A Change Management Simulation

2009 Annual Meeting SIMULATION SCHOOL OF HEALTH SERVICES MANAGEMENT RYERSON UNVIERSITY MANAGEMENT A CHANGE Winston Isaac PhD, CHE Jake Pringle MBA, DC Pria Nippak PhD AGENDA 1 2 3 4 5 6 7 8 9 Background Why a Simulation? Pedagogical Evidence for Simulations THE SIMULATION – EXPERIENCEPOINT Central-Valleyview | ExperienceChange Objective Methodology Results Limitations Discussion 10 Conclusion 11 Questions 1 BACKGROUND • Course – CHIM 300 (Managing Health Information Services) Online Delivery through Blackboard Section on Innovation and Change Management Past – Williams, Kondra, Vibert (2008). Management,(2nd Canadian Ed.) . Toronto: Ontario. Thomson-Nelson – Supplemented with additional readings/case studies • • • 1 BACKGROUND • Student Feedback – Difficult conceptualizing what is “Change Management” 1 BACKGROUND Change http://www.youtube.com/v/P3-qfeCQvNA 1 BACKGROUND SIMULATION? noun 1. imitation or enactment, as of something anticipated or in testing.  2. the act or process of pretending; feigning. 3. an assumption or imitation  of  a  particular  appearance  or  form;  counterfeit;  sham.  4.  Psychiatry.  a  conscious  attempt  to  feign  some  mental  or  physical  disorder  to  escape  punishment  or  to  gain  a  desired  objective.  5.  the  representation  of  the  behavior  or  characteristics  of  one  system  through  the  use  of  another  system, esp. a computer program designed for the purpose. (simulation. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved June 17, 2009, from  Dictionary.com website: http://dictionary.reference.com/browse/simulation) 1 BACKGROUND CHANGE MANAGEMENT • • High Failure Rate (~60-70%) Failure – Performance measures are not achieved 1 BACKGROUND CHANGE MANAGEMENT • Why important? – The problem may not be a lack of knowledge but an inability to translate the knowledge into practice • Remember – definition of simulation – The representation of the behavior or characteristics of one system through the use of another system, esp. a computer program designed for the purpose. (simulation.  (n.d.).  Dictionary.com  Unabridged  (v  1.1).  Retrieved  June  17,  2009,  from  Dictionary.com website: http://dictionary.reference.com/browse/simulation) 2 WHY A SIMULATION? • A Simulation: – Provides a safe platform for practice – Provides an opportunity to test theory through application – Provides a powerful alternative approach to complement and extend traditional teaching approaches in change management. 3 PEDAGOGICAL EVIDENCE FOR SIMULATIONS AS AN EDUCATIONAL TOOL • Multiple studies have evaluated the efficacy of simulations as an educational tool Two recent meta-analysis studies – Vogel, J.F., Vogel, D.S., Cannon-Bowes, J., Bowes, C.A., Muse, K., & Wright, M. (2006). Computer Gaming and interactive simulations for learning: A metaanalysis. Journal of Educational Computing Research, 34(3), 229-243 – Ke, F. (2008). A qualitative meta-analysis of computer games as learning tools. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp 1-32), New York: IGI Global. • 3 PEDAGOGICAL EVIDENCE FOR SIMULATIONS AS AN EDUCATIONAL TOOL Vogel et al. (2006) • Objective: – Evaluate which teaching method is better a. games and interactive simulations or b. traditional instruction • Findings: – Those using interactive simulations or games report higher cognitive gains and better attitudes toward learning compared to those using traditional teaching methods. 3 PEDAGOGICAL EVIDENCE FOR SIMULATIONS AS AN EDUCATIONAL TOOL Ke, Fengfeng (2008) • Objective: – To inform policy and practice based on existing studies. Key Findings: – 5 major themes • Evaluating the effects of computer-based game on learning (65 out of 89 studies) • Exploring effective instructional game design (17 out of 89) • Exploring game-based learning activities or pedagogy (9 our of 89) • Evaluating the influence of learner characteristics on game based learning process (10 out of 89) • Investigating cognitive or motivational processes during game playing (4 out of 89) • 3 PEDAGOGICAL EVIDENCE FOR SIMULATIONS AS AN EDUCATIONAL TOOL • Studies on the Effects of Instructional Gaming Ke, Fengfeng (2008) 3 PEDAGOGICAL EVIDENCE FOR SIMULATIONS AS AN EDUCATIONAL TOOL • Studies on Learner Characteristics: – Gender is the most examined and seems evenly split – Gender has an effect – Gender has no effect Ke, Fengfeng (2008) 4 THE SIMULATION – EXPERIENCEPOINT Central-Valleyview | ExperienceChange ExperiencePoint • Founded by James Chisholm and Greg Warman on August 6, 2006 • “The best way to learn is through experience. We create experiences that enable people to practice decision-making in realistic situations, so they can perform in real situations” 4 THE SIMULATION – EXPERIENCEPOINT Central-Valleyview | ExperienceChange Leading Organizations Leading Educators 4 THE SIMULATION – EXPERIENCEPOINT Central-Valleyview | ExperienceChange Explore Primer on Change Player’s Guide 4 THE SIMULATION – EXPERIENCEPOINT Central-Valleyview | ExperienceChange Student • Assume role of Vice President Patient Care Programs (Operations) Long term GOAL • To successfully oversee the merge of two hospitals, Central and