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Traditional training builds knowledge. SimuPro builds reflexes.
Discover the Master's Thesis (Edelmann, 2021) that explored why simulation-based training
helps bridge the “Knowing–Doing Gap” under pressure.
To isolate the true impact of simulation, the thesis compared two distinct groups: one received standard theoretical training, while the other trained inside the SimuPro environment.
We measured “Leadership Excellency”—not by memorizing models, but by the ability to diagnose complex employee situations and apply the right intervention under pressure.
The result? A clear difference in retention and application. Even months later, the simulation group demonstrated a higher ability to recall and apply correct leadership behaviors.
“Simulation bridges the gap between knowing and doing. While theory fades, the emotional experience creates lasting leadership reflexes.”
We don’t separate theory from practice. We embed learning directly into a realistic work simulation, designed for experienced professionals.
Participants don’t sit through slides. Each person steps into the role of a team leader, responsible for employees inside a simulated company. Every decision has consequences—just like in real work.
We don’t teach theory first. Participants use their existing knowledge. Trainers observe decisions and introduce theory only when it becomes relevant—through feedback and targeted input.
Mistakes are not punished—they are analyzed. The simulation creates psychological safety to experiment, learn fast, and build durable leadership behavior without real-world risk.
The Master’s thesis provided controlled evidence for the effectiveness of simulation-based leadership learning. The work did not stop there.
After the academic study, the same design principles were applied in multiple real leadership training programs across different client environments.
These programs were evaluated using structured participant feedback, trainer observation, and post-training reflections. The patterns observed in practice consistently mirrored the core thesis findings.
In short: the research translated into the field—without losing its logic.
To validate the thesis results in the real world, we tested the same methodology with multiple clients. Training evaluations and structured feedback consistently supported the thesis outcomes.
Participants reported and demonstrated more consistent application of leadership behaviors—because they practiced them under realistic pressure first.
Leaders improved their ability to diagnose people-situations and choose the right intervention, instead of defaulting to habit-based reactions.
Evaluation feedback repeatedly highlighted the same advantage: learning sticks when it is tied to an emotional experience.
Note: Case studies may use anonymized details due to client confidentiality.
