How to Run Workplace Simulation

Daily Routines for Instructors

About This Guide

This guide walks you through how to lead your course using the Workplace Simulation model. It breaks down exactly what to do each week and each day, what’s expected of learners, and how to handle common classroom decisions.

You are still using the same curriculum, labs, and tools. The only change is in how we deliver them. Simulation adds structure, job context, and routines that make the class feel more like a real job—while keeping it fun, clear, and focused on readiness.

Overview

What Is Workplace Simulation?

Workplace Simulation transforms your classroom into a professional work environment where learners take on real job roles and responsibilities. Instead of traditional lectures, you’ll guide them through daily work routines, team collaboration, and real-world problem-solving scenarios.

Key Principles

What We Do

What It Looks Like

Deliver the same curriculum content.

Use the same labs, projects, and assignments.

Add a scenario to frame the day.

Introduce a “ticket,” client request, or issue that maps to the lab.

Create structure with teams.

Assign team roles and rotate leads weekly.

Focus class time on doing, not reviewing.

Learners arrive prepared and use class to work through tasks.

Use real-world behaviors.

Document in shared docs, give team updates, reflect on blockers.

For Learners

Take on job roles (e.g., help desk analyst, support tech).
Work in teams and rotate responsibilities.
Use technical skills in context, not isolation.
Document, communicate, and reflect like employees.

For Instructors

You don’t lecture for long periods.
You guide the simulation like a team lead or manager.
You observe, coach, and intervene only when needed.
You model professional behaviors and expectations.

Using the 10 Weekly Hours for Pre-Work

Learner Expectations

Watching curriculum videos.
Reading course materials.
Reviewing walkthroughs or setup steps.
Preparing for the next day’s lab.

Instructor Responsibilities

Don’t use class time to re-teach slides or videos.
Gauge who’s prepared and who isn’t.
Provide help when needed, but focus class time on labs, projects, and simulation tasks.

ICP and Accountability

If a learner skips their pre-work:

They will not be able to contribute effectively during team stand-ups or lab work.
You will see this in low engagement, repeated blockers, and missed documentation.
This impacts their ICP score (In-Class Participation).

You can say: “Your team is counting on you. If you don’t do your pre-work, it will affect your participation score and your readiness to work in a real job.”

Use ICP as your enforcement mechanism. You don’t need to argue. Just reflect their engagement in the grade.

GPT Support for Overview

The Workplace Simulation GPT can help you:

Get examples of different job roles and responsibilities.
Find templates for team structures and rotations.
Access best practices for team management.
Get ideas for modeling professional behaviors.

Access the Workplace Simulation GPT for more support

Weekly Flow

Weekly Simulation Flow

Each week in the Workplace Simulation follows a structured approach that builds on the 10 hours of pre-work and maximizes hands-on learning during class time. The weekly flow is designed to mirror real workplace cycles, from planning to execution to reflection.

Weekly Structure Overview

The week is structured to create a complete work cycle:

Planning (Before Monday): Set up the week’s scenario and prepare resources.
Launch (Monday): Establish teams, roles, and the week’s objectives.
Execution (Tuesday-Thursday): Focus on hands-on work and team collaboration.
Reflection (Friday): Review progress, share learnings, and prepare for the next week.

This structure helps learners experience a full work cycle while maintaining momentum and engagement throughout the week.

Weekly Schedule

Day

Instructor Responsibility

Simulation Focus

Before Monday

Post the scenario in Canvas and create Stand-Up Board.

Frame the week’s theme with a workplace challenge.

Monday

Launch teams and assign leads; walk through the weekly scenario.

Make the lab content feel like a job task.

Tuesday–Thursday

Observe team stand-ups, coach leaders, float during labs.

Let learners practice team dynamics, documentation, problem-solving.

Friday

Run a team share-out or retrospective; provide team-level feedback.

Reinforce habits, recognize growth, close the scenario.

Weekly Success Indicators

A successful week in the simulation shows:

Teams are self-organizing and rotating leadership effectively.
Daily stand-ups are productive and focused.
Documentation is maintained consistently.
Learners are engaged in problem-solving and collaboration.
Technical skills are applied in context.
Team leads are developing leadership skills.
Blockers are identified and addressed promptly.

