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AOM early reflections & Fox News

13½ hours from Sydney to Los Angeles, 4 hours from there to Chicago, 3 hours from the airport to my hotel,; guess which was the most stressful? I am now settled into Chicago until early Wednesday morning for the Academy of Management, a seminar (still places free) and an event for the KM community which has had to move to large premises (which is encouraging). Given that there are 6000 members of the academy present it would only take a rapid and unexpected tidal wave on Lake Michigan to change the dynamics of management education overnight!

We had a good session this morning on complexity which I will report on later, or tomorrow. For the moment, an interesting observation. After I registered I popped down the the exhibition to see what was around. It's diminished from last year but has most of the publishers present; I adopted a disguise when passing the Elsivier stand to avoid awkward questions about the book. The only other exhibitors are for game simulators, and there are several of them.

Now this worries me a bit as there is a tendency these days to reduce the value of real experience in favour of the virtual. It seems to be that there are some significant problems with management games. Now there is nothing wrong with games or play as a method of learning, but I do have three concerns.

  • Computer simulations work from rules, and the secret of success is to learn the rules and then play to them. Real life is not like that
  • Apprentice models are more successful than simulations for learning transfer, and more importantly the generation of new knowledge. I would prefer to see a year in industry as part of a course, rather than a one week, or one day game. A game prior to experience is a good idea, a game as a substitute for experience is a very different thing.
  • The games being presented seem to sell of the benefit of not needing human management. Cognitive Edge has a simulation method, but its largely based on a human game-master team (supported by technology) that can introduce variety and surprise that responds to the specific context of the time.

The other minor presence is virtual learning, eEducation or whatever you want to call it. This seems somewhat reduced from previous years and I suspect that human interaction remains a differentiator for any discerning student or teacher. Learning is more than information transfer.

When I got to bed last night, I did my usual trick of turning on the news as background. That means if I wake up in the middle of the night - not unlikely with a 16 hour time shift - my conscious mind is engaged by CNN or the BBC who in overnight news channels do a lot of repetition. Unfortunately last night I accidentally set the television to Fox News and then managed to loose the remote. That meant I suffered a tirade against health reform and eulogies for the benefits of the Nixon administration (I kid you not). Polemic was endemic, reason absent. Indignation and depression (at the intelligence bypass required to take this stuff seriously) reduced sleep which will have consequences of my social interactions later today, i.e. curmudgeonly behaviour will be coupled with a short temper.

Comments (6)

"curmudgeonly behaviour will be coupled with a short temper"... you could get a job on Fox that way :)

Alan Byrne:

Those libertarians love their negative rights. Their everyday absolutism seems to contradict their hands off approach - at least when it comes to others.

Jon Husband:

Right, Johnnie ... that phrase is the title for the competency model used by Fox News in its recruiting activities when looking for news anchors.

When I'm working in Thailand, I can switch between CNN, BBC, Fox and Aljazeera. It's like news from 4 completely different planets.

"Polemic was endemic, reason absent." Alas, so often true on FauxNews.

I share some of your caution about the benefits of behavioral simulations. I used to use a mathenatical simulation as a teaching tool with second-year university students in an HR systems management course. They made choices about funding for different HR programs for 8 weeks (simulating 8 business quarters, or 2 fiscal years), and the mathematical simulation fed them back the morale, turnover, productivity, quality, etc... about 18 different "outcomes". The heart of the learning experience was, in the end, inevitably face-to-face. The students sat together with the "outcomes" data to puzzle over cause-and-effect-and-cause and to develop the complexities of their theories about what matters for human productivity from an HR systems perspective.

The simulation was just a pretext for conversation and collective reflection. And that's where the potential for most learning stems from -- not from a simulation or a text or a lecture.

Best wishes for the rest of your time in Chicago -- and especially, for your journey home!

christianhauck [TypeKey Profile Page]:

I remember a 3-days change management course years ago which included a computer simulation, with all the math and numbers and options etc. There was a competitive spirit, 4 teams of 4 course participants maximising their "change management competiency". Incidentally, one of the groups was "real" in the sense of a boss with 3 direct reports, and they even were volunteered to the machines before, and instead of, breakfast ...
As part of the task for the simulation/game, we had to change the composition of the teams in the simulation to maximize the output. Which was done completely rationally, of course. But after the lunch break, our "real" teams were re-shuffeled, which, surprise, was not accepted with the same levle of cold-blooded rationality, in particular by those who had even sacrificed breakfast.
I love recursion.

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