The Official Online Newsletter of the North American Simulation and Gaming Association (NASAGA)

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Volume 4, Issue 1

Editorial BoardLes Lauber

Brian RemerMatthew RichterRaja Thiagarajan

Sivasailam Thiagarajan

Table of ContentsColumn:

A Message from the Chairby Elizabeth Levine

Conference:NASAGA 2004:

Washington, DCBy Chris Saeger

Report:Quel Cirque!

by Sonia Ribaux &Charles Dupont

Announcement:NASAGA OnlineBy Chris Saeger

Closer:Mystery Theaterby Brian Remer

Simulation:A Quick Shakedown

by Les Lauber

Story:The Customer Satisfaction Dance

by Kat Koppett

Activity:Paper Toys that Teach

by William Wake

Column:Franklin and Tonapah's

Corner Corralby Ellen Gehrke

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The CustomerThe CustomerThe CustomerThe CustomerThe CustomerSatisfaction DanceSatisfaction DanceSatisfaction DanceSatisfaction DanceSatisfaction Dance

Inside this issue –Inside this issue –Inside this issue –Inside this issue –Inside this issue –

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A Message from the chairBy elizabeth levine

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As I sit in my corner here inAtlanta I am visualizing our Saturdaymorning event in Montreal and Icannot believe it is the middle ofDecember already. How quicklythe time flies, especially when youare gaming and having fun as allNASAGANs do!

I imagine our new board membersalso feel like time is passing quickly.So before they become “old-timers”,let me welcome our new members:Ellen Gehrke, Doug Nelson, ScottSimmerman and Owen Bradley.Participating on the NASAGA Boarddoes involve the loss of precious free

time, so I am extremely appreciativeof the efforts that all our boardmembers put forth. In addition tothese four folks, we have CharlesDuPont who was re-elected to asecond term and Leslie Brunker whowas on the Board a few years ago(a glutton for punishment that one!).Continuing in their terms are: BrianRemer, Chris Saeger, Thiagi Thiagarajan,Raja Thiagarajan, Les Lauber, SoniaRibaux, Dave Matte and David Jones.

At our brief Board meeting inMontreal, the topic of NASAGAorganizational values came up. Wedid not get to discuss this in depth, so

I thought I would like to initiate somedialogue. While I do not have thehistorical benefit of being a NASAGAelder, I do think I have a sense ofwhat our organizational values are andtherefore what values would bemirrored in the way the Board worksand the way we work with each otheras members. Below is my attempt atcapturing specifics and I welcomeyour input, comments and questions.

We had a wonderful time in Montrealand I look forward to our next gather-ing in Washington, D.C. I hope yourholidays were safe and happy! �

Contact begins with Five C’s:Collaboration — we value working with others and leveraging the synergy of multiple perspectivesCreativity — we value fresh thinking, new perspectives, and innovationCuriosity — we value the process of questioning, questioning everything!Continuous learning — we value on-going discovery and knowledge acquistion for ourselves and our colleaguesCelebration — we value the ritual of recognizing and congratulating ourselves on accomplishments (large and small!)

Strengthened by Four S’s:Sharing — we value the exchange of knowledge and information for the simple sake of “passing it along” for others to useSupport — we value the process of helping our colleagues in their learning efforts and pro-actively offer assistanceSimple — we value the least required structure and hierarchy for our organization to be effective in achieving our missionSignificance of the debrief — we value the process which provides space and time to make meaning of our activities andgames

Followed by Three F’s:Flexibility — we value the ability to adapt, adjust and improvise to meet the needs of the learnersFun — we value the joy and energy of having fun as a goal in its own rightFlow — we value the ability to get in touch with and ride the emerging path

Ending with the All Important Vowels: A, O, I:Appreciation of diversity — we value the perspectives and life experiences brought by colleagues of differentbackgrounds, races, ethnicities, religions, able-bodiness and sexual preferenceOpenness — we value the willingness to reconsider our own perspective and see through the eyes of anotherIntegrity — we value a moral compass which applies both to our personal and professional behavior and which calls for usto hold ourselves accountable as individuals and as an organization

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Here’s a brief report on theNASAGA 2003 Annual Conferencein Montreal.

