Simulations for Assessment, Training, and Development
Julie Hay
HRD Press, Inc. • Amherst • Massachusetts
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Simulations for Assessment, Training, and Development
Julie Hay
HRD Press, Inc. • Amherst • Massachusetts
Copyright © 2004, 2008, 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 reproduction—or 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 658.3’12404
ISBN 978-1-59996-169-9 Library of Congress Control Number: 2003107561
Contents Introduction..............................................................................................................................
1
Using the Simulations within Assessment and Development Centers ...................................... Using the Simulations for Training Purposes ............................................................................
3 5
Part One: Assessment and Development Center Documentation .....................
7
The Coding System............................................................................................................. Observer Record: Group Discussion .................................................................................. Observer Record: Individual............................................................................................... Assessment Sheet................................................................................................................ Assessment Factors: Professionals ..................................................................................... Assessment Factors: Management......................................................................................
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
Participant Reports.............................................................................................................. Recommendation......................................................................................................... Planning....................................................................................................................... Contingency.................................................................................................................
99 101 103 105
Part Two: Training Documentation............................................................................. 107 Facilitation Notes................................................................................................................ The Dubchinzaneth Building Project .......................................................................... The Nasmullin Product Development Project............................................................. The Town of Valleys Merger ...................................................................................... The Brabent Hospital Merger......................................................................................
109 111 121 131 141
Simulation Briefings........................................................................................................... Team Simulation Briefing ........................................................................................... Management Simulation Briefing ............................................................................... Simulation Reviews ............................................................................................................ Team Simulation Reviews........................................................................................... Management Simulation Reviews ...............................................................................
151 153 154 155 157 165
Part Three: Participant and Assessor/Facilitator Briefs ...................................... 173 The Dubchinzaneth Building Project: Participant Briefs Part 1: Recommendation and Combined..................................................................... Part 2: Planning and Combined................................................................................... Part 3: Contingency and Combined............................................................................. Dubchinzaneth: Managing the Project: Events................................................................... The Dubchinzaneth Building Project: Assessor/Facilitator Briefs .....................................
175 207 213 237 265
The Nasmullin Product Development Project: Participant Briefs Part 1: Recommendation and Combined..................................................................... Part 2: Planning and Combined................................................................................... Part 3: Contingency and Combined............................................................................. Nasmullin: Managing the Project: Events .......................................................................... The Nasmullin Product Development Project: Assessor/Facilitator Briefs .......................
281 309 315 337 359
The Town of Valleys Merger: Participant Briefs Part 1: Recommendation and Combined..................................................................... Part 2: Planning and Combined................................................................................... Part 3: Contingency and Combined............................................................................. Valleys: Managing the Project: Events............................................................................... The Town of Valleys Merger: Assessor/Facilitator Briefs.................................................
369 425 429 449 477
The Brabent Hospital Merger: Participant Briefs Part 1: Recommendation and Combined..................................................................... Part 2: Planning and Combined................................................................................... Part 3: Contingency and Combined............................................................................. Brabent: Managing the Project: Events .............................................................................. The Brabent Hospital Merger: Assessor/Facilitator Briefs ................................................
487 537 541 561 589
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
The following sequence of activities takes place in each simulation: 1.
Participants are required to analyze information about the situation and prepare to support a specific, allocated project at a meeting.
2.
Then, working in teams, the participants share information, choose one of the projects, and select project team members.
3.
The teams are given more information so that they can prepare a project plan, including a cash flow forecast.
4.
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 professional—plus indications of the skills that will be practiced when the simulations are run in association with a training course.
Making Copies of the Materials All the materials may be photocopied for use in training events or within assessment centers that are either being run within your own organization or that you, as an external consultant, may be facilitating or administrating for your client. This license is limited to these two applications. Any attempt to copy the accompanying CD-ROM or distribute copies of any of the material—in paper or digital form—to people from outside your organization (or, in the case of a consultant, the organization with whom
1
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.
2
Using the Simulations within Assessment and Development Centers Choosing Simulations and Competencies The activities have been designed to simulate jobs in which people are required to handle information and draw conclusions, make individual or group decisions, communicate and influence others, and plan and run projects—in other words, most managerial and professional roles. Two sets of competencies are provided, but you can also use your own. When choosing which simulation(s) to use, we recommend that you pick those that have story lines that are most unlike the normal experiences of candidates. For example, don’t choose the Hospital Trusts Merger for participants who work within hospitals. Opting for the unfamiliar will give all candidates an equal chance of demonstrating their potential rather than measuring existing job knowledge. It also avoids the risk that candidates will unwittingly demonstrate bad practice because this is what they have observed in the workplace.
Running the Simulations We have provided detailed program management notes that will tell you how to run each of the activities within each of the four simulations. You can of course run them in sequence if you wish. You can also mix and match—for example, you may choose to have candidates prepare and hold an initial meeting to agree on a project from one set, then have them read the background materials from another set and run a group planning session based on that, and finally give them the pre-prepared plan from yet another set and have them run the related project. You can also intersperse the activities with presentations and/or report writing if this would match the competencies you wish to access. Note that some of the documentation related to each set •
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;
3
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).
4
Using the Simulations for Training Purposes The activities have been designed to simulate jobs in which people are required to handle information and draw conclusions, make individual or group decisions, communicate and influence others, and plan and run projects—in other words, most managerial and professional roles. We have made some suggestions as to which training content the various activities might relate, but you can of course also determine your own skill sets that you wish to reinforce. When choosing which simulation(s) to use, we recommend that you decide whether participants would be better served by a “story line” that is like or unlike their normal experiences. If you choose story lines that are close to participants’ experiences, this will make the activities seem more relevant; story lines that are outside their experiences will provide more opportunity for participants to make their own decisions rather than following custom and practice (which may not be best practice!). For example, choose the Hospital Trusts Merger for participants who work within hospitals if you want to reinforce the direct application of the learning—but opt for unfamiliar settings if you want participants to develop their skills at handling ambiguity.
Running the Simulations We have provided detailed facilitation notes that will tell you how to run each of the activities within each of the four sets. These take you through a set in sequence, complete with reminders about optional presentations or progress reviews. You can, of course, also mix and match—for example, you may choose to have candidates prepare and hold an initial meeting to agree on a project from one set, then have them read the background materials from another set and run a group planning session based on that, and finally give them the pre-prepared plan from yet another set and have them run the related project. Timings and levels of difficulty will depend on factors such as the ability of participants and the time you allow them for each stage. We suggest you start by allowing up to 30 minutes for each individual activity and up to 45 minutes for each meeting, plus of course some time for reviews or presentations if you wish to have these. 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.
5
Part One
Assessment and Development Center Documentation
MA
The Coding System The administration of an assessment or development center is complex. Administrators, assessors, and staff all require their own set of documents for each activity. We have used a series of reference codes throughout this manual to help you identify the materials that you require for the administration of your center. Those documents that are photocopy masters carry a code indicating the recommended color of photocopy paper to be used. Using a single color of paper for a particular type of document will help you make sure that the right people always get the right documents. This is particularly important for restricted documents such as activity briefs and assessor guidelines, which shouldn’t be taken away or inadvertently shown to potential participants. The codes for documents you will be using to run your centers consist of the following: • • • •
Type of simulation—for example, report writing or presentation Specific activity names—for example, Dubchinzaneth Type of document—for 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.
9
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
The name of the activity (for example, Dubchinzaneth):
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
Multi-Use Activity Documents Some documents may be used in several activities. "wild card"
CONT/*/AG/1 of 2
The tables on the following two pages show •
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
PM
PB
PR
OS
AS
AB
AG
GI
Program management: used only by the person(s) running the center—the descriptions of simulations and how to run them
Participant briefs: for participants to read and make notes on if they wish—for example, explanations of activities, background information on simulated organizations. Keep in separate folders for each participant for each activity
Participant reports: for completion during or after the activities and to be retained in folders with the participant briefs—for example, questionnaires about how they feel they performed
Observer sheets: used by assessors to note what participants say and do and to be retained in the folders with participant briefs and reports
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
Assessor briefs: additional information to help assessors follow the content of the simulations
Assessor guidelines: guidance for assessors on what to look for when assessing specific activities— these must not be seen by participants
General information: information—such as program descriptions, lists of factors—issued generally to participants, assessors, managers, and potential participants
Code
Using this manual: pages that tell you how to use the contents of this manual
Documents
Coding for Types of Document
12
Blue
Orange
Yellow
Green
White
Cream
White
Yellow
Not applicable
Suggested Color for Copying
MA
Activities where participants must prepare plans
RECOMMENDATIONS, PLANNING, and CONTINGENCY activities being run in sequence
COMBINED
Activities where interruptions must be handled
CONTINGENCY
PLANNING
Meetings where participants have conflicting aims
Format
RECOMMENDATION
Type
Coding for Types of Simulation and Other Activity
13
COMB
PLAN
CONT
RECO
Code
MA
OS/1 of 1
Observer Record: Group Discussion Assessor
Activity
Participant
Date
Participant
Page
Participant
Others
Participant
15 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
OS/1 of 1
Observer Record: Individual Assessor
Activity
Participant
Date Page
Observations
Notes
17 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
AS/1 of 1
Assessment Sheet Participant
Assessor
Activity
Factor
Evidence
Rating
19 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
GI/1 of 1
Assessment Factors: Professionals A. Processing written information Absorbs information through reading bulletins, manuals, trade journals, and so on. Presents information through proposals, reports, letters. B. Verbal communication skills Communicates to others via telephone and face-to-face, one-to-one, and in meetings, and through presentations and demonstrations. C. Networking Can track down sources of information. Knows whom to contact. Keeps the appropriate people informed. Acts as liaison between others. D. Looking ahead Anticipates difficulties and spots opportunities. Makes plans for self and others. Identifies potential resources. Alerts management to issues to forestall problems. E. Coordinating Monitors progress, follows up, coordinates work done by self and others. Orchestrates. Initiates action to correct deviations from plan. F. People skills Gets along with others, individually and in groups. Deals with a wide range of people, at all levels, with different styles, inside and outside the organization. G. Time management Can work with and without interruptions. Sets priorities, meets deadlines. H. Influencing skills Can influence and get help and information from others. Handles problems without detriment to working relationships. I.
Business perspective Understands business of the customer and own organization. Identifies customer requirements. Matches these to available products and services. Recognizes resource and cost constraints.
21 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
GI/1 of 1
Assessment Factors: Management A. Response to change Responds positively to change, whether of people, procedures, tasks, constraints, or objectives. Initiates change and seeks change as opportunity. B. Sense of responsibility Expects and accepts responsibility for self, others, the organization, and the environment. Is decisive and in the driving seat. Manages proactively for the greater good of the community. C. Impact Behaves confidently, in command of self and situation. Exercises power and influence. D. Conceptualizing Diagnoses, collects, and analyzes information. Looks for links and develops new constructs. Intellectually manages complexity and ambiguity. E. Multiple perspectives Shows interest in perspectives of others. Can combine and contrast different disciplines. Understands own part in the total. Sees the whole picture. F. Prediction Looks ahead, predicts, and forecasts. Prepares, plans, recognizes, and acts in advance of obstacles. Reads the environment. G. Respect and responsiveness Recognizes the worth of others, respects their contributions, and empowers people. Spends time on relationships. Empathizes. H. Communicating Recognizes the need to communicate and does so consistently. Shares the vision. Puts efforts into making contact, formally and informally. I.
Self-awareness Monitors own performance and its impact on others. Is open and honest. Uses feedback to learn. Is self-aware and self-analytical.
23 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Program Management Notes: The Dubchinzaneth Building Project • • •
RECOMMENDATION and COMBINED PLANNING and COMBINED CONTINGENCY and COMBINED
RECO/DUBC/PM/1 of 3
The Dubchinzaneth Building Project Type of Activity RECOMMENDATION and COMBINED*
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/PB2—Note: 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 distribution at the start of the discussion: •
Project Decision Brief RECO/DUBC/PB8
Separately: •
Participant Report RECO/*/PR/2 pages
For assessors: • •
Project Costs Summary */DUBC/AB1 Project Data Lists */DUBC/AB2/8 pages
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
Optional Extras/Associated Activities Ask each participant to write a report based on the meeting. Allow 30 to 45 minutes for this activity, which will provide better evidence for an assessment of written skills than the short, structured Participant Report.
*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
The Dubchinzaneth Building Project Type of Activity PLANNING and COMBINED*
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/PB2—select 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): • •
Project Planning PLAN/DUBC/PB1 Planning Parameters PLAN/DUBC/PB2/2 pages
Separately: •
Participant Report PLAN/*/PR
For assessors, if not already provided: • •
Project Costs Summary */DUBC/AB1 Project Data Lists */DUBC/AB2/8 pages
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.
Operational Extras/Associated Activities Ask each participant to write a report based on the meeting. Allow 30 to 45 minutes for this activity, which will provide better evidence for an assessment of written skills than the short, structured Participant Report.
*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
The Dubchinzaneth Building Project Type of Activity CONTINGENCY and COMBINED*
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 incident—the 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/PB2—select 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
Separately, for distribution after any preparation time ends: • • •
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: •
Participant Report CONT/*/PR
36 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/PM/3 of 3
For assessors, if not already provided: • • •
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.
Optional Extras/Associated Activities This activity can be run within time pressures. It will then become an individual In-Tray simulation or a cooperative group discussion.
*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
Program Management Notes: The Nasmullin Product Development Project • • •
RECOMMENDATION and COMBINED PLANNING and COMBINED CONTINGENCY and COMBINED
RECO/NASM/PM/1 of 3
The Nasmullin Product Development Project Type of Activity RECOMMENDATION and COMBINED*
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/PB2—Note: 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 distribution at the start of the discussion: •
Project Decision Brief RECO/NASM/*/PR
Separately: •
Participant Report RECO/*/PR
For assessors: • •
Project Costs Summary */NASM/AB1 Project Data Lists */NASM/AB2/4 pages
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
Optional Extras/Associated Activities Ask each participant to write a report based on the meeting. Allow 30 to 45 minutes for this activity, which will provide better evidence for an assessment of written skills than the short, structured Participant Report.
*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
The Nasmullin Product Development Project Type of Activity PLANNING and COMBINED*
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/PB2—select 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): • •
Project Planning PLAN/NASM/PB1 Planning Parameters PLAN/NASM/PB2/2 pages
Separately: •
Participant Report PLAN/*/PR
For assessors, if not already provided: • •
Project Costs Summary */NASM/AB1 Project Data Lists */NASM/AB2/4 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.
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.
Operational Extras/Associated Activities Ask each participant to write a report based on the meeting. Allow 30 to 45 minutes for this activity, which will provide better evidence for an assessment of written skills than the short, structured Participant Report.
*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
The Nasmullin Product Development Project Type of Activity CONTINGENCY and COMBINED*
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 incident—the 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/PB2—select 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
Separately, for distribution after any preparation time ends: • • •
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: •
Participant Report CONT/*/PR
For assessors, if not already provided: • • •
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.
Optional Extras/Associated Activities This activity can be run without time pressures. It will then become an individual In-Tray simulation or a cooperative group discussion.
*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
Program Management Notes: The Town of Valleys Merger • • •
RECOMMENDATION and COMBINED PLANNING and COMBINED CONTINGENCY and COMBINED
RECO/VALL/PM/1 of 3
The Town of Valleys Merger Type of Activity RECOMMENDATION and COMBINED*
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 distribution at the start of the discussion: •
Project Team Membership Decision RECO/VALL/PB5
Separately: •
Participant Report RECO/*/PR
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 team—brief 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
Optional Extras/Associated Activities Ask each participant to write a report based on the meeting. Allow 30 to 45 minutes for this activity, which will provide better evidence for an assessment of written skills than the short, structured Participant Report.
*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
The Town of Valleys Merger Type of Activity PLANNING and COMBINED*
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/PB2—include all of these 8 pages Valleys Departmental CVs RECO/VALL/PB3—select 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/PB4—include all of these 8 pages
Separately, for distribution at the start of the meeting (not required for individual activity): • •
Project Planning PLAN/VALL/PB1 Planning Parameters PLAN/NASM/PB2/2 pages
Separately: •
Participant Report PLAN/*/PR
For assessors, if not already provided: • •
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.
60 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
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.
Operational Extras/Associated Activities Ask each participant to write a report based on the meeting. Allow 30 to 45 minutes for this activity, which will provide better evidence for an assessment of written skills than the short, structured Participant Report.
*Can be used as COMBINED with RECOMMENDATION activity for Valleys; CONTINGENCY activity for Valleys (see page 13 for an explanation of these categories).
61 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/PM/1 of 3
The Town of Valleys Merger Type of Activity CONTINGENCY and COMBINED*
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 incident—the 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.
63 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
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/PB3—include all of these 8 pages Departmental CVs RECO/VALL/PB4—select 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/PB5—include all of these 8 pages Project Planning PLAN/VALL/PB7
Separately, for distribution after any preparation time ends: • • •
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: •
Participant Report CONT/*/PR
For assessors, if not already provided: • • •
Summary of Proposed Budgets */VALL/AB1/2 pages Department Staff Numbers & Cost Summary */VALL/AB2/2 pages Project Events Listing */VALL/AB3/3 pages
64 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.
Optional Extras/Associated Activities This activity can be run without time pressures. It will then become an individual In-Tray simulation or a cooperative group discussion.
*Can be used as COMBINED with RECOMMENDATION activity for Valleys; PLANNING activity for Valleys (see page 13 for an explanation of these categories).
65 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Program Management Notes: The Brabent Hospital Merger • • •
RECOMMENDATION and COMBINED PLANNING and COMBINED CONTINGENCY and COMBINED
RECO/BRAB/PM/1 of 3
The Brabent Hospital Merger Type of Activity RECOMMENDATION and COMBINED*
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).
69 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
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 distribution at the start of the discussion: •
Project Decision RECO/BRAB/PB5
Separately: •
Participant Report RECO/*/PR
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 team—brief 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.
70 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PM/3 of 3
Optional Extras/Associated Activities Ask each participant to write a report based on the meeting. Allow 30 to 45 minutes for this activity, which will provide better evidence for an assessment of written skills than the short, structured Participant Report.
*Can be used as COMBINED with PLANNING activity for Brabent; CONTINGENCY activity for Brabent (see page 13 for an explanation of these categories).
71 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/BRAB/PM/1 of 3
The Brabent Hospital Merger Type of Activity PLANNING and COMBINED*
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 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
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/PB2—include all of these 7 pages Departmental CVs RECO/BRAB/PB3—select 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/PB4—include all of these 7 pages
Separately, for distribution at the start of the meeting (not required for individual activity): •
Project Planning PLAN/BRAB/PB1
Separately: •
Participant Report PLAN/*/PR
For assessors, if not already provided: • •
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.
Operational Extras/Associated Activities Ask each participant to write a report based on the meeting. Allow 30 to 45 minutes for this activity, which will provide better evidence for an assessment of written skills than the short, structured Participant Report.
*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
The Brabent Hospital Merger Type of Activity CONTINGENCY and COMBINED*
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 incident—the 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/PB2—include all of these 7 pages Departmental CVs RECO/BRAB/PB3—select 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/PB4—include all of these 7 pages Project Planning PLAN/BRAB/PB1
Separately, for distribution after any preparation time ends: • • •
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: •
Participant Report CONT/*/PR
For assessors, if not already provided: • • •
Summary of Proposed Budgets */BRAB/AB1/2 pages Department Staff Numbers & Cost Summary */BRAB/AB2/2 pages Project Events Listing */BRAB/AB3/3 pages
78 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.
Optional Extras/Associated Activities This activity can be run without time pressures. It will then become an individual In-Tray simulation or a cooperative group discussion.
*Can be used as COMBINED with RECOMMENDATION activity for Brabent; PLANNING activity for Brabent (see page 13 for an explanation of these categories).
79 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
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
Assessor Guidelines: Management Factors— RECOMMENDATION Factor A.
Responds positively to change, whether of people, procedures, tasks, constraints, or objectives Initiates change; seeks change as opportunity
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
Evidence
Rating
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
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)
83 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/*/AG/2 of 2
Factor F.
Evidence
Looks ahead, predicts, forecasts
Recognizes implications for the future
Prepares, plans, recognizes, and acts in advance of obstacles
Highlights potential opportunities and problems
Reads the environment
Sees advantages and disadvantages of various options
Rating
Suggests plans, considers how to implement decisions made G.
Recognizes the worth of others, respects their contributions, empowers people Spends time on relationships Empathizes
H.
I.
Recognizes the need to communicate and does so consistently
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
Shares the vision
Explains reasoning, listens to others, asks questions
Puts efforts into making contact, formally and informally
Suggests actions related to communicating with people affected by the brief
Monitors own performance and impact on others
Reacts openly to challenges from others in the group
Open and honest, uses feedback to learn
Is open in Participant Report about own behavior
Self-aware and self-analytical
84 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/*/AG/1 of 2
Assessor Guidelines: Management Factors— PLANNING Factor A.
Responds positively to change, whether of people, procedures, tasks, constraints, or objectives Initiates change; seeks change as opportunity
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
Evidence
Rating
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
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 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/*/AG/2 of 2
Factor F.
Evidence
Looks ahead, predicts, forecasts
Recognizes implications for the future
Prepares, plans, recognizes, and acts in advance of obstacles
Highlights potential opportunities and problems
Reads the environment
Sees advantages and disadvantages of various options
Rating
Suggests specific inputs to the plan; considers how to implement decisions made G.
Recognizes the worth of others, respects their contributions, empowers people Spends time on relationships Empathizes
H.
I.
