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Trust in Classroom-as-Organization Simulations: Parallel Experiences of Participants and Facilitators
Simulation & Gaming Pub Date : 2021-02-14 , DOI: 10.1177/1046878120987583
Laurie L. Levesque 1
Affiliation  

Background.

As classroom-as-organization (CAO) simulations unfold within corporate or higher education classrooms, novice facilitators and their participants experience uncertainty in the absence of familiar and implicit sources of trust. Initial trust derived from the context, simulation, peers, and one’s self wanes as awareness dawns regarding the magnitude of difference between CAO and typical classrooms. New sources of trust arise from shared sensemaking about unfamiliar roles and interactions, growing confidence in redistributed responsibilities and authority, an environment characterized by psychological safety, feedback, and behavioral experimentation modeled upon the experiential learning cycle (Kolb, 1976).

Purpose.

This article examines the parallel experiences of participants and novice facilitators as they initially lose trust in CAO simulations and those involved, and discover new sources of trust related to the simulation design. Using first- and second-hand experiences and extant literatures on trust and teaching and learning, the erosion of initial trust is explored, as well as how CAO simulation design principles foster new sources of emergent trust.

Conclusion.

Understanding the ebb and flow of participants’ trust in CAO simulations allows for targeted facilitation and coaching. Novice facilitators who examine how their own trust experiences parallel those of participants gain insight into interventions and empathy into the participant experience within this fully-experiential learning environment. Empirical research is needed to examine the mechanisms of trust loss and rebuilding in CAO simulations in relation to the enactment of unfamiliar roles, routines, and responsibilities.



中文翻译:

信任“组织课堂”模拟:参与者和促进者的并行经验

背景。

随着公司或高等教育教室中的以组织为单位的教室(CAO)模拟的出现,在缺乏熟悉和隐含的信任源的情况下,新手辅导员及其参与者会遇到不确定性。随着对CAO与典型教室之间差异程度的意识逐渐增强,最初的信任源自上下文,模拟,同伴和一个人的自我。新的信任来源来自共同的理性认识关于不熟悉的角色和互动,对重新分配的职责和权限的信心日益增强,以心理安全,反馈和以实验学习周期为模型的行为实验为特征的环境(Kolb,1976)。

目的。

本文考察了参与者和新手促进者在最初CAO模拟和相关参与者失去信任时的并行经验,并发现了与模拟设计相关的新信任来源。使用第一代和第二手经验和信任,教学与现存文献,初始信任的侵蚀进行了探讨,以及如何曹仿真设计原则培育新兴的新来源信任

结论。

了解参与者对CAO模拟的信任的起伏不定,可以有针对性地进行帮助和指导。初学者辅导员会检查自己的信任体验与参与者的体验如何平行,从而在这种完全体验式的学习环境中获得对干预措施的洞察力和对参与者体验的同情。需要进行实证研究,以研究与不熟悉的角色,例行程序和职责的制定相关的CAO模拟中的信任丢失和重建机制。

更新日期:2021-02-20
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