Want to create standout training programmes? Mixing realistic and unrealistic experiences could be the answer, as Steve Macaulay and David Buchanan explain 

Many L&D professionals already recognise the value of using realistic experiences to enhance training programmes. By bridging the gap between theory and practice, these experiences can significantly improve learning outcomes. This is almost second nature for many L&D professionals. However, there are times when introducing elements of unreality can encourage new thinking, spark creativity, and develop essential new skills.  

Incorporating elements of unreality – such as fictional or exaggerated scenarios – can enhance the learning experience 

This article explores the benefits and challenges of making decisions on learning as real as possible – or, at times, opting for the unreal – and how choosing the right balance of reality can help design impactful learning experiences. 

Examples of reality in learning 

Many learning designs incorporate the look and feel of working environments, for example: 

Use of case studies based on similar environments to the participants’ own work situation. 

Business simulations: live situations where decisions have to be made and outcomes discussed and lived with. Simulations can last days, or be intermittent and spread over an extended period, perhaps even weeks or months. 

Use of virtual reality and augmented reality: VR and AR has expanded enormously in recent times and allows participants to make authentic real-time decisions and see the outcome. 

Real business financial accounts from a learner’s organisation can be analysed and their implications discussed and related to the learners’ own units. 

Role play: carefully crafted situations can replicate the working environment. 

Team tasks: course teams are assigned a task or project which is observed and fed back based on what happened. 

Learning projects: Real projects are given to groups or individuals to achieve, requiring skills and knowledge to resolve as a means to develop those involved. 

Making the learning goals relevant: Clearly articulate the learning outcomes and connect them to real-world applications. 

Problem-based learning: Encourage participants to solve problems and apply their knowledge to practical situations. 

Throughout, relating learning to practice can be valuable. For example, through specific feedback, or the use of quizzes and games, working to tight deadlines. 

The power of reality in learning 

Such practical learning offers well-proven benefits that make it an essential element in many L&D designs, because it gives: 

• Enhanced engagement. 

• Deeper learning. 

• Improved problem-solving. 

• Increased transfer of learning.  

• Designing reality-based learning experiences. 

To maximise the impact of reality-based learning, L&D professionals should consider the following foundation principles: 

• Identify learning objectives.  

• Choose the right format. 

• Create authentic scenarios.  

• Provide necessary support. 

• Facilitate reflection and feedback. 

• Measure impact. 

Reality-based learning may come with a cost 

It is worth reminding ourselves that, despite its benefits, reality-based learning comes with costs. Creating realistic learning environments often requires significant investment in time, money, and personnel. The unpredictability of real-world simulations can also present challenges, as these scenarios may deviate from planned learning objectives, making it difficult to maintain control over variables. 

Another risk is inaccuracy; if the scenarios do not accurately reflect the participants’ work environments, they may be perceived as unrealistic or irrelevant, which can undermine the effectiveness of the training. 

The role of unreality in learning 

Having seen the benefits of introducing reality into learning, there are times when incorporating elements of unreality – such as fictional or exaggerated scenarios – can enhance the learning experience.  

Other examples include the use of the outdoors to escape the mental constraints of four walls. Unreality can be a powerful catalyst for learners to think afresh, be more creative, challenge their assumptions, and prepare for unpredictable future challenges. 

When to use unreality 

• Future-focused learning: Hypothetical scenarios can help learners anticipate and prepare for future challenges. For example, scenario planning around emerging technologies can spark innovation. 

• Ethical dilemmas: Fictional contexts can present ethical dilemmas that encourage open discussion and critical thinking without the pressure of real consequences. 

• Skill development: Unrealistic but challenging scenarios, such as an exaggeratedly difficult customer in a sales simulation, can help learners develop resilience and new skills like negotiation. 

• Creativity and innovation: Creative, free-thinking exercises that remove current constraints (e.g., “imagine a world without sunlight”) can lead to unexpected and creative ideas. 

• Leadership development: Simulations, such as an extreme crisis, can test leadership skills in a controlled environment, helping leaders develop their adaptability. 

• Cultural sensitivity: Fictional cultures can help learners develop intercultural competence without the risk of relying on stereotypes. 

• Break down mental barriers and confront assumptions: Taking away the familiar can help open up individuals to fresh thinking and challenge assumptions. 

Unreality strips away convention and assumptions 

Hypothetical and wild scenarios, new ethical dilemmas, and exaggerated challenges may seem a world away from current realities. However, they can encourage learners to see the world in a new light. Stripping away familiar assumptions, boundaries and customs, for example, can lead to questioning of current approaches and open new possibilities.  

For instance, using themes from a popular apocalypse zombie series in leadership workshops allowed senior police participants to explore extreme crisis scenarios, forcing them to think creatively and develop strategies they might not have considered. 

However, the introduction of unreality also has limitations and requires skilful facilitation. For example, fictional scenarios may not easily or directly translate into realistic work situations, oversimplify complex issues, or be interpreted differently or unhelpfully by learners. Additionally, some scenarios may raise ethical concerns. 

Real strategy 

By strategically introducing experiences that look and feel real, and sometimes introducing elements of unreality, L&D professionals can create powerful and engaging learning.  

The results of effective implementation are worth the careful planning and evaluation it needs. Ultimately, this thoughtful, practical approach to the conscious use of reality and unreality equips learners with the skills and adaptability needed for future success. 

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Steve Macaulay is an Associate at Cranfield Executive Development, Cranfield University. He can be reached at: s.macaulay@cranfield.ac.uk 

David Buchanan is Emeritus Professor of Organisational Behaviour at Cranfield University School of Management. He can be reached at: david.buchanan@cranfield.ac.uk