International
Journal of
Educational
Technology

Human resources skills: Learning through an interactive multimedia business simulation

Johanna Klassen, City University of Hong Kong;
Damon Drummond, City University of Hong Kong

Abstract

This paper evaluates the teaching application of a pilot interactive multimedia Business Simulation. The educational objective of the Business Simulation is to provide the user with a near as possible real-to-life experience of working as a Human Resource Officer in a typical firm (in this case a multinational bank) performing an assigned recruitment task. This is achieved by the technological construction of known typologies of human resources organisational behaviour related to the recruitment process using interactive multimedia. Post-experience questionnaire responses of university undergraduate students found this learning media to be motivating and welcome. Even more important to the educational objective it was found that the simulation significantly contributed to student understanding of the recruiting process and enabled the practise of decision making implementation and other skills that cannot normally be performed in traditional classroom exercises.

Management education strives to promote the application of ever-higher modes of technology in communicating its messages. In reality, the high-tech classroom has existed for a considerable period. However, today classroom innovation is developing to such a level of sophistication that remote computer-based learning via high-fibre cable and the Internet is replacing the traditional face-to-face teacher-student classroom setting. Recently management guru, Peter Drucker, stated his belief that within 30 years Internet based technologies will largely replace the static lecture theatres. Drucker believes there will be a physical change in the way that university campuses are structured and courses are taught, as learning and research becomes something much more dynamically interactive as part of the emerging global society.

In this paper the focus is on describing and evaluating the design and development of a multimedia pedagogical simulation package entitled, Business Simulation. This simulation sets out to combine the concepts of case study methods with business simulation games. It is designed to provide students with skills-based training in human resources management and particularly organisation recruitment. The latter section of the paper reports user survey responses collated from a questionnaire completed by university students of a human resources management course that applied the Business Simulation as a part of required coursework. The questionnaire collected information concerning acceptance, criticism and perceived learning achievement.

From the outset Business Simulation was designed to respond to industry criticism that higher education business learning today is distancing itself from the everyday realities of the workplace. Therefore, the primary objective of the simulation has been to create an experience that reflects and better prepares the user for gainful business world employment. It also provides the user with the opportunity to learn autonomously in order to attain practical and realistic experience.

Real business world decision-making is a dynamic and complex matter. For instance, there is the cause-and-effect relationship that decisions have upon personnel and resources. Role-playing gives the user the opportunity to practise analytical and interpersonal skills for effective decision-making (Pray and Rabinowitz, 1989). Parry (1980) points out that role playing, case method and in-basket exercises are instructional techniques that have long been used to develop skills in making decisions and problem-solving. These techniques are fundamentally simulations; that is, constructed situations that simulate the problems, constraints and resources of the everyday work environment and insert the learner into the midst of the maze, challenging him or her to find a way to the designated final objective. The Business Simulation engages role-playing as the primary user interaction mode as it is known to contribute positively to effective learning (Also refer Cadotte, 1995; Fripp, 1994; Keys & Wolfe, 1990). The role-playing approach allows the user to explore and discover within a simulated interactive environment. This enables flexible and diverse solutions in decision-making, analysis and interpersonal skills training. The user hence experiences new situations, resolves problems, makes operational decisions and then is challenged with the consequences and attributes of their actions all of which are aimed at achieving a predetermined task objective. This model is similar to an aeroplane flight simulator that enables pilot trainees to practise safe and risky flight procedures under circumstances where unexpected extreme emergencies and errors in decision-making can occur without life threatening consequences and objective enhancing and corrective skills practised. Similarly, the Business Simulation enables the user the opportunity to repeat the practise of skills in a non-threatening environment, with real time performance feedback and without any real-life inter-personal or financial risks.