Recognizes the need to communicate and does so consistently
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
Shares the vision
Explains reasoning, listens to others, asks questions
Puts efforts into making contact, formally and informally
Suggests actions related to communicating with people affected by the brief
Monitors own performance and impact on others
Reacts openly to challenges from others in the group
Open and honest, uses feedback to learn
Is open in Participant Report about own behavior
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
Assessor Guidelines: Management Factors— CONTINGENCY (Group) Factor A.
Responds positively to change, whether of people, procedures, tasks, constraints, or objectives Initiates change; seeks change as opportunity
B.
Expects and accepts responsibility for self, others, the organization, the environment
Evidence
Rating
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
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.
E.
Behaves confidently during discussions Stays confident in face of time pressures Helps to calm others
Diagnoses, collects, and analyzes information; looks for links, develops new constructs, intellectually manages complexity and ambiguity
Prepared before the meeting, understood the content of the brief
Shows interest in perspectives of others; can combine and contrast different disciplines
Interested in the nature of the simulation
Understands own part in the total; sees the whole picture
Understands how the incidents relate to each other and the broader situation
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)
87 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/AG/2 of 2
Factor F.
Evidence
Looks ahead, predicts, forecasts
Recognizes implications for the future
Prepares, plans, recognizes, and acts in advance of obstacles
Highlights potential opportunities and problems
Reads the environment
Sees advantages and disadvantages of various options
Rating
Notes in log how to implement decisions made G.
Recognizes the worth of others, respects their contributions, empowers people Spends time on relationships Empathizes
H.
Recognizes the need to communicate and does so consistently
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
Shares the vision
Explains reasoning, listens to others, asks questions
Puts efforts into making contact, formally and informally
Suggests actions related to communicating with people affected by the incidents Communicates well in the log
I.
Monitors own performance and impact on others
Reacts openly to challenges from others in the group
Open and honest, uses feedback to learn
Shows awareness in Participant Report of self and others
Self-aware and self-analytical
88 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/AG/1 of 2
Assessor Guidelines: Management Factors— CONTINGENCY (Individual) Factor A.
Responds positively to change, whether of people, procedures, tasks, constraints, or objectives
Evidence
Rating
Responsive to time pressures Able to maintain the log
Initiates change; seeks change as opportunity B.
Expects and accepts responsibility for self, others, the organization, the environment
Prepared to make decisions without any more information being available Makes decisions at pace to suit the exercise
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
Comments recorded in log give appearance of being confident and on top of the situation How do they behave during interview with assessor?
D.
E.
Diagnoses, collects, and analyzes information; looks for links, develops new constructs, intellectually manages complexity and ambiguity
Prepared before the meeting, understood the content of the brief
Shows interest in perspectives of others; can combine and contrast different disciplines
Pays attention to all aspects of the situation
Comments in log or in interview show they understand how the incidents relate to each other and the broader situation
Understands own part in the total; sees the whole picture
(continued)
89 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/AG/2 of 2
Factor F.
Evidence
Looks ahead, predicts, forecasts
Recognizes implications for the future
Prepares, plans, recognizes, and acts in advance of obstacles
Highlights potential opportunities and problems
Reads the environment
Sees advantages and disadvantages of various options
Rating
Notes in log how to implement decisions made G.
Recognizes the worth of others, respects their contributions, empowers people Spends time on relationships
H.
Takes into the account the people affected by the brief Remembers the “personnel” issues even under time pressure
Empathizes
Delegates in ways that empower rather than being too controlling
Recognizes the need to communicate and does so consistently
Communicates well in the log Explains reasoning in the log
Shares the vision Puts efforts into making contact, formally and informally I.
Monitors own performance and impact on others
Shows awareness in Participant Report of self and others
Open and honest, uses feedback to learn
Open during interview with assessor
Self-aware and self-analytical
90 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/*/AG/1 of 2
Assessor Guidelines: Professional Factors— RECOMMENDATION Factor
Evidence
Processing written information
Check how much is absorbed from the brief (a) through what they say in meeting, (b) from the notes they make while preparing.
Verbal communication skills
How much do they say in the meeting?
Rating
How easy are they to understand? Do they structure their points, give summaries, ask questions, listen to others? 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
Rating
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?
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
Assessor Guidelines: Professional Factors— PLANNING Factor
Evidence
Processing written information
Check how much is absorbed from the brief (a) through what they say in meeting, (b) from the notes they make while preparing.
Verbal communication skills
How much do they say in the meeting?
Rating
How easy are they to understand? Do they structure their points, give summaries, ask questions, listen to others? 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
Rating
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?
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
Assessor Guidelines: Professional Factors— CONTINGENCY (Group) Factor
Evidence
Processing written information
Check how much they absorbed from the brief (refer to any notes made, and what they say during the discussions).
Verbal communication skills
How clearly do they put their points across to others in the group?
Networking
Do they work with others in the group?
Rating
Do they check if others have relevant experience? Do they suggest networking with people inside or outside the organization in the simulation? 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
Rating
How do they deal with time pressures? Can they keep up with interruptions? Do they judge level of details possible in the allowed time?
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
Assessor Guidelines: Professional Factors— CONTINGENCY (Individual) Factor
Evidence
Processing written information
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.)
Verbal communication skills
How well do they explain their thinking during the interview afterward with the assessor?
Networking
Do they suggest networking with people inside or outside the organization in the simulation?
Looking ahead
Do they anticipate problems?
Rating
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
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
Evidence
Influencing skills
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?
Rating
How do they balance conflicting demands?
98 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Participant Reports • • •
RECOMMENDATION PLANNING CONTINGENCY
RECO/*/PR/1 of 2
RECOMMENDATION: Participant Report Participant:
Date:
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
4. What contribution to the discussions did you and others make?
5. What, if anything, caused problems during the meeting?
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
PLANNING: Participant Report Participant:
Date:
1. How did the group handle the tasks involved in planning the project?
2. What was the process of communication like within the group?
3. What did you contribute to the activity?
103 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/*/PR/2 of 2
4. What did others contribute?
5. How did you and other members of the group handle the information related to the project?
6. What were the most difficult aspects of the planning process?
104 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/PR/1 of 2
CONTINGENCY: Participant Report Participant:
Date:
1. How did the group communicate about the decisions that needed to be made?
2. How did the group deal with the time pressures?
3. How did you handle the time pressures?
105 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/*/PR/2 of 2
4. How well did the group function as a team? Note examples.
5. What contribution did you make to the way the group functioned as a team?
6. What aspect of the activity was the most challenging?
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
111
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(continued)
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.
Individual Preparation
Setting the scene
Introduction
Stage/Process
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.
Optional: Explain they will do a presentation later on in the learning process and prompt them to keep notes as they do.
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.
Facilitation
Note: All stages and reviews are optional
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)
Potential Learning Focus
Traveling Troubleshooters
Project Managers
US-Based Team
Potential Projects
General Brief
Participant Review 1
Simulation Briefing or Management Simulation Briefing
Documentation
Points to Note
These three are not really relevant at this point; they are given out to “overload” them.
They get different briefs—one each
Will fill these in at the end of the session to capture the learning.
Can omit reference in Simulation/Management Simulation Briefing to Participant Reviews if not intending to use these.
Facilitation Notes: The Dubchinzaneth Building Project
112
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Learning review process
Put into pairs or small groups—not the same groups as for the next stage. Brief them to compare how they tackled the preparation and what they have learned.
Hint that more information may be available on request, but that you don’t want to overload them. Prompt them to keep information to use for the final review.
Individual Preparation (continued)
Optional Review
Facilitation
Stage/Process
Self-awareness
Self-awareness
Potential Learning Focus
Tutor use only, so you can check their calculations if necessary.
Project Cost Summary
Participant Review 1
Remind them to complete this while they can remember what they did.
Tutor use only, details for each project.
Given only if they ask. Will allow them to calculate costs per project, plus tells them what the budget is.
Project Cost Estimates
Project Data Lists
Not given until they ask, but is very relevant, so prompt if necessary.
Points to Note
Background Briefing
Documentation
113
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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!).
Team Meeting to Choose the Project
Stage/Process
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.
Prompt them to keep information to use for the final review.
Facilitation
Self-awareness Group process awareness
Teamwork Decision making Influencing and persuading Communication skills Information handling and analysis Cost analysis Time management
Potential Learning Focus
Participant Review 2
Traveling Troubleshooters
Project Managers
US-Based Team
Project Cost Estimates
Project Decision
Participant Review 2
Documentation
Remind them to complete, especially if they are not going to review until later.
Already given out—may need to remind them that these will now be relevant.
If not already asked for.
Will fill these in at end of session to capture the learning.
Points to Note
114
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Different project allocated to them.
Optional Intervention
Learning review process
Optional Review
Stage/Process
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.
To capture learning because group process may have been “interesting”—and 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.
Facilitation
Response to change Handling stress Flexibility/adaptability
Self-awareness Group process awareness
Potential Learning Focus Documentation
Points to Note
115
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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 Meeting
Stage/Process
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.
Prompt them to keep information to use for the final review.
Facilitation
Planning Staffing Teamwork Decision making Influencing and persuading Communication skills Time management
Potential Learning Focus
List of factors is deliberately not in sequence. Can wait until they ask for more information.
Tutor use only at this stage; shows how project might run. Can be given out later if they fail to plan adequately. Remind them to complete.
Planning Parameters
Critical Path
Participant Review 3
Will fill these in at end of session to capture the learning.
Points to Note
Project Planning
Participant Review 3
Documentation
116
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Groups present their plans, compare with others’ plans, and possibly improve their own plans.
Optional Presentation of Plans
Learning review process
Optional Review
Stage/Process
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.
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.
Facilitation
Planning Presentation skills Giving and receiving feedback
Self-awareness Group process awareness
Potential Learning Focus Documentation
Points to Note
117
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Group run the project from a distance and have to deal with various problems that arise.
Running the Project
Stage/Process
Encourage them to stop and reflect after pressure of activity.
Remind them to complete.
This is tutor copy with all events in a list for easy reference.
Building and Commissioning the Project: Events Listing Participant Review 4
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.
Check that they keep notes of their decisions.
Building and Commissioning the Project: Decision Log Building and Commissioning the Project: Events
Explain how this part will work.
Building and Commissioning the Project: General Brief
Only if they have failed to prepare an adequate plan.
Will fill these in at end of session to capture the learning.
Points to Note
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!
Participant Review 4
Documentation
Critical Path
Handling uncertainty Planning (do their plans work?) Decision making Time management Response to stress Teamwork
Potential Learning Focus
If used, need to allow time for them to become familiar with it.
Prompt them to keep information to use for the final review.
Facilitation
118
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Individuals pull out learning from overall process.
Optional Final Review 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.
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.
Optional Presentation—Project Management
Individuals or groups do presentations of what happened while the project was running, what decisions they made, and the results.
Facilitation
Stage/Process
Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
Planning Presentation skills Giving and receiving feedback
Potential Learning Focus Documentation
Points to Note
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Individuals or groups make presentations that review their learning.
Optional Final Presentation
Stage/Process 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.
Facilitation Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
Potential Learning Focus Documentation
Points to Note
121
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
(continued)
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.
Individual Preparation
Setting the scene
Introduction
Stage/Process
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.
Optional: Explain they will do a presentation later on in the learning process and prompt them to keep notes as they do.
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.
Facilitation
Note: All stages and reviews are optional
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)
Potential Learning Focus
Project Managers
Project Team Members
Project Briefs
General Brief
Participant Review 1
Simulation Briefing or Management Simulation Briefing
Documentation
These two are not really relevant at this point; they are given out to “overload” them.
They get different briefs—one each.
Will fill these in at the end of the session to capture the learning.
Can omit reference in Simulation/Management Simulation Briefing to Participant Reviews if not intending to use these.
Points to Note
Facilitation Notes: The Nasmullin Product Development Project
122
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Learning review process
Put into pairs or small groups—not the same groups as for the next stage. Brief them to compare how they tackled the preparation and what they have learned.
Hint that more information may be available on request, but that you don’t want to overload them. Prompt them to keep information to use for the final review.
Individual Preparation (continued)
Optional Review
Facilitation
Stage/Process
Self-awareness
Self-awareness
Potential Learning Focus
Tutor use only, so you can check their calculations if necessary.
Project Cost Summary
Participant Review 1
Remind them to complete this while they can remember what they did.
Tutor use only, details for each project.
Given only if they ask. Will allow them to calculate costs per project, plus tells them what the budget is.
Project Cost Estimates
Project Data Lists
Not given until they ask, but is very relevant, so prompt if necessary.
Points to Note
Ralinstria Background Briefing
Documentation
123
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
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!).
Team Meeting to Choose the Project
Stage/Process
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.
Prompt them to keep information to use for the final review.
Facilitation
Self-awareness Group process awareness
Teamwork Decision-making Influencing and persuading Communication skills Information handling and analysis Cost analysis Time management
Potential Learning Focus
Participant Review 2
Project Managers
Project Team Members
Project Cost Estimates
Project Decision
Participant Review 2
Documentation
Remind them to complete, especially if they are not going to review until later.
Already given out—may need to remind them that these will now be relevant.
If not already asked for.
Will fill these in at end of session to capture the learning.
Points to Note
124
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Different project allocated to them.
Optional Intervention
Learning review process
Optional Review
Stage/Process
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.
To capture learning because group process may have been “interesting”—and 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.
Facilitation
Response to change Handling stress Flexibility/adaptability
Self-awareness Group process awareness
Potential Learning Focus Documentation
Points to Note
125
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
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 Meeting
Stage/Process
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.
Prompt them to keep information to use for the final review.
Facilitation
Planning Staffing Teamwork Decision making Influencing and persuading Communication skills Time management
Potential Learning Focus
List of factors is deliberately not in sequence. Can wait until they ask for more information.
Tutor use only at this stage; shows how project might run. Can be given out later if they fail to plan adequately. Remind them to complete.
Planning Parameters
Critical Path
Participant Review 3
Will fill these in at end of session to capture the learning.
Points to Note
Project Planning
Participant Review 3
Documentation
126
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.
Optional Presentation of Plans
Learning review process
Optional Review
Stage/Process
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.
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.
Facilitation
Planning Presentation skills Giving and receiving feedback
Self-awareness Group process awareness
Potential Learning Focus Documentation
Points to Note
127
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Group run the project from a distance and have to deal with various problems that arise.
Running the Project
Stage/Process
Encourage them to stop and reflect after pressure of activity.
Remind them to complete.
This is tutor copy with all events in a list for easy reference.
Managing the Project: Events Listing
Participant Review 4
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.
Check that they keep notes of their decisions.
Managing the Project: Decision Log
Managing the Project: Events
Explain how this part will work.
Managing the Project: General Brief
Only if they have failed to prepare an adequate plan.
Will fill these in at end of session to capture the learning.
Points to Note
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!
Participant Review 4
Documentation
Critical Path
Handling uncertainty Planning (do their plans work?) Decision making Time management Response to stress Teamwork
Potential Learning Focus
If used, need to allow time for them to become familiar with it.
Prompt them to keep information to use for the final review.
Facilitation
128
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Individuals pull out learning from overall process.
Optional Final Review 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.
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.
Optional Presentation—Project Management
Individuals or groups do presentations of what happened while the project was running, what decisions they made, and the results.
Facilitation
Stage/Process
Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
Planning Presentation skills Giving and receiving feedback
Potential Learning Focus Documentation
Points to Note
129
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Individuals or groups make presentations that review their learning.
Optional Final Presentation
Stage/Process 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.
Facilitation Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
Potential Learning Focus Documentation
Points to Note
131
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
(continued)
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.
Individual Preparation
Setting the scene
Introduction
Stage/Process
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.
Optional: Explain they will do a presentation later on in the learning process and prompt them to keep notes as they do.
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.
Facilitation
Note: All stages and reviews are optional
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)
Potential Learning Focus
Vale to Valleys General Brief
Rivers to Valleys General Brief
Participant Review 1
Simulation Briefing or Management Simulation Briefing
Documentation
Facilitation Notes: The Town of Valleys Merger
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).
Will fill these in at the end of the session to capture the learning.
Can omit reference in Simulation/Management Simulation Briefing to Participant Reviews if not intending to use these.
Points to Note
132
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
(continued)
Individual Preparation (continued)
Stage/Process Prompt them to keep information to use for the final review.
Facilitation
Potential Learning Focus
Summary of Proposed Budgets
Departmental Budgets
Departmental CVs
Departmental Briefs
Documentation
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.
They get different briefs—one 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., can’t 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.
Points to Note
133
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
(continued)
As a team, they have to decide which members to have on the project team.
Team Meeting to Choose Project
Learning review process
Optional Review
Individual Preparation (concluded)
Stage/Process
Prompt them to keep information to use for the final review.
Put into pairs or small groups—not the same groups as for the next stage. Brief them to compare how they tackled the preparation and what they have learned.
Facilitation
Self-awareness
Self-awareness
Potential Learning Focus
Participant Review 2
Participant Review 1
Department Staff Numbers and Costs Summary
Documentation
Will fill these in at the end of the session to capture the learning.
Remind them to complete this while they can remember what they did.
Tutor use only, so you can easily see staff numbers and other costs (equivalent of working papers to produce budgets).
Points to Note
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.
Team Meeting to Choose Project (continued)
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.
Facilitation
Self-awareness Group process awareness
Teamwork Leadership Decision making Influencing and persuading Communication skills Information handling and analysis Cost analysis/budgeting Time management
Potential Learning Focus
Participant Review 2
Project Team Membership Decision
Summary of Proposed Budgets
Documentation
Remind them to complete, especially if they are not going to review until later.
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.
Points to Note
135
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Learning review process
Optional Review
Stage/Process To capture learning because group process may have been “interesting”—and 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.
Facilitation Self-awareness Group process awareness
Potential Learning Focus Documentation
Points to Note
136
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
As a team, they need to discuss how they will manage the project team; consider leadership issues; think about how teams function.
Planning Meeting
Stage/Process
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.
Prompt them to keep information to use for the final review.
Facilitation
Planning Teamwork Leadership Delegation Decision making Influencing and persuading Communication skills Time management
Potential Learning Focus
Participant Review 3
Project Planning
Participant Review 3
Documentation
Remind them to complete.
Will fill these in at end of session to capture the learning.
Points to Note
137
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.
Optional Presentation of Plans
Learning review process
Optional Review
Stage/Process
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.
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.
Facilitation
Planning Presentation skills Giving and receiving feedback
Self-awareness Group process awareness
Potential Learning Focus Documentation
Points to Note
138
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Group run the project from a distance and have to deal with various problems that arise.
Running the Project
Stage/Process
Encourage them to stop and reflect after pressure of activity.
Remind them to complete.
This is tutor copy with all events in a list for easy reference.
Managing the Project: Events Listing
Participant Review 4
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.
Check that they keep notes of their decisions.
Managing the Project: Decision Log
Managing the Project: Events
Explain how this part will work.
Managing the Project: General Brief
Only if they have failed to prepare an adequate plan.
Will fill these in at end of session to capture the learning.
Points to Note
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!
Participant Review 4
Documentation
Critical Path
Handling uncertainty Planning (do their plans work?) Decision making Time management Response to stress Teamwork
Potential Learning Focus
If used, need to allow time for them to become familiar with it.
Prompt them to keep information to use for the final review.
Facilitation
139
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Individuals pull out learning from overall process.
Optional Final Review
Individuals or groups do presentations of what happened while the project was running, what decisions they made, and the results.
Optional Presentation—Project Management
Stage/Process
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.
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.
Facilitation
Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
Planning Presentation skills Giving and receiving feedback
Potential Learning Focus Documentation
Points to Note
140
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Individuals or groups make presentations that review their learning.
Optional Final Presentation
Stage/Process 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.
Facilitation Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
Potential Learning Focus Documentation
Points to Note
141
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
(continued)
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.
Individual Preparation
Setting the scene
Introduction
Stage/Process
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.
Optional: Explain they will do a presentation later on in the learning process and prompt them to keep notes as they do.
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.
Facilitation
Note: All stages and reviews are optional
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)
Potential Learning Focus
Mayflower to Brabent General Brief
Heidigger to Brabent General Brief
Participant Review 1
Simulation Briefing or Management Simulation Briefing
Documentation
Facilitation Notes: The Brabent Hospital Merger
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).
Will fill these in at the end of the session to capture the learning.
Can omit reference in Simulation/Management Simulation Briefing to Participant Reviews if not intending to use these.
Points to Note
142
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
(continued)
Individual Preparation (continued)
Stage/Process Prompt them to keep information to use for the final review.
Facilitation
Potential Learning Focus
Summary of Proposed Budgets
Departmental Budgets
Departmental CVs
Departmental Briefs
Documentation
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.
They get different briefs—one 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., can’t 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.
Points to Note
143
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
(continued)
As a team, they have to decide which members to have on the project team.
Team Meeting to Choose Project
Learning review process
Optional Review
Individual Preparation (concluded)
Stage/Process
Prompt them to keep information to use for the final review.
Put into pairs or small groups—not the same groups as for the next stage. Brief them to compare how they tackled the preparation and what they have learned.
Facilitation
Self-awareness
Self-awareness
Potential Learning Focus
Participant Review 2
Participant Review 1
Department Staff Numbers and Costs Summary
Documentation
Will fill these in at the end of the session to capture the learning.
Remind them to complete this while they can remember what they did.
Tutor use only, so you can easily see staff numbers and other costs (equivalent of working papers to produce budgets).
Points to Note
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.
Team Meeting to Choose Project (continued)
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.