What You Do as the Instructor

Launch stand-ups: Teams check in and plan their day; you observe.
Frame the scenario: You connect the curriculum to a real-world role.
Guide and coach: Float between teams, offer help, and reinforce soft skills.
Track and assess: Use ICP to note participation, prep, and engagement.
Wrap the day: Learners reflect and document like real professionals.

Common Issues & Solutions

Canvas Issues

No Canvas post: Remind team lead: “Post your summary and Stand Up doc link today.”
Sparse Stand Up notes: Nudge: “Give more detail. Walk through each task.”
Same blocker every day: Surface for group problem-solving or ask for a quick demo/review.
Team lead dominates: Remind: “Who hasn’t spoken yet? Rotate lead weekly.”
Low energy: Pull a scenario from the resource folder, do a role swap, or try peer review.

GPT Support for Weekly Flow

The Workplace Simulation GPT can help you:

Generate reflection prompts and team-building activities
Develop coaching scripts for common situations
Access templates and best practices

Access the Workplace Simulation GPT for more support

Daily Flow

Daily Simulation Flow

Each training day follows a consistent structure that mirrors how real tech teams operate. The instructor’s job is to guide the flow, not lecture, and help learners practice job-aligned behaviors while completing technical tasks already defined in the curriculum.

You’re not creating new content. You’re reframing what learners already need to do (labs, assignments, and projects) so they experience it like real work. Most curriculum materials already contain realistic scenarios. Use those to set the tone.

Q-P-D Launch (≤ 15 min)

Question (≤ 2 min) – Trigger recall from the pre-work.
Problem (≤ 3 min) – Frame today’s real ticket / scenario.
Demo (≤ 10 min) – One clean, real-speed walkthrough, then hand off.

Why Q-P-D? It caps instructor talk, pushes learners back to the curriculum, and jump-starts authentic practice.

Mantra: Point ➜ Prompt ➜ Step Back
Point to the exact lab step ▶ Prompt an action ▶ Step back so teams work.

If you know EDIP (Explain → Demonstrate → Imitate → Practice), Q-P-D is the same spine—just compresses “Explain” into a quick Question + Problem to save lecture time.

Balancing Instruction and Hands-on Learning

While the focus is on simulation and real-world practice, there are key moments for instruction and review:

Pre-work Review (5-10 minutes): If learners struggled with the 10 weekly hours of pre-work concepts, do a quick review before starting the simulation.
Just-in-Time Teaching: When multiple teams hit the same blocker, pause for a brief concept review.
End-of-Day Debrief: Use reflection time to reinforce key concepts and connect them to real-world applications.

Remember: The goal is to minimize lecture time while ensuring learners have the knowledge they need to succeed. Use the 10 weekly hours of pre-work effectively, and only reteach when necessary.

Daily Success Metrics

Must Achieve

Success Indicators

All teams complete their stand-ups.

Teams are self-organizing effectively.

Team leads post updates to Canvas.

Learners are engaged in problem-solving.

Labs are completed according to schedule.

Documentation shows clear progress.

Documentation is up to date.

Team leads are rotating responsibilities.

Participation is tracked.

Blockers are identified and addressed.

Step-by-Step Facilitation

Talk-Time Budget

Daily Limits:

Q-P-D Launch ≤ 15 min
Pulse / Micro-demos ≤ 5 min each (only if needed)
Wrap-Up ≤ 5 min

Target:

≤ 20 min instructor talk per 3-hour active block

Step 1: Team Stand-Ups

Purpose

Team stand-ups build learner accountability and independence. Each team starts the day by reviewing progress, identifying blockers, and planning the day. This replaces a traditional “what are we doing today” lecture.

What to Say and Do

“Team leads, begin your stand-up. Walk your team through:
- What you completed yesterday.
- What you’re working on today.
- Any blockers or support needed."
"Don’t forget to post your Canvas update when you finish. Include your team doc link.”

Instructor Notes

Observe teams quietly. Only step in if roles are unclear or engagement is low.
Track the teams to log participation.
Ask clarifying questions if the blocker is repeated or unclear.
Confirm Canvas posts are detailed and complete.

