 pages Project Events Listing */VALL/AB3/3 pages
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Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/PM/3 of 3
Instructions
Distribute the folders with their contents. Announce the end of preparation time. Collect the folders if the meeting does not follow immediately, in which case you should return them to the participants when the meeting starts. At the start of the activity, distribute the General Brief (CONT/VALL/PB1) and explain that the project is about to start. Then distribute the Decision Logs (CONT/VALL/DL) and explain how to complete them. Finally distribute the Files of Event Briefs (CONT/VALL/EV), pointing out that they are not to open these Event Files until you say so. Explain that you will be announcing the Event Numbers and they can only turn the pages as far as the number you have given. They may refer to earlier events at any time but are not to move ahead of the number called. (You may want to have large cards to display the last number called.) Run the activity. Stop the activity and distribute Participant Reports (CONT/*/PR) for completion. Collect the folders containing all the Participant Briefs plus General Brief, Participant Log, Event File, and Participant Report. Pass to the assessors with the appropriate assessment documents.
*Can be used as COMBINED with RECOMMENDATION activity for Valleys; PLANNING activity for Valleys (see page 13 for an explanation of these categories).
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Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PM/1 of 3
Title
The Brabent Hospital Merger
Level of Difficulty
Moderate to high
Number of Participants
Up to seven
Description
A group discussion in which participants represent different departments within two recently merged hospitals and have to agree on the staffing for a change management project team, and how to justify their choices. To inject additional potential for conflict, briefs can be used that relate to participants being merged from two different hospitals.
Suggested Timing
30 minutes for reading the brief and individual preparation 45 minutes for group discussion for four participants; add another 10 minutes per person for each additional participant 15 minutes to complete the Participant Report
Preparation time can be scheduled directly before the meeting or can be done at an earlier time if necessary.
Seating
With separate assessors: Participants around table; assessors seated so that they can see the faces of the participants they are observing. or With peer assessment: Participants in a row facing the video camera (recommend a maximum of four participants in this case).
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RECO/BRAB/PM/2 of 3
Materials
A folder labeled with activity and participant codes containing: Participant Briefs:
Heidigger to Brabent General Brief RECO/BRAB/PB1 (Note: Option to issue half participants with Mayflower to Brabent General Brief RECO/BRAB/PB1) Departmental Briefs RECO/BRAB/PB2 (Note: A different version of this is needed for each participant) Departmental CVs RECO/BRAB/PB3 (Note: A different version of this is needed for each participant to match Departmental Brief) Departmental Budgets RECO/BRAB/PB4 (Note: A different version of this is needed for each participant to match Departmental Brief)
Separately:
For assessors:
Summary of Proposed Budgets */BRAB/AB1/2 pages Department Staff Numbers & Cost Summary */BRAB/AB2/2 pages
Instructions
Distribute the folders. Point out how many members there will be in the project teambrief says two fewer than the number of departments (i.e., participants). Announce the end of preparation time. Collect the folders if the meeting does not follow immediately, in which case you should return them to participants when the meeting starts. To start the meeting, distribute Project Decision Brief (RECO/BRAB/PB5). Announce the end of the meeting (you may want to give a 5-minute warning). Distribute the Participant Reports (RECO/*/PR) for individual completion. Collect the folders containing all the paperwork including the Participant Reports. Pass to the assessors with the appropriate assessment documents.
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Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PM/3 of 3
*Can be used as COMBINED with PLANNING activity for Brabent; CONTINGENCY activity for Brabent (see page 13 for an explanation of these categories).
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PLAN/BRAB/PM/1 of 3
Title
The Brabent Hospital Merger
Level of Difficulty
Moderate to high
Number of Participants
Up to seven, or as an individual activity
Description
A group discussion, or individual activity, in which participants have to plan how to manage a project team that will be handling change management projects
Suggested Timing
30 minutes for reading the brief and individual preparation 45 minutes for group discussion for four participants; add another 10 minutes per person for each additional participant or A total of 1 hour 15 minutes to work individually to produce a plan 15 minutes to complete the Participant Report
Preparation time can be scheduled directly before the meeting or can be done at an earlier time if necessary.
73
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PLAN/BRAB/PM/2 of 3
Seating
With separate assessors: Participants around table; assessors seated so that they can see the faces of the participants they are observing. or With peer assessment: Participants in a row facing the video camera (recommend a maximum of four participants in this case). or For individual work: Sufficient space at a table to spread out paperwork.
Materials
If this is run as a COMBINED simulation, the participants should be given their folders containing previously distributed briefs plus their working papers. If this is run as a stand-alone simulation, each participant needs a folder labeled with activity and participant codes containing:
Heidigger to Brabent General Brief RECO/BRAB/PB1 Departmental Briefs RECO/BRAB/PB2include all of these 7 pages Departmental CVs RECO/BRAB/PB3select appropriate number of these to use (2 fewer than the number of participants in groups, or 6 if running as an individual task) Departmental Budgets RECO/BRAB/PB4include all of these 7 pages
Separately, for distribution at the start of the meeting (not required for individual activity):
Separately:
Summary of Proposed Budgets */BRAB/AB1/2 pages Department Staff Numbers & Cost summary */BRAB/AB2/2 pages
Instructions
Distribute the folders. If this is run as an individual activity, tell the participants that a written plan is required from them. If this is run as a group activity, announce the end of the preparation time. Collect the folders if the meeting does not follow immediately in which case you should return them to the participants when the meeting starts.
74
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/BRAB/PM/3 of 3
To start the meeting, distribute Project Planning (PLAN/BRAB/PB1). Announce the end of the meeting or of the individual working time (you may want to give a 5-minute warning). Distribute the Participant Reports (PLAN/*/PR) for individual completion. Collect the folders containing all the paperwork including the Participant Reports. Pass to the assessors with the appropriate assessment documents.
*Can be used as COMBINED with RECOMMENDATION activity for Brabent; PLANNING activity for Brabent (see page 13 for an explanation of these categories).
75
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/PM/1 of 3
Title
The Brabent Hospital Merger
Level of Difficulty
Moderate to high, depending on the speed at which you run it
Number of Participants
Up to seven, or as an individual activity
Description
This is an interruptions simulation. Participants are managers within a hospital and have responsibility for remote managing a project team handling a premises move followed by various change management initiatives. Group version: Participants discuss each incident and then record their own and the group decisions in a log. Individual version: Participants work individually, recording their decisions in a log. In this case, it is useful to have an assessor discuss the decisions with each participant afterward.
Suggested Timing
30 minutes for reading the brief and individual preparation 45 to 60 minutes to run the series of interruptions 15 to 20 minutes afterward for an assessor/participant discussion (if run as an individual activity)
Note: Timing should average 3 to 4 minutes per incidentthe faster the activity is run, the more difficult it becomes. You may need to judge the speed by watching to see how quickly participants finish discussing incidents or writing in the logs. Aim to move on at the point that most participants have finished: do not wait for the slowest person.
77
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/PM/2 of 3
If necessary, you can stop the activity at any incident. In this case, you may want to tell participants to turn to the final sheet so that they finish the activity on a positive note.
Seating
With separate assessors: Participants around table; the assessors are seated so that they can see the faces of the participants they are observing. or With peer assessment: Participants in a row facing the video camera. For the individual activity, each participant will need plenty of desk space for the file of incidents and the log.
Materials
If this is run as a COMBINED simulation, participants should be given their folders containing previously distributed briefs plus their working papers. If this is run as a stand-alone simulation, each participant needs a folder labeled with activity and participant codes containing:
Heidigger to Brabent General Brief RECO/BRAB/PB1 Departmental Briefs RECO/BRAB/PB2include all of these 7 pages Departmental CVs RECO/BRAB/PB3select appropriate number of these to use (2 fewer than the number of participants in groups, or 6 if running as an individual task) Departmental Budgets RECO/BRAB/PB4include all of these 7 pages Project Planning PLAN/BRAB/PB1
Managing the Project Team: General Brief CONT/BRAB/PB1 Managing the Project Team: Decision Log (group or individual) CONT/BRAB/DL/7 pages Managing the Project Team: Events CONT/BRAB/EV/25 pages
Separately:
Summary of Proposed Budgets */BRAB/AB1/2 pages Department Staff Numbers & Cost Summary */BRAB/AB2/2 pages Project Events Listing */BRAB/AB3/3 pages
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Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/PM/3 of 3
Instructions
Distribute the folders with their contents. Announce the end of preparation time. Collect the folders if the meeting does not follow immediately, in which case you should return them to the participants when the meeting starts. At the start of the activity, distribute the General Brief (CONT/BRAB/PB1) and explain that the project is about to start. Then distribute the Decision Logs (CONT/BRAB/DL) and explain how to complete them. Finally distribute the Files of Event Briefs (CONT/BRAB/EV), pointing out that they are not to open these Event Files until you say so. Explain that you will be announcing the Event Numbers and that they can only turn the pages as far as the number you have given. They may refer to earlier events at any time but are not to move ahead of the number called. (You may want to have large cards to display the last number called.) Run the activity. Stop the activity and distribute Participant Reports (CONT/*/PR) for completion. Collect the folders containing all the Participant Briefs plus General Brief, Participant Log, Event File, and Participant Report. Pass to the assessors with the appropriate assessment documents.
*Can be used as COMBINED with RECOMMENDATION activity for Brabent; PLANNING activity for Brabent (see page 13 for an explanation of these categories).
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Assessor Guidelines
Management Factors: RECOMMENDATION Management Factors: PLANNING Management Factors: CONTINGENCY (Group) Management Factors: CONTINGENCY (Individual) Professional Factors: RECOMMENDATION Professional Factors: PLANNING Professional Factors: CONTINGENCY (Group) Professional Factors: CONTINGENCY (Individual)
RECO/*/AG/1 of 2
Evidence
Responsive to group environment, time pressure, being asked to deal with fictitious context and broader range of issues than normal Copes with pressures from rest of group, remembers own brief; responds to conflictual nature of activity Prepared to make decisions without any more information being available Prepared to give way on own brief if that seems best for the organization Prepared to argue for own brief Behaves confidently during discussions Tries to influence others, responds well to challenges Prepared before the meeting, understood the content of the brief Sought more information from the rest of the group Comments show understanding of the discussions and how different views relate
Rating
B.
Expects and accepts responsibility for self, others, the organization, the environment Decisive, in the driving seat; manages proactively for the greater good of the community
C.
Behaves confidently, in command of self and situation Exercises power and influence
D.
Diagnoses, collects, and analyzes information; looks for links, develops new constructs, intellectually manages complexity and ambiguity
E.
Shows interest in perspectives of others; can combine and contrast different disciplines Understands own part in the total; sees the whole picture
Interested in the nature of the simulation Interested in the content of the brief Interested in the views and suggestions of others in the group Offers own views on a range of aspects
(continued)
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RECO/*/AG/2 of 2
Factor
F. Looks ahead, predicts, forecasts Prepares, plans, recognizes, and acts in advance of obstacles Reads the environment
Evidence
Recognizes implications for the future Highlights potential opportunities and problems Sees advantages and disadvantages of various options Suggests plans, considers how to implement decisions made
Rating
G.
