Robert M. Fulmer

Microworlds and Simuworlds: Practice fields for the learning organization

Abstract Management is one of the few professions, the authors note, in which members have no formal “rehearsal space” for honing their skills. In response to this need, organizations such as The Center for Creative Leadership, MITs Learning Center, and The Stern School of Business at New York University have created a brave new world of management simulations—“practice fields” for the learning organization. Some of these new games (“simuworlds”) use computer programs to replicate an entire industry and give participants an opportunity to play out one companys strategy in that setting. Other simulations (“microworlds”) engage participants in complex behavioral role playing, based on scenarios that typically develop within a company. Still other simulations combine both approaches. The authors take their point of departure from Peter Senges definition of the “learning barriers” that develop in any organization: solving fragmented “problems” rather than dealing with systemic issues; overemphasis on competition at the expense of cooperation; and a failure to innovate until forced to do so. The new simulations, the authors argue, are particularly useful in helping managers learn how to overcome these barriers.

Simulations, Systems Thinking and Anticipatory Learning

Discusses “organizational learning”, and the contribution of simulations and system dynamics to the improvement of managers′ “mental worlds” in accelerating anticipatory learning.

A New Era of Management Education

Fundamental changes in the business environment dramatically accentuate the importance of corporate learning. Learning as a competive advantage requires organizations to adopt a new view of education for general management. The new paradigm focuses on anticipatory learning rather than maintenance learning. The leadership/ management development process will be viewed as a system rather than a series of discrete events. Identifies and discusses several trends for both providers and users of management development services, along with the need for policy level support for these efforts.

Nine Management Development Challenges for the 1990s

Identifies and discusses nine issues the author believes will dominate management development programmes in the immediate future: learning (including “maintenance learning”, “shock learning” and “anticipatory learning”); the power of teams; time as a competitive weapon; dramatic leadership; globalization and transnationalization; flexibility and resilience; customer responsiveness, service or quality; technology and information systems; and systems thinking. Concludes by pointing out that while these themes should not be included in management development programmes simply because they are popular, few become popular without meeting an important need.

Lifelong learning at the corporate university

Organizations have been seeking new ways to satisfy the requirement for continuous learning. It is argued that a blend of on‐the‐job education, skill development and action learning will be required to fuse individual development with corporate development. Some corporations are adopting corporate universities to ensure that education is relevant and to help them become learning organizations. The development of such institutions is considered and a number are described.

Building organizations that learn: the MIT Center for Organizational Learning

Describes the work of the Center for Organizational Learning and observes the centre′s underlying premiss that individuals and organizations must alter both thinking and management practices in order to thrive in an increasing dynamic and interdependent world. Outlines the structure of the centre and discusses the centre′s current research agenda. Explains how organizations participating in the centre enrich the research process by focusing on critical management issues, providing field research sites, bringing practical know‐how of leading organizations.

The Tools of Anticipatory Learning

Describes the techniques of customer surveys, derived forecasts, causal models, time series analysis, Delphi forecasting, scenario analysis, content analysis, impact analysis, groupware, and micro world/computer simulations.

The Merlin Exercise: Future by Forecast or Future by Invention?

Describes the Merlin Exercise and its use by the authors integrating two models of the future ‐ “forecasted” and “invented” – to educate management in the development of a strategic intent and in implementing such an intent.

The systems dynamics of executive education

Examines the hypothesis that powerful forces created by the structure of executive education and its participants are driving the industry and participant behaviours. Presents a systemic model to illustrate the forces shaping behaviours and outcomes.

The Merlin Exercise: Creating Your Future through Strategic Anticipatory Learning

Elucidates the nature, purpose and application of the Merlin Exercise in the context of a middle manager leadership programme conducted by the authors with personnel from the Hoechst Celanese Corporation (HCC). Describes the content of three modules – “Visionary Leadership”, “Strategic Leadership” and “Tactical Leadership” – showing how the future orientation of the exercise provides the link enabling managers to build on the skills acquired in each module in order to fashion strategics to carry the organization forward. Working with a focus on the organization′s envisioned condition a decade hence, managers explore and evaluate essential leadership functions including: creating change; business decision making; new market ventures and potential for diversification; major trends analysis and its importance to securing competitive advantage. Concludes with observations concerning responses of HCC participants to the experience of the Merlin Exercise.