Facilitation
Self-awareness Group process awareness
Teamwork Leadership Decision making Influencing and persuading Communication skills Information handling and analysis Cost analysis/budgeting Time management
Potential Learning Focus
Participant Review 2
Project Team Membership Decision
Summary of Proposed Budgets
Documentation
Remind them to complete, especially if they are not going to review until later.
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.
Points to Note
145
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Learning review process
Optional Review
Stage/Process To capture learning because group process may have been “interesting”—and 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.
Facilitation Self-awareness Group process awareness
Potential Learning Focus Documentation
Points to Note
146
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
As a team, they need to discuss how they will manage the project team; consider leadership issues; think about how teams function.
Planning Meeting
Stage/Process
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.
Prompt them to keep information to use for the final review.
Facilitation
Planning Teamwork Leadership Delegation Decision making Influencing and persuading Communication skills Time management
Potential Learning Focus
Participant Review 3
Project Planning
Participant Review 3
Documentation
Remind them to complete.
Will fill these in at end of session to capture the learning.
Points to Note
147
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.
Optional Presentation of Plans
Learning review process
Optional Review
Stage/Process
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.
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.
Facilitation
Planning Presentation skills Giving and receiving feedback
Self-awareness Group process awareness
Potential Learning Focus Documentation
Points to Note
148
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Group runs the project from a distance and has to deal with various problems that arise.
Running the Project
Stage/Process
Encourage them to stop and reflect after pressure of activity.
Remind them to complete.
This is tutor copy with all events in a list for easy reference.
Managing the Project: Events Listing
Participant Review 4
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.
Check that they keep notes of their decisions.
Managing the Project: Decision Log
Managing the Project: Events
Explain how this part will work.
Managing the Project: General Brief
Only if they have failed to prepare an adequate plan.
Will fill these in at end of session to capture the learning.
Points to Note
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!
Participant Review 4
Documentation
Critical Path
Handling uncertainty Planning (do their plans work?) Decision making Time management Response to stress Teamwork
Potential Learning Focus
If used, need to allow time for them to become familiar with it.
Prompt them to keep information to use for the final review.
Facilitation
149
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Individuals pull out learning from overall process.
Optional Final Review
Individuals or groups do presentations of what happened while the project was running, what decisions they made, and the results.
Optional Presentation—Project Management
Stage/Process
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.
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.
Facilitation
Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
Planning Presentation skills Giving and receiving feedback
Potential Learning Focus Documentation
Points to Note
150
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Individuals or groups make presentations that review their learning.
Optional Final Presentation
Stage/Process 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.
Facilitation Self-awareness Group process awareness Giving and receiving feedback Other relevant skills they have been learning
Potential Learning Focus Documentation
Points to Note
Simulation Briefings •
Team Simulation Briefing The simulation briefing is designed for use with team members
•
Management Simulation Briefing The management simulation briefing is designed for use with managers and team leaders
Team Simulation Briefing You are about to engage in a simulation so that you can apply the learning from the program to realistic issues and events. The simulation has been deliberately designed to be in a different context to your normal work. This is so that you can focus on skills without the distorting influence of job knowledge (or lack of it!). A simulation puts everyone on the same basis. Although it may seem a bit strange at first, you will soon find that the simulation will require you to use the same competencies that are required of you at work.
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
Management Simulation Briefing You are about to engage in a simulation so that you can apply the learning from the program to realistic issues and events. The simulation has been deliberately designed to be in a different context to your normal work. This is so that you can focus on skills without the distorting influence of job knowledge (or lack of it!). A simulation puts everyone on the same basis. Although it may seem a bit strange at first, you will soon find that the simulation will require you to use the same competencies that are required of you at work.
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.
154 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Simulation Reviews •
Team Simulation Reviews
•
Management Simulation Reviews
Team Simulation Review 1 Name:
Date:
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)?
157 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
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?
6. What do you plan to contribute to the final presentation?
158 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Team Simulation Review 2 Name:
Date:
1. How did the team go about tackling the task?
2. How were decisions made?
3. What contribution to the discussions did you make?
159 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
4. What contribution to the discussions did others make?
5. What, if anything, caused problems during the meeting?
6. What, if anything, would you do differently if the meeting were to be run again?
160 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Team Simulation Review 3 Name:
Date:
1. How did the group handle the tasks involved in planning the project?
2. What was the process of communication like within the group?
3. What did you contribute to the activity?
161 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
4. What did others contribute?
5. How did you and other members of the group handle the information related to the project?
6. What were the most difficult aspects of the planning process?
162 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Team Simulation Review 4 Name:
Date:
1. How did the group communicate about the decisions that needed to be made?
2. How did the group deal with the time pressures?
3. How did you handle the time pressures?
163 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
4. How well did the group function as a team? Note examples.
5. What contribution did you make to the way the group functioned as a team?
6. What aspect of the activity was the most challenging?
164 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Management Simulation Review 1 Name:
Date:
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)?
165 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
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?
6. What do you plan to contribute to the final presentation?
166 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Management Simulation Review 2 Name:
Date:
1. How did the group go about choosing the project team members?
2. How was the decision made?
3. What contribution to the discussions did you make?
167 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
4. What contribution to the discussions did others make?
5. What, if anything, caused problems during the meeting?
6. What, if anything, would you do differently if the meeting were to be run again?
168 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Management Simulation Review 3 Name:
Date:
1. How did the group plan what you wanted the project team to do?
2. What was the process of communication like within the group?
3. What did you and others contribute to the discussions and decision making?
169 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
4. How did the group take into account the need for the project team members to become a team?
5. How did the group handle the leadership issues involved?
6. What were the most difficult aspects of the process?
170 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Management Simulation Review 4 Name:
Date:
1. How did the group communicate about the decisions that needed to be made?
2. How did the group deal with the time pressures?
3. How did the group maintain their focus as managers and leaders?
171 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
4. How well did the group function as leaders? Note examples.
5. What contribution did you make to the way the group functioned?
6. What aspect of the activity was the most challenging?
172 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Part Three
Participant and Assessor/Facilitator Briefs
The Dubchinzaneth Building Project: Participant Briefs Part 1: RECOMMENDATION and COMBINED
RECO/DUBC/PB1/1 of 1
Dubchinzaneth: General Brief You work as one of a group of management executives based in the U.S. headquarters of LTS, an international charity committed to longer-term support in the aftermath of major disasters. LTS has been in existence for 15 years, having been set up by an anonymous benefactor who provided the initial funding of $20 million. Annual expenditure is currently $87 million, and the charity is expected to raise this amount through donations. The original funding is maintain as a reserve; during the past 3 years it has been used only once when there was insufficient income to cope with a particular project. The amount was subsequently repaid into reserves as soon as more donations were received. Your group of management executives operate as a team. You “share” a number of subordinates who carry out the various functions of the charity. This unusual arrangement is a result of the following: •
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 LTS’s 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.
177 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB2/1 of 1
Dubchinzaneth: Potential Project: Inter-Religious Center This proposal is for the building of a center at which the various religions would be represented. Each of the 15 religions would be allocated a room in which they would display the key elements of their faith. There would also be a communal room where visitors could sit quietly, pray, meditate, and so on. A small library of religious books would be available for on-site reference and reading. A meeting room would also be provided so that representatives of the different religions could meet to discuss common interests and, especially, ways to avert any religious clashes. Because of the nature of this building, the design will require the services of a religious expert who is also an architect. The budget for this is DZ 60,000. The proposal also includes costs of religious artifacts, shrines, etc., so that each religion will be granted the same opportunity (some are poorer than others). Costs of these are estimated at DZ 120,000. In addition, there will be an allowance for the salary of a professional mediator and three administrators/receptionists for five years. After that it is hoped that the religious groups will be able to continue funding the centers themselves. The total size of the building will be 4,100 square feet. Land, building work costs, salaries, etc., will be in accordance with normal rates in Dubchinzaneth.
179 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB2/1 of 1
Dubchinzaneth: Potential Project: Agricultural School This proposal is for the establishment of an agricultural school so that local farmers can be taught more effective agricultural practices. It is hoped that this will go some way toward counteracting the devastation caused by the typhoons. A new building would be provided to include an administrative office, three classrooms, and a teacher preparation room. Total size of the building will be 2,100 square feet. An additional 6 acres of land will be purchased so that external practical training can take place and several outdoor areas for practical activities can be provided. It is intended that finance will be provided to cover the costs of several items of heavy agricultural equipment and vehicles, up to DZ 200,000. The project also includes the salaries of a manager, 3 teachers, 3 administrators, and a maintenance engineer for 2 years. After that, the school will be expected to cover its costs by selling produce and also charging consulting fees to local farmers who should by then be re-established after the typhoons. Land, building work costs, salaries, etc., will be in accordance with normal rates in Dubchinzaneth.
181 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB2/1 of 1
Dubchinzaneth: Potential Project: Children’s School This proposal is for the building of a special school that could provide classes for three age groups: infants, juniors, and seniors. It is planned that two classes will be run for each group, so there would need to be six standard classrooms plus a science room and a craft room. There will also need to be changing rooms, a teacher’s common room, offices for the head teacher and a school secretary, and a small medical room. The total size of the building will be 6,100 square feet. The project will also cover the first year’s salaries for the head teacher, the school secretary, and six teachers, and the provision of DZ 30,000 for books and other teaching materials. After that, it is planned that the funding should be arranged locally. It is hoped that bringing the different-aged groups together in this way will allow families to coordinate travel arrangements so that older children can bring their younger siblings and cousins to school. This will greatly increase the availability of education for younger children. Land, building work costs, salaries, etc., will be in accordance with normal rates in Dubchinzaneth.
183 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB2/1 of 1
Dubchinzaneth: Potential Project: Women’s Center This proposal is for the building of a center that would house facilities for women to meet, to attend classes on a wide range of topics (e.g., budgeting, dressmaking, setting up businesses, childcare), and to obtain medical care (e.g., pre- and postnatal care, general medical, family planning, infant and toddler medical care). It is planned, therefore, to provide two classrooms, two medical rooms, two meeting rooms, and an administrative office, covering a floor area of 2,500 square feet. Equipping the medical room is expected to cost DZ 30,000. The center will also incorporate a three-bedroom apartment (with kitchen, bathroom, lounge, dining room) that would serve as a refuge for battered women and their children; this will cover an additional 1,300 square feet. Recent problems within the country have led to a significant increase in domestic violence and this center should make a contribution to improving the lives of local women and children. Because of the refuge element of the proposal, it is intended to cover the costs of three security guards for the first two years. The project will also cover salaries of a manager and an administrator, two teachers, two doctors, and two nurses for two years. After that they will be expected to raise local funding. Land, building work costs, salaries, etc., will be in accordance with normal rates in Dubchinzaneth.
185 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB2/1 of 1
Dubchinzaneth: Potential Project: Athletics Center This proposal is for the provision of a sports and athletics center for use by all ages and by amateurs and professionals. It is expected that such a facility will be able to organize competitions, race meetings, etc., and that this will contribute greatly to the sense of pride within the country. It will also be a way of bringing together different age groups and different religions. It is planned to provide a 107,600 square feet outdoor area that can be set out with a running track and areas for high jump, long jump, pole-vault, etc. A sum of DZ 20,000 needs to be set aside to cover the costs of marking out tracks, installing jumps, etc. There will also be changing rooms (male and female) plus administrative areas, a coffee shop, and a small shop selling sportswear. The total building area will be 2,100 square feet. The project will include salaries for a manager, two sports coaches, two administrative staff, and two sales staff for two years. After two years, it is intended that the center should be able to cover its costs through admission and coaching fees plus profits from sportswear and coffee shop sales. Land, building work costs, salaries, etc., will be in accordance with normal rates in Dubchinzaneth.
187 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB2/1 of 1
Dubchinzaneth: Potential Project: Youth Center This proposal is for the building of a center for young people from the age of 11 up to early 20s. The center will include a hall large enough for concerts, dances, etc., a large coffee shop, three game rooms for chess, pool, and aflab (a local game for four players), and a cyber café with 20 computers connected to the Internet. There will also be three rooms that young people can book for their own use—for meetings, birthday parties, etc.—plus an administrative office and coatrooms. The site will occupy 4,000 square feet. The proposal will include the salary of a manager, two administrators, five coffee shop staff, and four youth leaders for two years, plus funding for entertainers, musicians, etc., for the first year. After that, these events are expected to be self-funding. The budget also needs to include DZ 20,000 for games, DZ 40,000 for computers, and DZ 30,000 for entertainment. It is hoped that this center will get young people off the streets and cut the levels of delinquency. The cyber café and game rooms are expected to be a major attraction. Land, building work costs, salaries, etc., will be in accordance with normal rates in Dubchinzaneth.
189 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB2/1 of 1
Dubchinzaneth: Potential Project: Nursery School This proposal is for the provision of a nursery school. It is intended for professionals to create a caring environment for very young children who have experienced, but are not old enough to understand, the devastation of their country and the resulting negative trends within society. The building will contain three classrooms and three indoor play areas. There will also be three outdoor play areas. In addition, there will be offices for the manager and a secretary, plus changing rooms, a medical room, and a common room for the teachers. The building will require five acres of land, with another two acres for the outdoor play areas. Funding will also be provided for the manager, school secretary, a nurse, and three teachers for the first year. After that, it is anticipated that parents will be able to support the school by paying for tuition. The budget must include DZ 10,000 to equip the medical room and another DZ 10,000 for special flooring for the indoor play areas. Land, building work costs, salaries, etc., will be in accordance with normal rates in Dubchinzaneth.
191 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB2/1 of 1
Dubchinzaneth: Potential Project: Cultural Center This proposal is for the building of a center at which people of all ages and all religions can relax and seek support with problems. This support will include professional counseling as well as advice on financial problems, dealing with difficult neighbors, free legal advice, etc. There will be three community rooms, in which events can be organized such as amateur theater, concerts, etc. Three meeting rooms will be available to book for community meetings, hobby groups, etc. There will also be a library; a game room for bridge, chess, Scrabble, etc.; and two coffee shops. The total area will be 43,000 square feet. The funding will also cover the costs of the first two years for a manager, two professional counselors, two community workers, two coffee shop assistants, and three receptionists. After two years, it is expected that funding will come partly from charging for room bookings and to attend events that are run, and partly through donations. The project will also include provision of books for the library, a supply of board games, and equipment for the coffee shops. A budget of DZ 20,000 should be included for these. Land, building work costs, salaries, etc., will be in accordance with normal rates in Dubchinzaneth.
193 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB3/1 of 1
Dubchinzaneth: U.S.-Based Team Andy—29 years old, married, one child, quiet, works well but slowly and lacks confidence in his decision-making ability, which has held him back. Likes gardening and makes his own beer and wine, has been with LTS since leaving school at 18. Worked on most tasks, no special skills, but thorough knowledge of working practices of the organization. Mehanti—28 years old, single, plays a variety of sports, very outgoing, fast worker, but can be careless. Very enthusiastic and would like the opportunity of an overseas trip. Has been with the organization for 15 months and has a good grasp of the work and is able to stand back to problem solve. No languages; has an accounting background. Lizzie—48 years old, lives with partner, no children, outgoing and enjoys a challenge. Sings and dances with a local dramatic group. Not ambitious, works 9 to 5 and leaves work at work, but while there gives her all. Has been with LTS for 2 years; before that, worked in the travel industry. Has undertaken training Caroline. Caroline—22 years old, single, left college one year ago with a BA in Asian Studies, has some knowledge of Arabic (can read it). This is her first job; she is also interested in an overseas post as she spent most of her early childhood in Saudi Arabia with her parents, returning to the United States at age 12 for schooling. Prakash—42 years old, single parent with two middle-school-aged children. Has been with LTS for 6 years; previously worked in Personnel and Training as an administrator. Good knowledge of the organization; can be moody but works hard and makes few mistakes. Fred—43 years old, divorced, with a new relationship flourishing, has been with the organization for 12 years. Previously in Special Promotions where his creativity was used in suggesting lines for the catalogs, layouts, etc. Very well organized, neat, and methodical. Not a quick worker, but careful. Adalyn—28 years old, single, and although she has been with the organization since leaving school (at 18) is now feeling that life is passing her by and wants to try something new. She is actively looking for a new job. Knows the workings of the organization inside out and is very good at the public relations part of her job. Has lots of friends and goes walking regularly. She also has cocker spaniels. Camilla—23 years old, lives with parents; family very well off and she does not need to work. Likes the idea of working for a charity, but has not settled into the section very well. Has been with LTS for 5 months, replacing someone on maternity leave. Does not have any friends at work. Punctuality is a problem, as is her attendance record. Lived in China for 2 years with her parents and speaks some Mandarin and Cantonese (lived in Changcheng 4 years ago).
195 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB4/1 of 1
Dubchinzaneth: Project Managers Jenna—37 years old; has been with LTS for 14 years, speaks some Portuguese and Spanish, married, no children, enjoys cooking and sewing. Experienced the Greek earthquake of 1983; has successfully project-managed building of schools and hospitals. Seems to get along with everyone, but can sometimes be too easy going. Bishan—36 years old, married, three children. Born in India but lived in the United States for 26 years. Speaks Hindi, Gujerati, and English fluently. Degree in Agricultural Management but has found it difficult to get a job in that field. Good logical thinker, but can be difficult to work with because he likes his own way. Has been with the organization 6 years, and has projected-managed a wide range of initiatives around the world. Michael—45 years old; has been with LTS for 10 years. Was previously a project manager with Oxfam. Speaks French and German. Recently managed a large and difficult project for LTS very successfully, although there were some complaints from colleagues about his abrasive manner. Naz—50 years old, Iranian; has worked for LTS for only 2 years. Worked in many parts of the world and is skilled at dealing with local politicians. Has only managed relatively small projects so far, but is eager to take on more responsibility. Bojan—40 years old, Slovenian; has been with LTS since it began 15 years ago. Qualified as an architect but decided that managing projects was more exciting. Is married with seven children; partner is a lawyer in Austria. Has handled many projects over the years with varying levels of success (although that may be due to circumstances as much as anything else). Pelham—at 28 years old, the youngest LTS project manager. Has been with LTS for 8 years, having joined as an administrator. High-flyer who shifted to project management 4 years ago, has managed some prestigious projects but was asked to leave the country halfway through the most recent one for reasons never discussed. Single, but in steady relationship with a same-sex partner.
197 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB5/1 of 1
Dubchinzaneth: Traveling Troubleshooters Nico—47 years old; has been with LTS for 3 years. Before that, worked in West Africa in a variety of jobs for both overseas companies and national governments. Is eager to see more cooperation between charities at the local level; not always very tactful in his presentation of ideas, but has good ideas when consulted. Divorced loner, drinks and smokes quite heavily, and is sometimes a little worse for the wear in the morning. Has a reputation for being able to get things done in spite of local problems. Arthur—56 years old, divorced, has worked with LTS for 2 years after being downsized out of his executive job with a London economic consultancy. Has spent long periods overseas, primarily in the Middle East and Asia, working with local people in special projects. Does not need to work, having a good pension, but likes to be with people. Can be aloof, very intelligent and quick thinking, lives a quiet life playing bridge and golf. Has experienced war conditions (in West Africa) and was living in the Far East when a typhoon hit, causing extensive damage. Heidi—26 years old, Swiss national, trained nurse, but disillusioned with the system. Has been with LTS for 9 months and learned her job quickly. Has good ideas, but her written English could be improved. Enjoys sports and has traveled extensively in Europe and the United States as well as spending a year in Chile. Is beginning to be specifically requested by project managers when problems arise. Pat—40 years old; has worked 10 years as a troubleshooter with LTS. Previously worked for Unicef in a similar role. Has particular experience in India and Asia, including periods after major catastrophes. Is a trained engineer whose hobby is restoring old vehicles. Married with two teenage children at boarding school. Partner has multiple sclerosis. Servaan—35 years old, Dutch, trained as a doctor and surgeon but switched to troubleshooting work as a less stressful way of making a living that involved plenty of travel. Has been with LTS for 5 years. Has a partner and they often travel together (partner pays own travel costs). Partner seems happy to act as a sort of unpaid assistant and ambassador, although there is some concern that LTS is being represented by someone they have had no role in selecting. Kwan Loo—42 years old, very experienced troubleshooter, with 9 years at LTS. Holds a master’s degree in management and also has a private pilot’s license. In stable, long-term relationship, no children. Was previously a senior manager within a multinational corporation and held positions in New York, Canberra, and Hong Kong. Speaks Mandarin and Russian as well as English. Sometimes takes a rather rigid approach to problems, but seems to be successful at creating a quick rapport with people.
199 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB6/1 of 2
Dubchinzaneth: Background Briefing Dubchinzaneth (pronounced Toopsheenzanett) is a poor third-world country. During the past 10 years, the government, which was democratically elected, had made huge efforts to improve the infrastructure and standards of living. New roads had been provided, plus a railway linking the north and south of the country. The goal of a school in each village had been 30 percent met; a similar plan for medical care had led to small local hospitals for each of the five main districts plus one larger, central hospital. Unfortunately, the country has suffered a major setback. Five months ago, it was hit by a series of typhoons of a ferocity rarely seen anywhere in the world. In addition to destroying the harvest for the year and uprooting large areas of forests that would otherwise have supplied timber for rebuilding, the storms also left about 40 percent of the population homeless, destroyed 90 percent of the schools, and all five district hospitals. The remaining central hospital is severely over-stretched; there are many problems in getting people to the hospital while the roads still need repair. There are also a number of deaths and this in particular seems to have triggered a wave of unrest against the government. The people believe that the government should have been able to predict the typhoons and taken action beforehand. One particularly vociferous group is claiming to be the “New Government” of Dubchinzaneth and does indeed seem to have much popular support. It has taken over one of the country’s newspapers, although the other is still seen as loyal to the original government. A further complication is added by the wide number of religions in operation. There are at least nine different religions, all with about the same number of adherents. While these had previously co-existed without conflict, the aftermath of the typhoons led to clashes because of the ways that different burial rites were executed. There have been accusations of deliberate religious intolerance; some religious leaders are now forecasting much more serious conflict (with possible violence) if something is not done soon to restore at least a degree of understanding—or, alternatively, if the government does not impose strict laws against religious conflict. All of this has destabilized the country and led to high levels of stress generally. This in turn seems to have generated a major increase in social problems such as domestic violence. Delinquency among teenagers has also risen; because of the damage to schools, many children have been unable to continue with their education and instead tend to roam the streets when they should be at school. Many of the women say they are willing to work at rebuilding their country but cannot do so because there are no schools or nursery schools to take care of their children during the day.
