What is Swiss Island?

Swiss Island^® is a coach-supported, stochastic and turn-based business game for two to x teams, which simulates the implementation of a project that can be adjusted in complexity. The teams take on different roles. The goal is to complete the project within the given framework.

Unlike many other simulations, Swiss Island^® is stochastic, i.e. it is not based on predefined scenarios, so that, as in real life, countless and above all unpredictable situations can occur. Swiss Island^® uses the form of "Experiential Learning" according to Kolb (see article), where participants have to analyze, communicate and decide situationally.

Swiss Island^® is playable haptically and online and is conducted on a specially designed playing field. It is available in predictive (waterfall), hybrid / agile versions.

Target group

Project management/Scrum-related roles - not necessarily only team members or project managers.

Prerequisites

Basic knowledge regarding project management and first experience with projects.

Details

Swiss Island^® uses "Experiential Learning". This form of learning differs significantly from software-based simulations, as participants have to slip into project management-specific roles in order to analyze, communicate and decide situationally. The "Experiential Learning" format encourages participants through personal interaction and "learning by doing", i.e. verbal and non-verbal communication and soft skills as well as project management methodology.
Currently, depending on the version, the following roles have to be appointed: Sponsor, Portfolio or Program Management, (Partial) Project Management, Steering Committee, and Subcontractor.

Learning success

Swiss Island^® generates benefits on different levels of an organization:

• For the individual employee (personal development)
• At the departmental level (development of the role and the interfaces between project and organization)
• For the organization (development of the project and communication culture)
• For the interaction between these levels

Personal development addresses, among other things, the development of communication, decision making, self-confidence, leadership, risk awareness and handling changes, necessary prioritization and related fears and stress.

On a departmental level, goal definition, prioritization and scope in agile projects are addressed. But also team building, leadership, conflict management and therefore cooperation and trust.

On the organizational level, the learning steps contribute to systemic improvements of the organizational structure and its interfaces. This also includes dealing with the values and ethical principles of the organization, as well as its "vision and mission".

by Rüdiger Geist

Simulations support the acquisition of competencies by means of defined learning domains, tailored complexity and role-specific decision and action latitude. Simulations therefore allow dealing with (tangible) problems and authentic realistic situations in so-called "error-friendly environments".

In a team, appropriate action strategies are jointly designed and implemented. Consequences of actions are experienced directly and long-term effects can be experienced throughout the simulation. Simulation games are experimental and experiential learning environments.

What makes simulations so special?

The following components distinguish ("experiential learning" based) simulations from conventional forms of training and development (such as case studies):

1. Simulations are empirical and experiential.
   The gamified execution enables "learning-by-doing" without having to take real risks.
2. Simulations are stochastic.
   The simulation contents and complexities are tailored to the participants, but the actual course of events is random. This creates extremely real-life situations unlike any other form of learning. Participants are literally immersed in a simulated reality where discussion of learning topics is replaced by action on the learning topics
3. Simulations are dramatic.
   The exciting and emotional nature of a simulation focuses attention and heightens the senses. Participants anchor what they learn.
4. Simulations are (still) unusual.
   The uniqueness and thus unpredictability of the process and context act as a "leveler." No one is perceived as an expert and hierarchical barriers are thus more easily broken down.
5. Simulations have a transferable effect.
   The behavior in the microcosm "simulation" represents the actual way of acting in the profession. Similarly, new findings from the simulation are also transferred to practice.
6. Simulations encourage reflection.
   Much more than other forms of learning, simulations encourage comparison with practical experience.
   
   1. What does what I have just seen and experienced in the simulation mean in reality?
   2. Have I already perceived something similar in my daily environment?
7. Simulations are holistic.
   They appeal to all senses and a wide variety of learning styles and allow immediate feedback. Unlike "case studies", simulations allow for concrete and task-oriented or role-based experiences. They allow you to try new things in a safe environment and encourage you to take risks.
8. Simulations are fun.
   They are engaging, encouraging, and enjoyable so that everyone wants to participate.
9. Simulations are not necessarily long and complicated.
   Especially in the Anglo-American world, many very short simulations exist, which is expressed in the English term "simulation and gaming".

What is the benefit of simulations?

Simulations can provide benefits at different levels of the organization:

•  For the individual employee (individual development)
• At the departmental level (role and interface development)
• For the organization (culture development)
• And for the interaction of all three

Individual development at the employee level includes communication, decision making, confidence, leadership style, risk taking, and managing anxiety and stress.