Recognizes the worth of others, respects their contributions, empowers people Spends time on relationships Empathizes
Treats other participants with respect Takes into account the people affected by the brief Emphasizes the personnel issues related to the brief Makes own views known to the group Explains reasoning, listens to others, asks questions Suggests actions related to communicating with people affected by the brief Reacts openly to challenges from others in the group Is open in Participant Report about own behavior
H.
Recognizes the need to communicate and does so consistently Shares the vision Puts efforts into making contact, formally and informally
I.
Monitors own performance and impact on others Open and honest, uses feedback to learn Self-aware and self-analytical
84
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PLAN/*/AG/1 of 2
Evidence
Responsive to group environment, amount of information to be processed, time pressure, being asked to deal with fictitious context, and broader range of issues than normal Prepared to make decisions without any more information being available Prepared to create plans, etc., on basis of what is known or can be assumed Prepared to argue for own views on the plan Behaves confidently during discussions Tries to influence others; responds well to challenges Prepared before the meeting, understood the content of the brief Sought more information from the rest of the group Comments show understanding of the discussions and how different views relate
Rating
E.
Shows interest in perspectives of others; can combine and contrast different disciplines Understands own part in the total; sees the whole picture
Interested in the nature of the simulation Interested in the content of the brief Interested in the views and suggestions of others in the group Offers own views on a range of aspects
(continued)
85
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PLAN/*/AG/2 of 2
Factor
F. Looks ahead, predicts, forecasts Prepares, plans, recognizes, and acts in advance of obstacles Reads the environment
Evidence
Recognizes implications for the future Highlights potential opportunities and problems Sees advantages and disadvantages of various options Suggests specific inputs to the plan; considers how to implement decisions made
Rating
G.
Recognizes the worth of others, respects their contributions, empowers people Spends time on relationships Empathizes
Treats other participants with respect Takes into account the people affected by the brief Emphasizes the personnel issues related to the brief Makes own views known to the group Explains reasoning, listens to others, asks questions Suggests actions related to communicating with people affected by the brief Reacts openly to challenges from others in the group Is open in Participant Report about own behavior
H.
Recognizes the need to communicate and does so consistently Shares the vision Puts efforts into making contact, formally and informally
I.
Monitors own performance and impact on others Open and honest, uses feedback to learn Self-aware and self-analytical
86
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/AG/1 of 2
Evidence
Responsive to group environment and especially to time pressures Able to balance ongoing tasks and incidents Able to maintain the log Prepared to make decisions without any more information being available Makes decisions at pace to suit the exercise
Rating
E.
(continued)
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Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/AG/2 of 2
Factor
F. Looks ahead, predicts, forecasts Prepares, plans, recognizes, and acts in advance of obstacles Reads the environment
Evidence
Recognizes implications for the future Highlights potential opportunities and problems Sees advantages and disadvantages of various options Notes in log how to implement decisions made
Rating
G.
Recognizes the worth of others, respects their contributions, empowers people Spends time on relationships Empathizes
Treats other participants with respect Takes into account the people affected by the brief Emphasizes the personnel issues even under time pressure Makes own views known to the group Explains reasoning, listens to others, asks questions Suggests actions related to communicating with people affected by the incidents Communicates well in the log
H.
Recognizes the need to communicate and does so consistently Shares the vision Puts efforts into making contact, formally and informally
I.
Monitors own performance and impact on others Open and honest, uses feedback to learn Self-aware and self-analytical
Reacts openly to challenges from others in the group Shows awareness in Participant Report of self and others
88
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/AG/1 of 2
Evidence
Responsive to time pressures Able to maintain the log
Rating
E.
Shows interest in perspectives of others; can combine and contrast different disciplines Understands own part in the total; sees the whole picture
(continued)
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Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/AG/2 of 2
Factor
F. Looks ahead, predicts, forecasts Prepares, plans, recognizes, and acts in advance of obstacles Reads the environment
Evidence
Recognizes implications for the future Highlights potential opportunities and problems Sees advantages and disadvantages of various options Notes in log how to implement decisions made
Rating
G.
Recognizes the worth of others, respects their contributions, empowers people Spends time on relationships Empathizes
Takes into the account the people affected by the brief Remembers the personnel issues even under time pressure Delegates in ways that empower rather than being too controlling Communicates well in the log Explains reasoning in the log
H.
Recognizes the need to communicate and does so consistently Shares the vision Puts efforts into making contact, formally and informally
I.
Monitors own performance and impact on others Open and honest, uses feedback to learn Self-aware and self-analytical
Shows awareness in Participant Report of self and others Open during interview with assessor
90
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/*/AG/1 of 2
Evidence
Check how much is absorbed from the brief (a) through what they say in meeting, (b) from the notes they make while preparing. How much do they say in the meeting? How easy are they to understand? Do they structure their points, give summaries, ask questions, listen to others?
Rating
Networking
Do they work with others in the meeting to generate a recommendation? Do they consider who else should be involved or consulted?
Looking ahead
What do they say about the future of the organization or the project? Do they identify future opportunities or problems? What plans do they suggest?
Coordinating
Do their suggestions include plans for implementation? Do they propose any follow-up activities? What do they say about monitoring and coordinating?
People skills
Do they get on with others in the meeting? What do they say about the people affected by the situation in the brief?
(continued)
91
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/*/AG/2 of 2
Factor
Time management
Evidence
Was their preparation finished on time? Did they act to help the meeting finish on time? Do they suggest any priorities or deadlines related to the brief?
Rating
Influencing skills
How do they influence the others in the meeting? Do they get into conflict or stay cooperative? Do they suggest ways that people mentioned in the brief might need to be influenced or persuaded?
Business perspective
Do they recognize key business issues? Do they take a broad view of the situation?
92
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/*/AG/1 of 2
Evidence
Check how much is absorbed from the brief (a) through what they say in meeting, (b) from the notes they make while preparing. How much do they say in the meeting? How easy are they to understand? Do they structure their points, give summaries, ask questions, listen to others?
Rating
Networking
Do they work with others in the meeting to generate a plan? Do they consider who else should be involved or consulted?
Looking ahead
What do they say about the future of the organization or the project? Do they identify future opportunities or problems? What specific aspects of the plan do they suggest?
Coordinating
Do their suggestions include plans for implementation? Do they propose any follow-up activities? What do they say about monitoring and coordinating?
People skills
Do they get on with others in the meeting? What do they say about the people affected by the situation in the brief?
(continued)
93
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/*/AG/2 of 2
Factor
Time management
Evidence
Was their preparation finished on time? Did they act to help the meeting finish on time? Do they suggest any priorities or deadlines related to the brief?
Rating
Influencing skills
How do they influence the others in the meeting? Do they get into conflict or stay cooperative? Do they suggest ways that people mentioned in the brief might need to be influenced or persuaded?
Business perspective
Do they recognize key business issues? Do they take a broad view of the situation?
94
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/AG/1 of 2
Evidence
Check how much they absorbed from the brief (refer to any notes made, and what they say during the discussions). How clearly do they put their points across to others in the group? Do they work with others in the group? Do they check if others have relevant experience? Do they suggest networking with people inside or outside the organization in the simulation?
Rating
Looking ahead
Do they anticipate problems? Do they consider the future implications of each decision?
Coordinating
How do they keep up-to-date with progress through the session? Do they know what should be happening during the project? Do they initiate actions or just respond to events?
People skills
How well do they get on with others in the group? What happens about disagreements? Do they remember they have staff working for them? How do they handle personnel issues?
(continued)
95
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/AG/2 of 2
Factor
Time management
Evidence
How do they deal with time pressures? Can they keep up with interruptions? Do they judge level of details possible in the allowed time?
Rating
Influencing skills
How much do they influence others in the group? Do they suggest how people within the simulated context might be influenced?
Business perspective
Do they remember the overall purpose of the organization and the project? How do they balance conflicting demands?
96
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/AG/1 of 2
Evidence
How much have they absorbed from the details in the brief? (Refer to any notes made, and what they say during the interview afterward with the assessor.) How well do they explain their thinking during the interview afterward with the assessor? Do they suggest networking with people inside or outside the organization in the simulation? Do they anticipate problems? Do they consider the future implications of each decision?
Rating
Networking
Looking ahead
Coordinating
How do they keep up-to-date with progress through the session? Do they know what should be happening during the project? Do they initiate actions or just respond to events?
People skills
Do they remember they have staff working for them? How do they handle personnel issues?
Time management
How do they deal with time pressures? Can they cope with interruptions? Do they judge level of details possible in the allowed time?
(continued)
97
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/AG/2 of 2
Factor
Influencing skills Business perspective
Evidence
Do they suggest how people within the simulated context might be influenced? Do they remember the overall purpose of the organization and the project? How do they balance conflicting demands?
Rating
98
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Participant Reports
RECO/*/PR/1 of 2
1. How did you go about dealing with the information you were given at the start?
2. How did you prioritize the information and what you needed to do?
3. How did you determine what additional information to request (if you did)?
101
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/*/PR/2 of 2
6. What, if anything, would you do differently if the meeting were to be run again?
102
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/*/PR/1 of 2
1. How did the group handle the tasks involved in planning the project?
103
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/*/PR/2 of 2
5. How did you and other members of the group handle the information related to the project?
104
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CONT/*/PR/1 of 2
1. How did the group communicate about the decisions that needed to be made?
105
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/PR/2 of 2
5. What contribution did you make to the way the group functioned as a team?
106
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Part Two
Training Documentation
Facilitation Notes
The Dubchinzaneth Building Project The Nasmullin Product Development Project The Town of Valleys Merger The Brabent Hospital Merger
Stage/Process
Introduction
Explain how a simulation is an opportunity to apply learning. Deal with any queries or concerns. Emphasize any aspects of learning you want them to focus on. Optional: Explain they will do a presentation later on in the learning process and prompt them to keep notes as they do. Participant Review 1
Can omit reference in Simulation/Management Simulation Briefing to Participant Reviews if not intending to use these.
111
Give out documentation. Leave them to work individually or together. They need to come to grips with the information, realize they are expected to influence the others to accept their project, and plan how to do this. (continued) Time management Ability to handle information Planning to persuade Cost analysis (if they ask) Communication and cooperation (if they opt to make contact with each other)
Will fill these in at the end of the session to capture the learning.
Individual Preparation
General Brief Potential Projects US-Based Team Project Managers Traveling Troubleshooters These three are not really relevant at this point; they are given out to overload them. They get different briefsone each
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Lots of information for them to absorb. They may start to share with each other without prompting. They may realize they can ask for more information.
Stage/Process
Background Briefing
Facilitation
Points to Note
Not given until they ask, but is very relevant, so prompt if necessary. Given only if they ask. Will allow them to calculate costs per project, plus tells them what the budget is. Tutor use only, so you can check their calculations if necessary. Tutor use only, details for each project.
Hint that more information may be available on request, but that you dont want to overload them. Prompt them to keep information to use for the final review. Project Cost Summary
112
Self-awareness Self-awareness Put into pairs or small groupsnot the same groups as for the next stage. Brief them to compare how they tackled the preparation and what they have learned.
Participant Review 1
Remind them to complete this while they can remember what they did.