Further, other recent studies support the notion that learning effectiveness is enhanced through the use of multimedia materials (Cameron & Whetton, 1993; Cadotte, 1995; Keys & Wolfe, 1995; Meyer, 1995). Research also indicates that the use of interactive multimedia materials is more cost effective than an increase in classroom time, and more effective than reducing class sizes. (Astin, 1987). Taylor, Kemp and Burgess (1993) give examples of 25-75% reduction in training time when using interactive materials in their training programs. Hill (1988) has boldly proclaimed dramatic possibilities for learning simulations; "Interactive multimedia is potentially the most exciting development in educational technology."

Human Resources Management (HRM) is a required subject module in most undergraduate and post-graduate business courses. HRM general courses expect a thorough understanding of the recruitment process. This is normally taught in lecture mode by explaining the process and examples of recruitment practises. However, novice class learners are not exposed nor required to actually consider recruitment related decisions, actions and implementation procedures in context. The inclusion of the Business Simulation as a supportive part of teaching is an attempt to addresses this management education deficiency.

It is important for business students to learn the art of decision-making and this is a skill that all students need to practise and re-practise. As Perry (1994) underscores, "It cannot be said too often that the real quality of higher education must be measured in terms of what the students know, understand, and can do at the end of their higher education experience. These are unquestionably the criteria that are used by employers and the society at large." Nevertheless, far too often the business theory that management students learn at university does not adequately prepare them for the real business world. Often graduates fail to cope with implementation of decisions delegated to them even though it concerns material that they have learned in a university course. Wood & Bandura (1989) have pointed out that examples of various business practises can be illustrated in a classroom lecture, but these may not provide students with the required concepts for making important decisions on the job. Practise in these skills would better prepare the student learners. Today, multimedia technologies provide the opportunity and facilitate methodologies to accomplish this more effectively.

In essence, the Business Simulation aims to facilitate learning by discovery. The user, after initial game and company orientation, assumes the role of a Human Resources Officer (HRO) in a bank and is immediately assigned by his or her Human Resources Manager (and immediate supervisor) the task of recruiting three base line Customer Services Representatives (CSRs). To enable the user to successfully achieve the recruitment task goal, various materials and recruitment apparatus are made available to execute the process within the simulation environment. Particular skills and applications to be practised include: Management decision-making; HR Planning; Policy making; Organisation routine; Competitive intelligence; Information systems applications; Reporting; Costing, Budgeting and financial analysis; Marketing, Advertising, Inter-personal techniques, Institutional policy and procedures, and so on. In the simulation skills practice is essential and multiple skill practice is encouraged. The simulation recognises and rewards the use of diversity of applications and approaches that assist the user in effective goal achievement.

The research team developed enhanced multimedia computer software to enable learners to practice the above organisational skills in a media that can be stored and made readily accessible. (For example, on CD-ROM hardware or other storage media.) It is also possible for the Business Simulation to be made available for real time delivery when stored on a secure internet web server site. This would enable a learner user global access at any multimedia internet capable computer.

The Business Simulation was designed to resemble an interactive computer game of which the student user would be expected to have some previous experience. In associating the game concept it was hoped that the simulation would be perceived by the user as being fun and this would further stimulate interest and motivate learning (Faria and Nulsen, 1995). Thus the Business Simulation challenges the user, as a game player appointed to the new HRO job, whose first task is to immediately employ three CSR’s in a financial enterprise called Wealthy Bank. In this role the HRO is required to make critical navigation decisions to:- best proceed towards the goal; manage time; deal with arising management problems associated with dealing with supervisors, advertising, evaluate applicant curricular vitae, short-list candidates for CSR positions and make final selection; amongst other activities. The HRO has no prescribed course of action to follow. The user navigates his or her way through the simulation applying learnt approaches, individual initiative, planning, organising, collecting information and so on. The ill-defined operational nature of the simulation is an important aspect of the decision-making learning process. As in real life, the simulation is designed so that the HRO cannot proceed to the final stage of selecting and hiring a CSR until certain pre-requisite processes have been properly and orderly completed, such as appropriate advertising and respondents resume evaluation. Ideally, the user will also utilise: available HR planning and co-ordination charts; refer to relevant information; become familiar with the established bank HR practises; meet with supervisors and other relevant persons to update and verify filed job descriptions, check office files to confirm and compare records, charts and so on. These are all steps that should be ordinarily completed before other processes such as CSR position advertising and consideration of suitable candidates.