The department level benefits in goal setting, team building, leadership, conflict resolution, and of course, collaboration and trust.

Organizational level results include systemic improvements in structure, organizational interfaces, values and ethics, vision and mission, organizational climate, motivation, etc., which can translate into increased productivity, lower absenteeism, lower employee turnover, and of course, better results.

Success factors in the implementation of simulations

The success of simulations is based on two main factors:

1. the tailoring to the concrete needs and environment of the participants
2. the support of experiential learning according to Kolb (1984), whereby these steps are passed through once or several times within the simulation.
   1. Vivid experience: Participant has an experience (e.g., in a simulated environment).
   2. Reflectively observing: The experience is analyzed by the participant from an observer's point of view.
   3. Generalize: The analysis leads to preliminary assumptions with generalized validity.
   4. Apply and test: The preliminary assumptions are applied in reality or in simulation and thus tested for their generalizability.

According to Dr. Markus Ulrich (2002), simulations of complex systems (for example projects, programs, project portfolios) should have the following elements for this purpose:

• The simulation maps the longer-term temporal course and the exhaustion, or recovery, of the system.
• networking of actors in realistic situations in the form of concrete, differentiated roles
• multi-layered conflicts of goals
• Thematization of initially unclear cause-effect relationships
• confrontation with a variety of challenges and reaction with a variety of possible actions and interventions
• Possibility of interaction (negotiations, conferences) and jointly developed solution strategies

However, the following elements are not required to achieve the training objectives:

• A detailed (computer) model that calculates the state of the project and the impact of interventions
• Detailed decision-making capabilities with fine gradations for the management of the project.

In order to achieve the positive characteristics of a simulation of complex systems (e.g.: projects / programs / portfolios) described above, certain ingredients are required:

• More complex documentation (e.g. individual role descriptions)
• Higher demands on the game management (execution and evaluation)
• Higher time requirement

Crucial for learning success is the systematic evaluation ("debriefing"), which according to Kolb (1984) proceeds in four steps.

• Analysis (What happened? What did the participants feel?)
• Reflection (How can the course be explained? How is the result evaluated?)
• Transfer (How are simulation and reality related? Which aspects exactly were (un)realistic?)
• angible learning effect (What did we learn? What of it can I and will I implement in my everyday work?)

According to Crookall (1992), "Debriefing is probably the most important part of a simulation and yet it is the most neglected."

For a lasting utilization of acquired new attitudes, insights and competencies through simulations, it is necessary to take steps to ensure the transfer of what has been acquired into the existing life world. This has been demonstrated in a qualitative study (Kriz, Saam, Pichlbauer & Fröhlich, 2007).

Kriz also recommends debriefing not only at the end (as an overall reflection), but also in between in the form of shorter so-called "intermediate debriefings", which can be conducted between different rounds of a simulation.

The role of the coach

Both Stewart and Crookall (Stewart, 1992; Crookall, 1990) see the reflection that takes place in the debriefing as an absolute prerequisite for the acquisition of competencies suitable for practice and the coach as a central catalyst on whom high social demands are also to be placed.
During a simulation, emotions are set in motion among the participants, since the simulation in itself represents a social system with its own dynamic group processes and intensive interaction. Not working through these personal and social processes deprives the simulation of crucial learning and change potential and is even considered unethical. Therefore, coaches are needed who are competent in dealing with groups both in terms of content and social skills (e.g. psychological interviewing, moderation, conflict mediation, group dynamics, etc.).

Conclusion

Simulations can be very useful in the environment of project portfolio, program and project management. In particular, they can help to try out new things in a protected environment and to increase mutual understanding between the roles in this environment. No form of learning is as effective as simulation, provided there is a purposeful and accompanied debriefing. This gives the implementing coach a much more central role than in other learning formats.

Success is guaranteed by the combination of a highly parameterizable, role-based simulation that is based on conflicts of interest and provides options for action, and coaches who are excellent both professionally and socially.

Literature

Crookall, D. (1990). Editorial: Future Perfect? Simulation & Gaming, 21 (1), 3-11.

Crookall, D. (1992). Editorial: debriefing. Simulation & Gaming, 23 (2), 141-142.

Kolb, D. A. (1984) Experiential learning: experience as the source of learning and development. New York: Prentice Hall.

