Game Based Organization Design EODF Vienna 11 October 2013
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Game Based Organization Design
Jeroen van Bree, PhD (@jeroenvanbree)
European Organisation Design Forum2013 Vienna Conference
Managing complexity is important to mycompany’s success
Increasing complexity is one of the biggest
challenges my company faces
Agree Disagree
0 20 40 60 80 100
94%
70%
6%
30%
Source: KPMG International, 2010
SECTORS AND THEMES
Title set in univers 65 bold
33pt on 36pt leading, white
Additional infor Univers 45 light 12pt on16pt leading
kpmg.com
Credits and authors in Univers 45 light 12 pt on14 pt leading
KPMG INTERNATIONAL
Confronting ComplexityResearch Findings and Insights
kpmg.com
MAY 2011
http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/Documents/complexity-research-report.pdf
Capitalizing on Complexity
Insights from the Global Chief Executive Officer Study
Stand out in a complex world !"
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Learning from top performers
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The complexity gapWhile eight out of ten CEOs anticipate signi#cant complexity ahead, less than half feel prepared to handle it.
Figure !
30%complexitygap49%
79%
Feel prepared for expected complexity
Expect high/very high level of complexit\�RYHU�ƄYH�\ears
“Really, I am not afraid of complexity at all. On the contrary, this just motivates me.”
Jacques Pellas, 6HFUÆWDLUH�*ÆQÆUDO��'DVVDXOW�$YLDWLRQ
http://www-935.ibm.com/services/us/ceo/ceostudy2010/
Volume 16(2): 227–247ISSN 1350–5084
Copyright © 2009 SAGE Publications(Los Angeles, London, New Delhi,
Singapore and Washington DC)
Exploring the Edges of Theory-Practice Gap: Epistemic Cultures in Strategy-Tool Development and Use
Johanna Moisander Helsinki School of Economics, Department of Marketing and Management, Helsinki, Finland
Sari Stenfors SCANCOR, Stanford University, Stanford, CA, USA
Abstract. This paper takes a strategy-as-practice perspective on the study of strategy tools and the theory-practice gap in strategic management research. Based on a case study, the paper argues that differences in epistemic culture may complicate communication and co-operation between academics and practitioners. These differences may also result in management scholars producing knowledge and strategy tools that lack practical pertinence for corporate actors, particularly in the context of modernist management scholars and contemporary post-bureaucratic knowledge organizations (PBOs). In PBOs, where fl exibility, participative management style and consensus building dialogue are emphasized, modernist strategy tools designed for rational problem solving by individual decision-makers may be inadequate. In PBOs, practical strategy work calls for tools that support collective knowledge production, promote dialogue and trust, and function as learning tools. Overall, the paper concludes that the development of strategy tools that actually support practical strategizing calls for a more social model of knowledge and strategy work. Key words. epistemic culture; management tools; sociology of technology; strategic management; strategy as practice
DOI: 10.1177/1350508408100476 http://org.sagepub.com
http://org.sagepub.com/content/16/2/227.short
Volume 16(2): 227–247ISSN 1350–5084
Copyright © 2009 SAGE Publications(Los Angeles, London, New Delhi,
Singapore and Washington DC)
Exploring the Edges of Theory-Practice Gap: Epistemic Cultures in Strategy-Tool Development and Use
Johanna Moisander Helsinki School of Economics, Department of Marketing and Management, Helsinki, Finland
Sari Stenfors SCANCOR, Stanford University, Stanford, CA, USA
Abstract. This paper takes a strategy-as-practice perspective on the study of strategy tools and the theory-practice gap in strategic management research. Based on a case study, the paper argues that differences in epistemic culture may complicate communication and co-operation between academics and practitioners. These differences may also result in management scholars producing knowledge and strategy tools that lack practical pertinence for corporate actors, particularly in the context of modernist management scholars and contemporary post-bureaucratic knowledge organizations (PBOs). In PBOs, where fl exibility, participative management style and consensus building dialogue are emphasized, modernist strategy tools designed for rational problem solving by individual decision-makers may be inadequate. In PBOs, practical strategy work calls for tools that support collective knowledge production, promote dialogue and trust, and function as learning tools. Overall, the paper concludes that the development of strategy tools that actually support practical strategizing calls for a more social model of knowledge and strategy work. Key words. epistemic culture; management tools; sociology of technology; strategic management; strategy as practice
