Consumer electronics — United Arab Emirates — 2024
A consumer electronics manufacturer
One day, fifteen people from eight functions who do not normally share a table. Assessment scores went from 30% to 94%, and everybody left with one written commitment.
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- Simulation
- Shift
- Participants
- 15
- Sector
- Consumer electronics
Where they were
The manufacturer's regional office, with participants drawn from customer service, mobile, quality assurance, finance and business administration. These are functions that plan on different cycles and meet mostly by email, which is part of why the session was mixed rather than run per department.
What they needed to shift
The brief recorded in the programme report was to equip people to manage change proactively in a fast-moving market: to understand the stages and drivers of a change before being asked to absorb one, and to have a way of working through resistance rather than waiting for it to pass.
How the session ran
- 01
One training day, one cohort of fifteen, tables mixed by function on purpose.
- 02
A written assessment before the game and the same assessment after the debrief. Ten of the fifteen sat both; the rest joined late or left early.
- 03
The debrief closed with each participant choosing and writing down one behaviour to apply at work, from a set the group had generated.
- 04
Participants rated the session and the facilitator separately on the same form used across the programme.
What changed
30% → 94%
Average assessment score across the ten people who sat both tests. A gain of 64 percentage points.
10 of 10
improved. Eight of the ten had scored below 50% beforehand and six finished on full marks.
99 / 99
Session and facilitator ratings out of 100.
Every participant left with a written commitment. The five the group chose between were: stop deferring the decision and work through the consequences of not changing; separate real risk from imagined risk; build dissatisfaction with the current state; ask why a change is happening before reacting to it; and keep upgrading skills to stay relevant.
Where these numbers come from
Figures come from the session's pre- and post-assessments and evaluation forms. Averages use only the ten people who sat both tests, so the before and after describe the same group — the programme report's own headline figure of 35% averages a larger pre-test group against a smaller post-test one, which is why the number here is lower and more comparable. Reaction and learning only; the commitments are stated intentions, recorded on the day, not observed behaviour.
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