Dr. Markus Ulrich: Are simulation games tedious and complicated? A treatise on simulation game methodology and the training of simulation game experts; In: Planspiele in der beruflichen Bildung. Outline on the selection, conceptualization and application of simulation games. Multimedia publication. With an introduction to the didactics of simulation games, an updated overview of simulation games on CD-ROM, examples, contributions on experiences with the application of simulation games as well as an internet forum on simulation games. Published by: Federal Institute for Vocational Education and Training BIBB, Bonn. Ulrich Blötz (ed.) 2002. ISBN 3-7639-0959-1

SAGSAGA (2002). Swiss Austrian German Simulation and Gaming Association - Gesellschaft für Planspiele in Deutschland, Österreich und der Schweiz, www.sagsaga.org.

Kriz, Willy Christian & Nöbauer, Brigitta: Den Lernerfolg mit Debriefing von Planspielen sichern, Fachbeitrag auf https://www.bibb.de/, Bundesinstitut für Berufsbildung.

 

How does the supervised simulation work?

The participants are assigned in their roles with a project that has already been planned or started (runtime 23 weeks), whose original team has failed and now needs to be replaced...

In their roles, the participants independently analyze the initial situation and decide to what extent corrective measures are necessary and, if so, how much they are willing to spend on them.

Then the actual implementation begins, with each game round representing a reporting cycle, i.e. 23 rounds.

At the end of each round, either randomly or predefined, helpful or less helpful circumstances may arise that require action and/or may lead to the need for conversations between the cast roles. These conversations are prepared by the participants and then staged on a kind of stage. All participants not involved in the conversation observe the conversation and then analyze together how the conversation went.

This systematic analysis is the core of Swiss Island^® and is carried out in the form of a 4-step debriefing:

• Analysis (What happened? How did I feel about it?).
• Reflection (How can the course be explained? How do I evaluate the result?)
• Transfer (How are simulation and reality connected? Which aspects exactly were (un)realistic?)
• Perceivable learning effect (What did I learn? What of it can I and will I implement in my everyday work?)

These analyses take place after each call, ensuring that what has been learned can still be applied and practiced during the ongoing simulation.

Who is this simulation for?

The simulation is intended for all project managers, program managers, portfolio managers and managers of the organizational structure (who take the role of the sponsor!).

The targeted complexity setting allows alignment with the experience of the players. Thus, a highly complex project can be simulated for experienced participants, and participants new to the challenges of project management can have the complexity reduced.

How can the simulation be influenced (parameterization)?

• The initial situation can be set.
• Random events can occur in the course, these can also be thematically aligned.
• The interests of the participants can be adjusted to match or not.
• The frequency of changes in the course of the game can be changed.
• The amount of reserves is adjustable.
• The cooperativeness is also adjustable.

What are further advantages compared to conventional trainings and other simulations?

In this simulation, references are continuously made between methodologically based approaches (e.g. PMBOK and ISO 21500) and practice, thus supporting the collection of experience. The kinesthetic component (doing) is in the foreground - with many advantages:

• Knowledge is created through the interplay of existing experiences and the confrontation with new, unknown situations.
• Learning takes place through active experimentation (learning-by-doing) and reflective observation (anchoring what is learned).
• Group dynamics and functioning training communities are developed
• Short training times and therefore comparatively low costs
• Knowledge adaptation and long-term results improve significantly

The simulation focuses specifically on the appropriate application of the best-practice methods taught and thus stands out significantly from conventional training. The almost perfect reference to reality enables the immediate application of what has been learned in professional practice.

The use of extremely experienced and didactically trained facilitators supports the learning success. They encourage teamwork and help with reflection. With each round of play, participants can actually see, experience and feel improvements. The regular reflections between the game rounds help the participants in their cognition process.

How exactly do the participants benefit?

The main benefit for the participants comes from the ongoing discussions between and within the team, where situations are regularly assessed and decisions have to be discussed and justified, and their reflection. Feedback from participants cites the following aspects in particular:

• Participants are aware of the importance of different interests, learn to interpret them and derive action strategies from them
• Dealing with imponderables is practiced and possible / alternative courses of action are discussed together in terms of advantages and disadvantages -> Mistakes are the starting point for insights
• Fundamental guiding principles are communicated in the course of upcoming decisions
• The participants act in their simulated role and thus sharpen their view of their own role in the company
• The simulation process forces all these insights directly and experimentally

Outstanding effects can be achieved by mixing experienced and less experienced participants. The latter can learn from observing the experienced participants and experienced participants can recognize how they can effectively support the less experienced in specific situations.