201 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
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.
202 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB7/1 of 1
Dubchinzaneth: Project Cost Estimates An LTS traveling troubleshooter has contacted various organizations in Dubchinzaneth and nearby countries and obtained costs for various elements of the potential projects. These are on-site costs; they include all import costs, delivery charges, taxes, etc. LTS has allocated an overall budget of DZ 2,000,000 to spend in Dubchinzaneth over the next few years. Item
Cost in DZ
Land purchase
5 per ft2
Building costs—only single-story buildings can be erected in Dubchinzaneth
200 per ft2
Salaries—professionals, which includes managers, heads of schools, mediators, counselors, community workers, teachers, engineers, doctors, nurses, security guards, youth leaders, coaches, community workers
30,000 per year
Salaries—administrators, which includes administrative assistants, secretaries, receptionists, sales staff
15,000 per year
Furniture
10 per ft2 of building
Publicity campaigns
4,000
Employee training
4,000
Employee recruitment advertising
4,000
Local offices
Not part of project costs
Salaries of LTS staff Cleaning—fixed fee for up to 5 years based on size of building Up to 350 ft2
5,000
Up to 400 ft2
10,000
Up to 500 ft2
15,000
Up to 600 ft2
20,000
203 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/DUBC/PB8/1 of 1
Dubchinzaneth: Project Decision It is now time for the management team to meet and reach a consensus on the most appropriate project for Dubchinzaneth. Note that each member of the team has equal status. It will be important that you communicate well with one another as an inappropriate decision will affect •
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.
205 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
The Dubchinzaneth Building Project: Participant Briefs Part 2: PLANNING and COMBINED (NB: You will also need Part 1 Briefs)
PLAN/DUBC/PB1/1 of 1
Dubchinzaneth: Project Planning Now that a project has been selected, the management team needs to plan its implementation. You should take into account factors such as: • • • • • • • • • • •
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.
209 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/DUBC/PB2/1 of 2
Dubchinzaneth: Planning Parameters Note: LTS normal practice requires that you plan so that all activities begin as late as possible to obtain the most beneficial cash flow. Activity
Time Needed
Payments
Buying land
8 weeks lead time 1 week to initiate 1 week to finalize
10% down 90% on completion
Architect plans
4 weeks
25% down 75% on completion
Building materials
6 weeks lead time 1 week to order 1 week to receive
50% with order 50% on delivery
Equipment/vehicles for building works
4 weeks lead time 1 week to order 1 week to receive
50% with order 50% on arrival
Special items
14 weeks lead time 1 week to order 1 week to receive
50% with order 50% on installation
Furniture
12 weeks lead time 1 week to order 1 week to receive
80% with order 20% on delivery
Arrange local offices and send LTS staff to Dubchinzaneth
Before project starts
Not part of project costs
Building works
20 weeks work 1 week to commission 1 week to inspect, every 4 weeks
4% on commissioning 20% retained and paid after final inspection 76% paid in 19 equal weekly installments
Employee training
4 weeks
Equal weekly installments
Cleaning
Ongoing after final inspection, no LTS staff time involved
One-time payment as soon as it starts
211 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/DUBC/PB2/2 of 2
Local Recruitment and Training
Time Needed
Payments
Advertising
1 week—3 weeks before shortlisting
100% in advance
Shortlisting
1 week—4 weeks before interviews
N/A
Interviews
1 week—5 weeks before making offers (slow legal checks)
N/A
Job offers
1 week—allow 2 weeks to accept so can offer to others
N/A
Additional job offers
1 week—allow 4 weeks for final acceptances
N/A
Training
4 weeks
25% per week n.b. employee salaries start
Publicity Campaigns
Time Needed
Payments
Publicity planning
1 week—start 10 weeks before campaign begins
10% down
Campaign
1 week—run for 11 weeks before opening
50% at start of campaign
Opening event planning
1 week—start 4 weeks before event
40% on day of event
212 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
The Dubchinzaneth Building Project: Participant Briefs Part 3: CONTINGENCY and COMBINED (NB: You will also need Part 1 and 2 Briefs)
CONT/DUBC/PB1/1 of 3
Dubchinzaneth: Critical Path Week No.
Latest dates for:
Lead Time (weeks)
1
LTS staff to Dubchinzaneth
2
Start process to buy site
8
3
Commission architect
4
Notes
Cash Flow LTS staff salaries start
4
10% land costs
Architect designs
25% architect fees
5 6
75% architect fees
7
Order materials
8
Commission building contractor
9
Order equipment/ vehicles
10
Finalize site purchase
11
Inspect site
Inspect site
12
Equipment/vehicles arrive
Needed just before vehicles
50% equipment costs
13
Materials delivery starts
Can assume these are staggered
50% material costs
14
Building work commences
Building work continues until week 34. Inspections needed every 4 weeks.
Weekly building costs (total less 20% ÷ 19)
15 16
6
50% material costs
4
50% equipment costs 90% land costs
20
215 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/PB1/2 of 3
Week No.
Latest dates for:
Lead Time (weeks)
Notes
Cash Flow
3 weeks to get responses
Staff/employee advertising costs
17 18
Inspection
1
19 20
Advertise for employees
21
Order special items
22
Inspection
23
Short list for interviews
4 weeks notice required
24
Plan publicity
To start 10 weeks before opening
10% publicity costs
25 26
Inspection
27
Interview employees
28
Order furniture
29
Start publicity campaign
30
Inspection
31
Send out job offers
32
Design employee training
33
Send out any extra job offers
34
Final inspection of building
12 50% publicity costs
Allow 2 weeks to accept 4 For any previous offers not accepted Final 20% building costs
216 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/PB1/3 of 3
Week No.
Latest dates for:
Lead Time (weeks)
Notes
Cash Flow
35
Installation of specialist items
36
Installation of furniture
37
Employee training commences
38
Plan opening event
39
Final part of publicity campaign
40% publicity costs
Grand opening event
Event costs
4
Employee training
Employee salaries start
40 41 42 43 44
Final progress meeting
End of project
217 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/PB2/1 of 1
Dubchinzaneth: Managing the Project: General Brief This project is now ready to begin. However, due to local difficulties outside the control of LTS, any employees you allocated to this project have had to leave Dubchinzaneth. Instead, you have one employee in the country. They have been sent from a project in another country and their experience is limited. This employee is capable of taking responsibility for initiating and handling all the routine tasks associated with this project, including site inspections. However, this employee cannot be expected to deal with any variations from the plan or the budget. You are therefore expected to manage the project from the United States. Fast communications have been established and you will be advised of any problems and required to initiate action accordingly. You can assume that any activities not reported to you are going according to plan. Unless you hear to the contrary, you can also assume that any decisions you make will be implemented. Please note your group responses on the event sheets you will be given so as to maintain a record of your decisions. You are about to discover the joys of running a project of this nature! You may find that sometimes you will wish you had information that is not available— managers often have to make decisions without complete information. Keep in mind how important it is that this project goes ahead successfully.
219 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/1 of 7
Dubchinzaneth: Managing the Project: Decision Log (Group) Group:
Date:
Members of group (list names)
Event No.
Options considered/decisions made/actions initiated/rationale
1
2
221 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/2 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
3
4
5
6
222 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/3 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
7
8
9
10
223 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/4 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
11
12
13
14
224 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/5 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
15
16
17
18
225 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/6 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
19
20
21
22
226 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/7 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
23
24
25
26
227 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/1 of 7
Dubchinzaneth: Managing the Project: Decision Log (Individual) Participant: Event No.
Date: Options considered/decisions made/actions initiated/rationale
1
2
3
229 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/2 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
4
5
6
7
230 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/3 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
8
9
10
11
231 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/4 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
12
13
14
15
232 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/5 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
16
17
18
19
233 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/6 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
20
21
22
23
234 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/DL/7 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
24
25
26
235 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/COVER
Dubchinzaneth: Managing the Project Events
Please do not open this file until told to do so.
237
CONT/DUBC/EV/1 of 26
Dubchinzaneth: Managing the Project: Event 1 The architect advises that the site requires leveling and this will add an additional DZ 25,000 to the building costs.
239 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/2 of 26
Dubchinzaneth: Managing the Project: Event 2 The building materials have been ordered and are likely to be delivered 3 weeks early.
240 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/3 of 26
Dubchinzaneth: Managing the Project: Event 3 Excavation of the site has revealed evidence of an ancient civilization. The site foreman has stopped work pending instructions.
241 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/4 of 26
Dubchinzaneth: Managing the Project: Event 4 The prime minister of Dubchinzaneth advises that the ancient ruins must be preserved and authorizes the project to be moved to a new site.
242 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/5 of 26
Dubchinzaneth: Managing the Project: Event 5 The site foreman confirms that excavation has now begun on the alternative site and wants authority to pay the building workers for the two days’ idle time while the decision was being made to change the site.
243 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/6 of 26
Dubchinzaneth: Managing the Project: Event 6 The site foreman advises that conflict has broken out among the building workers. The drivers of the excavating machines are refusing to work alongside the workers who are loading the excavated material into trucks for removal. They are claiming that the regular prayer sessions of these workers are interfering with the possibility of earning a group bonus for completing the work quickly.
244 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/7 of 26
Dubchinzaneth: Managing the Project: Event 7 The religious leader of the loading workers advises that prayer sessions can be rescheduled to nonworking hours. This is because building the project is God’s work.
245 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/8 of 26
Dubchinzaneth: Managing the Project: Event 8 The site foreman advises that the cement mixing machine needed for the foundations has broken down and is probably not repairable.
246 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/9 of 26
Dubchinzaneth: Managing the Project: Event 9 LTS head office advises that the nearest suitable cement mixer is 2,000 miles away. They are arranging to have it flown to Dubchinzaneth.
247 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/10 of 26
Dubchinzaneth: Managing the Project: Event 10 The cement mixer has arrived at the airstrip but there is no vehicle to take it to the building site.
248 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/11 of 26
Dubchinzaneth: Managing the Project: Event 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.
249 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/12 of 26
Dubchinzaneth: Managing the Project: Event 12 The local radio station in Dubchinzaneth has announced that a bloodless coup has taken place and Dubchinzaneth has a new government.
250 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/13 of 26
Dubchinzaneth: Managing the Project: Event 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.
251 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/14 of 26
Dubchinzaneth: Managing the Project: Event 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.
252 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/15 of 26
Dubchinzaneth: Managing the Project: Event 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.
253 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/16 of 26
Dubchinzaneth: Managing the Project: Event 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.
254 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/17 of 26
Dubchinzaneth: Managing the Project: Event 17 During a regular inspection, the local LTS employee noticed serious irregularities and the site foreman is refusing to authorize corrective action.
255 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/18 of 26
Dubchinzaneth: Managing the Project: Event 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.”
256 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/19 of 26
Dubchinzaneth: Managing the Project: Event 19 When the special items order was placed, the suppliers advised that delivery would take an extra 3 weeks.
257 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/20 of 26
Dubchinzaneth: Managing the Project: Event 20 The local press and radio stations are refusing to accept the project’s publicity campaign materials.
258 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/21 of 26
Dubchinzaneth: Managing the Project: Event 21 The furniture supplier advises that, due to timber shortages, furniture costs have risen by 25 percent.
259 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/22 of 26
Dubchinzaneth: Managing the Project: Event 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.
260 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/23 of 26
Dubchinzaneth: Managing the Project: Event 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.
261 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/24 of 26
Dubchinzaneth: Managing the Project: Event 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.
262 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/25 of 26
Dubchinzaneth: Managing the Project: Event 25 The cleaners have reported that the building is infested with small biting insects.
263 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/DUBC/EV/26 of 26
Dubchinzaneth: Managing the Project: Event 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.
264 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
The Dubchinzaneth Building Project: Assessor/Facilitator Briefs
267
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008 370
500
400
Youth center
Nursery school
Comm. center
800
1,000
740
380
700
1,120
380
760
20.0
25.0
18.5
9.5
17.5
28.0
9.5
19.0
Land for building (DZ 000 at DZ 2 5/ft )
1 20 games, 40 computers, 30 entertainers 2 10 play areas, 10 medical
190
Athletics center
560
School
350
190
Agri. school
Women’s center
380
Religious center
Project
Building (ft2)
Cost of building (DZ 000 at DZ 2 200 (ft )
0
180
0
10,000
0
0
6,000
0
External land (ft2)
0
9
0
500
0
0
300
0
External land (DZ 000 at 2 DZ 5/ft )
450
330
510
300
630
225
390
375
Salaries (DZ 000)
Dubchinzaneth: Project Costs Summary
10
15
10
5
5
20
5
10
Cleaners (DZ 00)
10
25
30
40
25
25
10
60
Architect’s fees (DZ 00)
40
50
37
19
31
56
19
38
Furniture (DZ 000)
(equip./ books)
1,350.0
1,474.0
202
20
1,435.5
1,273.5
1,438.5
1,504.0
1,313.5
1,382.0
Total costs (DZ 000)
901
(equip.)
20
(medical)
30
(books, etc.)
30
(equip./ vehicles)
200
(artifacts)
120
Special costs (DZ 000)
*/DUBC/AB1/1 of 1
*/DUBC/AB2/1 of 8
Dubchinzaneth: Project Data Lists RELIGIOUS CENTER
Includes
Calcs
Total (ft2)
Community room
40 ft2
40
Library
20 ft2
20
Meeting room
20 ft2
20
15 religious areas
20 ft2 x 15
15 x 20
Total land for building
Costs (DZ 000)
Totals (DZ 000)
300 380
x 0.05
Total building costs
Area x 2
Professional mediator
5 years
5 x 30
150
3 admin./receptionists
5 years
3 x 5 x 15
225
19 760
Total employee costs
375
Furniture
38
Cleaning
10
Architect’s fees
60
Special costs—artifacts
120
Total
1,382
269 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/DUBC/AB2/2 of 8
AGRICULTURAL SCHOOL
Includes
Administration
20 ft2
3 classrooms
50 ft2 x 3
Teacher prep. Room
20 ft2
Calcs
Total (ft2)
Costs (DZ 000)
Totals (DZ 000)
20 3 x 50
150 20
Total land for building
190
0.05
Total building costs
Area x 2
Outdoor areas
6,000 ft2
Maintenance engineer
2 years
2 x 30
60
Manager
2 years
2 x 30
60
3 teachers
2 years
3 x 2 x 30
180
3 administrators
2 years
3 x 2 x 15
90
9.5 380
6,000
x 0.05
300
Total employee costs
390
Furniture
19
Cleaning
5
Architect’s fees
10
Special costs—equip./veh.
200 1,313.5
Total
270 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/DUBC/AB2/3 of 8
SCHOOL
Includes
Calcs
Total (ft2)
6 classrooms
50 ft2 x 6
Science room
50 ft2
50
Craft room
50 ft2
50
Changing rooms
50 ft2
50
Common room
50 ft2
50
2 offices
20 ft2 x 2
Medical room
20 ft2
6 x 50
2 x 20
Costs (DZ 000)
Totals (DZ 000)
300
40 20
Total land for building
560
x 0.05
Total building costs
Area x 2
Head teacher
1 year
30
School secretary
1 year
15
6 teachers
1 year
28 1,120
6 x 30
180
Total employee costs
225
Furniture
56
Cleaning
20
Architect’s fees
25
Special costs—books, etc.
30
Total
1,504
271 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/DUBC/AB2/4 of 8
WOMEN’S CENTER
Includes
Calcs
Total (ft2)
3-bedroom apartment
20 ft2 x 3
3 x 20
60
Kitchen, bathroom
10 ft2 x 2
2 x 10
20
Dining room, lounge
20 ft2 x 2
2 x 20
40
2 medical rooms
20 ft2 x 2
2 x 20
40
2 classrooms
50 ft2 x 2
2 x 50
100
2 meeting rooms
30 ft2 x 2
2 x 30
60
Admin. Office
30 ft2
Costs (DZ 000)
Totals (DZ 000)
30
Total land for building
350
x 0.05
Total building costs
Area x 2
2 teachers
2 years
2 x 2 x 30
Manager
2 years
2 x 30
60
Administrator
2 years
2 x 15
30
2 doctors
2 years
2 x 2 x 30
120
2 nurses
2 years
2 x 2 x 30
120
3 security guards
2 years
3 x 2 x 30
180
17.5 700
120
Total employee costs
630
Furniture
31
Cleaning
5
Architect’s fees
25
Special costs—medical
30 1,438.5
Total
272 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/DUBC/AB2/5 of 8
ATHLETICS CENTER
Includes
Calcs
Total (ft2)
Changing rooms
50 ft2 x 2
Office
30 ft2
30
Coffee shop
30 ft2
30
Sports shop
30 ft2
30
2 x 50
Total land for building
Costs (DZ 000)
Totals (DZ 000)
x 0.05
9.5
100
190
Total building costs
Area x 2
380
Outdoor—running track, jump areas
10,000 ft2
Manager
2 years
2 x 30
60
2 sales staff
2 years
2 x 2 x 15
60
2 coaches
2 years
2 x 2 x 30
120
2 administrators
2 years
2 x 2 x 15
60
10,000
x 0.05
500
Total employee costs
300
Furniture
19
Cleaning
5
Architect’s fees
40
Special costs—equipment
20
Total
1,273.5
273 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/DUBC/AB2/6 of 8
YOUTH CENTER
Includes
Calcs
Total (ft2)
Hall
70 ft2
70
Coffee shop
50 ft2
50
3 game rooms
30 ft2 x 3
Cyber café
50 ft2
3 meeting rooms
20 ft2 x 3
Administrative office
20 ft2
20
Coatrooms
30 ft2
30
3 x 30
Costs (DZ 000)
Totals (DZ 000)
x 0.05
18.5
90 50
3 x 20
Total land for building
60
370
Total building costs
Area x 2
740
Manager
2 years
2 x 30
5 coffee shop
2 years
5 x 2 x 15
150
4 youth leaders
2 years
4 x 2 x 30
240
2 administrators
2 years
2 x 2 x 15
60
60
Total employee costs
510
Furniture
37
Cleaning
10
Architect’s fees
30
Special costs
90
Total
1,435.5
274 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/DUBC/AB2/7 of 8
NURSERY SCHOOL
Includes
Calcs
Total (ft2)
3 classrooms
50 ft2 x 3
3 x 50
150
3 indoor play areas
50 ft2 x 3
3 x 50
150
Changing rooms
100 ft2
100
Common room
40 ft2
40
2 offices
20 ft2 x 3
Medical room
20 ft2
2 x 20
Costs (DZ 000)
Totals (DZ 000)
40 20
Total land for building
500
x 0.05
Total building costs
Area x 2
Outdoor areas 3 outdoor play areas
60 ft2 x 3
3 x 60
Manager
2 years
2 x 30
3 teachers
2 years
2 x 3 x 30
Nurse
2 years
2 x 30
60
School secretary
2 years
2 x 15
30
25 1,000
180
x 0.05
9
60 180
Total employee costs
330
Furniture
50
Cleaning
15
Architect’s fees
25
Special costs
20 1,474
Total
275 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/DUBC/AB2/8 of 8
COMMUNITY CENTER
Includes
Calcs
Total (ft2)
3 community rooms
50 ft2 x 3
Library
30 ft2
3 meeting rooms
20 ft2 x 3
3 x 20
60
2 coffee shops
50 ft2 x 3
2 x 50
100
Game room
60 ft2
3 x 50
Costs (DZ 000)
Totals (DZ 000)
150 30
60
Total land for building
400
x 0.05
Total building costs
Area x 2
Manager
2 years
2 x 30
60
3 receptionists
2 years
3 x 2 x 15
90
2 counselors
2 years
2 x 2 x 30
120
2 community workers
2 years
2 x 2 x 30
120
2 coffee shop assistants
2 years
2 x 2 x 15
60
20 800
Total employee costs
450
Furniture
40
Cleaning
10
Architect’s fees
10
Special costs—equipment/ books
20
Total
1,350
276 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/DUBC/AB3/1 of 3
Dubchinzaneth: Building and Commissioning the Project: Event Listing 1.
The architect advises that the site requires leveling and this will add an additional DZ 25,000 to the building costs.
2.
The building materials have been ordered and are likely to be delivered 3 weeks early.
3.
Excavation of the site has revealed evidence of an ancient civilization. The site foreman has stopped work pending instructions.
4.
The prime minister of Dubchinzaneth advises that the ancient ruins must be preserved and authorizes the project to be moved to a new site.
5.
The site foreman confirms that excavation has now begun on the alternative site and wants authority to pay the building workers for the 2 days’ idle time while the decision was being made to change the site.
6.