The kick-off soirée was a mix ofgypsy music, fabulous martinis andsecret missions in the warm andenticing atmosphere of the Jello bar.The conference participants weresurprised to be greeted at the door bya fire-eater and more surprised stilllater to find the police raiding the barin search of gypsy fugitives (you hadto be there).

One hundred and fifty-fourparticipants were kept busy for threeand a half days with 3 pre-conferenceworkshops, 32 concurrent sessions,2 keynotes addresses and one world

quel cirque!by sonia ribaux & charles dupont

nasaga 2004: Washington, DCby chris saeger

Plans are underway for theconference in 2004, in Washing-ton DC. Negotiations with theconference center and the hotelare nearly complete. The confer-ence dates this year will beNovember 3-6, 2004. We areplanning a few changes in theagenda to incorporate suggestionsfrom the Montreal Conference.Among them, the idea of “FreeCells” times for you to network or

engage in open game rooms withothers. We are also planning tohold the conference throughSaturday with the Awards Banqueton Saturday night. This will allowmore people to take advantage ofSaturday-over air fares.

The conference venue will bein Washington, DC proper and youwill be able to get out on the townconveniently. As with Montreal,lunches will be included as well as

breakfasts and breaks. Thesemealtimes provided a casual net-working environment that manyparticipants commented on.

The local chapters of bothAmerican Society of Training andDevelopment and InternationalSociety for Performance Improve-ment are interested in participatingin the conference and will beoffering volunteers and otherservices for the conference. �

café. On Thursday evening partici-pants found it difficult to choose anactivity. The Tribal campfire reunitedNASAGA elders (almost all theIfill-Reynolds award winners werethere) for an evening of reflection,memories and insight into the worldof gaming and simulation. Theother activity that evening, equallyinviting, was an innovative workshopon dance and teamwork. It wasdifficult to choose.

The Friday evening banquet wasa big success. The auction itemssold for an unprecedented $6000dollars. Part of the proceeds wasgiven to a non-profit group thatprovides breakfasts for school

children. Thank you to donors andbuyers.

We’d like to extend our thanks topeople who wrote to us after theconference. Here is what some ofyou had to say:

“I want to thank you. You didan awesome job of making theconference very special. Somany thoughtful touches anda great, warm, learning experi-ence.”

“My world has expandedwith fabulous new possibility…the opportunity to come to thisconference confirms my instinctthat I am on my life path…where I am meant to be.”

“The NASAGA conference wasone of the very best conferencesI’ve ever attended!”

Thank you to everyone whocontributed to the success of thisconference. �

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Look at this line upof presenters!

Clark AldrichSimulearnwww.simulearn.netAuthor: Simulations and the Future of Learning

Bernie DeKovenwww.deepfun.comKeynote presenter NASAGA 1999Author: The Well Played Game

Jennifer HoffmanPresident, Insync training,http://www.insynctraining.com/Author: Live And Online — Tips, Techniques andReady-To-Use Activities for the Virtual Classroom

Marie JasinskiDirector, Design Planet Pty LtdAdelaide, Australiawww.designplanet.com.au

Doug NelsonPresident, Kinectionwww.kinection.comNASAGA 2003 Montreal Presenter!

Marc PrenskyFounder & CEO, Games2trainwww.games2train.comAuthor: Digital Game-Based Learning

Sivasailam ThiagarajanPresident, Workshops By Thiagi, Inc.www.thiagi.comThe master of gaming and simulation on and off-line.

That’s right! For the first time ever we are going todo an all online conference on March 10-13, 2004.Our partner for this conference is ICohere, aprovider of online conference services. This is notweb-conferencing. It is a complete conferenceenvironment. It allows you to watch presentationsand participate at your own convenience as wellas live chat participation. You have to see it. For atour of the ICohere conference service go to:

http://www.icohere.com/replay/conferencelink/replay

We are now finalizing presenters for the confer-ence. Doug Nelson, a highly rated presenter inMontreal and Thiagi will be on the program withother leading practitioners in the online simulationand gaming world.

