sutton - km australia workshop - serious games v1-r0

DR. MICHAEL SUTTON, PHD, ADMA, CMC, ISP, MIT

ASSOCIATE PROFESSOR, EDUCATIONAL THAUMATURGIST & EDUPRENEURWESTMINSTER COLLEGE, SALT LAKE CITY, UT, USA

Workshop: Serious Games – Knowledge Acquisition, Codification & Sharing

2015 Knowledge Management Australia, Melbourne, Victoria

• Wizened Ol’ Fart, Designer and Player in Gamification, Serious Games, and Simulations• [email protected] [email protected]

2015 KM Australia Conference 2

8. What is a Gamification Framework?

9. What are the Primary Types of Game Players?

10. What Comprises a Gamification Model?

11. GAMES…GAMES…GAMES12. Debrief After Gaming

Experiences13. Wrap Up & Discussion

1. Goals2. What defines a Game?3. What defines a Game/

Simulation?4. What defines a Simulation?5. What is the Science Behind

Gamification?6. What are the Drivers Behind

Gamification? 7. Can Your Envision Your Work

Life Measured in Badges?

Agenda


• Demonstrate how serious gaming creates a knowledge management foundation for:• Cultivating leadership, teamship, followship,

collaboration, and communityship traits• Improving soft skills and individual performance• Focusing attention upon knowledge work through

personal and team reflection that can be described in terms of affect, behavior, and cognition

• Achieving business goals, strategies, and objectives• Play-centric orientation to innovation.

Goals [1]


• Express how serious gaming creates a learning opportunity for:• Improving the performance of employees and learners• Commitment and responsibility for personal and

professional development• Achieving and maintaining engagement• Promoting transformational change• Opening the mind of individuals to creative thinking and

innovation.• Rebuilding passion, rigour, organization, discipline,

resiliency and grit in knowledge workers.

Goals [2]


• Experience serious gaming and simulations in terms of knowledge mobilization principles:

Goals [3]


• A system in which players engage in an abstract challenge, defined by rules, interactivity, and feedback, that results in a quantifiable outcome often eliciting an emotional reaction.• Kapp, K. M. (2014). The gamification of learning and instruction

fieldbook: Ideas into practice. New York: John Wiley & Sons, p. 37)

What Defines a Game?

From

: http

://th

ekoj

onna

mdi

show

.org

/sho

ws/

2014

-12-

22/g

olde

n_ag

e_of

_boa

rd_g

ames


• “In a game, what we’re triggering is the competitive/ cooperative spirit, what we’re triggering is a playfulness, and what we’re triggering is the achievement, greed and victory element.

• All of which…have not only a psychological impact but an actual physiological impact on folks.”• —Elliott Masie in Prensky, M. (2001), “Simulations”: Are They

Games? In Digital Game-Based Learning. McGraw-Hill.

What Defines a Game/Simulation (Sim)? [1]

From

: http

://w

ww

.cen

andu

.com

/blo

ggin

g/lis

ts/to

ols/

cele

mi-t

ango

-376


• Dynamics of meme transmission, e.g.,

What Defines a Game/Simulation (Sim)? [2]

From

: http

://cf

pm.o

rg/jo

m‐e

mit/

2002

/vol

6/de

_sou

sa_j

d.ht

ml


• “You can have a game that’s not a simulation and a simulation that’s not a game, but when you get one that does both, it’s a real kick-ass situation.”• —Elliott Masie in Prensky, M. (2001), “Simulations”: Are They

Games? In Digital Game-Based Learning. McGraw-Hill.

What Defines a Simulation (Sim)?

From

: http

://w

ww

.cen

andu

.com

/blo

ggin

g/lis

ts/to

ols/

cele

mi-t

ango

-376


What is Our Biggest Present & Future Challenge?

From

: http

s://g

radi

rela

nd.w

ordp

ress

.com

/201

4/10

/31/

enga

ging

-ge

nera

tion-

y-th

e-ch

alle

nge-

and-

oppo

rtuni

ty-fo

r-em

ploy

ers/


• Much more than simply rewarding points and badges.

• Understanding, encouraging, and influencing corporate and educational human behaviours.