The site foreman advises that conflict has broken out among the building workers. The drivers of the excavating machines are refusing to work alongside the workers who are loading the excavated material into trucks for removal. They are claiming that the regular prayer sessions of these workers are interfering with the possibility of earning a group bonus for completing the work quickly.
7.
The religious leader of the loading workers advises that prayer sessions can be rescheduled to nonworking hours. This is because building the project is God’s work.
8.
The site foreman advises that the cement mixing machine needed for the foundations has broken down and is probably not repairable.
9.
LTS head office advises that the nearest suitable cement mixer is 2,000 miles away. They are arranging to have it flown to Dubchinzaneth.
10. The cement mixer has arrived at the airstrip but there is no vehicle to take it to the building site.
277 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/DUBC/AB3/2 of 3
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 project’s 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.
278 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/DUBC/AB3/3 of 3
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.
279 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
The Nasmullin Product Development Project: Participant Briefs Part 1: RECOMMENDATION and COMBINED
RECO/NASM/PB1/1 of 2
Nasmullin: General Brief You work as one of a group of management executives in the U.S. headquarters of Nasmullin, a multinational corporation with a wide variety of divisions. These include pet foods, detergents, baby foods, ready meals, candy, children’s toys, and even specialist footwear. Nasmullin has been in business for over 30 years. They have factories around the world and employ over 100,000 people worldwide. In the U.S., they employ around 35,000 people, including the worldwide marketing and human resource departments as well as enough production facilities for each division to meet U.S. demands for existing products. Each of the divisions functions separately and there is now a plan to look for areas in which they might work together for greater marketing penetration. For example, the baby foods might lead into children’s toys; the ready meals and candy could consider joint campaigns; it might even be feasible to link the specialist footwear with pet foods as elements of leisure activities. Each division at present trades under its own series of brand names; this too may be changed in the future as the company seeks to establish an overall branding with the goal of raising its profile in the marketplace. In the past year, Nasmullin Enterprises has achieved record sales, rising 15 percent to $13.8 billion. U.S. domestic sales grew 10 percent, and international sales grew 22 percent. Exchange rate fluctuations had a favorable effect of 2 percent on international sales. Earnings before taxes increased 11 percent for the year. However, a number of problems have beset the company. Two years ago a disgruntled employee sabotaged some baby foods with glass and this has led to several claims for compensation. Most have been settled amicably, but a small group of parents, represented by a lawyer working on a “fee as share of settlement” basis, is continuing to pursue substantial claims. In addition, it is only two years since the company closed a division that was taking a loss. A major review is now being undertaken as it was found that the accounting procedures had resulted in a falsely positive statement in that division, and it is feared that the same may be happening in other divisions. It is possible, therefore, that more divisions could be closed. However, as there are currently no spare production facilities within the U.S., Nasmullin intends to produce any new products in Ralinstria, a developing country. Nasmullin previously ran a factory there but had to close it down for environmental reasons. Placing production of a new product there will maintain its reputation for community support. You have been working closely with a small project team to identify a suitable new product. Your team is now confident that they have an excellent proposal and you need to convince the other members of the management group.
283 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB1/2 of 2
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.
284 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB2/1 of 1
Nasmullin: Project Brief: Dog Food An innovative new type of dog food is proposed. Unlike canned meat and biscuit-based products, this combines both to provide a totally balanced nutrition in a way that combats weight gain. It also has an impact on the temperament of the dog, turning vicious dogs into ones that will obey orders and can therefore be easily controlled, and enabling dogs in general to be fitter and run faster. This will be of interest to groups such as the police and also to owners of racing dogs. The food is based on a secret ingredient grown as a hybrid from plants previously found only in South America; it has now been possible to cultivate these in greenhouses within the United States. This provides the right level of proteins and other ingredients for dog health. It is anticipated that the food will also be very popular with dog owners who have animals that are hard to control, with vegetarians, and with those who are concerned about illnesses that may be passed on in meat products (as has happened with humans). As far as is known, this type of product is not even being considered by competitors. Once launched, it would take them at least two years to copy it and get their own version into production. The total budget to develop and market your product and get it into production is RS 1,388,000. It is expected to add 5 percent to overall sales.
285 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB2/1 of 1
Nasmullin: Project Brief: Laundry Detergent A major breakthrough in laundry detergent, this product utilizes a specially developed form of bacteria to remove dirt from garments without any appreciable impact on the material. This means that items washed will retain their colors and textures for far longer than usual. Not only will the product be biodegradable, it is also expected to have a cleaning effect on the drainpipes through which it is sent to waste. This will mean that it will have a beneficial rather than a neutral impact on the environment, which should appeal greatly to environmentally conscious consumers. It is unlikely that any competitors have developed the same form of bacteria, as this has been done under conditions of utmost secrecy. It would probably take them three years or longer to analyze the product sufficiently to be able to copy the concept. Government officials have confirmed during confidential discussions that they will be willing to endorse the product as environmentally responsible. It is expected that local authorities will reduce the rates paid by consumers for their sewage disposal service, possibly even to the extent of eliminating the charges altogether for households that use this product. The total budget to develop and market your product and get it into production is RS 1,490,000. It is expected to add 5 percent to overall sales.
287 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB2/1 of 1
Nasmullin: Project Brief: Children’s Toy A new toy has been designed that captures and combines the best of computing with accelerated learning techniques. Playing with the toy means that children learn in a way that has been shown to enhance brain function on a permanent basis. The toy is suitable for children aged three to eight years. The technology involved is such that competitors will not be able to copy the basic idea, which has been patented. However, they may be able to develop something similar once they have had time to study the product; it would take them about a year to catch up, by which time it is planned to have captured a high percentage of the available market. The toy can also be used in schools as a teaching medium. It is expected that schools will therefore form a large sector of the market. They would need one toy per child and would be able to make such purchases with money saved by not needing to buy so many books and other teaching materials. The total budget to develop and market your product and get it into production is RS 1,465,000. It is expected to add 5 percent to overall sales.
289 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB2/1 of 1
Nasmullin: Project Brief: Baby Food This will be a major breakthrough in baby food. It will consist of tablets that form into food once added to water. There will be no shelf life and it will be possible to stock a wide variety of versions, such as meats, vegetables, fruits, and so on—anything, in fact, that is currently available in jars or cans as baby food. It will therefore be feasible for people to carry a supply when traveling, requiring only a glass of water to prepare each meal. Consumers will be advised to boil the water for young babies; they will also be able to purchase sealed containers of suitable water that can be heated in a microwave or by being placed into very hot water for a few minutes. It is anticipated that competitors will not be able to analyze the product and copy it in less than three years. The total budget to develop and market your product and get it into production is RS 1,536,000. It is expected to add 5 percent to overall sales.
291 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB2/1 of 1
Nasmullin: Project Brief: Ready Meals This form of ready meal will come in a flat pack no thicker than a sheet of card stock. A meal for one will be an 8½" x 11" size sheet; for two it will probably be about an 8½" x 14" size sheet. Because the shelf life will be at least 10 years, consumers will be able to purchase a variety of packs because storage space will be minimal. Preparation will involve the simple combination of two sections of the product; this will generate a reaction that will cause the food to reconstitute to its original form. It will then be impossible to tell the difference from fresh food. It is expected that this product will also be very popular with travelers, especially those who are camping or otherwise spending time outdoors. Sailors and mountaineers will also be likely purchasers. Those traveling overseas will be able to take supplies so they do not need to risk eating locally prepared meals in areas where upset stomachs or other adverse effects are likely. Competitors are already working on similar products, but it is estimated that the market will be large enough for several players to attain satisfactory sales levels. The total budget to develop and market your product and get it into production is RS 1,488,000. It is expected to add 5 percent to overall sales.
293 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB2/1 of 1
Nasmullin: Project Brief: Candy A new form of candy has been developed that combines the texture of chocolate, including the fact that it melts at body temperature, with the taste of fruits and the impact of sherbet (a slightly fizzy powder). Trials have shown that people regard it as an amazing taste experience and have become practically addicted to it. Added to this is the significant benefit that the product is entirely calorie free and is eliminated from the body with no health effects whatsoever. Because the taste sensation is so significant, there will be no need to produce different versions, as with normal candies. A simple tablet, supplied in tubes or bumper packs, will be sufficient for sales to adults and children alike. This will make production and distribution cheap and easy. The product was made originally from a mineral that had been discovered in a remote island in the Pacific; since then, the mineral has been generated artificially in the laboratory so that limitless supplies are now available. It is believed that competitors will be unable to duplicate the production process for at least five years. Although they might be able to gain access to the original mineral deposits, these are likely to be exhausted within two years at the level of use that would be necessary to market feasible quantities. The total budget to develop and market your product and get it into production is RS 1,565,000. It is expected to add 5 percent to overall sales.
295 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB2/1 of 1
Nasmullin: Project Brief: Sandals These sandals are a totally new concept in footwear. Based on a design and using a plant product found in a remote tribe within an inaccessible area of Asia, they provide an ongoing massage of the whole body on principles similar to reflexology, but with far more impact. The actual process is not yet fully understood by Western scientists, but trials have shown that the beneficial effect of wearing the sandals is truly amazing. In addition to increasing the general health of all who wear them, the sandals have generated significant healing effects in those suffering from ailments such as arthritis, rheumatism, and even problems such as sprained limbs or broken bones. The wearer reports an immediate decrease in pain and an increase in mobility—these effects are sustained permanently. The whereabouts of the tribe are being closely guarded by their own government, so it is unlikely that competitors will gain access to them. Copying the sandals will be almost impossible without the use of the plant product; the government concerned has agreed to supply this to Nasmullin only for the next three years. The total budget to develop and market your product and get it into production is RS 1,389,000. It is expected to add 5 percent to overall sales.
297 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB2/1 of 1
Nasmullin: Project Team Members Suriya—28 years old, 5 years with Nasmullin, fluent in Spanish (graduate in modern languages), some French, single, spends spare time mountaineering and walking; joined as a graduate trainee and is ambitious. Has undertaken special projects and is always enthusiastic, but somehow fails each time to sufficiently impress the project manager concerned enough to get a permanent transfer. Has spent time on most tasks on a rotating basis. Joe—39 years old, married, one child, quiet, works well but slowly and lacks confidence in his decision making, which has held him back. Likes gardening and makes beer and wine; has been with Nasmullin since leaving school at 18. Worked on most tasks, no special skills but thorough knowledge of working practices of the organization. Frank—48 years old, lives with partner, no children, outgoing and enjoys a challenge. Sings and dances in a local theater group. Not ambitious, works 9 to 5 and leaves work at work, but while there does give his all. Has been with Nasmullin for 2 years; before that, worked in research. Umwege—42 years old, single parent with two middle-school-aged children. Has been with Nasmullin for 6 years; previously worked in Personnel and Training as an administrator. Good knowledge of the organization; can be moody but works hard and makes few mistakes. Benoit—43 years old, divorced, with a new relationship flourishing, has been with Nasmullin for 12 years. Previously in Special Promotions where his creativity was used in suggesting lines for the catalogs, layouts, etc. Very well organized, neat, and methodical. Not a quick worker, but careful. Kim—28 years old, single, and although she has been with the organization since leaving school (at 18) is now feeling that life is passing her by and wants to try something new. She is actively looking for a new job. Knows the workings of the organization inside out and is very good at the public relations part of her job. Has lots of friends and a hectic social life that sometimes spills over into work.
299 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB4/1 of 1
Nasmullin: Project Managers Morgan—47 years old, 3 years with Nasmullin; before that, worked in West Africa in a variety of jobs for both overseas companies and national governments. Not always very tactful when presenting ideas but gives good suggestions when consulted. Divorced loner, drinks and smokes quite heavily and is sometimes a little worse for the wear in the morning. Has a reputation for being able to get things done in spite of local problems. Peter—56 years old, divorced, has worked with Nasmullin for 2 years after being laid off from an executive job with a London economic consultancy. Has spent long periods overseas, chiefly in the Middle East and Asia, working with local people on special projects. Does not need to work, having a good pension, but likes to be with people. Can be aloof, very intelligent, and quick thinking, lives a quiet life playing bridge and golf when not overseas on projects. Raj—36 years old, Indian national, trained accountant who got bored with numbers. Has been with Nasmullin for 9 months and has learned the job quickly. Has good ideas, but written reports could be improved. Enjoys sport and has traveled extensively in Europe and the United States, as well as spending a year in Chile. Very good at negotiating locally. Drew—40 years old, 10 years as a project manager with Nasmullin. Previously worked for a competitor in a similar capacity. Has particular experience of India and Asia, including periods setting up new local companies. Is a trained engineer whose hobby is restoring old vehicles. Married with 2 teenage children at boarding school. Guli—35 years old, Israeli, former entrepreneur who switched to project management troubleshooting work as a less stressful way of making a living that still involves travel. Has been with Nasmullin for 5 years. Has a partner and they often travel together (partner pays own travel costs). Partner seems happy to act as a sort of unpaid assistant and ambassador, although there is some concern that Nasmullin is being represented by someone they have had no role in selecting. Has excellent reputation for well-run projects. Thomas—42 years old, very experienced project manager; has worked with Nasmullin for 9 years. Holds master’s degree in management and also has a private pilot’s license. In stable long-term relationship, no children. Was previously a senior manager within a multinational corporation and held posts in New York, Canberra, and Hong Kong. Speaks Mandarin and Russian as well as English. Sometimes takes a rather rigid approach to problems but seems to be very successful at creating a quick rapport with people.
301 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB5/1 of 1
Ralinstria: Background Briefing Ralinstria is a developing country that is eager to invite companies to set up there. It provides factories at very favorable rents although it will not allow foreign companies to purchase properties. The factory that Nasmullin ran there previously had to be closed down when it was discovered that it had been built on top of a previously undiscovered area of special scientific and environmental significance. Local Nasmullin employees volunteered to help with the demolition, partly out of national pride and partly because this deferred their unemployment. This task is a lengthy one because it has to be done by hand to avoid further damage to the site. However, the workforce will be available to work for Nasmullin again in about 8 months. The company has promised to do all they can to re-employ everyone in the future; this includes managers and specialists, shop-floor workers, and personnel/training staff. In addition to factories, Ralinstria has a number of specialist consultancies that operate internationally. These will be commissioned by Nasmullin for any new product and include a well-respected research and development (R & D) establishment, a marketing agency that handles the whole process from market research to final advertising and various suppliers of raw materials.
303 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB6/1 of 1
Nasmullin: Project Cost Estimates A total budget of RS 2,000,000 has been allocated for the new product project. A consultant has visited Ralinstria and established the likely costs, as shown below. Item
Cost in RS
Rental of factory (purchase not allowed)
10 per 1,000 ft2
Shop-floor employees
Average of 100 per person per year
Managerial and specialist employees
Average of 200 per person per year
They have also calculated the costs of R & D, marketing, and materials and converted them to RS 000 for ease of calculation. Project
Marketing
R&D
Materials
Dog food
220
150
300
Laundry detergent
300
180
250
Children’s toy
315
125
200
Baby food
350
220
275
Ready meals
200
100
325
Candy
400
175
225
Sandals
275
110
175
305 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/NASM/PB7/1 of 1
Nasmullin: Project Decision It is now time for the management team to meet and reach a consensus on the most appropriate project. Note that each member of the team has equal status. It will be important that you communicate well with each other because an inappropriate decision will affect •
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.
307 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
The Nasmullin Product Development Project: Participant Briefs Part 2: PLANNING and COMBINED (NB: You will also need Part 1 Briefs)
PLAN/NASM/PB1/1 of 1
Nasmullin: Project Planning Now that a product has been selected, the management team needs to plan its launch. You should take into account factors such as: • • • • • • • •
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
311 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/NASM/PB2/1 of 2
Nasmullin: Planning Parameters Note 1: Nasmullin’s normal practice requires that you plan so that all activities begin as late as possible, to obtain the most beneficial cash flow. Note 2: For all accounting and planning purposes, Nasmullin operates 13 periods of 4 weeks in the year. You need not concern yourself at this stage with the eventual adjustments at year end. Activity Rent factory
Times in Weeks
Payments
18 weeks to contract signing
10% deposit
5 weeks to moving in
30% on signing
From moving in
20% quarterly
Order machinery
12 weeks
50% deposit 50% on installation
Order raw materials
13 weeks
9% deposit 7% on each 4-weekly delivery
Employee training
Will take 4 weeks
Comes out of different budget
Market testing of product
16 weeks
20% of budget
Trials of packaging
8 weeks
20% of budget
Place initial advertisements
10 weeks prior to production
30% of budget
2nd installment of advertising
3 weeks prior to production
50% of budget
Marketing
313 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
PLAN/NASM/PB2/2 of 2
R&D Materials research
8 weeks
20% at start 20% on completion
Product development
6 weeks
15% at start 15% on completion
Product specification
4 weeks
15% at start 15% on completion
Salaries and Wages Shop floor wages are paid weekly Managerial and specialist salaries are paid 4-weekly
314 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
The Nasmullin Product Development Project: Participant Briefs Part 3: CONTINGENCY and COMBINED (NB: You will also need Part 1 and 2 Briefs)
CONT/NASM/PB1/1 of 2
Nasmullin: Critical Path Week No. 1
Latest dates for:
Lead Time (weeks)
Begin materials research
8
Start process to rent factory
18
Notes Takes 8 weeks
Cash Flow 20% of R & D costs
2 3
10% deposit for rent
4 5 6 7
Complete materials research
8
Start product development
6
So can go on to product spec.
20% of R & D costs
Takes 6 weeks
15% of R & D costs
So can go on to product spec.
15% of R & D costs
Takes 4 weeks
15% of R & D costs
9 10 11 12 13
Complete product development
14
Product specification
15
Order machinery
16
Start market testing of product
4
50% deposit on machinery 16
8 weeks before packaging trials
20% of marketing costs
317 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/PB1/2 of 2
Week No.
Latest dates for:
17
Finish product specification
18
Order raw materials
Lead Time (weeks)
Notes So can order materials
Cash Flow 15% of R & D costs 9% deposit
19 20 21
Sign contract to rent factory
5
22
Initial advertising
10
Start packaging trials
8
5 weeks before moving in
30% of rent payment
23 24
20% of marketing costs
25 26
Move into factory
No payment at this time
27
Machinery installed
50% of machinery costs
28
Employee training starts
4
29
2nd installment of advertising
3
30
Manager and specialist induction
Final week of shop floor training
Salaries start in 4 weeks
31
Raw materials delivered
Managers must be there first
7% materials costs
32
Start production
Takes 4 weeks
Different budget— wages paid weekly from now on 50% of marketing costs
318 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/PB2/1 of 1
Nasmullin: Managing the Project: General Brief This project is now ready to start. However, due to local difficulties outside the control of Nasmullin, any employees you allocated to this project have had to leave Ralinstria. Instead, you have one employee in the country. They have been sent there from a project in another country and their experience is limited. This employee is capable of taking responsibility for initiating and handling all the routine tasks associated with this project. However, this employee cannot be expected to deal with any variations from the plan or the budget. You are therefore expected to manage the project from the U.S. Fast communications have been established, and you will be advised of any problems and required to initiate action accordingly. You can assume that any activities not reported to you are going according to plan. Unless you hear to the contrary, you can also assume that any decisions you make will be implemented. Please note your group responses on the event sheets you will be given so as to maintain a record of your decisions. You are about to discover the joys of running a project of this nature. You may find that sometimes you will wish you had information that is not available— managers often have to make decisions without complete information. Keep in mind how important it is that this project goes ahead successfully.
319 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/1 of 7
Nasmullin: Managing the Project: Decision Log (Group) Group:
Date:
Members of group (list names)
Event No.
Options considered/decisions made/actions initiated/rationale
1
2
321 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/2 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
3
4
5
322 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/3 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
6
7
8
323 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/4 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
9
10
11
324 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/5 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
12
13
14
325 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/6 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
15
16
17
326 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/7 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
18
19
20
327 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/1 of 7
Nasmullin: Managing the Project: Decision Log (Individual) Participant:
Event No.
Date:
Options considered/decisions made/actions initiated/rationale
1
2
329 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/2 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
3
4
5
330 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/3 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
6
7
8
331 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/4 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
9
10
11
332 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/5 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
12
13
14
333 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/6 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
15
16
17
334 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/DL/7 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
18
19
20
335 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/COVER
Nasmullin: Managing the Project Events
Please do not open this file until told to do so.
337
CONT/NASM/EV/1 of 20
Nasmullin: Managing the Project: Event 1 The company undertaking the materials research advise that they will need to change one of the materials for something that will add 10 percent to overall material costs. Research is stopped pending a decision on this.
339 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/2 of 20
Nasmullin: Managing the Project: Event 2 It is proving difficult to find a suitable factory to rent within the time available. There is one that is the right size but is poorly laid out and lacks decent facilities for employees. Another is in a very good state, but is situated in an area that is difficult to reach. Yet another option is reasonable but would involve taking on 10 percent more floor area than required.
340 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/3 of 20
Nasmullin: Managing the Project: Event 3 Due to the delay in materials research, the start of product development has had to be postponed for a week. Can the research manager pay overtime to catch up on the time?
341 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/4 of 20
Nasmullin: Managing the Project: Event 4 Market testing of the product has revealed that customers are very skeptical about the need for such a product.
342 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/5 of 20
Nasmullin: Managing the Project: Event 5 The product specification is almost ready, but a key technician has had an accident and the research department has no one else with the key skills.
343 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/6 of 20
Nasmullin: Managing the Project: Event 6 On attempting to place the materials order, it has been found that a longtime supplier is having serious financial problems and cannot accept our order without a larger advance payment. They represent 30 percent of the total materials budget. Previous attempts to find alternative suppliers for these materials were unsuccessful.