Example (IT Support)

Team Beta: “Yesterday, we configured network settings but didn’t finish testing. Today we’ll run diagnostics and finalize switch setup. Blocker: we had trouble applying the config script yesterday. Posted to Canvas.”

Step 2: Frame the Day

Purpose

You are now setting the direction for the day. The goal is to connect the curriculum task to a job-like assignment, clearly explain what learners will be doing, and state what they need to complete and submit by the end of class.

What to Say and Do

”Today, you’re working as Tier 1 support for CityEdge Health. The client submitted a ticket: their printer stopped working after a driver update."
"You’ll use Lab 3: Printer Troubleshooting to simulate resolving this issue.”
“By the end of class, your team should:
- Complete the lab.
- Document your process and fix in your shared Stand-Up Doc.
- Team lead posts a Canvas summary.
- Everyone completes a personal reflection in Canvas.”

Instructor Notes

Use the scenario already provided in the lab or curriculum. Don’t make up new ones.
Emphasize role alignment: learners are in a job role, not just completing tasks.
Keep framing under 5 minutes. This is not a lecture. Just direction-setting.
If pre-work concepts need review, do it now. But keep it brief and focused.
Instead of lecturing on concepts, frame them as challenges to solve during the lab.
Let learners discover solutions through the lab work, with you as a guide.
Use the scenario to naturally introduce key concepts that will be applied in the lab.

Example (IT Support)

“The lab scenario already includes a driver issue. Your client needs to print reports before their leadership meeting. Work through the lab steps, but treat them like a real resolution path you’re accountable for documenting.”

Instead of explaining driver concepts upfront, let them encounter and solve the issue through the lab. Guide them to discover the solution rather than telling them the answer.

Step 3: Teaching with Q-P-D (Question → Problem → Demo)

The Q-P-D Loop

We open every class with one fast loop that keeps us in facilitator mode:

Question (≤ 2 min) – Trigger recall from last night’s reading.
Problem (≤ 3 min) – Present today’s real ticket / scenario.
Demo (≤ 10 min) – Show one complete technique at real speed, then hand off.

Why It Matters

Q-P-D caps instructor talk at 15 minutes, drives learners back into the existing curriculum, and launches them into authentic practice without a lecture.

Instructor Mantra

Point ➜ Prompt ➜ Step Back

Point to the exact lab page, step, or video time-stamp.
Prompt with a question or actionable goal.
Step Back so teams apply, document, and troubleshoot.

Best Practices

Use Q-P-D once at the start of each major work block.
If confusion lingers, run a 5-minute micro-demo—never a full lecture.
Keep a visible 15-minute timer to stay on track.
Remember: Point ➜ Prompt ➜ Step Back

Step 4: Simulation Work Time

Purpose

This is the core work block where learners complete the lab or project in their team role. You float, observe, coach, and track ICP behaviors. This is not a lecture or reteach period unless there’s a documented blocker affecting multiple learners.

What to Say and Do

”This is your work block. Stay in role, follow your team’s plan, and update your documentation as you go."
"If you’re stuck, ask your team lead first before flagging me. Just like you would in a real workplace.”

Instructor Notes

Use this time to track team behaviors:
- Are they collaborating? Delegating? Documenting in real-time?
Coach quietly. Redirect learners to the lab steps or scenario framing.
If multiple teams hit the same blocker, pause for a brief concept review.
Don’t reteach unless learners missed essential content due to prep gaps.

Example (IT Support)

Team Delta: “We think it’s a driver mismatch. We’re uninstalling and reinstalling using the script from the lab. Documenting in the shared doc with screenshots.”

You respond: “That’s solid. What happens if the reinstall fails? Think one step ahead.”

Step 5: Midpoint Check-In

Purpose

This optional checkpoint allows you to realign teams, escalate complexity, or address common blockers across the room. It mirrors a mid-sprint review or team huddle in a workplace.

What to Say and Do

”Quick check-in. Each team: one win and one blocker so far. Keep it tight. One minute per team.”
If needed, introduce a new variable:
“Update: Client reports the issue is now happening on a second device.”

Instructor Notes

If energy is low, this is a good time to reframe stakes or add urgency.
You can pull teams aside for coaching if they’re behind.
If everyone’s ahead, introduce a scenario twist or a bonus task.
Use this time to reinforce key concepts if needed, but keep it brief.