The simulation was conceptualised and created by two development teams: A teaching content and a multimedia software development and design team. The simulation development from conception to field trials took about two years.

In development the research team independently and successfully implemented a similar methodological construct model to that eloquently documented by Angern and Nabeth, 1997. The simulation operates within constraints at three levels: First level, the physical business environment of walls, desks and doors to rooms. Second level, the organisational or formal information owners or agents who own information and information levels and give access to a third level on informational sources. At the third level there are informational sources which must be sought through their second level owners (e.g., the CEO, Supervisors etc) or external information providers (e.g., agencies, market researchers, or industry experts). This is illustrated in Figure 1. In effect, the simulation user navigates this blueprint to achieve the CSR recruitment task objective.

Figure 1: Interactive Navigation on three specific levels.  Source: Angehrn and Nabeth, 1997.

During the first stage of about a year four faculty members of the research team acted as content experts and developed the goals, critical decision maps and alternatives for relevant real-life scenarios. A guideline script was written covering all the considered possible simulation paths. Early in this content development period a 2 by 4 metre section of office wall was covered with about 300 post-it notes showing the various envisaged options and possible game paths for inclusion. From this the typical theatre script was written including prop scenes and thereafter was subject to a continuous, incremental modification and improvement process. At the second stage of the multimedia software development, a design team of three competent software specialists was employed full-time for about six months to create and modify the simulation software. This team included a graphic artist, authoring programmer and a project manager. The design team were situated in the university multimedia laboratory with access to Authorware software and other multimedia specialist equipment. As an initial distribution vehicle a CD-ROM disc was produced which enables the installation of both web server and PC stand alone versions of the simulation software. The final stage of about six months included production modification, field trials and reporting. The results of the field trial will be discussed later.

The Business Simulation communicates its messages and images to the user on a PC screen by the use of graphic-based images, which feature animation, audio and video material, and physically places the user into a simulated business office with walls, windows, desks and so on. The on-screen views relate to the perspective from the eyes of the user. The user interacts with the simulation by the use of the hardware keyboard and hand-mouse. The mouse is the primary mode of user interaction. Many on-screen objects can be selected, opened, made active or closed by a mouse-point and click.

The simulation begins with a view of the street entrance of the City Tower office building. Here voice and text prompts guide a user through a preliminary log-in security (via a user supplied key floppy disc) procedure which when completed allows the user, as the newly appointed HRO, entry into the building and in turn to his or her office. See Screen 1. The user can return to this opening screen at any time to exit or restart or re-enter and continue an in-progress simulation.

Screen 1: City Tower Building Street Entrance

At the next on-screen scene the HRO has moved inside the building where directions and simulation guidelines are available at a centrally located lobby information booth. A first-time user is compelled to fully explore the booth before proceeding and can be optionally reviewed by repeat users. The lobby information booth outlines the simulation hardware features, parameters and scoring rules. The lobby view is shown in Screen 2. (A repeat user is identified from the user key floppy disc where a previous archived game file would be stored.)

Screen 2: City Tower Building Lobby, Information Booth and Elevator Entrance

The HRO then approaches and enters the lobby elevator and selects the desired HR office level. On arrival at the HR office the HRO is met by the HR office secretary who (verbally and by text prompt) invites the user to participate in a Bank new employee orientation presentation organised by senior staff. See Screen 3. (Presentation attendance is compulsory for first time users and optional for repeat users.)

Screen 3: HR Office Lobby

At the 8 minute orientation presentation critical mission and organisational information is supplied to the HRO. Refer Screen 4. At the close of the presentation a bank policy and operational reference manual is supplied to each participant to be kept in the HRO’s office.