Optional Review
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Stage/Process
Prompt them to keep information to use for the final review. Project Decision Project Cost Estimates US-Based Team Participant Review 2
Facilitation
Points to Note
Will fill these in at end of session to capture the learning.
As a team, they have to decide which project to adopt. There is extra in the budget so they could combine or extend in some way. Opportunity to observe how cooperative they are (or not!). Teamwork Decision making Influencing and persuading Communication skills Information handling and analysis Cost analysis Time management Project Managers
113
Self-awareness Group process awareness
Already given outmay need to remind them that these will now be relevant. Traveling Troubleshooters
Tell them that they will now work as a team to share their ideas and make a group decision on what project to adopt. Give out additional brief(s) and remind them to use information they already have. Hint that more information may be available in response to specific requests. Tell them how long they have and/or stop them when the appropriate time is reached. Participant Review 2
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Remind them to complete, especially if they are not going to review until later.
Stage/Process
Facilitation
Points to Note
Optional Review
114
You can decide whether to insist they now change to another project. If so, explain that senior management has received information that has led them to conclude that Project XYZ (your choice) must now take precedence. Response to change Handling stress Flexibility/adaptability
To capture learning because group process may have been interestingand is likely to change for next part. Can be done in the group that has just worked together or in pairs formed from across the groups. Tell them to review how the meeting went, what they contributed, etc., and what they have learned.
Optional Intervention
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Stage/Process
Prompt them to keep information to use for the final review. Project Planning Participant Review 3
Facilitation
Points to Note
Will fill these in at end of session to capture the learning. List of factors is deliberately not in sequence. Can wait until they ask for more information.
Planning Meeting
As a team, they must now plan how they will run the selected project. Lots to do, so they need to delegate tasks, including calculations, scheduling, choosing appropriate staff, budgeting. Planning Parameters
Planning Staffing Teamwork Decision making Influencing and persuading Communication skills Time management Critical Path
115
Tutor use only at this stage; shows how project might run. Can be given out later if they fail to plan adequately. Participant Review 3 Remind them to complete.
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Tell them that they will continue working as a team in order to plan running the selected project. Give out additional brief(s) and remind them to use information they already have. Hint that more information may be available in response to specific requests. Tell them how long they have and/or stop them when the appropriate time is reached.
Stage/Process
Facilitation
Points to Note
Optional Review
116
If you want more presentation practice, have groups present their plans. Give them time to prepare. Brief others to act as audience as if they were senior managers. Facilitate questions and feedback after each presentation. Planning Presentation skills Giving and receiving feedback
To capture learning because group process may have been quite different from how it was when making a choice of project. Can be done in the group that has just worked together or in pairs formed from across the groups. Brief them to review how the meeting went, what they contributed, etc., and what they have learned.
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Groups present their plans, compare with others plans, and possibly improve their own plans.
Stage/Process
Prompt them to keep information to use for the final review. If used, need to allow time for them to become familiar with it. Building and Commissioning the Project: General Brief Building and Commissioning the Project: Decision Log Building and Commissioning the Project: Events Critical Path Participant Review 4
Facilitation
Points to Note
Will fill these in at end of session to capture the learning. Only if they have failed to prepare an adequate plan. Explain how this part will work. Check that they keep notes of their decisions.
Group run the project from a distance and have to deal with various problems that arise.
117
Encourage them to stop and reflect after pressure of activity.
Give out documentation with explanation. They need to discuss/ agree what actions for each event. Keep up the pace so they are stressed enough. Remind them it is also supposed to be fun!
Handling uncertainty Planning (do their plans work?) Decision making Time management Response to stress Teamwork
No looking at this until you tell them. No looking ahead of number you call out. You do not have to use all the events; you can tell them to skip to the final event when you want to finish. Building and Commissioning the Project: Events Listing Participant Review 4 This is tutor copy with all events in a list for easy reference. Remind them to complete.
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Stage/Process
Planning Presentation skills Giving and receiving feedback
Facilitation
Points to Note
Individuals or groups do presentations of what happened while the project was running, what decisions they made, and the results.
If you want more presentation practice, have individuals or groups do presentations on what happened during the project. Give them time to prepare. Brief others to act as audience as if they were senior managers. Facilitate questions and feedback after each presentation.
118
Can be done working alone, in pairs, or small or large groups. Brief them to review the set of Participant Reviews, identify the themes of their learning, and plan appropriate development activities. Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Stage/Process
Facilitation
Points to Note
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Brief participants to prepare and present an overview of their learning. Give them time to prepare, perhaps using the optional final review described above. Brief others to act as audience as if they were senior managers. Facilitate questions and feedback after each presentation.
Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
119
Stage/Process
Introduction
Explain how a simulation is an opportunity to apply learning Deal with any queries or concerns Emphasize any aspects of learning you want them to focus on. Optional: Explain they will do a presentation later on in the learning process and prompt them to keep notes as they do. Participant Review 1
Can omit reference in Simulation/Management Simulation Briefing to Participant Reviews if not intending to use these.
121
Give out documentation. Leave them to work individually or together. They need to come to grips with the information, realize they are expected to influence the others to accept their project, and plan how to do this. (continued) Time management Ability to handle information Planning to persuade Cost analysis (if they ask) Communication and cooperation (if they opt to make contact with each other)
Will fill these in at the end of the session to capture the learning.
Individual Preparation
General Brief Project Briefs Project Team Members Project Managers They get different briefsone each. These two are not really relevant at this point; they are given out to overload them.
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Lots of information for them to absorb. They may start to share with each other without prompting. They may realize they can ask for more information.
Stage/Process
Ralinstria Background Briefing Project Cost Estimates Hint that more information may be available on request, but that you dont want to overload them. Prompt them to keep information to use for the final review. Project Cost Summary
Facilitation
Points to Note
Not given until they ask, but is very relevant, so prompt if necessary. Given only if they ask. Will allow them to calculate costs per project, plus tells them what the budget is. Tutor use only, so you can check their calculations if necessary. Tutor use only, details for each project.
122
Self-awareness Self-awareness Put into pairs or small groupsnot the same groups as for the next stage. Brief them to compare how they tackled the preparation and what they have learned.
Participant Review 1
Remind them to complete this while they can remember what they did.
Optional Review
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Stage/Process
Prompt them to keep information to use for the final review. Project Decision Project Cost Estimates Project Team Members Participant Review 2
Facilitation
Points to Note
Will fill these in at end of session to capture the learning.
As a team, they have to decide which project to adopt. There is extra in the budget so they could combine or extend in some way. Opportunity to observe how cooperative they are (or not!). Teamwork Decision-making Influencing and persuading Communication skills Information handling and analysis Cost analysis Time management Project Managers Tell them that they will now work as a team to share their ideas and make a group decision on what project to adopt. Give out additional brief(s) and remind them to use information they already have. Hint that more information may be available in response to specific requests. Tell them how long they have and/or stop them when the appropriate time is reached. Self-awareness Group process awareness Participant Review 2
123
Already given outmay need to remind them that these will now be relevant.
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Remind them to complete, especially if they are not going to review until later.
Stage/Process
Facilitation
Points to Note
Optional Review
124
You can decide whether to insist they now change to another project. If so, explain that senior management has received information that has led them to conclude that Project XYZ (your choice) must now take precedence. Response to change Handling stress Flexibility/adaptability
To capture learning because group process may have been interestingand is likely to change for next part. Can be done in the group that has just worked together or in pairs formed from across the groups. Tell them to review how the meeting went, what they contributed, etc., and what they have learned.
Optional Intervention
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Stage/Process
Prompt them to keep information to use for the final review. Project Planning Participant Review 3
Facilitation
Points to Note
Will fill these in at end of session to capture the learning. List of factors is deliberately not in sequence. Can wait until they ask for more information.
Planning Meeting
As a team, they must now plan how they will run the selected project. Lots to do, so they need to delegate tasks, including calculations, scheduling, choosing appropriate staff, budgeting. Planning Parameters
Planning Staffing Teamwork Decision making Influencing and persuading Communication skills Time management Critical Path
125
Tutor use only at this stage; shows how project might run. Can be given out later if they fail to plan adequately. Participant Review 3 Remind them to complete.
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Tell them that they will continue working as a team in order to plan running the selected project. Give out additional brief(s) and remind them to use information they already have. Hint that more information may be available in response to specific requests. Tell them how long they have and/or stop them when the appropriate time is reached.
Stage/Process
Facilitation
Points to Note
Optional Review
126
If you want more presentation practice, have groups present their plans. Give them time to prepare. Brief others to act as audience as if they were senior managers. Facilitate questions and feedback after each presentation. Planning Presentation skills Giving and receiving feedback
To capture learning because group process may have been quite different from how it was when making a choice of project. Can be done in the group that has just worked together or in pairs formed from across the groups. Brief them to review how the meeting went, what they contributed, etc., and what they have learned.
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Groups present their plans, compare with others plans, and possibly improve their own plans.
Stage/Process
Prompt them to keep information to use for the final review. If used, need to allow time for them to become familiar with it. Managing the Project: General Brief Managing the Project: Decision Log Critical Path Participant Review 4
Facilitation
Points to Note
Will fill these in at end of session to capture the learning. Only if they have failed to prepare an adequate plan. Explain how this part will work. Check that they keep notes of their decisions.
Group run the project from a distance and have to deal with various problems that arise.
127
Encourage them to stop and reflect after pressure of activity.
Give out documentation with explanation. They need to discuss/ agree what actions for each event. Keep up the pace so they are stressed enough. Remind them it is also supposed to be fun!
Handling uncertainty Planning (do their plans work?) Decision making Time management Response to stress Teamwork
No looking at this until you tell them. No looking ahead of number you call out. You do not have to use all the events; you can tell them to skip to the final event when you want to finish. Managing the Project: Events Listing This is tutor copy with all events in a list for easy reference. Participant Review 4 Remind them to complete.
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Stage/Process
Planning Presentation skills Giving and receiving feedback
Facilitation
Points to Note
Individuals or groups do presentations of what happened while the project was running, what decisions they made, and the results.
If you want more presentation practice, have individuals or groups do presentations on what happened during the project. Give them time to prepare. Brief others to act as audience as if they were senior managers. Facilitate questions and feedback after each presentation.
128
Can be done working alone, in pairs, or small or large groups. Brief them to review the set of Participant Reviews, identify the themes of their learning, and plan appropriate development activities. Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Stage/Process
Facilitation
Points to Note
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Brief participants to prepare and present an overview of their learning. Give them time to prepare, perhaps using the optional final review described above. Brief others to act as audience as if they were senior managers. Facilitate questions and feedback after each presentation.
Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
129
Stage/Process
Introduction
Explain how a simulation is an opportunity to apply learning. Deal with any queries or concerns. Emphasize any aspects of learning you want them to focus on. Optional: Explain they will do a presentation later on in the learning process and prompt them to keep notes as they do. Participant Review 1
Can omit reference in Simulation/Management Simulation Briefing to Participant Reviews if not intending to use these.
131
Give out documentation. Leave them to work individually or together. They need to come to grips with the information, realize they are expected to influence the others to accept their project, and plan how to do this. (continued) Time management Ability to handle information Planning to persuade Cost analysis (if they ask) Communication and cooperation (if they opt to make contact with each other)
Will fill these in at the end of the session to capture the learning.