We will be sending out more on the program andregistration at the end of January. �

NASAGA ONLINE: VERSION 1.0

WHAT?NASAGAONLINE?by CHRIS SAEGER

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mysterytheaterBy brian remer

Looking for a simple wrap-upactivity with impact? You mightencourage people to “act” on whatthey’ve just learned. This sugges-tion is guaranteed to punctuate theimportant points of your workshopand end the day on a high note.

PreparationDivide your participants into

teams of four to six and give eachteam a box containing five mysteryobjects. The objects should be amix of items unusual and commonwith no obvious connections betweenthem. Sample objects might be astring of beads, a tea strainer, a flyswatter, Silly Putty, and a can ofSpam. Give each team the samemix of five items.

PresentationHere’s one way you can present

the activity: “All the world’s a stageand now it’s time for the grandfinale. The task for your team is tocreate a short skit related to some-

thing important that you learnedtoday. We call this Mystery Theaterbecause our props manager, who issomething of an eccentric, hasassembled all the props you’ll needin your own box. (We just don’tknow what’s in your box yet!) Inher wisdom, the props managerknew that you would be able to useyour mystery items in whatever skityou created. So, you must use allthe props in your box and you mustuse them to represent somethingother than what they really are.Make sure everyone on your teamparticipates. You have ten minutes.”

After the preparation time, giveeach team a few minutes to performtheir skit. Be prepared for a lot ofenergy and humor! At the conclu-sion of each skit, invite the audienceto identify the important learningpoints that are related to the day’stopic. Make a list of these onnewsprint and be prepared todistribute it to participants as afollow-up.

VariationsThere are many variations on this

activity. Use it at the beginning of aworkshop and people can makeskits about their expectations. In asession of several days, they can useacting to give feedback about theprogram at its midpoint. Anothervariation would be to give each teama unique box of props so everyoneis working with different resources.Or, you could specify which learningpoints had to be included in eachskit.

Why is acting with oddprops effective?

In Mystery Theater, people arepresented with a challenge that reallystretches their creativity. And in thatstretch to connect the organization’sethics policy with a yellow yoyo, forexample, people gain new insights,make links to other things they’velearned, and improve their retention.

So if want to end your sessionwith a sure round of applause, youmight try “staging” it with a bit oftheatrics! �

a quick shakedownBy Les Lauber

PurposeTo examine what happens when anorganization focuses on efficiencyof process without considering thedesired effectiveness of outcome.

TimeLess than ten minutes, plus debrief.

ParticipantsAny number up to about 50. Thisgame works best with 15-20people.

SuppliesNewsprint or blank overheadtransparency and markers for thefacilitator.

Room ArrangementThere should be a large open spacefor mingling.

Flow of the Game1. Brief the Players: Tell the

participants the next activity requiresthem to shake hands with every otherperson in the room.

2. Measure the Benchmark: Timethe activity; make note of when yousay “Begin.” When participants have

shaken each others’ hands, notehow long it took.

3. Explore the Handshaking:Without being obvious, ask a fewquestions about what the processwas like. Participants often talk abouthow nice it was to renew previousacquaintances, to say “hello” tosomeone they haven’t seen yet today,or to learn the name of someone new.Tell the participants how long it tookto shake hands with everyone else.

4. Announce the NewStandard: Explain to the participants“Our competitors in the handshakingindustry are shaking hands at twicethe rate we are. To stay in business,we have to reduce our time to shakehands by two-thirds.” Give them onlyone-third the time they took in thebenchmarking round, and have thembegin again. In other words, if the firsthandshake took three minutes, givethem one. Although this stage oftenlooks frantic and hurried, the energylevel really gets a boost. Time thisround, too.

5. Raise the Stakes: Revealthe new time, and congratulate theparticipants if they met the newstandard. (Or gently chide them if

they did not.) Whether or not theymade the new standard, make astatement along these lines: “Theexecutive team has noted how favor-ably our stockholders responded toour more efficient handshakingprocesses. To return greater value tothem, the executive team has set anew standard—15 second.” At thispoint, most groups stand around in acircle with their hands all together anddo a single shake that includes every-one.