DOI: 10.1177/1350508408100476 http://org.sagepub.com
Tools designed for rational problem solving by individual decision-
makers
http://org.sagepub.com/content/16/2/227.short
Volume 16(2): 227–247ISSN 1350–5084
Copyright © 2009 SAGE Publications(Los Angeles, London, New Delhi,
Singapore and Washington DC)
Exploring the Edges of Theory-Practice Gap: Epistemic Cultures in Strategy-Tool Development and Use
Johanna Moisander Helsinki School of Economics, Department of Marketing and Management, Helsinki, Finland
Sari Stenfors SCANCOR, Stanford University, Stanford, CA, USA
Abstract. This paper takes a strategy-as-practice perspective on the study of strategy tools and the theory-practice gap in strategic management research. Based on a case study, the paper argues that differences in epistemic culture may complicate communication and co-operation between academics and practitioners. These differences may also result in management scholars producing knowledge and strategy tools that lack practical pertinence for corporate actors, particularly in the context of modernist management scholars and contemporary post-bureaucratic knowledge organizations (PBOs). In PBOs, where fl exibility, participative management style and consensus building dialogue are emphasized, modernist strategy tools designed for rational problem solving by individual decision-makers may be inadequate. In PBOs, practical strategy work calls for tools that support collective knowledge production, promote dialogue and trust, and function as learning tools. Overall, the paper concludes that the development of strategy tools that actually support practical strategizing calls for a more social model of knowledge and strategy work. Key words. epistemic culture; management tools; sociology of technology; strategic management; strategy as practice
DOI: 10.1177/1350508408100476 http://org.sagepub.com
Tools designed for rational problem solving by individual decision-
makers
Tools that support collective knowledge production, promote
dialogue and trust, and function as learning
tools
http://org.sagepub.com/content/16/2/227.short
Games_
Play_
Games
Games
Play
RUles_
Games
Play
Rules
Game Based Organization Design_
Games
Play
Rules
Game Based Organization Design
1972
http://www.newzoo.com/infographics/infographic-2012-uk/
Games
Play
Rules
Game Based Organization Design
Games
Play
Rules
Game Based Organization Design
Michael L. Baird, flickr.bairdphotos.com
‘ordered play is not play’
1
Mandatory Fun: Gamification and the Impact of Games at Work
Ethan Mollick*
Nancy Rothbard*
Management Department, The Wharton School
University of Pennsylvania
June 5, 2013
PRELIMINARY DRAFT SUBJECT TO CHANGE
*Authorship order is alphabetical as both authors contributed equally to this manuscript.
Note: We thank Sigal Barsade, Matthew Bidwell, and Adam Grant, for their helpful comments on prior drafts. We thank participants of the ICOS seminar series at the University of Michigan, the Management division seminar series at Columbia Business School, and the Organizational Behavior Unit seminar series at Harvard Business School for their helpful feedback.
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2277103
32
exploring these questions in an organization, rather than a lab setting, allows us to make stronger
inferences about how these initiatives influence people at work.
CONCLUSION
Drawing on several theoretical perspectives, we argue that the impact of games is due to
their ability to engage workers who consent to play the game. However, the externally imposed
nature of gamification makes it vulnerable to the paradox of mandatory fun, where games that
are imposed by management require worker consent in a way that games generated organically
by workers do not. In our field experiment, we find that games, when consented to, increase
positive affect at work, but, when consent is lacking, decrease positive affect and performance.