344 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/7 of 20
Nasmullin: Managing the Project: Event 7 Security reports that they believe someone is hacking into the computers and may be accessing commercially sensitive research results.
345 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/8 of 20
Nasmullin: Managing the Project: Event 8 Our lawyer in Ralinstria is about to sign the contract to rent the factory. However, during a routine inspection, it has been found that the premises have been vandalized.
346 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/9 of 20
Nasmullin: Managing the Project: Event 9 The initial advertising for the new product has been reported to the Advertising Standards Agency as being offensive and racist.
347 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/10 of 20
Nasmullin: Managing the Project: Event 10 The packaging trials have highlighted the fact that packaging of Nasmullin’s existing products is not being done with environmentally friendly materials.
348 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/11 of 20
Nasmullin: Managing the Project: Event 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.
349 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/12 of 20
Nasmullin: Managing the Project: Event 12 A U.S. national television channel wants to interview someone about “all these rumors about Nasmullin having a lot of problems.”
350 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/13 of 20
Nasmullin: Managing the Project: Event 13 The machinery is now being installed, but the vendor’s engineers are complaining that the existing wiring is unsuitable and potentially dangerous.
351 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/14 of 20
Nasmullin: Managing the Project: Event 14 The press in Ralinstria are asking if it’s true that Nasmullin plans to force employees to transfer to a different factory.
352 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/15 of 20
Nasmullin: Managing the Project: Event 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.
353 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/16 of 20
Nasmullin: Managing the Project: Event 16 The first delivery of raw materials has arrived and is 20 percent underweight. Normal shortfalls in this industry are 5 percent.
354 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/17 of 20
Nasmullin: Managing the Project: Event 17 During the induction program for managers, one of them has suggested that several of the shopfloor employees are known troublemakers and should be dismissed while we have the chance.
355 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/18 of 20
Nasmullin: Managing the Project: Event 18 The prime minister of Ralinstria is asking when you expect her at the grand opening of the new factory.
356 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/19 of 20
Nasmullin: Managing the Project: Event 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.
357 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/NASM/EV/20 of 20
Nasmullin: Managing the Project: Event 20 The government of Ralinstria is so pleased with the contribution to their country’s economy that the factory will make that they want you to come for a vacation at their expense!
358 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
The Nasmullin Product Development Project: Assessor/Facilitator Briefs
38
20
15
41
33
35
19
Dog food
Laundry detergent
Toy
Baby food
Ready meals
Candy
Sandals
Project
Factory area 2 (000 ft )
19
35
33
41
15
20
38
Factory rent 2 (10/000 ft RS 000)
1,900
3,500
3,300
4,100
1,500
2,000
3,800
Shop-floor employee area/10
190
350
330
410
150
200
380
Wages (100/year RS 000)
Nasmullin: Project Costs Summary
31
19
25
12
33
27
15
Managerial and specialist employee
620
380
500
240
660
540
300
Salaries (200/year RS 000)
275
400
200
350
315
300
220
Marketing budget (RS 000)
110
175
100
220
125
180
150
R&D budget (RS 000)
175
225
325
275
200
250
300
Raw materials costs (RS 000)
1,389
1,565
1,488
1,536
1,465
1,490
1,388
Total costs (RS 000)
*/NASM/AB1/1 of 1
361
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/NASM/AB2/1 of 4
Nasmullin: Project Data Lists Product
Numbers
Costs
Dog Food Factory area 000 ft2
At RS 10/year per 1,000 ft2
Shop-floor employees
Calc at 1 per 1,000 ft2 of factory area
Wages
RS 100/year each
Managers and specialists Salaries
8
38
3,800 380 15
RS 200/year each
300
Marketing budget
220
R & D budget
150
Materials costs
300 1,388
Total Costs Laundry Detergent Factory area 000 ft2
At RS 10/year per 1,000 ft2
Shop-floor employees
Calc at 1 per 1,000 ft2 of factory area
Wages
RS 100/year each
Managers and specialists Salaries
20
20
2,000 200 27
RS 200/year each
540
Marketing budget
300
R & D budget
180
Materials costs
250 1,490
Total Costs
363 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/NASM/AB2/2 of 4
Product
Numbers
Costs
Children’s Toy Factory area 000 ft2
At RS 10/year per 1,000 ft2
Shop-floor employees
Calc at 1 per 1,000 ft2 of factory area
Wages
RS 100/year each
Managers and specialists Salaries
15
15
1,500 150 33
RS 200/year each
660
Marketing budget
315
R & D budget
125
Materials costs
200 1,465
Total Costs Baby Food Factory area 000 ft2
At RS 10/year per 1,000 ft2
Shop-floor employees
Calc at 1 per 1,000 ft2 of factory area
Wages
RS 100/year each
Managers and specialists Salaries
41
41
4,100
12 RS 200/year each
240
Marketing budget
350
R & D budget
220
Materials costs
275 1,536
Total Costs
364 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/NASM/AB2/3 of 4
Product
Numbers
Costs
Ready Meals Factory area 000 ft2
At RS 10/year per 1,000 ft2
Shop-floor employees
Calc at 1 per 1,000 ft2 of factory area
Wages
RS 100/year each
Managers and specialists Salaries
33
33
3,300 330 25
RS 200/year each
500
Marketing budget
200
R & D budget
100
Materials costs
325 1,488
Total Costs Candy Factory area 000 ft2
At RS 10/year per 1,000 ft2
Shop-floor employees
Calc at 1 per 1,000 ft2 of factory area
Wages
RS 100/year each
Managers and specialists Salaries
35
35
3,500 350 19
RS 200/year each
380
Marketing budget
400
R & D budget
175
Materials costs
225 1,565
Total Costs
365 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/NASM/AB2/4 of 4
Product
Numbers
Costs
Sandals Factory area 000 ft2
At RS 10/year per 1,000 ft2
Shop-floor employees
Calc at 1 per 1,000 ft2 of factory area
Wages
RS 100/year each
Managers and specialists Salaries
19
19
1,900 190 31
RS 200/year each
620
Marketing budget
275
R & D budget
110
Materials costs
175 1,389
Total Costs
366 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/DUBC/AB3/1 of 2
Nasmullin: Managing the Project: Event Listing 1.
The company undertaking the materials research advise that they will need to change one of the materials for something that will add 10 percent to overall material costs. Research is stopped pending a decision on this.
2.
It is providing difficult to find a suitable factory to rent within the time available. There is one that is the right size but is poorly laid out and lacks decent facilities for employees. Another is in a very good state but is situated in an area that is difficult to reach. Yet another option is reasonable but would involve taking on 10 percent more floor area than required.
3.
Due to the delay in materials research, the start of product development has had to be postponed for a week. Can the research manager pay overtime to catch up on the time?
4.
Market testing of the product has revealed that customers are very skeptical about the need for such a product.
5.
The product specification is almost ready, but a key technician has had an accident and the research department has no one else with the key skills.
6.
On attempting to place the materials order, it has been found that a long-time supplier is having serious financial problems and cannot accept our order without a larger advance payment. They represent 30 percent of the total materials budget. Previous attempts to find alternative suppliers for these materials were unsuccessful.
7.
Security reports that they believe someone is hacking into the computers and may be accessing commercially sensitive research results.
8.
Our lawyer in Ralinstria is about to sign the contract to rent the factory. However, during a routine inspection, it has been found that the premises have been vandalized.
9.
The initial advertising for the new product has been reported to the Advertising Standards Agency as being offensive and racist.
10. The packaging trials have highlighted the fact that packaging of Nasmullin’s 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 vendor’s engineers are complaining that the existing wiring is unsuitable and potentially dangerous. 14. The press in Ralinstria are asking if it’s 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 country’s 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
The Town of Valleys Merger: Participant Briefs Part 1: RECOMMENDATION and COMBINED
RECO/VALL/PB1/1 of 1
Rivers to Valleys: General Brief You were recently appointed as a manager in the village of Rivers. However, you had barely started in the post before changes were initiated by state government. As a result, Rivers is required to merge with the adjoining village of Vale and will be known as the Town of Valleys. Each village was structured in a similar way, had about the same size budgets and numbers of staff, and had similar roles to play in their areas. By coincidence, each village has been in the process of building a new town hall. Both town halls will be ready for occupation shortly and it is planned to take this opportunity to relocate in a way that reflects the merger. The intention is that each “pair” of departments will be physically merged into a space in one of the new town halls. In the short term, all managers will be expected to team up with their counterparts and run the merged villages jointly. In the longer term, decisions will probably have to be made about who becomes the department head and who becomes deputy. Details of your about-to-be-merged town are attached. Please note that the Town of Valleys will operate on the cost center system, where each department has its own budget, and cross-charges are made for services provided. Department managers have complete authority over the way budgets are applied. Each budget covers staff costs, including provision for performance-related pay; relevant operating costs such as travel, telephones, etc.; fees for support services such as maintenance and catering; and a planned projects allocation. It has also been announced that the merged town is to set up a project team that will handle the implementation of the myriad of changes that are going to be needed. The members of this project team will be proposed by their colleagues, but the final choice will be made by management. Your current (Rivers) team has been working extra hours to reach a consensus on who among them they would like to see on the project team. They have considered the needs of the town carefully and put forth the name of the person they believe will make the best contribution to the new project team. They are hopeful that you will persuade the other managers to accept their nominee. The project team will have two fewer members than there are departments, so several nominees will not be appointed.
371 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB1/1 of 1
Rivers to Valleys: General Brief You were recently appointed as a manager in the village of Vale. However, you had barely started in the position before changes were initiated by state government. As a result, Vale is required to merge with the adjoining village of Rivers and will be known as the Town of Valleys. Each village was structured in a similar way, had about the same size budgets and numbers of staff, and had similar roles to play in their areas. By coincidence, each village has been in the process of building a new town hall. Both town halls will be ready for occupation shortly, and it is planned to take this opportunity to relocate in a way that reflects the merger. The intention is that each “pair” of departments will be physically merged into a space in one of the new town halls. In the short term, all managers will be expected to team up with their counterparts and run the merged villages jointly. In the longer term, decisions will probably have to be made about who becomes the department head and who becomes deputy. Details of your about-to-be-merged town are attached. Please note that the Town of Valleys will operate on the cost center system, where each department has its own budget, and cross-charges are made for services provided. Department managers have complete authority over the way budgets are applied. Each budget covers staff costs, including provision for performance-related pay; relevant operating costs such as travel, telephones, etc.; fees for support services such as maintenance and catering; and a planned projects allocation. It has also been announced that the merged town is to set up a project team that will handle the implementation of the myriad of changes that are going to be needed. The members of this project team will be proposed by their colleagues, but the final choice will be made by management. Your current (Vale) team has been working extra hours to reach a consensus on who among them they would like to see on the project team. They have considered the needs of the town carefully and put forth the name of the person they believe will make the best contribution to the new project team. They are hopeful that you will persuade the other managers to accept their nominee. The project team will have two fewer members than there are departments, so several nominees will not be appointed.
373 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB2/1 of 1
Valleys: General Brief: Finance You were the manager of the Finance Administration Department, so you will now be sharing responsibility for the merged unit in Valleys. Attached are the details of the people who were selected by the villages of Vale and Rivers groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Vale and Rivers details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major areas that have been selected by the Valleys’ senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Valleys: Departmental Brief: Community Liaison You were the manager of the Community Liaison Department, so you will now be sharing responsibility for the merged unit in Valleys. Attached are the details of the people who were selected by the villages of Vale and Rivers groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Vale and Rivers details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Valleys’ senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Valleys: Departmental Brief: Legal You were the manager of the Legal Department, so you will now be sharing responsibility for the merged unit in Valleys. Attached are the details of the people who were selected by the villages of Vale and Rivers groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Vale and Rivers details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Valleys’ senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Valleys: Departmental Brief: Housing You were the manager of the Housing Department, so you will now be sharing responsibility for the merged unit in Valleys. Attached are the details of the people who were selected by the villages of Vale and Rivers groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Vale and Rivers details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Valleys’ senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Valleys: Departmental Brief: Education You were the manager of the Education Department, so you will now be sharing responsibility for the merged unit in Valleys. Attached are the details of the people who were selected by the villages of Vale and Rivers groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Vale and Rivers details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Valleys’ senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Valleys: Departmental Brief: Planning You were the manager of the Planning Department, so you will now be sharing responsibility for the merged unit in Valleys. Attached are the details of the people who were selected by the villages of Vale and Rivers groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Vale and Rivers details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Valleys’ senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Valleys: Departmental Brief: Social Services You were the manager of the Social Services Department, so you will now be sharing responsibility for the merged unit in Valleys. Attached are the details of the people who were selected by the villages of Vale and Rivers groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Vale and Rivers details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Valleys’ senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Valleys: Departmental Brief: Highways You were the manager of the Highway Department, so you will now be sharing responsibility for the merged unit in Valleys. Attached are the details of the people who were selected by the villages of Vale and Rivers groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Vale and Rivers details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Valleys’ senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Valleys: Finance Dept.: Applicant Summaries Name: Brendan Male/Female: M
Age: 41
Length of service (years): 10
Qualifications: Accountant, degree in Business Studies Summary of experience: 10 years as accountant for Vale Has worked on budgets for each main department Previous employment: Accounts clerk – Kodak Accountant for town government Overview of recent appraisals: Conscientious, accurate, methodical. Occasionally takes too long because of attention to detail Name: Sumitra Male/Female: F
Age: 32
Length of service (years): 6
Qualifications: Accountant, B.A. in Cost Accountancy Summary of experience: 6 years as senior accountant for Rivers Has prepared long-term financial forecasts for entire town Previous employment: Accountant for oil company Cost administrator for home building company Overview of recent appraisals: Enthusiastic, lots of ideas, assertive; tendency to start too many projects at once
391 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
Valleys: Liaison Dept.: Applicant Summaries Name: Raj Male/Female: M
Age: 30
Length of service (years): 14
Qualifications: B.A. in Community Liaison Summary of experience: 6 years in Social Services department administration 5 years in Highways Moved to Community Liaison as group leader when department was set up 3 years ago Previous employment: Joined Vale straight from school Overview of recent appraisals: Calm, personable, gets along well with colleagues and is an excellent representative of the organization Name: Mary Male/Female: F
Age: 38
Length of service (years): 14
Qualifications: Certificate in Public Relations; B.A. in Management Summary of experience: Began as secretary in Legal Department 6 years ago; joined project team setting up new Community Liaison Department Appointed to senior supervisor 4 years ago. Previous employment: Secretarial posts in several large organizations, including two other towns Overview of recent appraisals: Steady, reliable, can always be trusted to make sensible decisions
393 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
Valleys: Legal Dept.: Applicant Summaries Name: Peter Male/Female: M
Age: 28
Length of service (years): 4
Qualifications: Attorney; Certificate in Computer Science Summary of experience: Handles employment law Represents Vale at meetings with state government to discuss legal issues Previous employment: 3 years at a city legal firm dealing with employment law cases Overview of recent appraisals: High flyer; excellent grasp of legal situation; takes a broad strategic view Name: Nayna Male/Female: F
Age: 42
Length of service (years): 17
Qualifications: Degree in Law, Economics and Finance B.A. in Environmental Management Summary of experience: 6 years as personnel officer 11 years legal negotiating on behalf of Rivers, specializing lately in property sales and purchases Previous employment: Clerical assistant—zoning board Personnel assistant—zoning board Overview of recent appraisals: Skilled negotiator who understands how to establish a rapport and influence people
395 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
Valleys: Housing Dept.: Applicant Summaries Name: Pia Male/Female: F
Age: 22
Length of service (years): 2
Qualifications: Currently studying for degree in Housing Management Summary of experience: 2 years in charge of Vale’s Barnaby Estate Previous employment: Temporary job with housing organization, introducing new systems Overview of recent appraisals: Enthusiastic, hard working, willing to put in the effort to produce outstanding results; has had a considerable impact on the Barnaby Estate Name: Edgar Male/Female: M
Age: 44
Length of service (years): 10
Qualifications: Certificate in Housing Management B.A. in Anthropology Summary of experience: 6 years in Rivers Training Department (administration) 4 years as team leader in Housing Previous employment: 6 years with town of Vale Education Department Before that had series of temporary jobs interspersed with overseas travel Overview of recent appraisals: Knowledgeable; has benefit of experience in several environments, which has given him the gift of understanding a variety of perspectives
397 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
Valleys: Teaching Dept.: Applicant Summaries Name: Kaare Male/Female: M
Age: 28
Length of service (years): 5
Qualifications: B.A. in Education Certificate in counseling Summary of experience: Joined Vale as a teacher but transferred after one year into the Department of Education Is a team leader responsible for three schools Previous employment: Work experience positions only Overview of recent appraisals: Skilled communicator who takes a keen interest in management theories and practices. Name: Evelyn Male/Female: F
Age: 31
Length of service (years): 6
Qualifications: Psychologist M.A. in Education Summary of experience: 2 years administration in middle schools 4 years administration in high schools Previous employment: Head of Community Schools in Africa, Canada, and the United States Overview of recent appraisals: Extremely competent manager with considerable experience and insight into the management of schools
399 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
Valleys: Planning Dept.: Applicant Summaries Name: Blaine Male/Female: F
Age: 23
Length of service (years): 1
Qualifications: B.A. in Environmental Science Currently studying for degree in Town Planning Summary of experience: Joined after college on 3-year program as potential town planner Previous employment: N/A Overview of recent appraisals: Intelligent, quick to grasp significance, innovative problem solver who is a popular member of the team Name: Abraham Male/Female: M
Age: 41
Length of service (years): 16
Qualifications: B.A. in Planning Management Associates degree in Computers and Planning Summary of experience: 8 years planner 4 years senior planner 4 years manager, planning systems Previous employment: Entrepreneur—owns a local photography business Overview of recent appraisals: Reliable—consistently produces high-quality work to exacting deadlines; reputation for developing his staff through delegation and coaching
401 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
Valleys: Finance Dept.: Applicant Summaries Name: Susan Male/Female: F
Age: 34
Length of service (years): 7
Qualifications: M.A. in Business Administration; qualified social worker Summary of experience: 5 years section leader 2 years administrator Previous employment: 4 years administration in major hospital 1 year major department store management Overview of recent appraisals: Excellent planner and administrator; maintains high quality standards; work is always completed accurately and on time; good with people Name: Tehemtan Male/Female: M
Age: 37
Length of service (years): 11
Qualifications: B.A. in Management; qualified social worker Summary of experience: 4 years senior social services officer 4 years social services coordinator 3 years social worker Previous employment: 4 years in administrative position with international charity Overview of recent appraisals: Skilled team leader, excellent mediator and facilitator, takes a broad view, and leaves people feeling valued and motivated; occasional lack of self-control; loses temper rather easily
403 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB3/1 of 1
Valleys: Finance Dept.: Applicant Summaries Name: Murray Male/Female: M
Age: 25
Length of service (years): 2
Qualifications: Degree in Highway Planning Certificate in History of Roads Summary of experience: Senior Highway Engineer Previous employment: N/A Overview of recent appraisals: Well-rounded individual who has been a considerable asset to the department; excellent team member; cooperative and persuasive Name: Garvani Male/Female: F
Age: 26
Length of service (years): 3
Qualifications: Degree in Highway Construction Certified Engineer Summary of experience: 2 years senior highways engineer 1 year section leader: new development Previous employment: 2 years State highway department Overview of recent appraisals: High flyer who shows initiative and enthusiasm; high-quality problem solving and decision making
405 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Valleys: Departmental Budget: Finance Department Costs
Finance ($)
Direct Operating Costs Salaries: managerial Salaries: professional/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
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
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
27. 00 3. 00 22. 00 9. 00 18. 00 19. 00 98. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
15. 00 0. 00 200. 00 50. 00 265. 00
TOTAL
4,461. 70
407 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Valleys: Departmental Budget: Community Liaison Department Community Liaison ($)
Costs Direct Operating Costs Salaries: managerial Salaries: professional/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
780. 00 1,000. 00 1,200. 00 380. 00 3,360. 00 504. 00 3,864. 00
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
1,159. 20 16. 50 19. 00 12. 00 1,206. 70
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
34. 00 7. 00 40. 00 11. 00 22. 00 30. 00 144. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
210. 00 45. 00 5. 00 0. 00 260. 00
TOTAL
5,474. 70
409 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Valleys: Departmental Budget: Legal Department Costs
Legal ($)
Direct Operating Costs Salaries: managerial Salaries: professional/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
600. 00 850. 00 990. 00 120. 00 2,560. 00 384. 00 2,944. 00
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
883. 20 13. 50 25. 00 25. 00 946. 70
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
26. 00 4. 00 33. 00 6. 00 12. 00 14. 00 95. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
27. 00 225. 00 0. 00 60. 00 312. 00
TOTAL
4,297. 70
411 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Valleys: Departmental Budget: Housing Department Costs
Housing ($)
Direct Operating Costs Salaries: managerial Salaries: professional/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
960. 00 550. 00 840. 00 220. 00 2,570. 00 385. 50 2,955. 50
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
886. 65 19. 00 11. 00 19. 00 935. 65
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
36. 00 5. 00 28. 00 8. 00 16. 00 24. 00 117. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
0. 00 230. 00 30. 00 45. 00 305. 00
TOTAL
4,313. 15
413 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Valleys: Departmental Budget: Education Department Costs
Education ($)
Direct Operating Costs Salaries: managerial Salaries: professional/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
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
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
25. 00 6. 00 12. 00 8. 00 16. 00 11. 00 78. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
58. 00 0. 00 60. 00 255. 00 373. 00
TOTAL
4,234. 00
415 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Valleys: Departmental Budget: Planning Department Costs
Planning ($)
Direct Operating Costs Salaries: managerial Salaries: professional/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
660. 00 1,500. 00 960. 00 70. 00 3,190. 00 478. 50 3,668. 50
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
1,100. 55 20. 50 8. 00 24. 00 1,153. 05
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
32. 00 5. 00 32. 00 8. 00 16. 00 6. 00 99. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
195. 00 40. 00 20. 00 0. 00 255. 00
TOTAL
5,175. 55
417 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Valleys: Departmental Budget: Social Services Department Social Services ($)
Costs Direct Operating Costs Salaries: managerial Salaries: professional/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
1,020. 00 1,600. 00 450. 00 390. 00 3,460. 00 519. 00 3,979. 00
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
1,193. 70 24. 50 10. 00 14. 00 1,242. 20
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
35. 00 7. 00 15. 00 11. 00 22. 00 12. 00 102. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
5. 00 15. 00 0. 00 190. 00 210. 00
TOTAL
5,533. 20
419 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB4/1 of 1
Valleys: Departmental Budget: Highway Department Costs
Highway ($)
Direct Operating Costs Salaries: managerial Salaries: professional/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
720. 00 600. 00 1,170. 00 300. 00 2,790. 00 418. 50 3,208. 50
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
962. 55 12. 00 16. 00 17. 00 1,007. 55
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
28. 00 4. 00 39. 00 8. 00 16. 00 16. 00 111. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
0. 00 35. 00 205. 00 5. 00 245. 00
TOTAL
4,572. 05
421 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/VALL/PB5/1 of 1
Valleys: Project Team Membership Decision As a team of managers, you now have to reach consensus on the composition of the project team. Remember that this project team must have two fewer members than there are departments. Note also that you are required to discuss and agree on the process whereby you will communicate your decision to all staff. You can assume that the persons named in the applicant summaries are aware of their colleagues’ nominations and will accept the position on the project team willingly if you select them. You should keep in mind that any communication with the staff may well be made available, either formally or in an unauthorized way, to people outside the Town of Valleys. Part of your selection process may well include establishing some selection criteria for membership of the project team; you will need to communicate these criteria to others in the future.
