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Learning
Performance
Evaluation
Learning
Performance
Evaluation
Simulation
Assessment
Simulation
Assessment
Assessment
Module
Project
Management
Knoledge
Project
Management
Knoledge
!earning
Simulation
T"eories
!earning
Simulation
T"eories
Project
Management
Knoledge
Project
Management
Knoledge
!earning
Simulation
T"eories
!earning
Simulation
T"eories
!earning Style
!earning Style
Organi#ational
Practice
Organi#ational
Practice
!earning Met"od
Pre$erence
!earning Met"od
Pre$erence
Organi#ational
Practice
Organi#ational
Practice
!earning Met"od
Pre$erence
!earning Met"od
Pre$erence
Requirements Requirements
Specifcation Specifcation
I = Instructor
P = Participant
O = Observers
PKP = Participant Knowledge Profile
PIP = Initial Participant's Profile
PFP = Final Participant's Profile
SPO = Simulation Performance Outcomes
??
-i'#re 1. Sim#latio! Mo+el
=xperimentation "odule@ The main element of this module is an interactive simulation game,
named sIMProj
%
; this game is a customi!ed computer$based experimentation tool for the
;*? organi!ation. This game incorporates project management competencies &general and
organi!ational re/uirements', %">s learning style and learning methods. The sIMProj
%
includes scenarios, a situation booklet and solutions. It also integrates some elements and
methods that promote an accelerated learning process, such as Flearning by doingF, visual
supports, and case study &Hyinn, ,.# et al 899:'. It contains the description of several
situations showing the key aspects of particular projects for this kind of organi!ation. ?uring
the simulation, the users play the role of %roject "anager; they must analy!e the booklet
information and take the best decision according to their tacit knowledge and experience. The
sIMProj
%
creates opportunities to experience the dynamics of strategic issues normally found
in real projects, so that %roject "anagers can demonstrate and practice their knowledge and
behaviours.)ll the situations are grouped into nine fields related to all knowledge areas
identified in %"+B-. The topics are explored using various teaching techni/ues, which
include lectures, and case study analysis. Eith these clusters the performance results can be
obtained in a global report or by fields of knowledge, in order to identify the areas in which
participants have improved their performance and those in which they do not show any
progress.
Implementation "odule@ This module establishes and defines the didactic mechanisms. It
describes how to use the sIMProj
%
. It also presents the objectives, the answer sheet, and the
scoring key. The game is designed on the bases of the learning laboratory that provides an
experimental environment in which users share their knowledge and obtain insight into
project management practice.
)ssessment "odule@ In order to measure the learning progress &knowledge and skills
ac/uired', the #imulation "odel uses two sources of information: the performance of
participants during the simulation, obtained from their individual score, and the Iser0s
-nowledge %rofile, based on the results of an assessment test applied to participants before
and after the simulation &-irkpatrick ?.H, 1222'. In order to improve the sIMProj
%
, this
module also includes its evaluation as a didactic tool. Jor this purpose participants respond to
a /uestionnaire that is designed to evaluate its usability, verisimilitude, playability and
educational value &,reenblat (. 1232'.
"emory ;esults "odule. )ll the outputs of the simulation process are integrated in this
module; this information is analy!ed to establish conclusions about the learning process as a
whole. Eith these data the Iser -nowledge %rofile$I-% is generated to identify Training
;e/uirements$T;, when contrasting actual knowledge profile with competencies
re/uirements.
)dditional elements@ Bbservers@ They monitor the development of the simulation by
appraising various pre$defined performance parameters, regarding the behavior of participants
during the simulation, such as group dynamics, communication, and the decision$ making
process. Instructor@ Ae facilitates the learning process by teaching project management
theories and providing instructions on the simulation game. Ae usually leads the briefing
session &before the simulation game' in which instructions and objectives are set, and also
leads the debriefing session. %articipants@ They are the core of the #imulation "odel. They
assume the project manager role during the simulation.
)ll the elements mentioned above take into consideration different theories and approaches
to@ knowledge creation, individual and organi!ational learning, accelerated learning, learning
style, simulation, training evaluation, as well as project management.
/ CONC*USIONS AND -UTURE 0OR1
The development of competencies for %roject "anagers re/uires an appropriate holistic
training concept which should include at least two objectives@ the ac/uisition of knowledge
and skills re/uired by their organi!ation and by the project management associations, and the
understanding of their tasks and responsibilities.
The #imulation "odel proposed in this paper considers both aspects and hence provides a
suitable method for enhancing competencies in a fast and efficient way. This paper explains a
#imulation "odel that brings together all the aspects of competency development,
establishing a methodology and a practical experimentation tool, sIMProj
%
, in order to obtain
accurate knowledge and skills in project management and to generate rapid learning in this
area. This kind of tool, when properly designed, allows experimentation within a carefully
controlled educational framework.
;esearch into the use of simulation games as a training method indicates that these tools
improve participant knowledge levels as well as their ability to apply that knowledge. The
#imulation "odel described in this paper is a customi!ed, interactive learning tool, which
offers the possibility of more effective learning than other didactic methods. )t the current
time the experimentation process and model validation is under way. ) pilot group has been
identified in the ;*? organi!ation in order to test the model as a whole. ) few experiments
have been conducted with some of the components, such as the simulation game, obtaining
reasonable results in terms of its effectiveness in developing project manager competencies.
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