• Founded in the fundamentals of human psychology and behavioral science

What is the Science Behind Gamification?

Ada

pted

from

: Dal

e, S

. (n.

d.) E

ngag

emen

t Str

ateg

ies

& T

echn

ique

s. P

rese

ntat

ion

at C

olla

bor8

Now


What are the Drivers for Gamification?

Bun

chba

ll (2

012)

. Ent

erpr

ise

Gam

ifica

tion:

The

Gen

Y F

acto

rPerformanceReal-Time Feedback TransparencyGoal-setting

AchievementBadgesLeveling UpOn-boarding and Mastery

Social InteractionCompetitionTeams & Collaboration

“People will spend hours playing games, but won’t spend minutes on anything that feels like training.”


Can Your Envision Your Work Life Measured in Badges?

My

Life

Thro

ugh

Micr

obad

ges (

Part

1), b

y Ol

iver

Kile

y at

: ht

tps:

//boa

rdga

meg

eek.

com

/blo

gger

/121

7/ol

iver

kile

y


What Is a Gamification Framework?

From

: http

://w

ww

.gam

eonl

ab.c

om/c

anva

s/


What are the Primary Types of Game Players?

From

: http

s://w

ww

.beh

ance

.net

/gal

lery

/Gra

duat

ion-

Thes

is-L

evel

ing-

up-F

aceb

ook-

App

s/53

8381

9


What Comprises a Gamification Model?

http

://iv

ante

h-ru

nnin

gman

.blo

gspo

t.com

/201

5/04

/gam

ifica

tion-

of-le

arni

ng.h

tml


• Value Card Exercise—Building Reflective Capacity and SMART Goal Setting • Codifying a Specification—Developing Codification/ Communication Skills

for Knowledge Transfer• Silent Towers—Developing Non-Verbal Communication Skills, Problem-

solving skills, and Teamship and Leadership Skills• Jungle Escape—Building Problem-Solving, Critical Thinking, Teamship, and

Leadership Skills While Escaping the Monsoon• PlanetJockey—Building Soft Skills in a Business Environment• KM Planning Toolkit—Identifying KM Project issues, concerns, approaches,

techniques.• FreshBizGame—Constructing an Entrepreneurial Mindset of Innovation &

Creativity

Gaming Agenda for Today


• SEPARATE SLIDE DECK

Value Card Exercise


Outcomes?


• Handouts:• 3 X 5 Index Cards• Model to be codified

• Est. Time 15+ min.

Codifying a Specification


Outcomes?



Silent Towers


Outcomes?



Jungle Escape


Outcomes?



PlanetJockey


Outcomes?


• Planet Jockey: Emotional Intelligence Upskilling for Emerging Leaders

Exemplars of Intra-Generational Gamification [3]

ww

w.P

lane

tJoc

key.

com


Planet Jockey: Emotional Intelligence Upskilling for Emerging Leaders• GAME MODULES:

• Building and developing a high performance team• Setting targeted goals• Inspiring your team and achieving real commitment• Overcoming setbacks, problems, and competition• Igniting your following and inspiring real change


ww

w.p

lane

tjock

ey.c

om


• Planet Jockey: Emotional Intelligence Upskilling for Emerging Leaders• Real-time Feedback: provides instantaneous visual

and audible feedback on your actions• Transparency: score and progress on challenges

displayed at any time.• Goal Setting: Long-term goal (lead the firm) and

several short-term goals (soft-skills competencies through increased EI)…Missions = 5 modules.

• Badges: completion of missions clearly marked on the main pages.



• Planet Jockey: Emotional Intelligence Upskilling for Emerging Leaders (cont’d)• Leveling Up: skill level increases with completed

missions.• Onboarding & Mastery: “gamers” exposed to key

elements of EI, while having fun and competing against themselves and others.

• Competition: leaderboard displays participant ranking.• Team & Collaborations: participants may choose to

coach team members



Outcomes?


KM Planning Toolkit


• Knowledge Management Planning Canvas

• KM Diagnostic Cards • Organisation Culture

Cards • KM Method Cards and • KM Approaches Methods

and Tools Guidebook

Straits Knowledge: KM Planning Toolkit

From

: http

://w

ww

.stra

itskn

owle

dge.

com

/sto

re_n

ew/p

lann

ingt

oolk

it/


Outcomes?