Individual Preparation
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Lots of information for them to absorb. They may start to share with each other without prompting. They may realize they can ask for more information.
They get one or the other, depending on how you want to run the activity (1 group Rivers, 1 group Village of Vale or each group half Village of Vale, half Village of Rivers).
Stage/Process
Prompt them to keep information to use for the final review. Departmental CVs Departmental Briefs
Facilitation
Points to Note
Departmental Budgets
132
Summary of Proposed Budgets (continued)
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
They get different briefsone each. You may want to state number for project team; brief says 2 fewer than number of departments in case you do not have 8 participants (i.e., cant put 6 because if only 6 participants, they simply agree one place each). Budgets not really necessary at this point (and not complete); given out to overload them. Can be given if they ask, to save time; is summary listing of all department budgets as one document (i.e., same as they have individually but put into table); also includes extra information about service fees and projects and will allow them to calculate costs per project.
Stage/Process
Department Staff Numbers and Costs Summary
Facilitation
Points to Note
Tutor use only, so you can easily see staff numbers and other costs (equivalent of working papers to produce budgets). Remind them to complete this while they can remember what they did.
Self-awareness
Participant Review 1
Optional Review
Self-awareness
133
Prompt them to keep information to use for the final review. (continued)
Put into pairs or small groupsnot the same groups as for the next stage. Brief them to compare how they tackled the preparation and what they have learned.
Participant Review 2
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
As a team, they have to decide which members to have on the project team.
Will fill these in at the end of the session to capture the learning.
Stage/Process
Brief them that they will now work as a team and make a group decision on who to have on the project team. Give out additional brief and remind them to use information they already have. Tell them how long they have and/or stop them when appropriate time is reached. Project Team Membership Decision Self-awareness Group process awareness Participant Review 2 Teamwork Leadership Decision making Influencing and persuading Communication skills Information handling and analysis Cost analysis/budgeting Time management Summary of Proposed Budgets
Facilitation
Points to Note
If not already asked for or drawn up by group, you could give this out now if you want to prompt them to pay more attention to budgets.
134
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
They then have to plan how to notify all staff about the rationale for their choices. Opportunity to observe how cooperative they are (or not!). Also to see how much they think like leaders who need to take the staff with them in the way they announce their decisions.
Remind them to complete, especially if they are not going to review until later.
Stage/Process
Facilitation
Points to Note
Optional Review
135
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
To capture learning because group process may have been interestingand is likely to change for next part. Can be done in the group that has just worked together or in pairs formed from across the groups. Tell them to review how the meeting went, what they contributed, etc., and what they have learned.
Stage/Process
Prompt them to keep information to use for the final review. Project Planning Participant Review 3
Facilitation
Points to Note
Will fill these in at end of session to capture the learning.
Planning Meeting
As a team, they need to discuss how they will manage the project team; consider leadership issues; think about how teams function. Participant Review 3
136
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Tell them that they will continue working as a team in order to plan how to manage the project team. Give out additional brief(s) and remind them to use information they already have. Tell them how long they have and/or stop them when the appropriate time is reached.
Planning Teamwork Leadership Delegation Decision making Influencing and persuading Communication skills Time management
Stage/Process
Facilitation
Points to Note
Optional Review
137
If you want more presentation practice, have groups present their plans. Give them time to prepare. Brief others to act as audience as if they were senior managers. Facilitate questions and feedback after each presentation. Planning Presentation skills Giving and receiving feedback
To capture learning because group process may have been quite different from how it was when making a choice of project. Can be done in the group that has just worked together or in pairs formed from across the groups. Brief them to review how the meeting went, what they contributed, etc., and what they have learned.
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Groups present their plans, compare with others plans, and possibly improve their own plans.
Stage/Process
Prompt them to keep information to use for the final review. If used, need to allow time for them to become familiar with it. Managing the Project: General Brief Managing the Project: Decision Log Critical Path Participant Review 4
Facilitation
Points to Note
Will fill these in at end of session to capture the learning. Only if they have failed to prepare an adequate plan. Explain how this part will work. Check that they keep notes of their decisions.
Group run the project from a distance and have to deal with various problems that arise.
138
Encourage them to stop and reflect after pressure of activity.
Give out documentation with explanation. They need to discuss/ agree what actions for each event. Keep up the pace so they are stressed enough. Remind them it is also supposed to be fun!
Handling uncertainty Planning (do their plans work?) Decision making Time management Response to stress Teamwork
No looking at this until you tell them. No looking ahead of number you call out. You do not have to use all the events; you can tell them to skip to the final event when you want to finish. Managing the Project: Events Listing This is tutor copy with all events in a list for easy reference. Participant Review 4 Remind them to complete.
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Stage/Process
Planning Presentation skills Giving and receiving feedback
Facilitation
Points to Note
Individuals or groups do presentations of what happened while the project was running, what decisions they made, and the results.
If you want more presentation practice, have individuals or groups do presentations on what happened during the project. Give them time to prepare. Brief others to act as audience as if they were senior managers. Facilitate questions and feedback after each presentation.
139
Can be done working alone, in pairs, or small or large groups. Brief them to review the set of Participant Reviews, identify the themes of their learning, and plan appropriate development activities. Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Stage/Process
Facilitation
Points to Note
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Brief participants to prepare and present an overview of their learning. Give them time to prepare, perhaps using the optional final review described above. Brief others to act as audience as if they were senior managers. Facilitate questions and feedback after each presentation.
Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
140
Stage/Process
Introduction
Explain how a simulation is an opportunity to apply learning. Deal with any queries or concerns. Emphasize any aspects of learning you want them to focus on. Optional: Explain they will do a presentation later on in the learning process and prompt them to keep notes as they do. Participant Review 1
Can omit reference in Simulation/Management Simulation Briefing to Participant Reviews if not intending to use these.
141
Give out documentation. Leave them to work individually or together. They need to come to grips with the information, realize they are expected to influence the others to accept their project, and plan how to do this. (continued) Time management Ability to handle information Planning to persuade Cost analysis (if they ask) Communication and cooperation (if they opt to make contact with each other)
Will fill these in at the end of the session to capture the learning.
Individual Preparation
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Lots of information for them to absorb. They may start to share with each other without prompting. They may realize they can ask for more information.
They get one or the other, depending on how you want to run the activity (one group Village of Mayflower or each group half Village of Mayflower, half Village of Heidigger).
Stage/Process
Prompt them to keep information to use for the final review. Departmental CVs Departmental Briefs
Facilitation
Points to Note
Departmental Budgets
142
Summary of Proposed Budgets (continued)
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
They get different briefsone each. You may want to state number for project team; brief says 2 fewer than number of departments in case you do not have 8 participants (i.e., cant put 6 because if only 6 participants they simply agree one place each). Budgets are not really necessary at this point (and not complete); they are given out to overload them. Can be given if they ask, to save time; is summary listing of all department budgets as one document (i.e., same as they have individually but put into table); also includes extra information about service fees and projects and will allow them to calculate costs per project.
Stage/Process
Department Staff Numbers and Costs Summary
Facilitation
Points to Note
Tutor use only, so you can easily see staff numbers and other costs (equivalent of working papers to produce budgets). Remind them to complete this while they can remember what they did.
Self-awareness
Participant Review 1
Optional Review
Self-awareness
143
Prompt them to keep information to use for the final review. (continued)
Put into pairs or small groupsnot the same groups as for the next stage. Brief them to compare how they tackled the preparation and what they have learned.
Participant Review 2
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
As a team, they have to decide which members to have on the project team.
Will fill these in at the end of the session to capture the learning.
Stage/Process
Brief them that they will now work as a team and make a group decision on who to have on the project team. Give out additional brief(s) and remind them to use information they already have. Tell them how long they have and/or stop them when appropriate time is reached. Project Team Membership Decision Self-awareness Group process awareness Participant Review 2 Teamwork Leadership Decision making Influencing and persuading Communication skills Information handling and analysis Cost analysis/budgeting Time management Summary of Proposed Budgets
Facilitation
Points to Note
If not already asked for or drawn up by group, you could give this out now if you want to prompt them to pay more attention to budgets.
144
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
They then have to plan how to notify all staff about the rationale for their choices. Opportunity to observe how cooperative they are (or not!). Also to see how much they think like leaders who need to take the staff with them in the way they announce their decisions.
Remind them to complete, especially if they are not going to review until later.
Stage/Process
Facilitation
Points to Note
Optional Review
145
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
To capture learning because group process may have been interestingand is likely to change for next part. Can be done in the group that has just worked together or in pairs formed from across the groups. Tell them to review how the meeting went, what they contributed, etc., and what they have learned.
Stage/Process
Prompt them to keep information to use for the final review. Project Planning Participant Review 3
Facilitation
Points to Note
Will fill these in at end of session to capture the learning.
Planning Meeting
As a team, they need to discuss how they will manage the project team; consider leadership issues; think about how teams function. Participant Review 3
146
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Tell them that they will continue working as a team in order to plan how to manage the project team. Give out additional brief(s) and remind them to use information they already have. Tell them how long they have and/or stop them when the appropriate time is reached.
Planning Teamwork Leadership Delegation Decision making Influencing and persuading Communication skills Time management
Stage/Process
Facilitation
Points to Note
Optional Review
147
If you want more presentation practice, have groups present their plans. Give them time to prepare. Brief others to act as audience as if they were senior managers. Facilitate questions and feedback after each presentation. Planning Presentation skills Giving and receiving feedback
To capture learning because group process may have been quite different from how it was when making a choice of project. Can be done in the group that has just worked together or in pairs formed from across the groups. Brief them to review how the meeting went, what they contributed, etc., and what they have learned.
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Groups present their plans, compare with others plans, and possibly improve their own plans.
Stage/Process
Prompt them to keep information to use for the final review. If used, need to allow time for them to become familiar with it. Managing the Project: General Brief Managing the Project: Decision Log Critical Path Participant Review 4
Facilitation
Points to Note
Will fill these in at end of session to capture the learning. Only if they have failed to prepare an adequate plan. Explain how this part will work. Check that they keep notes of their decisions.
Group runs the project from a distance and has to deal with various problems that arise.
148
Encourage them to stop and reflect after pressure of activity.
Give out documentation with explanation. They need to discuss/ agree what actions for each event. Keep up the pace so they are stressed enough. Remind them it is also supposed to be fun!
Handling uncertainty Planning (do their plans work?) Decision making Time management Response to stress Teamwork
No looking at this until you tell them. No looking ahead of number you call out. You do not have to use all the events; you can tell them to skip to the final event when you want to finish. Managing the Project: Events Listing This is tutor copy with all events in a list for easy reference. Participant Review 4 Remind them to complete.
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Stage/Process
Planning Presentation skills Giving and receiving feedback
Facilitation
Points to Note
Individuals or groups do presentations of what happened while the project was running, what decisions they made, and the results.
If you want more presentation practice, have individuals or groups do presentations on what happened during the project. Give them time to prepare. Brief others to act as audience as if they were senior managers. Facilitate questions and feedback after each presentation.