But also the mixture or the change of roles allows exciting insight effects, caused by increasing mutual understanding and the exchange of ways of thinking.

If the game is played in teams, then - due to the game design with ongoing discussions, justifications and decisions - realistic and typical team dynamic effects can also be well observed and discussed.

The simulation can also be used excellently in the context of individual and team assessments. The game setup is perfectly suited to create a "fishbowl" situation in which the game can be interrupted at any time (even for a longer period) by the experienced coach to discuss critical points with the participants and the observers.

How are preparation and follow-up carried out?

The simulation should be well prepared. Therefore, a preliminary discussion with the client or initiator is an important basis for success.

In the preliminary discussion the following topics are worked through together with the client:

• Goals of the simulation
• Participant group(s), reasons for participation and specific roles -> Degree of difficulty
• Specific thematic focus
• Success criteria - how will we know that the simulation was successful?
• Follow-up: how will application of what was learned and experienced be enabled and how can the organization support this?
• Organizational issues such as duration, version,online vs. face-to-face, technical/space requirements, etc.

The goal of the follow-up is to ensure the return-on-investment, which is only achieved through the application of the knowledge. The new knowledge and experience should ultimately lead to changed behavior.

How can the coaches influence the course of the simulation (selection)?

The coach interrupts the game and asks a participant to explain one of the actions taken in context. Here a gamified connection between real game situation and the respective method can be established.

Depending on the objectives of the training, the coach determines the composition of the teams. Should the very experienced people play together in each case? Does it perhaps make more sense to let an experienced participant play against a less experienced participant?

When playing with several teams in parallel. the game parameters can be set identically. The simulations then only differ with regard to the decisions made by the teams and can subsequently be examined together for success factors. In addition, the coach can interrupt the simulations running in parallel and ask the teams to take over the other simulation already started. How are the participants coping with the new situation? Are you able to make a conclusive assessment of the situation based on the documented history?

During the simulation, the coach replaces some people and gives them a new role. In this way, the game participant learns to quickly familiarize himself with an existing situation. In the team, new contacts are made due to the new composition of the game partners.

Duration: 1 to 2 days
Methodology used: "Experiential learning" according to David Kolb, self-awareness and action feedback, moderated discussion.
Number of participants: 2 - x teams (each 3-4 persons), if useful extended by 'learning observers'.

Swiss Island^®

brings benefits Simulations and experiential learning are more efficient and effective than other forms of training. is affordable The implementation takes only one to max. two daysand participants only have 1 hour of preparation time. is effective What you learn and experience can be immediately transferred to your professional environment. is unique Our award-winning simulation is unrivaled. Only Swiss Island® is Swiss Island® is superior No other simulation focuses in such a way on the interfaces between the project and its environment. is different Feel and experience the difference!

Customization

We determine your specific requirements with you in a structured, approx. one-hour preliminary discussion and subsequently configure

• Level of difficulty
• Version
• Duration
• Main topics
• Team composition
• prefabricated scenarios

The following ready-made scenarios are available (combinations are possible)

• No or insufficient risk management
• Missing overall architecture of the product
• Non-functional requisitions are overlooked
• No buffers (time / money)
• Insufficient tracking of subcontractors
• Key-decisions without prior clarification of alternatives
• Project goals are not in line with strategy
• Lack of sponsorship
• Project monitoring is insufficient
• Open-ended requirements
• No traceability
• Assumptions are not documented and not verified
• Inadequate governance structures
• Insufficient stakeholder involvement
• Unclear responsibilities
• Underestimation of complexity
• Project started too late
• Needs /Business Case are / is unknown to the project
• A powerful person rules in (micromanagement)
• Project in crisis is taken over
• Experts are not experts
• An uncomfortable person is parked
• Transparency is undesirable
• Promised resources are not available
• Unclear project goals
• Lack of cooperation on the customer side
• Overreporting
• Loud optimists in management
• The test as a solution
• No decisions are made
• Decisions are made too late

Use in assessments

One or more teams are playing the game while being observed by one or more assessors. Observations are documented by the assessor(s) and evaluated later. The Competency Baseline of IPMA, as well as client-specific scales, could serve as references.

An assessor might take over a very active role, creating challenging situations during an assessment. For example, the assessor may simulate a particularly difficult or passive sponsor, or a risk-averse sponsor…The possibilities are endless. How do the candidates deal with the given situation?

These are just a few examples that show how diverse the application possibilities of this simulation are. Please contact us for any discussion about specific designs that exactly meets your needs.