Relevant Learning Through Simulation; Using RPG style simulation to train soft skills

Concurrent Session 6

Session Materials

Brief Abstract

Soft skills make the world go ‘round, but are often neglected in higher education. Simulated “real world” activities help students learn and practice soft skills that can prove to be invaluable in their careers. Learn how to identify soft skills associated with the professions your students may have after graduation.

Presenters

Additional Authors

Charlie Crump, Brigham Young University-Idaho

Jilane Richardson, Brigham Young University-Idaho

I started my career in education in 1994 as an English teacher in a junior high. I taught seventh grade English, eighth grade English, ninth grade English, reading language, and publications I stayed at the same school for 17 years. In 2011, a new school opened in my district. It was an experiment in running a 1:1 school. The students were issued netbooks at the beginning of the year. There were no textbooks in the building. I was selected to be part of the leadership team for that school. I taught eighth grade and ninth grade English. In 2014 I began work on my Masters degree in Instructional Technology and Learning Sciences at Utah State University. I shared with my students in class my progress. I loved that I could take what I was learning in my upper division courses and apply it the next day in my junior high classes. I graduated from Utah State in 2016. After 23 years in the public education classroom, I moved to a different field in education. I started working as a curriculum designer at Brigham Young University in 2017. Two weeks after starting there, I was asked to lead the team that would help convert all campus faculty courses from one LMS to another. Apparently, the last conversion was traumatic for the faculty, so the powers that be wanted to baby them through the next one. My team and I sat down and had one on one discussions will each faculty member about every course. As each course was converted, we would sit down with the faculty member again to make sure everything was right. It was a great experience. In the fall of 2019, I had the feeling that I needed to return to school to get my doctorate. I was accepted into the Educational Technology program at Boise State University. I started in April 2020.

Extended Abstract

In every profession, soft skills (also known as common or core skills such as: attitude, creative thinking, teamwork, conflict resolution, problem-solving, time management, etc.) have relevant applications, but they can be difficult to teach or train in meaningful ways within the traditional classroom setting. The art of reading and adapting to the emotions and attitudes of others is an invaluable skill that, like many other soft skills, many university classrooms neglect primarily because it does not fit cleanly or clearly within the course or program level outcomes. We all know someone who is gifted with their soft skills, and likewise, we all know of someone who could use significant help in developing their soft skills. Regardless of our profession, interpersonal activity is a part of our daily work and social life, and so the skills required for it should be a major priority in our educational development.

In an effort to improve a Professional Sales course in our Marketing Department, we reimagined the course to be a simulation of what a graduate might face in their post-graduate profession. What happens to a marketing or business student when they land their first job in sales? How can they use what they learned in their undergraduate courses to help them in their new career path? A major part of being good in sales is learning how to read and interact with potential clients which makes these soft skills absolutely invaluable. To that end, we enlisted the help of an alumnus who was currently working in the sales industry in a start-up company. He assisted us by creating video content designed to simulate the tasks and scenarios our graduates might face as they begin a career in professional sales. As students progress through the semester, their focus begins with heavy study of human interaction and development of important soft skills, then gradually shifts focus to implementing those soft skills through simulated sales opportunities.

Level of Participation:

Following a brief explanation of how we identified the soft skills and created the course-long simulation, the session will become more interactive, and structured similarly to “Whose Line is it Anyway.” Attendees will be given the opportunity at the beginning of the session to identify a course, lesson, and soft skill they want to focus on from their own teaching experience. We will collect their suggestions, then draw one at random and walk through the brainstorming and development process with the attendees to create a simulation experience for them to use with their students.If time permits we will draw additional courses from the hat. Special prizes will be given to those whose courses are chosen.

Session Goals:

Attendees of this session will be able to identify soft skills associated with the courses they teach. Once the associated soft skills are identified, they will be able to brainstorm a variety of simulation activities in which their students can engage to develop those soft skills. They will be able to identify necessary resources, collaborations, and opportunities for their students to learn, practice, and perfect identified skills in new, engaging, and innovative ways.