149
Can be done working alone, in pairs, or small or large groups. Brief them to review the set of Participant Reviews, identify the themes of their learning, and plan appropriate development activities. Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Stage/Process
Facilitation
Points to Note
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Brief participants to prepare and present an overview of their learning. Give them time to prepare, perhaps using the optional final review described above. Brief others to act as audience as if they were senior managers. Facilitate questions and feedback after each presentation.
Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
150
Simulation Briefings
Reviews
At the end of each working session, you will be given a Simulation Review Sheet. Please spend a few minutes completing it while events are fresh in your mind. This is an integral part of the process as it will prompt you to identify the key learning points from each simulation session. The sheets will also be very useful as you prepare to make the final presentation on how your team performed. They form a series so that you will be prompted to recall events from the early stages rather than focusing only on what happens near the end of the simulation.
Presentation
At the end of the program, your group will make a presentation based on the simulation. The goal of doing the presentation is to maximize the learning for all involved. The objectives are that you will
raise your awareness of your level and style of participation in groups; become more conscious of group processes and how these relate to the task at hand; consolidate the learning from the simulation and the training sessions.
You should include both process and content aspects in the presentation.
153
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Reviews
At the end of each working session, you will be given a Simulation Review Sheet. Please spend a few minutes completing it while events are fresh in your mind. This is an integral part of the process as it will prompt you to identify the key learning points from each simulation session. The sheets will also be very useful as you prepare to make the final presentation on how your team performed. They form a series so that you will be prompted to recall events from the early stages rather than focusing only on what happens near the end of the simulation.
Presentation
At the end of the program, your group will make a presentation based on the simulation. The goal of doing the presentation is to maximize the learning for all involved. The objectives are that you will
raise your awareness of your level and style of leadership; become more conscious of group processes and how awareness of these can help you create and lead effective teams; consolidate the learning from the simulation and the training sessions.
You should include both process and content aspects in the presentation.
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Simulation Reviews
1. How did you go about dealing with the information you were given at the start?
2. How did you prioritize the information and what you needed to do?
3. How did you determine what additional information to request (if you did)?
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4. What action, if any, did you take about sharing information with others?
5. What are the most significant learning points for you from this session?
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6. What, if anything, would you do differently if the meeting were to be run again?
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1. How did the group handle the tasks involved in planning the project?
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5. How did you and other members of the group handle the information related to the project?
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1. How did the group communicate about the decisions that needed to be made?
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5. What contribution did you make to the way the group functioned as a team?
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1. How did you go about dealing with the information you were given at the start?
2. How did you prioritize the information and what you needed to do?
3. How did you determine what additional information to request (if you did)?
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4. What action, if any, did you take about sharing information with others?
5. What are the most significant learning points for you from this session?
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1. How did the group go about choosing the project team members?
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6. What, if anything, would you do differently if the meeting were to be run again?
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1. How did the group plan what you wanted the project team to do?
3. What did you and others contribute to the discussions and decision making?
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4. How did the group take into account the need for the project team members to become a team?
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1. How did the group communicate about the decisions that needed to be made?
3. How did the group maintain their focus as managers and leaders?
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5. What contribution did you make to the way the group functioned?
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Part Three
RECO/DUBC/PB1/1 of 1
The charity operates family-friendly employment policies, so employees have extremely varied patterns to their working hours. For example, some prefer to work nightshifts, several are running job-shares, some work only on weekends. The 24-hour nature of disaster support and the need to be available for contact from around the world, involving different time zones as well as different religious holidays and so on, mean that people are needed at all hours. The nature of LTSs work is such that it is most appropriate to operate in multifunctional teams that are put together to suit each disaster. Although some roles, such as financial control, are required on each project, there is also a high degree of variation depending on whether provision involves support with political, social, engineering, educational, or other factors.
In addition to the US-based team, you also have a pool of traveling troubleshooters and another team of project managers. The former are the first to go to disaster areas and are expected to identify the ways in which LTS may provide assistance. They can also be sent out to negotiate the implementation of new projects, or to support project managers once projects are under way. You have been working closely with a traveling troubleshooter to identify a suitable form of assistance for Dubchinzaneth, a poor third-world country. Together with some other members of the HQ team, you have now decided on the best options and need to persuade other members of the management team to support this particular project. They may well have their own ideas. Attached are details of your project and some background information. Please prepare for a meeting at which the entire management team will be expected to reach a consensus on the most appropriate project.
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RECO/DUBC/PB6/2 of 2
The local currency is the Dubchinzaneth Zollind (DZ). This has been under pressure due to recent events, but has not settled and seems unlikely to lose value. However, this stability has been achieved in the past through a government directive, which has fixed salaries for professionals at DZ 30,000 per year and for administrators at DZ 15,000 per year. International charities moved into Dubchinzaneth as soon as the typhoons happened. Initially they provided emergency medical supplies and food. Since then, they have also provided temporary housing so that no one is still homeless. They have provided temporary teachers and encouraged people to run schools wherever they can, even in the open air. Most of these international charities are now pulling out as the government has had five months to plan its own activities. The country has also received emergency funding from several countries in the West. The need now, therefore, is for longer-term help of the kind that LTS specializes in providing.
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RECO/DUBC/PB7/1 of 1
15,000 per year 10 per ft2 of building 4,000 4,000 4,000 Not part of project costs
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RECO/DUBC/PB8/1 of 1
the ability of Dubchinzaneth to recover from the recent problems; the reputation of LTS, and hence its ability to continue its work.
You should consider how you will staff whichever project is chosen. You should allocate two of the U.S. team to take special responsibility, two troubleshooters in case of problems as the project progresses, and a project manager who will go to Dubchinzaneth when the project starts.
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PLAN/DUBC/PB1/1 of 1
Schedule of building works Land purchase Commissioning of architect Allocation of LTS staff Publicity Cash flow requirements Materials acquisition Project monitoring processes Placing local contracts Recruitment and training of local employees Salaries
The infrastructure of Dubchinzaneth is not really geared up to projects like this, so you may need to be innovative in your approach.
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PLAN/DUBC/PB2/1 of 2
Furniture
Arrange local offices and send LTS staff to Dubchinzaneth Building works
20 weeks work 1 week to commission 1 week to inspect, every 4 weeks 4 weeks Ongoing after final inspection, no LTS staff time involved
4% on commissioning 20% retained and paid after final inspection 76% paid in 19 equal weekly installments Equal weekly installments One-time payment as soon as it starts
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Time Needed 1 week3 weeks before shortlisting 1 week4 weeks before interviews 1 week5 weeks before making offers (slow legal checks) 1 weekallow 2 weeks to accept so can offer to others 1 weekallow 4 weeks for final acceptances 4 weeks
Time Needed 1 weekstart 10 weeks before campaign begins 1 weekrun for 11 weeks before opening 1 weekstart 4 weeks before event
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CONT/DUBC/PB1/2 of 3
Week No. 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
Notes
Cash Flow
Inspection
Advertise for employees Order special items Inspection Short list for interviews Plan publicity
4 weeks notice required To start 10 weeks before opening 10% publicity costs
Inspection Interview employees Order furniture Start publicity campaign Inspection Send out job offers Design employee training Send out any extra job offers Final inspection of building 4 For any previous offers not accepted Final 20% building costs Allow 2 weeks to accept 12 50% publicity costs
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CONT/DUBC/PB1/3 of 3
Week No. 35 36 37 38 39 40 41 42 43 44
Latest dates for: Installation of specialist items Installation of furniture Employee training commences Plan opening event Final part of publicity campaign
Notes
Cash Flow
Employee training
Event costs
End of project
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CONT/DUBC/DL/1 of 7
Event No.
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Project
Building (ft2)
Religious center
380
760
19.0
375
10
60
38
120
(artifacts)
1,382.0
Agri. school
190
380
9.5
6,000
300
390
10
19
200
(equip./ vehicles)
1,313.5
School
560
1,120
28.0
225
20
25
56
30
(books, etc.)
1,504.0
267
350 700 17.5 0 0 630 5 190 380 9.5 10,000 500 300 5 370 740 18.5 0 0 510 10 500 1,000 25.0 180 9 330 15 400 800 20.0 0 0 450 10
Womens center
25
31
30
(medical)
1,438.5
Athletics center
40
19
20
(equip.)
1,273.5
Youth center
30
37
901
1,435.5
Nursery school
25
50
202
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(equip./ books)
*/DUBC/AB1/1 of 1
Comm. center
1,350.0
*/DUBC/AB2/1 of 8
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*/DUBC/AB2/2 of 8
AGRICULTURAL SCHOOL Administration 3 classrooms Teacher prep. Room Total land for building Total building costs Outdoor areas Maintenance engineer Manager 3 teachers 3 administrators Total employee costs Furniture Cleaning Architects fees Special costsequip./veh. Total
Calcs
Total (ft2) 20
3 x 50
150 20 190 0.05 9.5 380 6,000 x 0.05 60 60 180 90 390 19 5 10 200 1,313.5 300
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SCHOOL 6 classrooms Science room Craft room Changing rooms Common room 2 offices Medical room Total land for building Total building costs Head teacher School secretary 6 teachers Total employee costs Furniture Cleaning Architects fees Special costsbooks, etc. Total
Calcs 6 x 50
2 x 20
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WOMENS CENTER 3-bedroom apartment Kitchen, bathroom Dining room, lounge 2 medical rooms 2 classrooms 2 meeting rooms Admin. Office Total land for building Total building costs 2 teachers Manager Administrator 2 doctors 2 nurses 3 security guards Total employee costs Furniture Cleaning Architects fees Special costsmedical Total
Calcs 3 x 20 2 x 10 2 x 20 2 x 20 2 x 50 2 x 30
x 0.05
17.5 700
Area x 2 2 years 2 years 2 years 2 years 2 years 2 years 2 x 2 x 30 2 x 30 2 x 15 2 x 2 x 30 2 x 2 x 30 3 x 2 x 30 120 60 30 120 120 180
630 31 5 25 30 1,438.5
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ATHLETICS CENTER Changing rooms Office Coffee shop Sports shop Total land for building Total building costs Outdoorrunning track, jump areas Manager 2 sales staff 2 coaches 2 administrators Total employee costs Furniture Cleaning Architects fees Special costsequipment Total
Calcs 2 x 50
x 0.05
9.5 380
Area x 2 10,000 ft2 2 years 2 years 2 years 2 years 2 x 30 2 x 2 x 15 2 x 2 x 30 2 x 2 x 15 10,000 x 0.05 60 60 120 60
500
300 19 5 40 20 1,273.5
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YOUTH CENTER Hall Coffee shop 3 game rooms Cyber caf 3 meeting rooms Administrative office Coatrooms Total land for building Total building costs Manager 5 coffee shop 4 youth leaders 2 administrators Total employee costs Furniture Cleaning Architects fees Special costs Total
Calcs
Total (ft2) 70 50
3 x 30
90 50
3 x 20
510 37 10 30 90 1,435.5
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NURSERY SCHOOL 3 classrooms 3 indoor play areas Changing rooms Common room 2 offices Medical room Total land for building Total building costs Outdoor areas 3 outdoor play areas Manager 3 teachers Nurse School secretary Total employee costs Furniture Cleaning Architects fees Special costs Total
Calcs 3 x 50 3 x 50
2 x 20
330 50 15 25 20 1,474
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COMMUNITY CENTER 3 community rooms Library 3 meeting rooms 2 coffee shops Game room Total land for building Total building costs Manager 3 receptionists 2 counselors 2 community workers 2 coffee shop assistants Total employee costs Furniture Cleaning Architects fees Special costsequipment/ books Total
Calcs 3 x 50
3 x 20 2 x 50
450 40 10 10 20 1,350
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6.
