Simulations as Authentic Learning Strategies: Bridging the Gap Between Theory and Practice in Performance Technology.

This article describes the design, implementation, and evaluation of a diagnostic experiential simulation (Gredler, 2004) in a graduate Performance Technology (PT) course. Simulations are experiences that provide an authentic learning environment that scaffolds novices’ problem solving while minimizing the risks of ‘practicing’ their newly learned skills in a ‘real-world’ setting. The purpose of the study was to examine the effectiveness of using simulations with novice instructional designers and performance technologists as an instructional strategy for transfer of theory into practice. This study is a case study, Type one developmental research design (Richey, Klein, Nelson, 2004), which describes the design, development, and analysis of a simulation as a culminating instructional strategy and assessment. The student learning outcomes from the simulation are mixed, but overall the students perceived the simulation experience to be authentic and relevant to their learning. An unintended outcome was the development of a model for designing experiential simulations. Introduction It is well-documented (Conn & Gitong, 2004, Hybert, 2003, Medsker, Hunter, Stepich, Rowland, & Basnet, 1995) that in response to market needs and the subsequent maturation of the profession, Instructional Design and Technology (IDT) has transitioned over the past 25 years from focusing solely on promoting learning through well-designed instruction to a broader view of improving performance and organizational results. The expanded role of instructional design professionals requires an expanded set of competencies that include considerations for expertise in performance improvement. In response to the need for additional knowledge and skills, many instructional design programs now include Performance Technology (PT) skills training in their program. In fact Medsker, et al. (1995) found that out of the 82 programs they surveyed all of the HPT (Human Performance Technology) topics included in the survey were included in the curriculum to some degree. However, Medsker, et al. (1995) also found that out of the 18 topics, training and training needs assessment were emphasized by more programs. PT, an applied discipline whose goal is to improve human performance in the workplace (Stolovitch & Keeps, 1999), involves the identification of multiple and possibly unique or hidden causes, such as administration and resources, for performance problems and the implementation of interventions to solve those problems (Stolovitch, Keeps, & Rodrigue, 1999, Guerra, 2003). Similar to ID, the PT profession has undergone changes in its title and definition in an effort to adequately describe the functions of the field. The evolutionary dynamics of PT and the changes incurred as a result have contributed to ambiguous professional competencies (Guerra, 2003). Using the ADDIE (analysis, design, development, implementation, and evaluation) activities (Gustafson & Branch, 2002) as the framework for her study, and comprehensively reviewing the literature related to PT, Guerra (2003) developed a list of competencies for performance technologists. These competencies were then validated by PT experts, who were asked to supply information about the frequency with which a competency should be applied and the frequency with which the competency is actually being applied. Although there were gaps between the frequency that was deemed optimal and the actual frequency of application, Guerra suggests that the discrepancy can be a function of the complexity of the decision making processes and influencing factors, such as organizational characteristics, inherent to PT. Stolovitch, Keeps, and Rodrigue (1999) also categorize PT skills in a classification similar to ADDIE. Through observations of PT professionals, Stolovitch et al. categorized PT skills into basic skills groups of requirements for analysis and observation; analysis; analysis and communication; design and communication; design; design, evaluation, and management; evaluation and management; design and evaluation; management; communication; and communication and interpersonal skills. Klein and Fox (2004) took a somewhat different approach in their study, where they assessed which PT competencies should be mastered by students in instructional design and technology programs. They surveyed PT practitioners and faculty from instructional design and technology programs, educational technology programs, and instructional systems programs. In the survey the participants were asked to rate the presented competencies