Principles and building blocks

General principles for simulations

  • Creating a safe environment for learning and doing (buddying-up with other participants)
  • Laying the foundation: presenting the tools/skills/chosen buildingblock
  • Preparation and skills training in pairs (training-buddy)
  • Adding challenge (“figurants”) to encourage shared experience and reflection – in safe environment with training buddies.
  • Introduction to additional tools/skills to be trained
  • Skills training with training buddy
  • Preparing authentic case to be trained using real-life stakeholders (i.e. employees)
  • Skills training (authentic case) face-to-face with real-life stakeholders
  • Mutual reflection (re-valuation of performance and effects)
  • Reflection on behaviour and insights
  • Decisions on future dos and don’ts

Buildingblock: Clear & effective communication

  • Managerial ability to communicate clearly and effectively
  • Clear connection between strategy and implementation, commitment to tasks and clear roles and relationships within the organisation

Buildingblock: Conducting effective meetings to achieve objectives

  • Advanced managerial ability to conduct meetings, balancing the key elements:  objectives, embracing all views and method
  • Managerial ability to communicate clearly and effectively, “selling” certain perspectives and/or products

Buildingblock: Stand firm in the face of criticism

  • Leaders with the professional and personal resilience to stick to their messages and position when faced with criticism
  • Leaders who are able to keep calm in situations of uncertainty and high tension

Buildingblock: Delivery reliability

  • To focus on objectives and adhere to deadlines and quality standards
  • To ensure well coordinated and seamless cooperation between professional groups (sales and production)

Buildingblock: Feedback training

  • Ongoing knowledge of quality, processes and stakeholders to optimize value creation
  • High quality communication and procedures
  • Knowledge sharing and organisational learning