Chief Learning Officer - December 2008 - (Page 61)

EXCELLENCE IN SIMULATIONS AND GAMES • GOLD • PROVIDER AWARD Harbinger Knowledge Products For Philips Healthcare, clarity is key. Much of Philips’ business involves providing clear, readable images for diagnosis. Meanwhile, simulation and game-based learning has emerged as a modern-day essential for effective professional online training and education. Because health care education shares a large piece of the global training and education budget, it might be inferred that the use of gaming in health care education would be substantial — even pioneering. In actuality, little had happened in the health care education space through game-based learning. The challenges were attributed to the high cost of developing games and the non-accreditation of games in continuing medical education. Philips, a provider of medical system products and health care education, intended to shift this paradigm through game-based interactive content known as Clinical Challenges. Philips decided to create stand-alone learning pieces by leveraging gaming concepts. The objective of Philips’ Clinical Challenges was to create a learning environment that would leverage cognitive beneﬁts of game-based learning, while being quick to build and remaining cost-effective. Philips enlisted Harbinger’s game-based learning development and sought the use of its Raptivity product. Unlike the general approach with games used as embedded learning aids primarily for entertainment, Philips decided to create stand-alone learning pieces by leveraging gaming concepts. It envisioned stand-alone, entertainment-driven and challenging health care learning. The ability to develop a compelling learning tool while requiring the student to study different aspects of an image builds familiarity with the evidence in the image. Within months of launching the ﬁrst set of challenges in the learning center, Philips received a positive response and demand for more challenges. Based on that feedback, Philips decided to expand the depth of the clinical challenge section in the online learning center with more game-based challenges. Initial user survey data showed a positive reaction. “Harbinger has helped achieve the rapid momentum in our game-based learning initiative,” said Douglas Dell, director of learning services and global customer services for Philips. “Philips now has a clear road map and capability in place for implementing game-based learning because now it is possible to have compelling learning games developed rapidly, and thereby providing challenging, immersive learning experiences to our learners and customers — cost-effectively.” The current set of clinical challenges is available through the Philips Online Learning Center. Philips aspires to see gaming as an integral part of accredited continuing education, and it seems Clinical Challenges is helping to support this cause. EXCELLENCE IN SIMULATIONS AND GAMES • SILVER • PROVIDER AWARD BTS To accompany its new status as a geographically diversiﬁed retailer, Tiffany & Co.’s leadership curriculum needed a greater emphasis on shareholder value. Tiffany sought to drive shareholder value because the company wanted to provide opportunities for executives to better understand the impact of decisions on company ﬁnancials and align the organization around a uniﬁed strategic focus. The ideal solution would deﬁne the big picture and also provide enough in-depth analysis to bring an understanding of impacts to brand image and its preservation and optimize investment decisions. Tiffany partnered with BTS, a provider of customized business simulations and other discovery learning solutions, to develop a learning curriculum that would help build stronger ﬁnancial and business acumen skills throughout its leadership ranks. First, BTS developed a two-simulation approach utilizing computer simulation, followed by a board simulation. A computer simulation enabled teams to be at the helm of a simulated Tiffany & Co. for three “years” — two and a half days, in reality. Each team ran three lines of business in a global geography; competed for sales in a multichannel retail environment; allocated scarce resources to differentiate from the competition; forecasted supply of scarce resources and demand for product; pursued and managed a diversiﬁed risk-adjusted portfolio; and manufactured product and managed vendors — all while keeping an eye on the success of its businesses. The board simulation put teams in charge of leading three business lines from demand management and design through supply management, manufacturing, distribution and to the retail channels. Teams competed to generate income while managing risk, quality, costs and investment decisions. To retain the learning points and promote idea sharing, after the release of each quarter’s results a live, interactive broadcast is delivered, reviewing key performance indicators and providing clarity on what happened, why, and identifying future expectations. The BTS solutions enabled participants to gain ﬁrsthand experience with the company’s challenges and the decisions driving shareholder value and superior ﬁnancial performance. Additionally, it aligned senior management with the drivers of Tiffany’s future success. 61

Table of Contents Feed for the Digital Edition of Chief Learning Officer - December 2008

Chief Learning Officer - December 2008 Editor’s Letter Contents Connections Business Impact Best Practices Effectiveness Guest Editorial The Future of Learning CLO Profile Learning Opportunities Embedded in Social Networking ManTech Leverages Knowledge Management Approaches for Social Networking Agility Training for the Learning Organization Creating an Agile Organization With Learning 2.0 2008 Learning In Practice Awards Corporate Social Responsibility: How Can Learning Contribute? Union Fenosa Corporate University: How CSR Education Impacted the Bottom Line Training in the 21st Century: Everything Old Is New Again Zions Bancorp.: Connecting the Dots Case Study Business Intelligence Advertisers’ Index Editorial Resources In Conclusion

Chief Learning Officer - December 2008

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