7. 8. 9.
10. The cement mixer has arrived at the airstrip but there is no vehicle to take it to the building site.
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11. The site foreman reports that the cement mixer has now arrived and requests authority to pay overtime rates for a week to get back on schedule. 12. The local radio station in Dubchinzaneth has announced that a bloodless coup has taken place and Dubchinzaneth has a new government. 13. The new government of Dubchinzaneth is demanding to know who authorized you to move the project site 5 miles farther south. It is now on the site planned for their new parliament building. 14. The site foreman advises that local people have started to picket the site. They are carrying new government of Dubchinzaneth banners and are attempting to persuade the building workers to leave the site. 15. The prime minister advises that the (existing) government will provide soldiers at the project site. The soldiers have orders to take any local demonstrators into custody. 16. A number of demonstrators have been taken into custody and the (existing) prime minister wants the project to be completed as quickly as possible. 17. During a regular inspection, the local LTS employee noticed serious irregularities and the site foreman is refusing to authorize corrective action. 18. The company being used to place employee recruitment advertisements is demanding an increase of 50 percent on their fee because of all the bad publicity the project has had. 19. When the special items order was placed, the suppliers advised that delivery would take an extra 3 weeks. 20. The local press and radio stations are refusing to accept the projects publicity campaign materials. 21. The furniture supplier advises that, due to timber shortages, furniture costs have risen by 25 percent. 22. Employee training has started but many employees are complaining that the trainers are out of date and that the teaching practices are no longer acceptable. 23. The prime minister of Dubchinzaneth wants to know if you require his presence at the grand opening event. If you do, please brief him on what to talk about.
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24. The Prime Minister of the New Government of Dubchinzaneth wants to know if you require his presence at the Grand Opening event. If you do, please brief him on what to talk about. 25. The cleaners have reported that the building is infested with small biting insects. 26. It is time for you to get on a plane so that you can be the senior LTS representative at the Grand Opening event.
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RECO/NASM/PB1/1 of 2
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Attached are details of your product and some background information. The project costs are stated in the local Ralinstria currency, the Slatz (RS); the other managers will have costed their proposals in the same way. Please prepare for a meeting with your management colleagues, where you will need to agree which product should be developed.
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They have also calculated the costs of R & D, marketing, and materials and converted them to RS 000 for ease of calculation. Project Dog food Laundry detergent Childrens toy Baby food Ready meals Candy Sandals Marketing 220 300 315 350 200 400 275 R&D 150 180 125 220 100 175 110 Materials 300 250 200 275 325 225 175
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the ability of Nasmullin to introduce the new product profitably; the reputation of Nasmullin in Ralinstria.
You should consider how you will staff whichever project is chosen. You will need to allocate a project manager who will go to Ralinstria when the project begins, plus one member of the project team to be their U.S. contact.
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PLAN/NASM/PB1/1 of 1
Final product R & D Market research Product advertising Cash flow requirements Profit monitoring processes and personnel Wages and salaries of local employees Factory rental Contingency plans
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Employee training Marketing Market testing of product Trials of packaging Place initial advertisements 2nd installment of advertising
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R&D Materials research Product development Product specification Salaries and Wages Shop floor wages are paid weekly Managerial and specialist salaries are paid 4-weekly 8 weeks 6 weeks 4 weeks 20% at start 20% on completion 15% at start 15% on completion 15% at start 15% on completion
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Week No. 17 18 19 20 21 22 23 24 25 26 27 28
5 10
Move into factory Machinery installed Employee training starts 2nd installment of advertising Manager and specialist induction Raw materials delivered Start production 4 Takes 4 weeks
No payment at this time 50% of machinery costs Different budget wages paid weekly from now on 50% of marketing costs Final week of shop floor training Managers must be there first Salaries start in 4 weeks 7% materials costs
29 30 31 32
318
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CONT/NASM/PB2/1 of 1
319
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CONT/NASM/DL/1 of 7
Event No.
321
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CONT/NASM/DL/2 of 7
Event No.
322
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CONT/NASM/DL/3 of 7
Event No.
323
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CONT/NASM/DL/4 of 7
Event No.
10
11
324
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CONT/NASM/DL/5 of 7
Event No.
12
13
14
325
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CONT/NASM/DL/6 of 7
Event No.
15
16
17
326
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CONT/NASM/DL/7 of 7
Event No.
18
19
20
327
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CONT/NASM/DL/1 of 7
Event No.
329
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CONT/NASM/DL/2 of 7
Event No.
330
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CONT/NASM/DL/3 of 7
Event No.
331
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CONT/NASM/DL/4 of 7
Event No.
10
11
332
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CONT/NASM/DL/5 of 7
Event No.
12
13
14
333
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CONT/NASM/DL/6 of 7
Event No.
15
16
17
334
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CONT/NASM/DL/7 of 7
Event No.
18
19
20
335
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CONT/NASM/EV/COVER
337
CONT/NASM/EV/1 of 20
339
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CONT/NASM/EV/2 of 20
340
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CONT/NASM/EV/3 of 20
341
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CONT/NASM/EV/4 of 20
342
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/5 of 20
343
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CONT/NASM/EV/6 of 20
344
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CONT/NASM/EV/7 of 20
345
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/8 of 20
346
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/9 of 20
347
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/10 of 20
348
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CONT/NASM/EV/11 of 20
349
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CONT/NASM/EV/12 of 20
350
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CONT/NASM/EV/13 of 20
351
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/14 of 20
352
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/15 of 20
353
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CONT/NASM/EV/16 of 20
354
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CONT/NASM/EV/17 of 20
355
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/18 of 20
356
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/19 of 20
357
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/20 of 20
358
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Project
Dog food
38 15
38
3,800
380
300
220
150
300
1,388
Laundry detergent
20 27
20
2,000
200
540
300
180
250
1,490
Toy
15 33
15
1,500
150
660
315
125
200
1,465
361
41 12 41 4,100 410 240 33 33 3,300 330 25 500 35 35 3,500 350 19 380 19 19 1,900 190 31 620
Baby food
350
220
275
1,536
Ready meals
200
100
325
1,488
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008 400 175 225 275 110 175
Candy
1,565
*/NASM/AB1/1 of 1
Sandals
1,389
*/NASM/AB2/1 of 4
363
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/NASM/AB2/2 of 4
Product Childrens Toy Factory area 000 ft2 Shop-floor employees Wages Managers and specialists Salaries Marketing budget R & D budget Materials costs Total Costs Baby Food Factory area 000 ft2 Shop-floor employees Wages Managers and specialists Salaries Marketing budget R & D budget Materials costs Total Costs RS 200/year each At RS 10/year per 1,000 ft2 Calc at 1 per 1,000 ft2 of factory area RS 100/year each RS 200/year each At RS 10/year per 1,000 ft2 Calc at 1 per 1,000 ft2 of factory area RS 100/year each
Numbers
Costs
15 1,500
15
41 4,100
41
364
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/NASM/AB2/3 of 4
Product Ready Meals Factory area 000 ft2 Shop-floor employees Wages Managers and specialists Salaries Marketing budget R & D budget Materials costs Total Costs Candy Factory area 000 ft2 Shop-floor employees Wages Managers and specialists Salaries Marketing budget R & D budget Materials costs Total Costs RS 200/year each At RS 10/year per 1,000 ft2 Calc at 1 per 1,000 ft2 of factory area RS 100/year each RS 200/year each At RS 10/year per 1,000 ft2 Calc at 1 per 1,000 ft2 of factory area RS 100/year each
Numbers
Costs
33 3,300
33
35 3,500
35
365
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/NASM/AB2/4 of 4
Product Sandals Factory area 000 ft2 Shop-floor employees Wages Managers and specialists Salaries Marketing budget R & D budget Materials costs Total Costs RS 200/year each At RS 10/year per 1,000 ft2 Calc at 1 per 1,000 ft2 of factory area RS 100/year each
Numbers
Costs
19 1,900
19
366
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/DUBC/AB3/1 of 2
2.
3. 4. 5. 6.
7. 8. 9.
10. The packaging trials have highlighted the fact that packaging of Nasmullins existing products is not being done with environmentally friendly materials.
367
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/NASM/AB3/2 of 2
11. Local Nasmullin employees and others are picketing outside the new factory and trying to prevent the machinery engineers from entering. They are claiming insufficient consultation about the move to a new location. 12. A UK national television channel wants to interview someone about all these rumors about Nasmullin having a lot of problems. 13. The machinery is now being installed, but the vendors engineers are complaining that the existing wiring is unsuitable and potentially dangerous. 14. The press in Ralinstria are asking if its true that Nasmullin plans to force employees to transfer to a different factory. 15. The latest advertising has gone out nationally and the switchboard has been brought to a standstill by the number of suppliers calling to complain that they have no stocks yet. 16. The first delivery of raw materials has arrived and is 20 percent underweight. Normal shortfalls in this industry are 5 percent. 17. During the induction program for the managers, one of them has suggested that several of the shop floor employees are known troublemakers and should be dismissed while we have the chance. 18. The prime minister of Ralinstria is asking when you expect her at the grand opening of the new factory. 19. The chairman of Nasmullin wants to know who neglected to tell him that the prime minister of Ralinstria had been invited to open the new factory. 20. The government of Ralinstria is so pleased with the contribution to their countrys economy that the factory will make that they want you to come for a vacation at their expense!
368
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB1/1 of 1
371
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB1/1 of 1
373
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Finance Department will be focusing most on benchmarking. It is expected that comparing processes and procedures across a range of organizations will generate considerable efficiencies. Attention will also be paid to running some culture change events, with a fairly nominal involvement in installing more computer equipment. It has been decided that PR campaigns will be deferred until more money can be provided within the budget.
375
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Community Liaison Department will be focusing most on installing new computers. There is an urgent need to upgrade the way information is handled and especially to make it more secure. Attention will also be paid to a moderate PR campaign, with a fairly nominal involvement in a trial benchmarking project. It has been decided that culture change activities will be deferred until more money can be provided within the budget.
377
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Legal Department will be focusing most on running PR campaigns. There have been a series of PR disasters recently, and it is essential that public perceptions of the department be improved. Attention will also be paid to running some culture change events, with a fairly nominal involvement in new computer equipment. It has been decided that benchmarking will be deferred until more money can be provided within the budget.
379
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Housing Department will be focusing most on running PR campaigns. There have been a series of PR disasters recently, and it is essential that public perceptions of the department be improved. Attention will also be paid to running some culture change events, with a fairly nominal involvement in a trial benchmarking project. It has been decided that new computer equipment will be deferred until more money can be provided within the budget.