6. Debrief the Participants: Ask aseries of questions that draw out howthe participants feel. Usually, most ofthem discuss how great they feel inmeeting the goals. Often, at least onewill also point out that what was niceabout the first round—connecting withpeople—was lost in the last round. Ifnot, ask some questions about howparticipants would compare the qualityof the first round against the quality ofthe last round. Invite the participantsto explore how the phenomena—focusing so much on becomingefficient in process that we neglecteffectiveness of outcome—occurs intheir workplaces. �

Here is a short activity I presented at the 2003 NASAGA Conference in Montreal. We used it in QualityManagement training sessions when I worked for the State of Kansas. As best as I can recall, one of ourtrainers there designed it. We used it to help supervisors and managers start to consider what happenswhen we set our sights on “doing it faster.” It can also be effective as an opener or an energizer.

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The CustomerSatisfaction DanceBy kat koppett

Reprinted from the story archives in www.thestorynet.com

Perhaps not surprisingly, we havefound it easy to collect stories fromour own experience of BAD customerservice. After all, customer service ishard! And as Fast Company magazine(June, 2001) pointed out recently, it isgetting harder and harder as productsbecome more technical and customersmore educated and demanding. Whatwe decided to share, though, is a storyabout GREAT customer service.Great customer service and the forcesthat endanger it.

Recently, Kat, needing to shedsome childbearing pounds, took up anaerobic dance class. The instructor,“Lesley” has proven to be the modelof good customer service. At the endof class she runs to the door to say“goodbye” to each individual student.She remembers the names of each ofthe students in her classes after justone meeting. After Kat brought acouple of friends to a class with her,Lesley asked about them, and sent ahandwritten postcard to thank her forbringing guests, including a discountcard with the note. When Kat trippedone day in a substitute’s class, Lesleysomehow heard about the incident,and made a point of asking her aboutit the next night. In addition to all this,Lesley is cheerful, energetic andentertaining after over 20 years ofteaching.

Now this would be story enough,no? But one evening, somethinghappened that made us prick up ourconsultant ears and have a littlecustomer service epiphany.

This dance-aerobic class is part of anational chain, and like any franchise,has operating standards that it mustfollow. One evening, Lesley informedus that she was to be “monitored” thenext night. “So I want to practicedoing the routines the ‘right’ way,” shesaid. “Just follow me for whatever’sdifferent.” It turned out that theinstructors were not supposed tomodify the routines, and that Lesleyhad been doing so. Our class wasfilled with former dancers who askedfor more complicated steps. Lesleyprovided funky arm movements andadditional steps. She also added somealternatives for those with injuries. Wewere asked not to engage in theseunorthodox movements while themonitor was present. Our class thatday was a little less fun and a little lesscomfortable, but the students lovedLesley and worked hard to learn theroutines the right way.

A few days later, Kat returned toclass, wondering how the evaluationhad gone. “It was great!” said Lesley,thanking the class. “I scored 100%.”She paused. “Now, let’s go back tohaving some fun.”

Lesley has never since done theroutines the “right” way, and boy, arethe students satisfied customers.

Debrief Questions:1. How do internal standards

support customer service?2. How do they hinder it?3. How much control can you as

a manager have over your frontline service providers?

4. Who do your customers knowand feel loyal to?

5. Why do we demand the proceduresthat we demand?

6. When do we allow ourselves tomodify our official procedures?

7. How can I support behavior thatwill lead to the most satisfiedcustomers?

Recommended Resources:!“Customer Satisfaction is Worthless,

Customer Loyalty is Priceless”by Jeffery Gitomer – An easy-to-read, compelling book on customerservice with some nice storiesincluded.

!“The Seven Sins of Memory” byDaniel L. Schachter – At a recentASTD conference, we had longdebates about whether or notstories needed to be “true”. Readthis book, and see if you think it iseven possible to know. �

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Paper toys that teachBy william c. wake

Paper can be manipulated intotoys of many interesting shapes.Toys are fun, but they can alsocarry information. There are threeways I’ve used such toys: as aproxy for another process, as a jobaid, and as a learning aid.