Example (IT Support)

“We fixed the original issue, but now the printer is showing offline on another user’s device.”

You say: “Great. Treat it like a scope expansion from the client. Prioritize which issue you tackle first.”

Step 6: Wrap-Up and Reflection

Purpose

End the day by reinforcing key takeaways and helping learners develop metacognition. Learners document what they did and reflect on how they performed in-role.

What to Say and Do

“Take the last 10–15 minutes to reflect. Use the Canvas prompt or your journal to write about:
- What you worked on.
- What soft skill you practiced.
- What you’d do differently in a real job setting."
"Team leads. Make sure your Canvas post is up with today’s summary and doc link.”

Instructor Notes

Give brief shout-outs to learners or teams who demonstrated strong behavior.
Mention common blockers or process improvements for tomorrow.
Use these reflections to inform your feedback and ICP scoring.
Connect today’s work to key concepts and real-world applications.

Example (IT Support)

“Today I practiced communicating with my team even when I wasn’t sure of the fix. I also helped document our steps for someone who was absent. Next time, I’d take more initiative in troubleshooting earlier.”

Example Day: Hardware Troubleshooting

Here’s a detailed example of how to run a hardware troubleshooting day using the Workplace Simulation model. This schedule demonstrates how to maintain facilitator-mode while ensuring effective learning.

Daily Schedule

Time

Block

Learner Activities

Instructor Actions

8:55 – 9:00

Arrival Warm-Up

Open yesterday’s doc; power-on lab rigs

Scan Canvas reflections; flag patterns

9:00 – 9:12

Team Stand-Ups

Leads share progress & blockers → post Canvas update

Observe, log attendance, ask one clarifying Q if blocker unclear

9:12 – 9:27

Q-P-D Launch

Hear Q, note ticket, watch demo

Run Q-P-D, then hand off

9:27 – 9:47

Instructor Demo + Recap

• Watch live demo: PSU test, POST beep decode, ESD habits
• Note steps on team doc

Show > Do model
– Demo each move once
– Recap key takeaways
– Hand off promptly

9:47 – 11:20

Simulation Work Block 1

Diagnose power failure, document findings

Float, coach with guiding Qs; mini-lesson only if ≥ 2 teams stuck

11:20 – 11:30

Break

—

11:30 – 11:35

Pulse-Check

3-Q lightning quiz on demo content

If miss rate > 30%, give 5-min micro-demo on missed step

11:35 – 12:00

Work Sprint

Apply feedback; finalize doc v1

Quiet coaching

12:00 – 1:00

Lunch

—

1:00 – 1:05

Mini-Recap (Optional)

If blockers persisted: listen

Re-demo single pain-point (e.g., multimeter tip)

1:05 – 2:25

Simulation Work Block 2

Replace PSU, rerun POST, peer-review docs

Coach; ad-hoc demo only if pattern blocker emerges

2:25 – 2:50

Wrap-Up & Reflection

Canvas reflection; team lead posts summary

3-min synthesis: what worked, what to improve, tomorrow’s pre-read

2:50 – 3:00

Transition Break

—

3:00 – 4:00

Office Hours / Stretch Labs

Finish diagnostics, stretch tasks (DC-jack swap, thermal cam demo)

One-on-one coaching or advanced demo on request

Built-In Guardrails for “Facilitator First”

Talk-Time Budget

Daily Limits:

Q-P-D Launch ≤ 15 min
Pulse / Micro-demos ≤ 5 min each (only if needed)
Wrap-Up ≤ 5 min

Target:

≤ 20 min instructor talk per 3-hour active block

Coaching Language Examples

Effective Coaching Phrases

Guiding Questions:

“What’s your next diagnostic step?"
"Where in the lab guide can you find that voltage spec?"
"How would you verify that solution?”

Fallback Rule:

If you feel a lecture coming on—pause, turn it into a question or a demo, then send learners back to work.

GPT Support for Daily Flow

The Workplace Simulation GPT can help you:

Create daily scenarios and stand-up prompts
Generate reflection questions and documentation templates
Get solutions for common challenges
Access best practices for team management

Access the Workplace Simulation GPT for more support