Higher education graduates often acquired little more than textbook problem abilities. Although theory taught is sometimes followed by some clinic, workshop, laboratory, practicum, field experience, clinical/workplace experience, or internship; students often lack the opportunity to develop their own cognitive and systematic problem-solving ability. Furthermore, the different situations individual students are exposed to often vary substantially in complexity and difficulty, resulting in the development of varied abilities. Gredler (1992) suggests that tactical-decision simulations can alleviate this shortcoming in problem-solving ability. Such simulations entail a situation that require of participants to make independent decisions in a dynamic environment. Tactical-decision simulations involve data-interpretation and management decision-making. Gredler (1992) presents three kinds:
- Diagnostic simulations help develop the ability to solve complex evolving problems, which is a requirement of several career-paths and walks of life. Two sub-types are common, namely professional-client/patient situations and solve-the-mystery challenges.
- Crisis-management simulations in the form of a scenario that requires appropriate intervention. Different participants fulfil different roles in seeking a solution to avert or minimise an impending threat or danger, which escalates and become more acute as time passes.
- Data-management simulations entail the manipulation of quantifiable variables, such as financial. In contemporarily society the ability to manage data and make trade-offs in order to thrive (and survive) is a given. Two simulation formats exists, namely closed-structure for individual roles to manage data and open-structure for team-collaboration. Simulation-design issues typically include the relevant mathematical model and identification of the key decisions required from participants.
Gredler (1992) further suggests social-process-simulations which require of participants to focus on interactions among people. The beliefs, assumptions, and goals of individual participants and significant others may hinder or assist. Social-process-simulations also include three kinds:
- Social-system simulations include the integrate fabric of inter-relations of groups further complicated by different cultures, religions and personalities. Decision-making that involves the interaction among people is of particular importance.
- Language-skills and communication is crucial to social-processes. Simulations are powerful ways of mastering language, including written and verbal communication.
- Empathy and insight simulations enact typical fast pace and competing demand realities of life, which are not conducive to demonstrating sensitivity and empathy. The aim of these simulations is for participants to acquire insight in the feelings of other and to demonstrate empathy.
Gredler, M. 1992. Designing and evaluating games and simulations, a process approach. London: Kogan Page.
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