381
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Education Department will be focusing most on culture change. It is felt that the employees in this department will need considerable encouragement, plus skills training, if they are to shake off the old village mentality. Attention will also be paid to a trial benchmarking project and installing more computer equipment. It has been decided that PR campaigns will be deferred until more money can be provided within the budget.
383
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Planning Department will be focusing most on installing new computers. There is an urgent need to upgrade the way information is handled and especially to make it more secure. Attention will also be paid to a moderate PR campaign, with a fairly nominal involvement in a trial benchmarking project. It has been decided that culture change activities will be deferred until more money can be provided within the budget.
385
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Social Services Department will be focusing most on culture change. It is felt that the employees in this department will need considerable encouragement plus skills training if they are to shake off the old village mentality. Attention will also be paid to running a moderate PR campaign, with a fairly nominal involvement in installing more computer equipment. It has been decided that benchmarking will be deferred until more money can be provided within the budget.
387
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Highway Department will be focusing on benchmarking. It is expected that comparing processes and procedures across a range of organizations will generate considerable efficiencies. Attention will also be paid to a moderate PR campaign, with a fairly nominal involvement in running some culture change events. It has been decided that new computer equipment will be deferred until more money can be provided within the budget.
389
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
391
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
393
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
395
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
397
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
399
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
401
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
403
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
405
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Finance ($)
900. 00 750. 00 660. 00 400. 00 2,710. 00 405. 15 3,115. 15 934. 55 15. 00 20. 00 14. 00 983. 55 27. 00 3. 00 22. 00 9. 00 18. 00 19. 00 98. 00 15. 00 0. 00 200. 00 50. 00 265. 00 4,461. 70
407
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
409
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Legal ($)
600. 00 850. 00 990. 00 120. 00 2,560. 00 384. 00 2,944. 00 883. 20 13. 50 25. 00 25. 00 946. 70 26. 00 4. 00 33. 00 6. 00 12. 00 14. 00 95. 00 27. 00 225. 00 0. 00 60. 00 312. 00 4,297. 70
411
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Housing ($)
960. 00 550. 00 840. 00 220. 00 2,570. 00 385. 50 2,955. 50 886. 65 19. 00 11. 00 19. 00 935. 65 36. 00 5. 00 28. 00 8. 00 16. 00 24. 00 117. 00 0. 00 230. 00 30. 00 45. 00 305. 00 4,313. 15
413
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Education ($)
840. 00 950. 00 360. 00 350. 00 2,500. 00 375. 00 2,875. 00 862. 50 16. 50 14. 00 15. 00 908. 00 25. 00 6. 00 12. 00 8. 00 16. 00 11. 00 78. 00 58. 00 0. 00 60. 00 255. 00 373. 00 4,234. 00
415
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Planning ($)
660. 00 1,500. 00 960. 00 70. 00 3,190. 00 478. 50 3,668. 50 1,100. 55 20. 50 8. 00 24. 00 1,153. 05 32. 00 5. 00 32. 00 8. 00 16. 00 6. 00 99. 00 195. 00 40. 00 20. 00 0. 00 255. 00 5,175. 55
417
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
419
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Highway ($)
720. 00 600. 00 1,170. 00 300. 00 2,790. 00 418. 50 3,208. 50 962. 55 12. 00 16. 00 17. 00 1,007. 55 28. 00 4. 00 39. 00 8. 00 16. 00 16. 00 111. 00 0. 00 35. 00 205. 00 5. 00 245. 00 4,572. 05
421
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB5/1 of 1
423
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/VALL/PB1/1 of 1
How you will monitor the activities of the project team The needs of the organization Project team goals and objectives Constraints Potential problems The four key activities selected by senior management Your leadership style(s) Project members strengths and weaknesses Project members training or development needs Project members relationships with other staff Any other factors you think might be relevant How you will communicate with the project team What authority the project team will have How you will communicate with other staff about the project (in addition to your previous communication about your choice of team members)
427
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/PB1/1 of 1
431
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/1 of 7
Event No.
433
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/2 of 7
Event No.
434
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/3 of 7
Event No.
10
435
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/4 of 7
Event No.
11
12
13
14
436
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/5 of 7
Event No.
15
16
17
18
437
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/6 of 7
Event No.
19
20
21
22
438
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/7 of 7
Event No.
23
24
25
439
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/1 of 7
Event No.
441
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/2 of 7
Event No.
442
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/3 of 7
Event No.
10
11
443
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/4 of 7
Event No.
12
13
14
15
444
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/5 of 7
Event No.
16
17
18
19
445
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/6 of 7
Event No.
20
21
22
23
446
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/7 of 7
Event No.
24
25
447
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/COVER
449
CONT/VALL/EV/1 of 25
CONT/VALL/EV/2 of 25
452
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/3 of 25
CONT/VALL/EV/4 of 25
454
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/5 of 25
455
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/6 of 25
456
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/7 of 25
457
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/8 of 25
458
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/9 of 25
459
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/10 of 25
460
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/11 of 25
461
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/12 of 25
462
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/13 of 25
463
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/14 of 25
464
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/15 of 25
465
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/16 of 25
466
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/17 of 25
467
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/18 of 25
468
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/19 of 25
469
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/20 of 25
470
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/21 of 25
471
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/22 of 25
472
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/23 of 25
CONT/VALL/EV/24 of 25
474
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/25 of 25
475
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Salaries: managerial
Salaries: prof./specialists
Salaries: administrative
Salaries: clerical
Total Salaries
479
934.55 1,159.20 16.50 19.00 12.00 1,206.70 15.00 20.00 14.00 983.55 883.20 13.50 25.00 25.00 946.70 886.65 19.00 11.00 19.00 935.65
Performance-related
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/VALL/AB1/1 of 2
Total Indirect
*/VALL/AB1/2 of 2
Public relations
Recruitment
Building maintenance
Catering services
480
15 200 50 265 4,461.70 260 5,474.70 5 45 225 60 312 4,297.70 210 27 230 30 45 305 4,313.15
IT systems support
Planned Projects
58 60 255 373 4,234 195 40 20 255 5,175.55 5 15 190 210 5,533.20 35 205 5 245 4,572.05
Computer equipment
PR campaign
Benchmarking
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
TOTAL
Department
Finance
983.55
Comm. Liaison
Legal
481
Housing
Education
Planning
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/VALL/AB2/1 of 2
Social services
Highways
Department
Finance
*/VALL/AB2/2 of 2
Comm. Liaison
Legal
Housing
482
Education
Planning
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Social Services
Highways
*/VALL/AB3/1 of 3
2.
3.
4.
5.
6.
7.
483
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/VALL/AB3/2 of 3 8. Now that the premises have been occupied for a while, the staff are complaining that the heating and air conditioning systems are not working properly in many areas. When they want heating, they get cold air, and when they want air conditioning, they get blasted with heat. Complaints to the Maintenance Department have had no discernible result, and staff are threatening to take direct action. Senior management has just announced that you must make a budget cut of 15 percent, with immediate effect. This is because the Town of Valleys has lost a significant court case and is liable for high costs regarding irregularities in some operating procedures (the exact nature of the problems is confidential and sub judice).
9.
10. The mayor is asking what date has been chosen for the official grand opening of the town hall and how long her speech should last. 11. Junior managers are complaining that the elected counselors are interfering in the work of their sections. Instead of raising questions or complaints with department heads, some counselors are going directly to staff and issuing instructions, sometimes in conflict with regulations. This might be due to the fact that there are several newly elected members since the merger and they are unfamiliar with correct procedures. 12. While working on the heating/air conditioning problem, the Maintenance Department has discovered a number of rats in the boiler room in the basement. There is evidence that someone is leaving food and other garbage in the basement and this is encouraging the rats. 13. The Information Technology Department has warned that there appears to be a hacker getting into the computer systems from outside the site. They are accessing highly sensitive material, such as reports about tenants who have caused problems with their neighbors, child welfare cases, and the salaries of staff. 14. Staff are complaining that the new town hall has sick building syndrome. They are insisting that external consultants be brought in to investigate this. This would cost $30,000 just for the investigationand maybe far more if work is needed. None of these costs are in the budget. 15. A key employee has become seriously ill and is likely to be unable to work for at least 12 months. The skills of this employee are very specialized; the only available replacements are one person who was fired from a neighboring town for some undisclosed reason, and another person who has moved to Europe. 16. The PR campaign has started, but complaints have been received that the materials being issued are offensive. The mayor is insisting that they be withdrawn. The PR agency that produced them is insisting that these are highly appropriate materials and that the mayor is listening to a very vocal but misguided minority.
484
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/VALL/AB3/3 of 3 17. Staff are complaining that they cannot see their computer screens because of the way the sunlight streams through the windows in the front of the town hall. The firm of architects responsible for the building design warned that this might happen; it will only happen at this time of year and only for about 6 weeks. Special reflecting glass for the windows will cost at least $20,000 and will take 2 weeks to install. 18. One of the major trade unions that represents town staff has requested that the Town of Valleys recognize them as the official representative body and begin to negotiate with them about salary increases. They advise that they have recruited a high proportion of staff as members, with a sharp increase in membership due to current staff dissatisfaction. 19. The benchmarking project has generated some highly disturbing initial results. There are many areas where the Town of Valleys practices are not in line with best practice elsewhereand in some cases may even be illegal or dangerous. 20. A series of workshops has been designed that will focus on the culture change program required to create a vibrant Town of Valleys. However, the first 200 staff who have attended (100 per day) seem to have been fairly consistent in their criticism of the program. The program is being run by a consultant who has an excellent reputation for such events; those attending, however, complain of hesitant presenters who appear unable to handle questions about the application of the ideas being taught. 21. A national TV current affairs program wants to interview a senior manager from the Town of Valleys as part of a documentary on village mergers. 22. Health and safety officials have demanded that the staff restaurant be closed until they have completed an inspection. They say that they received an anonymous tip that there are rats in the building. 23. The government has introduced emergency legislation that will require the Town of Valleys to accept and house a large number of homeless. No financial support will be provided beyond the benefit payments made directly to the homeless. Until now, this area has not been a specific destination for the homeless, but this is expected to change because of the availability of space within a new shelter built in the town. 24. The new computers have now been installed in most of the departments scheduled to receive them this year. However, the results of the benchmarking project indicate that the computers have not been installed in the areas with the highest-priority needs. The cost of shifting them across will add $10,000 to the overall project costs for this. 25. You have gained such a good reputation for handling a village merger followed by a move into new government offices that you are now invited to fly to a group of tropical islands and advise their government on how to do the same thing.
485
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB1/1 of 1
489
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB1/1 of 1
491
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Finance Department will be focusing most on benchmarking. It is expected that comparing processes and procedures across a range of organizations will generate considerable efficiencies. Attention will also be paid to running some culture change events, with a fairly nominal involvement in installing more computer equipment. It has been decided that PR campaigns will be deferred until more money can be provided within the budget.
493
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Records Department will be focusing most on installing new computers. There is an urgent need to upgrade the way information is handled, and especially to make it more secure. Attention will also be paid to a moderate PR campaign, with a fairly nominal involvement in a trial benchmarking project. It has been decided that culture change activities will be deferred until more money can be provided within the budget.
