Gamification in the Workplace
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Gamification in the Workplace
- 1. Gamification in practice L&D COP November 2015 – Debbie Craig
- 2. Catalysts in creating high performance, high engagement organisations through developing leaders, building capacity, and leveraging talent Experienced team CONSULTING SOLUTIONS Partners in customised solutions to people challenges LEARNING SOLUTIONS Break-through learning to build capacity REAL BUSINESS VALUE Thought Leadership Experienced Team Practical Tools Global & Local Track Record
- 3. Gamification in practice Gamification on-boarding Accelerated Learning book and workshop Engagement technology Talent Simulation Gamification and game based learning principles
- 4. The Book PART 1: Paradigm shift for Accelerated Learning • The need for accelerated learning • Paradigm shifts in learning PART 2: Whole brain, whole person approach to learning • Unique learning profiles • Neuroscience of Learning PART 3: Creating a Learning Culture • Creating a learning culture • Learning through coaching • Learning through authentic conversations PART 4: Designing Accelerated Learning Programs • Learning architecture • Learning design • Gamification of learning • Learning assessment PART 5: Making it real – case studies on talent, change and leadership 4 What’s new: inviting readers to engage, accelerated learning through gamification mechanics and brain-break activities. Rabbit- hole of resources, tools, status, rewards, social media, forums
- 5. Chapter Set your goal Activities Completed Brain Breaks Facebook Hidden Messages On boarding Part 1: Paradigm Shift for Accelerated Learning Chapter 1: Need for Accelerated Learning Yes / No Yes / No Yes / No Yes / No Yes / No Chapter 2: Paradigm Shifts in Learning Yes / No Yes / No Yes / No Yes / No Yes / No Chapter 3: Insight into Accelerated Learning in South African Organisations Yes / No Yes / No Yes / No Yes / No Yes / No Part 2: Whole Brain, Whole Person Approach to Learning Chapter 4: Unique Learning Profiles Yes / No Yes / No Yes / No Yes / No Yes / No Chapter 5: Neuroscience of Learning Yes / No Yes / No Yes / No Yes / No Yes / No Part 3: Creating a Learning Culture Chapter 6: Creating a Learning Culture Yes / No Yes / No Yes / No Yes / No Yes / No Chapter 7: Learning through Coaching Yes / No Yes / No Yes / No Yes / No Yes / No Chapter 8: Learning Through Authentic Conversations Yes / No Yes / No Yes / No Yes / No Yes / No Part 4: Designing Accelerated Learning Programmes Chapter 9: Learning Architecture Yes / No Yes / No Yes / No Yes / No Yes / No Chapter 10: Learning Design Yes / No Yes / No Yes / No Yes / No Yes / No Chapter 11: Gamification in Learning Yes / No Yes / No Yes / No Yes / No Yes / No Chapter 12: Learning Assessment Yes / No Yes / No Yes / No Yes / No Yes / No PART 5: Making it Real – Case Studies of Accelerated Learning Chapter 13: Case Study: Breakthrough Learning for Talent Pools Yes / No Yes / No Yes / No Yes / No Yes / No Chapter 14: Case Study: Learning to Accelerate Change Yes / No Yes / No Yes / No Yes / No Yes / No Chapter 15: Case Study: Creating a Culture of Effective Decision Making Yes / No Yes / No Yes / No Yes / No Yes / No How have you Done? There are many rewards that you can earn - see www.accelerated.co.za for more on rewards Accelerated Learning Leader Board Your Name: I agree to complete this learderboard HONESTLY, share my activities completed and have fun while learning! Rate Yourself
- 8. Leader-board Social media Team Selfie Activity 1 Activity 1 Activity 1 Survey TOTAL Points Team 1 Team 2 Team 3 Team 4 Team 5 Team 6 Team 7 Team 8 Team 9 Team 10 Tweet Post Team selfie Activity 1: Umu survey Activity 2: Visual summary
- 9. www.umu.com What gamification mechanics are you regularly using in your learning programs? • Points • Badges / rewards • Levels • Leaderboards / progress tracking • Challenges Which intrinsic motivators do you regularly structure into your learning design? • Autonomy (“I control”), • Mastery (“I improve”), • Purpose (“I make a difference”), • Progress (“I achieve”) • Social Interaction (“I connect with others”) How would you rate your current level of competence in Gamification? • Gamification what!! • Just starting out – understand the concept • Have experimented with a few aspects • Regularly use and apply gamification in my work How do you feel about the value of gamification in enhancing engagement and learning in the workplace? • Still a bit sceptical – games, seriously! • Undecided – need more evidence • I see how it could work – might try it • Totally convinced - love the idea
- 10. Accelerated Learning Workshop Purpose • Experience accelerated learning in action • Understand the design principles behind accelerated learning (whole person, whole brain, whole systems approach) • Experience gamification mechanics • Learn from real life case studies • Design your own AL program Process • Introduction and on- boarding • Experiential learning in action to explore: • Paradigm Shift • Whole person • Whole brain • Whole systems • Collaborative learning • Learner engagement • LUNCH • Design principles • Design your own AL program • Coaching, sharing and learning 10 Pay-Off • Shift mind-sets • Learn and share • Learning profile • Case studies • Draft Design • Access to resources • Rewards • Book • Website Gamification: Behaviour change, Exploration, Collaboration, Leader-board, Rewards © Debbie Craig & Kerryn Kohl