423 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
The Town of Valleys Merger: Participant Briefs Part 2: PLANNING and COMBINED (NB: You will also need Part 1 Briefs)
PLAN/VALL/PB1/1 of 1
Valleys: Project Planning Now that you have reached a consensus on the composition of the project team, you need to plan what you want them to do. You should consider factors such as: • • • • • • • • • • • • • •
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
The Town of Valleys Merger: Participant Briefs Part 3: CONTINGENCY and COMBINED (NB: You will also need Part 1 and 2 Briefs)
CONT/VALL/PB1/1 of 1
Valleys: Managing the Project: General Brief The departments within the Town of Valleys are about to move into the new town hall. Senior management has confirmed that the budget for moving into the new premises is separate from your departmental budgets. Senior management has asked that your newly appointed project team take responsibility for organizing this, under your overall guidance. The project team will then continue with their work of leading the implementation of new working processes and other changes that will be needed. They will also act as troubleshooters for the inevitable problems that will arise during such a significant upheaval. However, you are about to discover that there will be a number of problems that they will have to refer to you for a decision or for extra guidance. You can assume that any activities not reported to you are going according to plan. Unless you hear otherwise, you can also assume that any decisions you make will be implemented. Please note your group responses on the events log that you will be given so as to maintain a record of your decisions. You may find that sometimes you will wish you had information that is not available— managers often have to make decisions without complete information. Keep in mind how important it is that this project goes ahead successfully.
431 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/1 of 7
Valleys: Managing the Project: Decision Log (Group) Group:
Date:
Members of group (list names)
Event No.
Options considered/decisions made/actions initiated/rationale
1
2
433 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/2 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
3
4
5
6
434 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/3 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
7
8
9
10
435 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/4 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
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.
Options considered/decisions made/actions initiated/rationale
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.
Options considered/decisions made/actions initiated/rationale
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.
Options considered/decisions made/actions initiated/rationale
23
24
25
439 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/1 of 7
Valleys: Managing the Project: Decision Log (Individual) Participant:
Event No.
Date:
Options considered/decisions made/actions initiated/rationale
1
2
3
441 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/2 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
4
5
6
7
442 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/DL/3 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
8
9
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.
Options considered/decisions made/actions initiated/rationale
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.
Options considered/decisions made/actions initiated/rationale
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.
Options considered/decisions made/actions initiated/rationale
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.
Options considered/decisions made/actions initiated/rationale
24
25
447 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/COVER
Valleys: Managing the Project Events
Please do not open this file until told to do so.
449
CONT/VALL/EV/1 of 25
Valleys: Managing the Project: Event 1 You were about to move into the new town hall but were advised that, for reasons outside the control of the Town of Valleys, there will be a delay of 4 weeks before you can do this. However, the existing premises have been sold and you are required to move out of them in 3 weeks. There was meant to be a 3-week overlap period, which should have left plenty of time to complete the move (which was only expected to take 2 days for furniture and another week for computer equipment, etc.). Now there appears to be no overlap time at all—instead there will be a week when you have nowhere to go! 451 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/2 of 25
Valleys: Managing the Project: Event 2 Because of the problems generated by the building not being ready, the county is requesting that management consider introducing special counseling for any staff who feel that they have been stressed or traumatized by the uncertainties this delay might have caused. They say this is particularly important because the delay followed so soon after the shock of the merger.
452 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/3 of 25
Valleys: Managing the Project: Event 3 The move has now taken place and it has been found that the newly installed telephone system will not function in the way required. The suppliers are insisting that they have worked to the specification provided and that the improvements now being demanded will add $90,000 to the cost. They will not continue installing the systems without authorization for the additional cost; in the meantime, the telephones cannot be used for outgoing calls. 453 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/4 of 25
Valleys: Managing the Project: Event 4 A large group of staff are refusing to share locations with their counterparts from the other village. They are insisting that they should be allowed to continue to function separately instead of being put under all this pressure to learn new procedures—especially when the new procedures are not even based on what either village used to do.
454 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/5 of 25
Valleys: Managing the Project: Event 5 Local police have just come in and arrested three staff members. They are being charged with drug offenses. All three were key personnel in the Information Technology Department.
455 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/6 of 25
Valleys: Managing the Project: Event 6 A group of employees are complaining of sexual harassment by their manager. The manager worked for his village for 15 years, and this is the first indication of any problem. The trained counselor who would normally deal with this under the organization’s sexual harassment policy is unavailable for the next 2 weeks.
456 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/7 of 25
Valleys: Managing the Project: Event 7 The local press are asking if there is any truth to the rumor that a very senior manager has been accused by dozens of staff of sexual harassment.
457 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/8 of 25
Valleys: Managing the Project: Event 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.
458 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/9 of 25
Valleys: Managing the Project: Event 9 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).
459 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/10 of 25
Valleys: Managing the Project: Event 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.
460 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/11 of 25
Valleys: Managing the Project: Event 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.
461 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/12 of 25
Valleys: Managing the Project: Event 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.
462 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/13 of 25
Valleys: Managing the Project: Event 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.
463 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/14 of 25
Valleys: Managing the Project: Event 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 investigation—and maybe far more if work is needed. None of these costs are in the budget.
464 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/15 of 25
Valleys: Managing the Project: Event 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.
465 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/16 of 25
Valleys: Managing the Project: Event 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.
466 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/17 of 25
Valleys: Managing the Project: Event 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.
467 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/18 of 25
Valleys: Managing the Project: Event 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.
468 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/19 of 25
Valleys: Managing the Project: Event 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 elsewhere—and in some cases may even be illegal or dangerous.
469 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/20 of 25
Valleys: Managing the Project: Event 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.
470 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/21 of 25
Valleys: Managing the Project: Event 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.
471 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/22 of 25
Valleys: Managing the Project: Event 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.
472 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/23 of 25
Valleys: Managing the Project: Event 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. 473 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/24 of 25
Valleys: Managing the Project: Event 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.
474 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/VALL/EV/25 of 25
Valleys: Managing the Project: Event 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.
475 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
The Town of Valleys Merger: Assessor/Facilitator Briefs
660.00 400.00 2,710.00
Salaries: administrative
Salaries: clerical
Total Salaries
934.55 15.00 20.00 14.00 983.55
Travel and expenses
Stationery and printing
Postage and telephones
Total Indirect
3,115.15
Pensions, sick pay
Indirect Operating Costs
Total Direct Operating
405.15
750.00
Salaries: prof./specialists
Performance-related
900.00
Salaries: managerial
Direct Operating Costs
Finance
479
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008 1,206.70
12.00
19.00
16.50
1,159.20
3,864.00
504.00
3,360.00
380.00
1,200.00
1,000.00
780.00
Community Liaison
946.70
25.00
25.00
13.50
883.20
2,944.00
384.00
2,560.00
120.00
990.00
850.00
600.00
Legal
935.65
19.00
11.00
19.00
886.65
2,955.50
385.50
2,570.00
220.00
840.00
550.00
960.00
Housing
908.00
15.00
14.00
16.50
862.50
2,875.00
375.00
2,500.00
350.00
360.00
950.00
840.00
Education
Valleys: Summary of Proposed Budgets (all figures in $)
1,153.05
24.00
8.00
20.50
1,100.55
3,668.50
478.50
3,190.00
70.00
960.00
1,500.00
660.00
Planning
1,242.20
14.00
10.00
24.50
1,193.70
3,979.00
519.00
3,460.00
390.00
450.00
1,600.00
1,020.00
Social Services
1,007.55
17.00
16.00
12.00
962.55
3,208.50
418.50
2,790.00
300.00
1,170.00
600.00
720.00
Highways
*/VALL/AB1/1 of 2
18
Catering services
480
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008 200 50 265
Benchmarking
Cultural change events
Total Planned Projects 4,461.70
—
PR campaign
TOTAL
15
Computer equipment
Planned Projects
98
9
Building maintenance
Total Support Services
22
Recruitment
19
3
Training and development
IT systems support
27
Public relations
Fees for Support Services
Finance
12
22
27 225 — 60 312 4,297.70
210 45 5 — 260 5,474.70
95
6
11
144
33
40
14
4
7
30
26
Legal
34
Community Liaison
4,313.15
305
45
30
230
—
117
24
16
8
28
5
36
Housing
4,234
373
255
60
—
58
78
11
16
8
12
6
25
Education
Valleys: Summary of Proposed Budgets (all figures in $)
5,175.55
255
—
20
40
195
99
6
16
8
32
5
32
Planning
5,533.20
210
190
—
15
5
102
12
22
11
15
7
35
Social Services
4,572.05
245
5
205
35
—
111
16
16
8
39
4
28
Highways
*/VALL/AB1/2 of 2
481
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Highways
Social services
Planning
Education
Housing
Legal
Comm. Liaison
Finance
Department
12 600
720
1,600
1,020 12
32
1,500
660 17
30
950
840 11
19
550
960 14
11
850
600 16
17
1,000
780 10
20
750
900 13
15
Costs
# profs.
15
Costs
# mgrs.
1,170
39
450
15
960
32
360
12
840
28
990
33
1,200
40
660
22
Costs
# admin.
300
30
390
39
70
7
350
35
220
22
120
12
380
38
400
40
Costs
# cleric.
2,790
3,460
3,190
2,500
2,570
2,560
3,360
2,710
Total salaries costs
418.50
519
478.50
375
385.50
384
504
405.15
Perf.related costs
3,208.50
3,979.00
3,668.50
2,875.00
2,955.50
2,944.00
3,864.00
3,115.15
Total direct costs
962.55
1,193.70
1,100.55
862.50
886.65
883.20
1,159.20
934.55
Pensions
12
24.5
20.5
16.5
19
13.5
16.5
15
Travel
16
10
8
14
11
25
19
20
Stat./ printing
Valleys: Department Staff Numbers and Costs Summary (all costs in $)
17
14
24
15
19
25
12
14
Postage
1,007.55
1,242.20
1,153.05
908.00
935.65
946.70
1,206.70
983.55
Total indirect
*/VALL/AB2/1 of 2
482
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Highways
Social Services
Planning
Education
Housing
Legal
Comm. Liaison
Finance
Department
28
35
32
25
36
26
34
27
PR
4
7
5
6
5
4
7
3
Train. & dev.
39
15
32
12
28
33
40
22
Recruit
8
11
8
8
8
6
11
9
Build. maint.
16
22
16
16
16
12
22
18
Catering
16
12
6
11
24
14
30
19
IT support
111
102
99
78
117
95
144
98
Total support
—
5
195
58
—
27
210
15
Comp. equip.
35
15
40
—
230
225
45
—
PR cmpgn.
205
—
20
60
30
—
5
200
Benchmark
5
190
—
255
45
60
—
50
Culture change
Valleys: Department Staff Numbers and Costs Summary (all costs in $)
245
210
255
373
305
312
260
265
Total projs.
4,572.05
5,533.20
5,175.55
4,234.00
4,313.15
4,297.70
5,474.70
4,461.70
Total
*/VALL/AB2/2 of 2
*/VALL/AB3/1 of 3
Valleys: Managing the Project: Events Listing 1.
You were about to move into the new town hall but were advised that, for reasons outside the control of the Town of Valleys, there will be a delay of 4 weeks before you can do this. However, the existing premises have been sold and you are required to move out of them in 3 weeks. There was meant to be a 3-week overlap period, which should have left plenty of time to complete the move (which was only expected to take 2 days for furniture and another week for computer equipment, etc.). Now there appears to be no overlap time at all—instead there will be a week when you have nowhere to go!
2.
Because of the problems generated by the building not being ready, the county is requesting that management consider introducing special counseling for any staff who feel that they have been stressed or traumatized by the uncertainties this delay might have caused. They say this is particularly important because the delay followed so soon after the shock of the merger.
3.
The move has now taken place and it has been found that the newly installed telephone system will not function in the way required. The suppliers are insisting that they have worked to the specification provided and that the improvements now being demanded will add $90,000 to the cost. They will not continue installing the systems without authorization for the additional cost; in the meantime, the telephones cannot be used for outgoing calls.
4.
A large group of staff are refusing to share locations with their counterparts from the other village. They are insisting that they should be allowed to continue to function separately instead of being put under all this pressure to learn new procedures—especially when the new procedures are not even based on what either village used to do.
5.
Local police have just come in and arrested three staff members. They are being charged with drug offenses. All three were key personnel in the Information Technology Department.
6.
A group of employees are complaining of sexual harassment by their manager. The manager worked for his village for 15 years, and this is the first indication of any problem. The trained counselor who would normally deal with this under the organization’s sexual harassment policy is unavailable for the next 2 weeks.
7.
The local press are asking if there is any truth to the rumor that a very senior manager has been accused by dozens of staff of sexual harassment.
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.
9.
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).
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 investigation—and 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 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 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
The Brabent Hospital Merger: Participant Briefs Part 1: RECOMMENDATION and COMBINED
RECO/BRAB/PB1/1 of 1
Heidigger to Brabent: General Brief You were recently appointed as a manager in Heidigger Hospital. However, you had barely started in the position before changes were initiated by the government. As a result, Heidigger is required to merge with the adjoining Mayflower Hospital and will be known as Brabent Hospital. Each hospital was structured in a similar way, had about the same size budgets and numbers of staff, and had similar roles to play in their areas. By coincidence, each hospital has been in the process of building new premises. These will be ready for occupation shortly, and it is planned to take this opportunity to relocate in a way that reflects the merger. The intention is that each “pair” of departments will be physically merged into a space in one of the new hospital buildings. In the short term, all managers will be expected to team up with their counterparts and run the merged departments jointly. In the longer term, decisions will probably have to be made about who becomes the department head and who becomes deputy. Details of your about-to-be merged department are attached. Please note that Brabent will operate on the cost center system, where each department has its own budget and crosscharges are made for services provided. Department managers have complete authority over the way budgets are applied. Each budget covers staff costs, including provision for performance-related pay; relevant operating costs such as travel, telephones, etc.; fees for support services such as maintenance and catering; and a planned projects allocation. It has also been announced that the merged hospital is to set up a project team that will handle the implementation of the myriad of changes that are going to be needed. The members of this project team will be proposed by their colleagues, but the final choice will be made by management. Your current (Heidigger) team has been working extra hours to reach a consensus on who among them they would like to see on the project team. They have considered the needs of the organization carefully and put forward the name of the person they believe will make the best contribution to the new project team. They are hopeful that you will persuade the other managers to accept their nominee. The project team will have two fewer members than there are departments, so several nominees will not be appointed.
489 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB1/1 of 1
Mayflower to Brabent: General Brief You were recently appointed as a manager in Mayflower Hospital. However, you had barely started in the position before changes were initiated by the government. As a result, Mayflower is required to merge with the adjoining Heidigger Hospital and will be known as Brabent Hospital. Each hospital was structured in a similar way, had about the same size budgets and numbers of staff, and had similar roles to play in their areas. By coincidence, each hospital has been in the process of building new premises. These will be ready for occupation shortly, and it is planned to take this opportunity to relocate in a way that reflects the merger. The intention is that each “pair” of departments will be physically merged into a space in one of the new hospital buildings. In the short term, all managers will be expected to team up with their counterparts and run the merged departments jointly. In the longer term, decisions will probably have to be made about who becomes the department head and who becomes deputy. Details of your about-to-be merged department are attached. Please note that Brabent will operate on the cost center system, where each department has its own budget and crosscharges are made for services provided. Department managers have complete authority over the way budgets are applied. Each budget covers staff costs, including provision for performance-related pay; relevant operating costs such as travel, telephones, etc.; fees for support services such as maintenance and catering; and a planned projects allocation. It has also been announced that the merged hospital is to set up a project team that will handle the implementation of the myriad of changes that are going to be needed. The members of this project team will be proposed by their colleagues, but the final choice will be made by management. Your current (Mayflower) team has been working extra hours to reach a consensus on who among them they would like to see on the project team. They have considered the needs of the organization carefully and put forward the name of the person they believe will make the best contribution to the new project team. They are hopeful that you will persuade the other managers to accept their nominee. The project team will have two fewer members than there are departments, so several nominees will not be appointed.