FreshBizGame


• Develop and simulate smarter ways of doing business: COPs and Knowledge Sharing

FreshBiz Board Game

From

: http

://w

ww

.fres

hbiz

gam

e.co

m/fr

eshb

iz-w

orks

hop/


Outcomes?


What Keeps Business Leaders Up at Night?

• “Executives today are up against some wicked problems, and [their personnel] are expected to make sound judgments.”

[2]


Major Finding Identified in My Studies: 70-20-10 Learning Model

[3]


• Skills and competencies in KM-based education/training can demonstrate proof-of-achievement in workforce readiness

Critical Recommendation: Educate Learners in Soft Skills & Competencies

[4]


We Had to Look Beyond Hard Skills

[5]



• “Increased pressure to make complex decisions at the speed of light, while simultaneously considering […the] impact on the people and the organization.” [6]

[7]


Soft Skills—What Do They Include? [1]• emotional intelligence

• self-esteem• self-regard• self-confidence• self-discipline• self-motivation• assertiveness• adaptability• empathetic

• emotional regulation• passion• rigor• organization• personal branding/

self-image• sociability/social

awareness


Soft Skills—What Do They Include? [2]• business etiquette &

manners• conflict resolution• creativity• innovation• negotiation• persuasion• systems thinking skills

• critical thinking and analysis

• problem-solving & decision-making skills

• interpersonal/ communications skills

• collaboration skills


Prioritize Soft Skills to demonstrate workforce readiness1) Critical thinking & analysis2) Problem-solving and decision-

making skills3) Interpersonal/communications skills4) Collaboration skills5) Systems thinking skills



• “Technology continues to progress at warp speed and the skills …[that] leaders [and workers] needed in the past are no longer enough.” [8]

[9]


Teaching Problem-Based Critical Thinking & Analysis [1]


Teaching Problem-Based Critical Thinking & Analysis [2]


Assessing Critical Thinking & Analysis

• Foundation for Critical Thinking



• “Increased pressure to understand & integrate technology advances”


Problem-solving vs. Decision-making

[23]


Puzzle Problems/Decisions

• Silent Towers • Patterns

[24][25]


Well-structured Problems/Decisions

[26]


Ill-structured Problems/Decisions



• “Relationships are the critical success factor for growing business”

[21]


Interpersonal/Communications Skills [1]


Interpersonal/Communications Skills [2]


Teaching Problem-based Interpersonal/Communication Skills

26



• “Increased pressure to understand the global marketplace” [6]

[31]


Collaboration Skills

[32]


Collaboration Skills Framework

Leadership

Followship

Teamship

Community-ship

Collaboration


Teaching Problem-based Collaboration Skills

[26]


Feedback


Reflection


How Can We Positively Impact Employee/ Learner Behavior Associated with KM?


Future Work Skills – 2020 (IFTF)

[37]


Outcomes Achieved Today?


Wrap Up & Discussion


• This presentation is Copyright © 2015, Michael Sutton, unless otherwise cited.

• No part of this presentation (document) may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of Dr. Michael Sutton.

• These PowerPoint Presentation Slides were made available exclusively to participants in the 2015 KM Australia. Under copyright law, Dr. Michael Sutton is granting fair use of a copy of this document for your personal files, internal training and development, or for university teaching.

Intellectual Property Statement [1]


• Under no circumstances may portions of this material be used for, or incorporated into, your own reports, presentations, workshops or seminars without obtaining written permission from the author and attributing accordingly.

• Historically, the author have not withheld consent to incorporate or use specific portions of this material to a reasonable requester. The author only asks that the following conditions be met, in addition to receiving his written permission:• 1) appropriate attribution within your presentation or report and• 2) Starbucks Card/Gift Loaded from remotely from your location for at least 2

Grande “Cafe Lattes” that I can use at my local Starbucks or other well attired coffee establishment.

Intellectual Property Statement [2]

sutton - km australia workshop - serious games v1-r0

Documents