- 12. Create multiple choice and simple open-ended questions for participants to answer on their mobile devices. Efficiently collect the most powerful points of discussions by designing topics for participants to comment on. Participants can comment and vote on each other’s comments. Quickly and accurately identify common interest questions or topics by asking an open-ended question. Participants can respond and vote on each other’s responses. Take snapshots of your participants’ notes and flipcharts. Use the UMU app to upload the photos to the “Flipchart Slides” (new version coming soon). Your selected images will display instantly on the big screen. The short games are great icebreakers. You can use them to quickly engage or wake up the audience. Each game takes about 45 seconds, and the scores are displayed on the screen. Insert one of umu’s pre- designed templates or use one of your own creation. Collect basic information about your participants. These results will not be displayed on the big screen.
- 14. Leading In A Vuca World • Statements & Responses pg. 1
- 15. www.umu.com How do you feel about integrating gamification in your work? (few words i.e. excited, nervous, overwhelmed, etc) What ideas can you share about how you have or plan to implement gamification in your workplace? (Open Ended)
- 16. www.umu.com
- 17. SimTalent Talent Simulation Board Game Competing teams Talent profiles, recruiting, Development planning, impact Events, probabilities, impact Time, money, skills, motivation Succession planning – ripple effect
- 18. SimTalent Gamification Mechanics Teams -competing Options, decisions, consequences Leader-board – scores, prizes Levels - rounds Physical game play Networking & collaboration Having fun
- 19. Gamification Gamification applies the “stuff” that makes games fun and irresistible and applies this measurably into non-game contexts. Engaging “players” through Feedback, FUN and Friends. Darryn Van den Berg e.g. avatars, points, badges, levels (status), leader- boards, challenges, rewards 19 Game-based learning = a type of game play that has defined learning outcomes, is designed to balance subject matter with gameplay and the ability of the player to retain, and apply subject matter to the real world e.g. board games, simulations, experiential learning challenges, amazing races etc High tech vs low tech
- 20. Gamification – Motivation and Flow 20 MOTIVATION Autonomy: I get to choose – to “opt in” Challenge: Progression – the experience, feelings, and overall well-being as a result of challenging successes Mastery: Overall success in an individual Achievement: Progression in work orientation, endurance, cognitive structure, order, play, and low impulsivity Purpose: Being a part of a bigger picture – or something that is larger than me
- 21. Acting Content People Interact Expressers Competitors Explorers Collaborators Enjoy ACTing on Content, express themselves through writing, commenting, drawing, changing the look and feel of a page, etc e.g. Choose, Pinterest, customer, design, layout, Instagram, dress up, show off, scrapbooking Engage by acting on people. Like to win – and not just want to win, but to be seen winning by all their friends and social groups. e.g. Win, beat, brag, World of Warcraft, taunt, challenge, monopoly, fight, poke, pass, grand theft auto, rankings Enjoy interacting on Content, like to research and “Explore” different thinking, ideas, papers. Not really fussed about connecting with people, as long as they feel safe and are finding out new information. e.g. View, read, research, collect, Slide share, curate, complete, LinkedIn, delve, unpack, review, treasure hunters NEED people, want to have friends around them, platforms for boasting, sharing, chatting, bouncing ideas, interacting – for improvement or just to have fun e.g. Join, Facebook, share, help, gift, greet, exchange, Twitter, trade, WhatsApp, chat, like, visit, crowd, hi five Player types
- 22. Thank You Debbie Craig: Catalyst Consulting (Pty) Ltd Phone +27 82 8725429 Email debbie@catalystconsulting.co.za Web www.catalystconsulting.co.za facebook.com/Catalyst Consulting Pty Ltd twitter.com/@CatalystSA linkedin.com/Catalyst Consulting South Africa Contact Details
Notes de l'éditeur
- Generations Description Veterans or Traditionalists (born 1925-1945) Grew up in times of economic hardship, which led them to become disciplined and self-sacrificing. They place duty before pleasure, believe patience is its own reward, see work as an obligation, and, as workers, are loyal, hard-working, and dedicated. They respect authority and work within the system. Some of the youngest of this generation are still in the workforce. We learned through experience and the life of hard knocks. School was sitting on hard benches listening to stern-faced teachers on a set syllabus with little room for creativity or interaction. The privileged few went on to a higher education which was very expensive while the rest of us learnt a trade through apprenticeship or started working from the bottom. Baby Boomers (born 1946-64) Are members of a large generation who grew up in economic prosperity after World War II in strong, nuclear families with stay-at-home mums. They are competitive, optimistic, and focus on personal accomplishments. They are workaholics, who “live to work,” and often take