The act of making a paper toycan serve as a proxy for a realprocess. For example, ExtremeProgramming uses pair program-ming and coaching to help supporta collaborative environment.PAIRIGAMI COACHING has apair of people fold origami, while athird person observes and coaches.Skills such as observing howinitiative trades back and forth,what it looks like when someone isnot participating fully, and when tooffer advice apply to paper-foldingas they do to programming. And it’sa lot less work to set up origamithan a programming environment.

A job aid is an object with infor-mation or instructions that can beused while performing a task. Papertoys can be good carriers for thisinformation. An interesting designcan make people interact with the jobaid more than they otherwise would,or encourage them to keep it in ahandy place.

When a job aid is not appropriate,toys may still be useful as learningaids. (A job aid is not appropriatewhen performance must be quick, orthe task is performed under high

stress, or the performer’s authorityis compromised by its use.) Someexercises or games may be able tointegrate learning aids into theirstructure.

MechanicsThere are many different ways to

use paper:! Origami (paper-folding) and

cutouts (such as paper dolls orsnowflakes) are natural as processproxies.

! Three-dimensional shapes (such ascubes), pop-ups, or up-pops (thatis, self-opening popups), can makejob aids that stay visible.

! Flexagons (shapes that open to anunexpected number of sides) canmake interesting job aids thatencourage interaction.

When describing process informa-tion, you often map each step to aside of a shape. For example, theTEST-FIRST STOPLIGHT describesa three-step process on a triangularprism, using the metaphor of a stop-light. If the number of steps doesn’tmatch the intended shape, you caneither re-work the process description,or use a different shape.

ExampleThiagi (www.thiagi.com) graciously

allowed me to turn his debriefing

model into a learning aid. It has sixsteps, which suggests a cube shape.Since order matters, I’ll make surethe steps are numbered, and put eachstep’s successor on an adjacent side.To encourage manipulation, I’ll putthe text at different angles. It all fitson a generic cube template that canbe printed, cut out, and tapedtogether.

Further Resources! A Handbook of Job Aids, by

Rossett and Gautier-Downes(ISBN 0883902907), is anexcellent introduction to job aidsand how to create them.

! Thiagi’s debriefing model isdescribed in Play For Perfor-mance, July, 2001, at http://www.thiagi.com/pfp/IE4H/july2001.html.

! The web page http://www.xp123.com/jobaids hastemplates and job aids forcreating various paper toys;these have links to other usefulbooks and articles.

About the AuthorBill Wake is a coach of agile

software teams, an instructor, andan author. He’s on a quest forimpossible objects. Contact him atWilliam.Wake@acm.org. �

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Thiagi'sDebriefingModelin cube form

For Best Results:♦ print on card stock♦ cut on outer lines♦ fold wings to back♦ fold to cube shape♦ glue or tape wings♦ tape edges for extra strength

DEBRIEFING MODEL © 2003by Sivasailam Thiagarajanhttp://www.thiagi.com/pfp/IE4H/july2001.html#ToolKitUsed with permission.

CUBE © 2003by William C. Wakehttp://www.xp123.com/jobaids

6. What next?

5. What

if…?

4. How does this relate?

3. What did you learn? 2.

Wha

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1. How do you feel?

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Franklin and tonapah'scorner corralBy ellen gehrke

Franklin and Tonapah are horses who train people.Franklin is a wise old ranch horse from Montana andTonapah is his pal who lived as a wild stallion in theopen desert until he was gathered in the wild in 1999 bythe US Bureau of Land Management. Franklin wasgiven to me as a gift and has been a special pal for 15of his 23 years. I adopted Tonapah 4 years ago andhave encountered many challenges in the gentlingprocess. Franklin and Tonapah are very wise andexperienced horses and they hope that experiencing thespirit of learning from their point of view will be helpfulin your professional and personal life. Their stories will,hopefully, take you on the trail to gaining deeper insightinto how to build trust in a relationship and how torecognize the try in learners. The TRY is the heart andsoul of what is inside of people and horses. I constantlyworry over how to create an environment for my horsesand my students so that their heart and soul can be openand free.

Lesson One:People put their priorities in the wrong place.