491 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB2/1 of 1
Brabent: Departmental Brief: Finance You were the manager of the Finance Administration Department, so you will now be sharing responsibility for the merged unit in Brabent. Attached are the details of the people who were selected by the Heidigger Hospital and Mayflower Hospital groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Heidigger and Mayflower details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major areas that have been selected by Brabent’s senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Brabent: Departmental Brief: Records You were the manager of the Records Department, so you will now be sharing responsibility for the merged unit in Brabent. Attached are the details of the people who were selected by the Heidigger Hospital and Mayflower Hospital groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Heidigger and Mayflower details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Brabent’s senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Brabent: Departmental Brief: Legal You were the manager of the Legal Department, so you will now be sharing responsibility for the merged unit in Brabent. Attached are the details of the people who were selected by the Heidigger Hospital and Mayflower Hospital groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Heidigger and Mayflower details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Brabent’s senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Brabent: Departmental Brief: Research You were the manager of the Research Department, so you will now be sharing responsibility for the merged unit in Brabent. Attached are the details of the people who were selected by the Heidigger Hospital and Mayflower Hospital groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Heidigger and Mayflower details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Brabent’s senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Brabent: Departmental Brief: Training You were the manager of the Training Department, so you will now be sharing responsibility for the merged unit in Brabent. Attached are the details of the people who were selected by the Heidigger Hospital and Mayflower Hospital groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Heidigger and Mayflower details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Brabent’s senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Brabent: Departmental Brief: Medical Maintenance You were the manager of the Medical Maintenance Department, so you will now be sharing responsibility for the merged unit in Brabent. Attached are the details of the people who were selected by the Heidigger Hospital and Mayflower Hospital groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Heidigger and Mayflower details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Brabent’s senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Brabent: Departmental Brief: Purchasing You were the manager of the Purchasing Department, so you will now be sharing responsibility for the merged unit in Brabent. Attached are the details of the people who were selected by the Heidigger Hospital and Mayflower Hospital groups as their nominees for the project team. Also attached is some information about staff members and ongoing expenditure for the new department. This has been produced by adding together the Heidigger and Mayflower details, which were quite similar to each other, and forms part of the budget for the first year of joint operation. In addition, there are four major project areas that have been selected by Brabent’s senior management as key activities associated with implementing the merger. These include the following: • • • •
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
Brabent: Finance Dept.: Applicant Summaries Name: Barbara Male/Female: F
Age: 41
Length of service (years): 10
Qualifications: Accountant, B.A. in Business Studies Summary of experience: 10 years as accountant for Mayflower Has worked on budgets for each main department Previous employment: Accounts clerk – Kodak Accountant for New York teaching hospital Overview of recent appraisals: Conscientious, accurate, methodical; occasionally takes too long because of attention to detail Name: Parva Male/Female: M
Age: 32
Length of service (years): 6
Qualifications: Accountant, degree in Cost Accounting Summary of experience: 6 years as senior accountant for Heidigger Has prepared long-term financial forecasts for total organization Previous employment: Accountant for oil company Cost administrator for hospital construction company Overview of recent appraisals: Enthusiastic, lots of ideas, assertive; tendency to start too many projects at once
507 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
Brabent: Records Dept.: Applicant Summaries Name: Matya Male/Female: F
Age: 30
Length of service (years): 14
Qualifications: Degree in Records Administration Certificate in Business Studies Summary of experience: 6 years in Medical Maintenance; 5 years in Research Moved to Records as group leader 3 years ago to head up new unit focused on procedure changes Previous employment: Joined Mayflower straight out of college Overview of recent appraisals: Calm, personable, gets along well with colleagues and is an excellent representative of the organization Name: Ryan Male/Female: M
Age: 38
Length of service (years): 14
Qualifications: Certificate in Public Relations; B.A. in Management Summary of experience: Began as secretary in Legal Department 6 years ago; joined project team reviewing procedures in Records Appointed to senior supervisor 4 years ago Previous employment: Secretarial posts in several large organizations, including two major hospitals Overview of recent appraisals: Steady, reliable; can always be trusted to make sensible decisions
509 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
Brabent: Legal Dept.: Applicant Summaries Name: Leo Male/Female: M
Age: 28
Length of service (years): 4
Qualifications: Attorney; Certificate in Computer Science Summary of experience: Handles employment law Represents Mayflower at meetings with government officials to discuss legal issues Previous employment: 3 years at a city legal firm dealing with employment law cases Overview of recent appraisals: High flyer; excellent grasp of legal situation; takes a broad strategic view Name: Beatrice Male/Female: F
Age: 42
Length of service (years): 17
Qualifications: Degree in Law, Economics, and Finance B.A. in Environmental Management Summary of experience: 6 years as personnel officer 11 years legal negotiating on behalf of Heidigger, specializing latterly in property sales and purchases Previous employment: Clerical assistant—zoning board Personnel assistant—zoning board Overview of recent appraisals: Skilled negotiator who understands how to establish a rapport and influence people
511 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
Brabent: Research Dept.: Applicant Summaries Name: Mac Male/Female: M
Age: 22
Length of service (years): 2
Qualifications: Currently studying for degree in Research Methodology Summary of experience: 2 years in charge of Mayflower Oncology Research Unit Previous employment: Temporary job with international pharmaceutical company introducing new systems Overview of recent appraisals: Enthusiastic, hard working, willing to put in the effort to produce outstanding results; has had a considerable impact on the Oncology Research Unit Name: Najwa Male/Female: F
Age: 44
Length of service (years): 10
Qualifications: Certificate in Research Management B.A. in Research Management Summary of experience: 6 years in Heidigger Training Department (administration) 4 years as team leader in Teaching Previous employment: 6 years with Heidigger Medical Maintenance Department Before that had series of temporary jobs interspersed with overseas travel Overview of recent appraisals: Knowledgeable; has benefit of experience in several environments that has given her the gift of understanding a variety of perspectives
513 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
Brabent: Education Dept.: Applicant Summaries Name: Myoung-Suk Male/Female: F
Age: 28
Length of service (years): 5
Qualifications: M.A. in Education Certificate in Counseling Summary of experience: Joined Mayflower as a trainer but transferred after one year into the center Is a team leader responsible for three schools Previous employment: Work experience positions only Overview of recent appraisals: Skilled communicator who takes a keen interest in management theories and practices Name: Leonard Male/Female: M
Age: 31
Length of service (years): 6
Qualifications: Psychologist M.A. in Education Summary of experience: 2 years administration manager—nurse training 4 years administration manager—paramedic training Previous employment: Head of training departments in hospitals in Africa, Canada, and the U.K. Overview of recent appraisals: Extremely competent manager with considerable experience and insight into the management of schools
515 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
Brabent: Medical Maintenance Dept.: Applicant Summaries Name: Friederica Male/Female: F
Age: 23
Length of service (years): 1
Qualifications: B.A. in Design; currently studying for degree in Medical Equipment Design Summary of experience: Joined after college on 3-year program as potential medical equipment engineer Previous employment: N/A Overview of recent appraisals: Intelligent, quick to grasp significance, innovative problem solver who is a popular member of the team Name: Kareem Male/Female: M
Age: 41
Length of service (years): 16
Qualifications: B.A. in Maintenance Management Associate’s degree in Computers and Planning Summary of experience: 8 years equipment engineer; 4 years senior equipment engineer 4 years manager, medical engineering systems Previous employment: Entrepreneur—owns a local photography business Overview of recent appraisals: Reliable, consistently produces high-quality work to exacting deadlines; reputation for developing his staff through delegation and coaching
517 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB3/1 of 1
Brabent: Finance Dept.: Applicant Summaries Name: Pat Male/Female: M
Age: 25
Length of service (years): 2
Qualifications: Associate’s degree in Procurement B.A. in Economics Summary of experience: Senior purchasing officer Previous employment: N/A Overview of recent appraisals: Well-rounded individual who has been a considerable asset to the department; excellent member; cooperative and persuasive Name: Rowan Male/Female: F
Age: 26
Length of service (years): 3
Qualifications: Member, Chartered Institute of Purchasing Degree in Purchasing Systems Summary of experience: 2 years senior purchasing officer 1 year section leader: new developments Previous employment: 2 years in government procurement agency Overview of recent appraisals: High flyer who shows initiative and enthusiasm, high-quality problem solving and decision making
519 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Brabent: Departmental Budget: Finance Department Costs
Finance ($)
Direct Operating Costs Salaries: managerial Salaries: professionals/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
1,020. 00 850. 00 720. 00 440. 00 3,030. 00 455. 00 3,485. 00
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
1,046. 00 17. 00 22. 00 16. 00 1,101. 00
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
30. 00 4. 00 25. 00 10. 00 20. 00 21. 00 110. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
17. 00 0. 00 220. 00 55. 00 292. 00
TOTAL
4,988. 00
521 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Brabent: Departmental Budget: Records Department Costs
Records ($)
Direct Operating Costs Salaries: managerial Salaries: professionals/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
900. 00 1,100. 00 1,320. 00 420. 00 3,740. 00 561. 00 4,301. 00
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
1,291. 00 19. 00 21. 00 14. 00 1,345. 00
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
38. 00 8. 00 44. 00 13. 00 25. 00 33. 00 161. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
231. 00 50. 00 6. 00 0. 00 287. 00
TOTAL
6,094. 00
523 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Brabent: Departmental Budget: Legal Department Costs
Legal ($)
Direct Operating Costs Salaries: managerial Salaries: professionals/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
660. 00 950. 00 1,110. 00 140. 00 2,860. 00 429. 00 3,289. 00
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
987. 00 15. 00 28. 00 28. 00 1,058. 00
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
29. 00 5. 00 37. 00 7. 00 14. 00 16. 00 108. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
30. 00 248. 00 0. 00 66. 00 344. 00
TOTAL
4,799. 00
525 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Brabent: Departmental Budget: Research Department Costs
Research ($)
Direct Operating Costs Salaries: managerial Salaries: professionals/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
1,080. 00 650. 00 930. 00 250. 00 2,910. 00 437. 00 3,347. 00
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
1,005. 00 21. 00 13. 00 21. 00 1,060. 00
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
40. 00 6. 00 31. 00 9. 00 18. 00 27. 00 131. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
0. 00 253. 00 33. 00 50. 00 336. 00
TOTAL
4,874. 00
527 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Brabent: Departmental Budget: Training Department Costs
Training ($)
Direct Operating Costs Salaries: managerial Salaries: professionals/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
780. 00 1,650. 00 1,080. 00 80. 00 3,590. 00 539. 00 4,129. 00
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
1,239. 00 22. 00 9. 00 27. 00 1,297. 00
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
36. 00 6. 00 36. 00 9. 00 18. 00 7. 00 112. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
215. 00 44. 00 22. 00 0. 00 281. 00
TOTAL
5,819. 00
529 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Brabent: Departmental Budget: Maintenance Department Costs
Maintenance ($)
Direct Operating Costs Salaries: managerial Salaries: professionals/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
1,140. 00 1,800. 00 510. 00 430. 00 3,880. 00 582. 00 4,462. 00
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
1,339. 00 27. 00 11. 00 16. 00 1,393. 00
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
39. 00 8. 00 17. 00 13. 00 25. 00 14. 00 116. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
6. 00 17. 00 0. 00 209. 00 232. 00
TOTAL
6,203. 00
531 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB4/1 of 1
Brabent: Departmental Budget: Purchasing Department Costs
Purchasing ($)
Direct Operating Costs Salaries: managerial Salaries: professionals/specialists Salaries: administrative Salaries: clerical Total Salaries Performance-related Total Direct Operating
840. 00 700. 00 1,290. 00 330. 00 3,160. 00 474. 00 3,634. 00
Indirect Operating Costs Pensions, sick pay Travel and subsistence Stationery and printing Postage and telephones Total Indirect Operating
1,091. 00 14. 00 18. 00 19. 00 1,142. 00
Fees for Support Services Public relations Training and development Recruitment Building maintenance Catering services IT systems support Total Support Services
31. 00 5. 00 43. 00 9. 00 18. 00 18. 00 124. 00
Planned Projects Computing equipment PR campaign Benchmarking Culture change events Total Planned Projects
0. 00 39. 00 226. 00 6. 00 271. 00
TOTAL
5,171. 00
533 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
RECO/BRAB/PB5/1 of 1
Brabent: Project Team Membership Decision As a team of managers, you now have to reach consensus on the composition of the project team. Remember that this project team must have two fewer members than there are departments. Note also that you are required to discuss and agree on the process whereby you will communicate your decision to all staff. You can assume that the persons named in the applicant summaries are aware of their colleagues’ nominations and will accept the position on the project team willingly if you select them. You should keep in mind that any communication with the staff may well be made available, either formally or in an unauthorized way, to people outside Brabent Hospital. Part of your selection process may include establishing some selection criteria for membership of the project team; you will need to communicate these criteria to others in the future.
535 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
The Brabent Hospital Merger: Participant Briefs Part 2: PLANNING and COMBINED (NB: You will also need Part 1 Briefs)
PLAN/BRAB/PB1/1 of 1
Brabent: Project Planning Now that you have reached a consensus on the composition of the project team, you need to plan what you want them to do. You should consider factors such as: • • • • • • • • • • • • • •
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
The Brabent Hospital Merger: Participant Briefs Part 3: CONTINGENCY and COMBINED (NB: You will also need Part 1 and 2 Briefs)
CONT/BRAB/PB1/1 of 1
Brabent: Managing the Project Team: General Brief Brabent Hospital is about to move into the new hospital buildings. Senior management has confirmed that the budget for moving into the new premises is separate from your departmental budgets. Senior management has asked that your newly appointed project team take responsibility for organizing this, under your overall guidance. The project team will then continue with their work of leading the implementation of new working processes and other changes that will be needed. They will also act as troubleshooters for the inevitable problems that will arise during such a significant upheaval. However, you are about to discover that there will be a number of problems that they will have to refer to you for a decision or for extra guidance. You can assume that any activities not reported to you are going according to plan. Unless you hear otherwise, you can also assume that any decisions you make will be implemented. Please note your group responses on the events log that you will be given so as to maintain a record of your decisions. You may find that sometimes you will wish you had information that is not available— managers often have to make decisions without complete information. Keep in mind how important it is that this project go ahead successfully.
543 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/1 of 7
Brabent: Managing the Project: Decision Log (Group) Group:
Date:
Members of group (list names)
Event No.
Options considered/decisions made/actions initiated/rationale
1
2
545 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/2 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
3
4
5
6
546 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/3 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
7
8
9
10
547 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/4 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
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.
Options considered/decisions made/actions initiated/rationale
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.
Options considered/decisions made/actions initiated/rationale
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.
Options considered/decisions made/actions initiated/rationale
23
24
25
551 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/1 of 7
Brabent: Managing the Project: Decision Log (Individual) Participant:
Event No.
Date:
Options considered/decisions made/actions initiated/rationale
1
2
3
553 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/2 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
4
5
6
7
554 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/DL/3 of 7
Event No.
Options considered/decisions made/actions initiated/rationale
8
9
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.
Options considered/decisions made/actions initiated/rationale
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.
Options considered/decisions made/actions initiated/rationale
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.
Options considered/decisions made/actions initiated/rationale
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.
Options considered/decisions made/actions initiated/rationale
24
25
559 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/COVER
Brabent: Managing the Project Events
Please do not open this file until told to do so.
561
CONT/BRAB/EV/1 of 25
Brabent: Managing the Project: Event 1 You were about to move into the new hospital buildings but were advised that, for reasons outside the control of Brabent Hospital, there will be a delay of 4 weeks before you can do this. However, the existing premises have been sold and you are required to move out of them in 3 weeks. There was meant to be a 3week overlap period, which should have left plenty of time to complete the move (which was only expected to take 2 days for furniture and another week for computer equipment, etc.). Now there appears to be no overlap time at all—instead there will be a week when you have nowhere to go! 563 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/2 of 25
Brabent: Managing the Project: Event 2 Because of the problems generated by the building not being ready, the county is requesting that management consider introducing special counseling for any staff who feel that they have been stressed or traumatized by the uncertainties this delay might have caused. They say this is particularly important because the delay followed so soon after the shock of the merger.
564 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/3 of 25
Brabent: Managing the Project: Event 3 The move has now taken place and it has been found that the newly installed telephone system will not function in the way required. The suppliers are insisting that they have worked to the specification provided and that the improvements now being demanded will add $90,000 to the cost. They will not continue installing the systems without authorization for the additional cost; in the meantime, the telephones cannot be used for outgoing calls. 565 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/4 of 25
Brabent: Managing the Project: Event 4 A large group of staff are refusing to share locations with their counterparts from the other hospital. They are insisting that they should be allowed to continue to function separately instead of being put under all this pressure to learn new procedures—especially when the new procedures are not even based on what either hospital used to do.
566 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/5 of 25
Brabent: Managing the Project: Event 5 Local police have just come in and arrested three staff members. They are being charged with drug offenses. All three were key personnel in the Information Technology Department.
567 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/6 of 25
Brabent: Managing the Project: Event 6 A group of employees are complaining of sexual harassment by their manager. The manager worked for one of the hospitals for 15 years and this is the first indication of any problem. The trained counselor who would normally deal with this under the organization’s sexual harassment policy is unavailable for the next 2 weeks.
568 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/7 of 25
Brabent: Managing the Project: Event 7 The local press are asking if there is any truth to the rumor that a very senior manager has been accused by dozens of staff of sexual harassment.
569 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/8 of 25
Brabent: Managing the Project: Event 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.
570 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/9 of 25
Brabent: Managing the Project: Event 9 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).
571 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/10 of 25
Brabent: Managing the Project: Event 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.
572 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/11 of 25
Brabent: Managing the Project: Event 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. 573 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/12 of 25
Brabent: Managing the Project: Event 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.
574 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/13 of 25
Brabent: Managing the Project: Event 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.
575 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/14 of 25
Brabent: Managing the Project: Event 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 investigation—and maybe far more if work is needed. None of these costs are in the budget.
576 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/15 of 25
Brabent: Managing the Project: Event 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.
577 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/16 of 25
Brabent: Managing the Project: Event 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.
578 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/17 of 25
Brabent: Managing the Project: Event 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.
579 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/18 of 25
Brabent: Managing the Project: Event 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.
580 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/19 of 25
Brabent: Managing the Project: Event 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.
581 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/20 of 25
Brabent: Managing the Project: Event 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.
582 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/21 of 25
Brabent: Managing the Project: Event 21 A national TV current affairs program wants to interview a senior manager from Brabent Hospital as part of a documentary on hospital mergers.
583 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/22 of 25
Brabent: Managing the Project: Event 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.
584 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/23 of 25
Brabent: Managing the Project: Event 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.
585 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
CONT/BRAB/EV/24 of 25
Brabent: Managing the Project: Event 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.
586 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2006
CONT/BRAB/EV/25 of 25
Brabent: Managing the Project: Event 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.
587 Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
The Brabent Hospital Merger: Assessor/Facilitator Briefs
1,320 420 3,740
720 440 3,030 455 3,485
Salaries: administrative
Salaries: clerical
Total Salaries
Performance-related
Total Direct Operating
591
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008 19 21 14 1,345
17 22 16 1,101
Travel and expenses
Stationery and printing
Postage and telephones
Total Indirect
1,291
1,046
4,301
Pensions, sick pay
Indirect Operating Costs
1,100
850
Salaries: prof./specialists
561
900
1,020
Records
Salaries: managerial
Direct Operating Costs
Finance
1,058
28
28
15
987
3,289
429
2,860
140
1,110
950
660
Legal
1,060
21
13
21
1,005
3,347
437
2,910
250
930
650
1,080
Research
Brabent: Summary of Proposed Budgets (all figures in $)
1,297
27
9
22
1,239
4,129
539
3,590
80
1,080
1,650
780
Teaching
1,393
16
11
27
1,339
4,462
582
3,880
430
510
1,800
1,140
Maintenance
1,142
19
18
14
1,091
3,634
474
3,160
330
1,290
700
840
Purchasing
*/BRAB/AB1/1 of 2
231 50 6 — 287 6,094
17 — 220 55 292 4,988
Computer equipment
PR campaign
Benchmarking
Cultural change events
Total Planned Projects
TOTAL
Planned Projects
161
110
25
20
Catering services
Total Support Services
13
10
Building maintenance
33
44
25
Recruitment
21
8
4
Training and development
IT systems support
38
30
Records
Public relations
Fees for Support Services
Finance
592
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008 4,799
344
66
—
248
30
108
16
14
7
37
5
29
Legal
4,874
336
50
33
253
—
131
27
18
9
31
6
40
Research
Brabent: Summary of Proposed Budgets (all figures in $)
5,819
281
—
22
44
215
112
7
18
9
36
6
36
Teaching
6,203
232
209
—
17
6
116
14
25
13
17
8
39
Maintenance
5,171
271
6
226
39
—
124
18
18
9
43
5
31
Purchasing
*/VALL/AB1/2 of 2
Purchasing
Maintenance
Training
Research
Legal
Records
Finance
Department
14 700
840
1,800
1,140 14
36
1,650
780 19
33
650
1,080 13
13
950
660 18
19
1,100
900 11
22
850
1,020 15
17
Costs
# profs.
17
Costs
# mgrs.
1,290
43
510
17
1,080
36
930
31
1,110
37
1,320
44
720
24
Costs
# admin.
350
33
430
43
80
8
250
25
140
14
420
42
440
44
Costs
# cleric.
3,160
3,880
3,590
2,910
2,860
3,740
3,030
Total salaries costs
474
582
539
437
429
561
455
Perf.related costs
3,634
4,462
4,129
3,347
3,289
4,301
3,485
Total direct costs
1,091
1,339
1,239
1,005
987
1,291
1,046
Pensions
14
27
22
21
15
19
17
Travel
18
11
9
13
28
21
22
Stat./ printing
Brabent: Department Staff Numbers and Costs Summary (all costs in $)
19
16
27
21
28
14
16
Postage
1,142
1,393
1,297
1,060
1,058
1,345
1,101
Total indirect
*/VALL/AB2/1 of 2
593
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
Purchasing
Maintenance
Training
Research
Legal
Records
Finance
Department
31
39
36
40
29
38
30
PR
5
8
6
6
5
8
4
Train. & dev.
43
17
36
31
37
44
25
Recruit
9
13
9
9
7
13
10
Build. maint.
18
25
18
18
14
25
20
Catering
18
14
7
27
16
33
21
IT support
124
116
112
131
108
161
110
Total support
—
6
215
—
30
231
17
Comp. equip.
39
17
44
253
248
50
—
PR cmpgn.
226
—
22
33
—
6
220
Benchmark
6
209
—
50
66
—
55
Culture change
Brabent: Department Staff Numbers and Costs Summary (all costs in $)
271
232
281
336
344
287
292
Total projs.
5,171
6,203
5,819
4,874
4,799
6,094
4,988
Total
*/BRAB/AB2/2 of 2
594
Reproduced from Simulations for Assessment, Training, and Development, Julie Hay HRD Press, Inc., 2008
*/BRAB/AB3/1 of 3
Brabent: Managing the Project: Events Listing 1.
You were about to move into the new hospital buildings but were advised that, for reasons outside the control of Brabent Hospital, there will be a delay of 4 weeks before you can do this. However, the existing premises have been sold and you are required to move out of them in 3 weeks. There was meant to be a 3-week overlap period, which should have left plenty of time to complete the move (which was only expected to take 2 days for furniture and another week for computer equipment, etc.). Now there appears to be no overlap time at all—instead there will be a week when you have nowhere to go!
2.
Because of the problems generated by the building not being ready, the county is requesting that management consider introducing special counseling for any staff who feel that they have been stressed or traumatized by the uncertainties this delay might have caused. They say this is particularly important because the delay followed so soon after the shock of the merger.
3.
The move has now taken place and it has been found that the newly installed telephone system will not function in the way required. The suppliers are insisting that they have worked to the specification provided and that the improvements now being demanded will add $90,000 to the cost. They will not continue installing the systems without authorization for the additional cost; in the meantime, the telephones cannot be used for outgoing calls.
4.
A large group of staff are refusing to share locations with their counterparts from the other hospital. They are insisting that they should be allowed to continue to function separately instead of being put under all this pressure to learn new procedures—especially when the new procedures are not even based on what either hospital used to do.
5.
Local police have just come in and arrested three staff members. They are being charged with drug offenses. All three were key personnel in the Information Technology Department.
6.
A group of employees are complaining of sexual harassment by their manager. The manager worked for one of the hospitals for 15 years and this is the first indication of any problem. The trained counselor who would normally deal with this under the organization’s sexual harassment policy is unavailable for the next 2 weeks.
7.
The local press are asking if there is any truth to the rumor that a very senior manager has been accused by dozens of staff of sexual harassment.
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.
9.
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).
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 investigation—and 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