work home. Their job or profession defines them, and they like to feel valued and needed. They have no work-life balance; many have sacrificed a home life for a career, and for those who tried both, it has been a juggling act. This generation has dominated the workforce for many years, and now hold significant positions within it. We learned primarily in formal institutions such as school classrooms, colleges and universities. We learnt from teachers and experts in their field, using textbooks, library books and Encyclopaedias. Once we had an education, we applied our skills and learnt further on the job. Careers had to be chosen while very young, and stuck to for life, with little room for change, which meant starting again. Generation X (born 1965-1979) Grew up in very different circumstances. For many, having divorced parents and mothers at work was the norm. This led to their characteristic resilience, independence, and adaptability. At work, they take employment seriously and have a pragmatic approach to getting things done. They “work to live, not live to work,” and move in and out of the workforce to accommodate their family and children. We were encouraged to get an education and build a career by our parents. We joined industry bodies, networked and attended further education and conferences to expand our learning over the years. Corporates invested a lot of money in our development. Computers started to become an extension of our work tools and we had to learn a whole new world of technology later on in life. In addition, we started learning about the world and other cultures through black and white TV, which later progressed to colour. Generation Y or Millennials (born 1980-1995) They are the children of Baby Boomers who indulged them and gave them lots of attention, and who now display a high level of self-confidence. This generation grew up in good times, and spent more time in full-time education than any previous generation. Because they have only known economic prosperity, they do not fear unemployment. They are self-reliant and very social. Friends are very important to them, and they have a large network. They like to multi-task, and are always onto the next thing. They question everything, hence their alias, Generation Why? In the workplace they are not afraid of challenging managers (Baby Boomers). Work for them is a means to an end; it is a place, not their identity. They want flexible working hours, to be able to work from home, and to have time off for travel. Gen Y-ers are quite happy to leave a job if it doesn’t come up to expectations. They think they can have it all and are not embarrassed to ask for it. They are happy to job hop until they find what they want. Gen Y’s spend more time online(for leisure or work) than watching TV, mostly downloading music, video and movies before they hit the stores. They are the highest users of mobile social networks Web 2.0 i.e. blogging, file sharing, location-based socialization services, chat, etc. We learn as we go and when we need to – using technology and contacts. We know that information is a click away, so there is no point in learning stuff now that we can’t see a use for. Some of us learnt from home schooling and private colleges, the rest of us dragged ourselves through school not understanding the point of it all, but actually learning about life and the world through TV and the internet. Some of us followed our parent’s wishes by going to university, but many of us preferred the experiential route of testing a lot of things to see what fits in between gap years, gaming and chill sessions. Learning is not limited to an age or an event, but a continuous process of discovery. Generation Z (born 1996 onwards), These members will start appearing in the workforce in five or so years. They are digital natives who grew up with the technology. They are “native speakers” of the digital language of computers, video games, and the Internet. Because of this, they “think and process information fundamentally differently from their predecessors.” Digital natives share a common global culture that is defined not by age, strictly, but by certain attributes and experiences related to how they interact with information technologies, information itself, one another, and other people and institutions. We learn almost everything through technology. The world-wide web is part of our identity and expression and as natural to explore and use and our fingers. Our phones and tablets are an extension of our limbs and go with us everywhere, with uncapped data and continuous Wi-Fi the norm. Education will most likely be through on-line multi-media interactive courses enhanced with gamification techniques to keep us stimulated and interested. Readers (passive Consumers) users who simply browse Websites, blogs, and wikis, watch videos, listen to podcasts, etc., Participants (active Contributors) users who contribute to content in blogs, wikis and other Websites, share links using online bookmarking services or from their RSS readers; or otherwise connect with others using instant messaging, SMS, and micro-blogging and social networking services Creators (pro-active Producers) users who create and share their own content like photos, videos, and other files and documents, as well as build their own blogs, wikis, social networks, etc., to encourage connections and discussion with others