模擬狀況게임資料의 開發 (Ⅰ)

Development of Simulation Game Materials

  Simulation is a method of approximating reality. Its widespread utilization has not only extended and refined its practical applications, education, educational training, research purposes, but also brought it directly into the living rooms of the world. The available techniques in Korean education field are "sensitivity training", and "role playing".   The sensitivity training, the educational and social invention giving rise to the laboratory-training movement, typically yields learning about self, interpersonal relations, and group dynamics. We view sensitivity training as an important, but not prepotent, OD intervention technique.   The actual overall goals of sensitivity training are seldom specifically articulated, but are impled in the functioning of most T-groups. These goals are : (1) the development of a spirit of enquiry and willingness to experiment with one"s role in the organization and the world ; (2) an increased awareness of other people, and "expanded interpersonal consciousness" ; (3) improved authenticity in relationships with others, including a reduction in the need to play role ; (4) greater ability to collaborate with supervisors, peers, and subordinates rather than to use authoritative approaches ; and (5) greater ability to resolve conflict through developing alternatives and problem-solving techniques as opposed to manipulation, coersion, or compromising.   At the begining of the training session, the trainer tells the group that his role is to serve as resource to the group ; then, after a brief introduction, he lapses into silence. Since the trainer has not taken over the leadership role, a dilemma of leadership and agenda is created, and the group must then work out its own methods in order to proceed further. As a result, what goes on in the group becomes the "here and now" basic data for the learning experience. As the group struggles with how to proceed, individual members tryout different roles, many of which are, unsuccessful. For example, one T-group member made a number of direct, forceful, and unsuccessful attempts to take over the leadership role, trying first one style and then another. Finally, he conspicuously withdrew from the group and began to work a crossword puzzle. In other words, this person had two basic styles of working with others ; when the one style was unsuccessful he adopted the other-withdrawal.   As appropriate, the trainer will make an intervention, the type and nature of which will vary, depending on the purpose of the laboratory and the trainer"s own style. Usually, the trainer encourages individuals to understand what is going on in the group, their own feelings and behaviors, and the impact their behavior has on themselves and others, i.e., "leveling" with the members of the group about what is going on at the time.   The leader"s approach and influence play a key role in determining the outcome of sensitivity training. The nature of the leader"s interventions can "swing" the group toward the observation of group dynamics processes or toward interpersonal dynamics in which case the laboratory-training group becomes more of an encounter group. Further, the leader"s personality can have a significant effect on the members of the group.