Franklin: A while back I was watching Ellen trying toget one of our herd horses, Storm, to step on ablack tarp on the ground. Her goal was to gethim on that tarp. She was very results oriented.The problem was that her idea of results andStorm’s idea of results were not even close. Hewas afraid of the tarp and she didn’t see that—she was focused on getting him on and over thattarp. I watched as she thought by forcing himon the tarp that things would be fine...but they

weren’t. I chuckled a little as she tried to pullhim, cajole him, force him, strategize about allthe ways she could get him on the tarp. I finallyhad to tell her that, in all her frenzy to getresults, she wasn’t paying too much real atten-tion to how he felt about the whole thing. Hehad a different perspective on what was hap-pening. He wasn’t feeling very confident andEllen wasn’t taking the time to recognize thelittle tries that Storm would give her, such as afoot forward and then a hesitant move. Shewanted everything from him without allowinghim to explore his options, or maybe fail andthen try another way. She was not payingattention to rewarding a real try and building onit again. It wasn’t about getting my pal Stormon the tarp— it was about making him feelconfident and curious about exploring, learning,trying and when he did - to try some more. Ilike Ellen, she feeds me, loves me, keeps myhooves in good shape and gives me a goodhome...She considers me her guardian horse...soI thought I would help her out with some com-mon horse sense.

Franklin: Hay, Ellen what are you trying to do?Ellen: I want Storm to step on and over this tarp so

that he gets more confident about taking me onmountain trails.

Franklin: Have you ever thought about trying to gethim more confident first and then he might stepon the tarp?

Ellen: What do you mean, Franklin?

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Franklin: Look at him, he is afraid. Horses don’t justresist for no reason. He is afraid and does notfeel confident enough inside to do the wholeactivity at once. Why don’t you notice when heleans forward, or takes a deep sigh and dropshis head, and pet him — help him to feel goodand confident that he is making an effort in thecorrect direction. You want everything all atonce and he doesn’t understand it completely.Build on the pieces and I’ll bet he eventually willfeel so good about doing what you ask that itwon’t be about stepping on and over a tarp butmore about trusting himself and his relationshipwith you that will make it easier to try otherthings. Put your priorities in the right place. Itisn’t about the tarp— it is about the relationshipthat leads to the slightest try, and recognition ofthe slightest try that leads to results in theoverall plan.

Ellen: Thanks, Franklin. I am glad to have such wisefriends as you and Tonapah. And, I am sureStorm will appreciate your advice.

EpilogueAbout half an hour later and with a great deal of

patience and awareness of Storm’s anxieties andfears he did actually step on and over the tarpvery quietly and without a lot of confusion. But,by then it wasn’t about the tarp. Storm and I hadworked with each other instead of against eachother and we were able to do even more than justthe tarp after that. He is crossing ditches andstreams, going up steep hills we are partnerstogether exploring along the trail.

Franklin suggested that I try to transfer thislesson with Storm to my classroom. He made meexamine the way I “support” student learning. Ilook more for the slightest effort and try and findways to build on those efforts in ways that aremeaningful for that particular student, participantor client. I find it is really making a difference intheir motivation and effort. Franklin asked me totell folks to take the time to really put their prioritiesin the right place before they start “training” onfolks and trying to get results that don’t makesense to the learner. �

About NASAGA:The North American Simulationand Gaming Association(NASAGA) is a growing networkof professionals working onthe design, implementation,and evaluation of games andsimulations to improvelearning results in all types oforganizations. We believe gamesand simulations are anextremely useful tool forcreating rich learning.

If you would like to joinNASAGA or are currently amember and have questionsregarding your membership,visit www.nasaga.org

pLEASE E-MAILYOUR IDEAS,ARTICLES, AND TIPSFOR SIMAGES TO:

thiagi@thiagi.com

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As a NASAGA member you are invited to theJanuary issue of this the newsletter.

To access this issue point your browser to

http://www.thiagi.com/pfp/IE4H/january2004.html

Read, play, and enjoy!

NASAGANorth American Simulation

and Gaming Associationinfo@nasaga.org

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Play for Performance

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