Players have to make realistic decisions and see the consequences for the activity to qualify as a scenario.

In contrast, the feedback that continued the story and showed what happened to the salary data is "showing" feedback because, well, that's what it does. It shows the consequence, and then it shuts up and lets the learner interpret what they're seeing. On a bigger scale, I'll also recommend that you organize your activities in a "show, don't tell"

In Show Your Work (2014), Jane Bozarth gives many examples of ways that staff can share knowledge, skills, and, importantly, the elusive "how I think as I do this thing." It's most useful to share a work in progress, showing how it's done, than to just show the final product.

Result: A possibly long list of on-the-job tasks that people in your target audience need to perform, with the most important tasks highlighted. Tasks are specific, highly focused, and described in observable terms. Examples:

A branching scenario contains multiple questions ("decision points"). The consequence of one decision affects the next decision. Two people going through the same branching scenario could see different questions and story lines.

I'd recommend that additional scenarios be delivered at spaced intervals after the course, to remind people of the principles and keep the message in front of them. It might also be helpful to create scenarios based on real events, to show the real-world outcome of decisions made by learners' peers.

The map is organized vertically. The goal is to the left, and all the actions appear to the right, in the order in which they’re completed. That’s the format I like to use for procedures.

But even if training is an appropriate solution, no course is a cure. People develop habits over time and need time to create new ones. We especially need spaced practice to cement the new habits.

Firefighters' success relies only partly on their ability to recall information. Their jobs actually require far more complex thinking and application of knowledge.