Valleyview Hospital 4 THE SIMULATION – EXPERIENCEPOINT Central-Valleyview | ExperienceChange 4 THE SIMULATION – EXPERIENCEPOINT Central-Valleyview | ExperienceChange SIMULATION GOAL: • Spearhead the process of re-structuring the Emergency department of the two hospitals – Create an urgent care centre at the former Valleyview Emergency – Expand the 24/7 full service Emergency at Central Emergency 4 THE SIMULATION – EXPERIENCEPOINT Central-Valleyview | ExperienceChange Essential Elements • • Stakeholder Analysis Planning – Organize and choose Tactics which are grouped into 4 categories: • • • • Informational (Gather Tactics), Educational (Share Tactics), Social (Lead Tactics), and Structural (Organize Tactics), • Resources – Cost and time allocated to each tactic. • Implement 4 THE SIMULATION – EXPERIENCEPOINT Central-Valleyview | ExperienceChange 4 THE SIMULATION – EXPERIENCEPOINT Central-Valleyview | ExperienceChange ExperiencePoint trailer (2 minutes) 5 OBJECTIVE STUDY: What is the influence of repeat simulation testing on performance scores? 6 METHODOLOGY • Sample: – 2 groups of students • Group 1: Basic Instructions (12 females, 4 males) • Group 2: Advanced Instructions (10 females, 4 males) Instrument – EXPERIENCEPOINT simulation: Central-Valleyview | ExperienceChange Simulation • 6 METHODOLOGY • Procedures: – Students performed the simulation twice within seven days • Group 1: were given standard instructions • Group 2: were given the same instructions a Group 1 plus additional instructions created by the instructor 6 METHODOLOGY Standard Instructions (Group 1): • Before you play the simulation please read the case study and take the quickstart tour. The case study, quickstart tour, and simulation are all found within the 'Experience' section. The case study and tour should take you approximately 30 minutes. Plan on an additional 2 hours (or more) to play the simulation. BIG HINT #1: You may benefit from reviewing the change management primer found within the 'Explore' section of ExperienceChange. Success in the simulation depends upon how well you apply the primer's 'staged approach to change'. BIG HINT #2: The simulation is tough. Really tough (fewer than 20% of players succeed the first time through). If you find that you are struggling, think back to the staged model - maybe you've missed a step. Once you are done, check out the 'Reflect' section of ExperienceChange to see where you could improve and play again! • • 6 METHODOLOGY Instructors Instructions (Group 2): • Same instructions as Group 1 PLUS • • Complete Stakeholder analysis FIRST and review feedback before proceeding Choose Tactics appropriately to fit Change Process outlined in Primer • Pay attention to available resources – cost and time 6 METHODOLOGY • Statistical Analysis – A repeated measures ANOVA examining the influence of Gender and Instruction on two dependent measures • Conversion Score • Session Score – No effect of Instruction was observed • Two groups were collapsed 7 RESULTS: Conversion Score Effect 7 RESULTS: Session Score Effect 7 RESULTS 7 RESULTS 7 RESULTS: Conversion Score Effect for Group 2  Note: Only Group 2 were required to complete 3 simulation trials. 7 RESULTS: Session Effect for Group 2 Note: Only Group 2 were required to complete 3 simulation trials. 8 LIMITATIONS • • • • • Small Sample size Unequal Gender Distribution Some subjects failed to complete the simulation twice (N = 2) No verification that students read the additional instructions No idea if knowledge was transferable beyond the simulation – Evaluate student knowledge using another measurement – Expose students to another simulation and assess for improved performance • Did not examine the influence of gaming capabilities as a tertiary factor 9 DISCUSSION Change is Good: http://www.changeisgoodmovie.com 9 DISCUSSION To reiterate: • As indicated by Vogel et al (2006) – The overall result of the metaanalysis was that those using interactive simulations or games report higher cognitive gains and better attitudes toward learning compared to those using traditional methods. • Our study demonstrated that when delivering a simulation in an online environment, students should be required to run through the simulation at least twice to achieve targeted scores. Practice, Practice • 9 DISCUSSION • Additional instructions may be beneficial – Not significant in the current study, but scores were lower in the standard group – Variability may have accounted for the absence of an effect – Ensure that the delivery method can be verified Provide another method of Change Management Evaluation – Ensures translation of Knowledge Provide a forum to apply the Change Management Principles – Ensures generalized application of simulation learning objectives • • 10 CONCLUSION Simulations should be considered a valuable experiential tool for increasing motivation and learning outcomes when teaching change management. 11 ACKNOWLEDGEMENT ? 11 QUESTIONS? 2009 Annual Meeting SIMULATION SCHOOL OF HEALTH SERVICES MANAGEMENT RYERSON UNVIERSITY MANAGEMENT A CHANGE Winston Isaac PhD, CHE: wisaac@ryerson.ca Jake Pringle MBA, DC: pringle@ryerson.ca Pria Nippak PhD: pnippak@ryerson.ca