495
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Legal Department will be focusing most on running PR campaigns. There have been a series of PR disasters recently, and it is essential that public perceptions of the department be improved. Attention will also be paid to running some culture change events, with a fairly nominal involvement in new computer equipment. It has been decided that benchmarking will be deferred until more money can be provided within the budget.
497
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Research Department will be focusing most on running PR campaigns. There have been a series of PR disasters recently, and it is essential that public perceptions of the department be improved. Attention will also be paid to running some culture change events, with a fairly nominal involvement in a trial benchmarking project. It has been decided that new computer equipment will be deferred until more money can be provided within the budget.
499
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Training Department will be focusing most on culture change. It is felt that the employees in this department will need considerable encouragement, plus skills training, if they are to shake off the old hospital trust mentality. Attention will also be paid to a trial benchmarking project and installing more computer equipment. It has been decided that PR campaigns will be deferred until more money can be provided within the budget.
501
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Medical Maintenance Department will be focusing most on installing new computers. There is an urgent need to upgrade the way information is handled and especially to make it more secure. Attention will also be paid to a moderate PR campaign, with a fairly nominal involvement in a trial benchmarking project. It has been decided that culture change activities will be deferred until more money can be provided within the budget.
503
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB2/1 of 1
Installation of additional computer equipment PR (public relations) campaigns Benchmarking (comparing your processes with those in other organizations) Culture change activities and events
The Purchasing Department will be focusing most on culture change. It is felt that the employees in this department will need considerable encouragement, plus skills training, if they are to shake off the old hospital trust mentality. Attention will also be paid to running a moderate PR campaign, with a fairly nominal involvement in installing more computer equipment. It has been decided that benchmarking will be deferred until more money can be provided within the budget.
505
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
507
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
509
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
511
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
513
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
515
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
517
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
519
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Finance ($)
1,020. 00 850. 00 720. 00 440. 00 3,030. 00 455. 00 3,485. 00 1,046. 00 17. 00 22. 00 16. 00 1,101. 00 30. 00 4. 00 25. 00 10. 00 20. 00 21. 00 110. 00 17. 00 0. 00 220. 00 55. 00 292. 00 4,988. 00
521
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Records ($)
900. 00 1,100. 00 1,320. 00 420. 00 3,740. 00 561. 00 4,301. 00 1,291. 00 19. 00 21. 00 14. 00 1,345. 00 38. 00 8. 00 44. 00 13. 00 25. 00 33. 00 161. 00 231. 00 50. 00 6. 00 0. 00 287. 00 6,094. 00
523
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Legal ($)
660. 00 950. 00 1,110. 00 140. 00 2,860. 00 429. 00 3,289. 00 987. 00 15. 00 28. 00 28. 00 1,058. 00 29. 00 5. 00 37. 00 7. 00 14. 00 16. 00 108. 00 30. 00 248. 00 0. 00 66. 00 344. 00 4,799. 00
525
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Research ($)
1,080. 00 650. 00 930. 00 250. 00 2,910. 00 437. 00 3,347. 00 1,005. 00 21. 00 13. 00 21. 00 1,060. 00 40. 00 6. 00 31. 00 9. 00 18. 00 27. 00 131. 00 0. 00 253. 00 33. 00 50. 00 336. 00 4,874. 00
527
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Training ($)
780. 00 1,650. 00 1,080. 00 80. 00 3,590. 00 539. 00 4,129. 00 1,239. 00 22. 00 9. 00 27. 00 1,297. 00 36. 00 6. 00 36. 00 9. 00 18. 00 7. 00 112. 00 215. 00 44. 00 22. 00 0. 00 281. 00 5,819. 00
529
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Maintenance ($)
1,140. 00 1,800. 00 510. 00 430. 00 3,880. 00 582. 00 4,462. 00 1,339. 00 27. 00 11. 00 16. 00 1,393. 00 39. 00 8. 00 17. 00 13. 00 25. 00 14. 00 116. 00 6. 00 17. 00 0. 00 209. 00 232. 00 6,203. 00
531
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Purchasing ($)
840. 00 700. 00 1,290. 00 330. 00 3,160. 00 474. 00 3,634. 00 1,091. 00 14. 00 18. 00 19. 00 1,142. 00 31. 00 5. 00 43. 00 9. 00 18. 00 18. 00 124. 00 0. 00 39. 00 226. 00 6. 00 271. 00 5,171. 00
533
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB5/1 of 1
535
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/BRAB/PB1/1 of 1
How you will monitor the activities of the project team The needs of the organization Project team goals and objectives Constraints Potential problems The four key activities selected by senior management Your leadership style(s) Project members strengths and weaknesses Project members training or development needs Project members relationships with other staff Any other factors you think might be relevant How you will communicate with the project team What authority the project team will have How you will communicate with other staff about the project (in addition to your previous communication about your choice of team members)
539
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/PB1/1 of 1
543
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/1 of 7
Event No.
545
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/2 of 7
Event No.
546
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/3 of 7
Event No.
10
547
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/4 of 7
Event No.
11
12
13
14
548
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/5 of 7
Event No.
15
16
17
18
549
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/6 of 7
Event No.
19
20
21
22
550
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/7 of 7
Event No.
23
24
25
551
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/1 of 7
Event No.
553
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/2 of 7
Event No.
554
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/3 of 7
Event No.
10
11
555
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/4 of 7
Event No.
12
13
14
15
556
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/5 of 7
Event No.
16
17
18
19
557
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/6 of 7
Event No.
20
21
22
23
558
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/7 of 7
Event No.
24
25
559
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/COVER
561
CONT/BRAB/EV/1 of 25
CONT/BRAB/EV/2 of 25
564
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/3 of 25
CONT/BRAB/EV/4 of 25
566
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/5 of 25
567
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/6 of 25
568
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/7 of 25
569
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/8 of 25
570
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/9 of 25
571
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/10 of 25
572
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/11 of 25
CONT/BRAB/EV/12 of 25
574
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/13 of 25
575
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/14 of 25
576
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/15 of 25
577
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/16 of 25
578
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/17 of 25
579
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/18 of 25
580
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/19 of 25
581
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/20 of 25
582
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/21 of 25
583
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/22 of 25
584
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/23 of 25
585
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/24 of 25
586
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/25 of 25
587
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Salaries: managerial
Salaries: prof./specialists
Salaries: administrative
Salaries: clerical
Total Salaries
591
1,046 17 22 16 1,101 19 21 14 1,345 1,291 987 15 28 28 1,058
Performance-related
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/BRAB/AB1/1 of 2
Total Indirect
*/VALL/AB1/2 of 2
Public relations
Recruitment
Building maintenance
Catering services
592
17 220 55 292 4,988 6 287 6,094 50 231 30 248 66 344 4,799
IT systems support
Planned Projects
253 33 50 336 4,874 215 44 22 281 5,819 6 17 209 232 6,203 39 226 6 271 5,171
Computer equipment
PR campaign
Benchmarking
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
TOTAL
Department
Finance
1,101
Records
Legal
593
Research
Training
Maintenance
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/VALL/AB2/1 of 2
Purchasing
Department
Finance
*/BRAB/AB2/2 of 2
Records
Legal
594
Research
Training
Maintenance
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Purchasing
*/BRAB/AB3/1 of 3
2.
3.
4.
5.
6.
7.
595
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/BRAB/AB3/2 of 3 8. Now that the buildings have been occupied for a while, the staff are complaining that the heating and air conditioning systems are not working properly in many areas. When they want heating, they get cold air, and when they want air conditioning, they get blasted by heat. Complaints to the Maintenance Department have had no discernible result, and staff are threatening to take direct action. Senior management has just announced that you must make a budget cut of 15 percent, with immediate effect. This is because Brabent Hospital has lost a significant court case and is liable for high costs regarding irregularities in some operating procedures (the exact nature of the problems is confidential and sub judice).
9.
10. The mayor is asking what date has been chosen for the official grand opening of the hospital and how long her speech should last. 11. Junior managers are complaining that some of the new supervisors are interfering in the work of their sections. Instead of raising questions or complaints with department heads, some supervisors are going directly to staff and issuing instructions, sometimes in conflict with regulations. This might be due to the fact that there are several newly hired supervisors since the merger and they are unfamiliar with correct procedures. 12. While working on the heating/air conditioning problem, the Maintenance Department has discovered a number of rats in the boiler room in the basement. There is evidence that someone is leaving food and other rubbish in the basement, and this is encouraging the rats. 13. The Information Technology Department has warned that there appears to be a hacker getting into the computer systems from outside the site. They are accessing highly sensitive material, such as reports about patients, information about the involvement of social workers and the police, and the salaries of staff. 14. Staff are complaining that the new hospital buildings have sick building syndrome. They are insisting that external consultants be brought in to investigate this. This would cost $30,000 just for the investigationand maybe far more if work is needed. None of these costs are in the budget. 15. A key employee has become seriously ill and is likely to be unable to work for at least 12 months. The skills of this employee are very specialized; the only available replacements are one person who was fired from another hospital for some undisclosed reason, and another person who has moved to Europe. 16. The PR campaign has started, but complaints have been received that the materials being issued are offensive. The chief executive of the hospital is insisting that they be withdrawn. The PR agency that produced them is insisting that these are highly appropriate materials and that the chief executive is listening to a very vocal but misguided minority.
596
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/BRAB/AB3/3 of 3 17. Staff are complaining that they cannot see their computer screens because of the way the sunlight streams through the windows in the front of the hospital. The firm of architects responsible for the building design warned that this might happen; it will only happen at this time of year and only for about 6 weeks. Special reflecting glass for the windows will cost at least $20,000 and will take 2 weeks to install. 18. One of the major trade unions that represents local authority staff has requested that Brabent Hospital recognize them as the official representative body and begin to negotiate with them about salary increases. They advise that they have recruited a high proportion of staff as members, with a sharp increase in membership due to current staff dissatisfaction. 19. The benchmarking project has generated some highly disturbing initial results. There are many areas where Brabent Hospital practices are not in line with best practice elsewhere and in some cases may even be illegal or dangerous. 20. A series of workshops has been designed that will focus on the culture change program required to create a vibrant Brabent Hospital. However, the first 200 staff who have attended (100 per day) seem to have been fairly consistent in their criticism of the program. The program is being run by a consultant who has an excellent reputation for such events; those attending, however, complain of hesitant presenters who appear unable to handle questions about the application of the ideas being taught. 21. A national TV current affairs program wants to interview a senior manager from Brabent Hospital as part of a documentary on hospital mergers. 22. Health and safety officials have demanded that the hospital cafeteria be closed until they have completed an inspection. They say that they received an anonymous tip that there are rats in the building. 23. The government has introduced emergency legislation that will require Brabent Hospital to accept and treat large numbers of homeless. The only additional financial support available will be for the costs of medicine and medical products. 24. The new computers have now been installed in most of the departments scheduled to receive them this year. However, the results of the benchmarking project indicate that the computers have not been installed in the areas with the highest-priority needs. The cost of shifting them across will add $10,000 to the overall project costs for this. 25. You have gained such a good reputation for handling a merger followed by a move into a new building that you are now invited to fly to a group of tropical islands and give your advice on how to do the same thing there.
597
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008