Screen 4: Wealthy Bank New Employee Orientation

After the employee orientation the HRO moves directly to his or her office. At this point a first time user meets his or her immediate supervisor, the HR Manager, and is informed of the HR mission and delegated his or her first task - to recruit three new Customer Service Representatives. The HRO thereafter must determine his or her own next steps. The simulation proper begins with the HRO seated at his or her own desk. The on-screen office shows a typical office full of various equipment, stationery, manuals, communication devices, filing drawers and cabinets. See Screen 5.

Screen 5: HRO Office illustrating interactive resources

The HRO is then expected to act upon his or her own initiative, apply the knowledge and skills taught and begin engaging any of the multitude of available simulation activities to satisfy the assigned hiring task. For instance, phone meetings can be arranged to meet with other relevant bank personnel to ask questions and gather information about the CSR positions to be filled by the recruitment task. See Screen 6 for a typical meeting room scenario.

Screen 6: CSR information meeting with the HR Manager

Score Card

A significant feature of this Business Simulation often ignored in others is the progressive real-time measurement and valuing of user performance (Burgess, 1995). In this simulation each activity has a point score and time elapsed allocated. The user has constant access to a user score card of organisational points that can be realistically interpreted as monetary business costs. Correspondingly there is also an accrued time in days tally. In this simulation real time organisational points and days accrued information is continuously updated and available for reviewing from the HRO’s desk computer information system. The accrued number of days is also shown on the HRO’s office wall clock (shown in Screen 5). All simulation decisions and actions taken by the user have an impact on the total organisational point score and time tally. At any point when the user exits the simulation they are provided with a score and history of activity which can be stored on a user key floppy disc for review in post experience assessments, inter-user discussion or other learning activity.

Reflecting the real business world, there is no one best method to achieve the Business Simulation recruitment goal. Just as in all decisions, value judgements need to be applied and risks assessed to determine how, where, why and what course of action will produce the most effective and/or optimal outcome. The objective is to successfully hire three suitably qualified CSRs in a manner that accumulates minimum organisational points. In some cases a decision costing a little more in terms of organisational points in the short term can produce a better long-term recruitment selection outcome and this is inherent in the organisational point scoring system. Pre-determined simulation bonus points are assigned and deducted from the point score (reduced organisation costs) for desired or specific types of positive behaviour. An example would be if the user, (as HRO), in a preparatory CSR recruitment meeting positively impresses his or her superiors by pursuing appropriate task orientated questions or completes a task before the assigned deadline. Other examples of actions that attract bonus points are properly researching appropriate HR information, updating CSR job descriptions, and so on. Conversely, penalty points (increased organisation costs) are awarded for user behaviour that can be damaging to the final recruitment decision outcome such as when the HRO arranges a meeting and asks inappropriate questions without having completed other pertinent preparation work. Other examples of acts that result in organizational penalties are missing assigned deadlines, unnecessarily wasting other people’s time in asking inappropriate information, ignoring pertinent information from HR department records, violating company policy and so on. The ability of the user to practice decision-making that achieves a proportional balance between these and other similarly correlated factors is a salient feature of the simulation. In this way the user can evaluate his or her performance according to the wisdom of decisions made and how that negatively or positively impacts upon the cumulative organisation point score. Alternatively, comparisons of achieved scores can be made as a user repeats the simulation looking for improved results, comparisons with peers and/or, other provided model results. As mentioned user results can be permanently archived on the user key floppy discs for post simulation practice assessment.

The post experience questionnaire survey asked twenty-three questions using a Likert 7-point scale instrument. A copy of the questionnaire with tabled percentage results is shown in Appendix 1. There were 187 effective student responses collected and some supplementary written comments. Overwhelmingly, it was found that students favoured the use of the Business Simulation technique for learning. Over 85% of students found the simulation to be above average in; i) motivating their learning, ii) stimulating and changing their understanding, iii) attracting their interest, and iv) satisfying experience. Negative feedback (11.8%) was received concerning the general complexity of navigating the simulation. An overwhelming majority (89%) found it positively worthwhile, and correspondingly about 85% recommended it for future use as a part of HR course teaching content.