This work offers a first attempt to measure the impact of the type of games imposed by
management on employees, and to theorize about the role of games at work. With the increasing
ubiquity of games in all aspects of life, and the harnessing of games at work through
gamification, this topic will only grow in importance. Future studies are needed to understand the
boundary conditions under which workplace games produce their effects, and to further elucidate
the mechanisms through which games generate engagement. However, our findings serve as both
encouragement and a warning for those using games to generate changes in employee affect or
performance: games can have powerful effects that can be either positive or negative, depending
on the underlying consent of the game players.
32
exploring these questions in an organization, rather than a lab setting, allows us to make stronger
inferences about how these initiatives influence people at work.
CONCLUSION
Drawing on several theoretical perspectives, we argue that the impact of games is due to
their ability to engage workers who consent to play the game. However, the externally imposed
nature of gamification makes it vulnerable to the paradox of mandatory fun, where games that
are imposed by management require worker consent in a way that games generated organically
by workers do not. In our field experiment, we find that games, when consented to, increase
positive affect at work, but, when consent is lacking, decrease positive affect and performance.
This work offers a first attempt to measure the impact of the type of games imposed by
management on employees, and to theorize about the role of games at work. With the increasing
ubiquity of games in all aspects of life, and the harnessing of games at work through
gamification, this topic will only grow in importance. Future studies are needed to understand the
boundary conditions under which workplace games produce their effects, and to further elucidate
the mechanisms through which games generate engagement. However, our findings serve as both
encouragement and a warning for those using games to generate changes in employee affect or
performance: games can have powerful effects that can be either positive or negative, depending
on the underlying consent of the game players.
‘play is not real life’
Playing a game is the voluntary effort to overcome unnecessary obstacles.
- Bernard Suits
Fevi in Pictures
lusory attitude
http://hbr.org/2004/05/learning-to-lead-at-toyota/ar/1
Games Managers Play:Play as a Form of
Leadership DevelopmentRONIT KARK
Bar-Ilan University
In recent years, organizations have expended considerable effort and resources todevelop and improve managers’ leadership skills through various forms of play. I explorethe role of play in leadership development processes. Drawing on theories of leader andleadership development and theories of play, I develop a conceptual framework,suggesting that play can contribute to different components of leader and leadershipdevelopment processes (i.e., leadership identity, cognitive abilities, and behavioral skills).Furthermore, the role of creating safe play spaces in leadership development processes ishighlighted. The discussion examines the implications and applications of play forleadership development processes, points to the dangers of misuse of play, and outlinesdirections for further empirical research.
........................................................................................................................................................................
“At some point as we get older . . . we aremade to feel guilty for playing. We are toldthat it is unproductive, a waste of time, evensinful. The play that remains is, like leaguesports, mostly very organized, rigid, and com-petitive. We strive to always be productive.This is not the case. . . the truth is that in mostcases, play is a catalyst. The beneficial ef-fects of getting just a little true play canspread through our lives, usually making usmore productive and happier in everythingwe do” (Brown, 2009).
“A child in play acts ‘as though he were ahead taller than himself’” (Vygotsky, 1978:102).
In recent years, organizations have expended agreat deal of effort and resources in an attempt toteach managers how to lead (e.g., Industry reports,2000). Recent approaches to leadership challengethe notion that individuals are born as leaders and
focus on ways to develop individuals’ capacity toengage effectively in leadership roles (e.g., Day &Zaccaro, 2004; McCall, 2004). This has resulted invarious methods, training programs, and work-shops designed for this purpose. Many organiza-tions view leadership development as a majorsource of sustainable competitive advantage andplace leadership development at the core of theircorporate culture (McCall & Hollenbeck, 2002).Leadership development programs and processeshave become instrumental in many organizations,and they have fostered an industry that generatesvast sums of capital and offers a broad range ofpossibilities (e.g., Arthur, Bennett, Edens, & Bell,2003; Salas & Cannon-Bowers, 2001).
Over the past decade, research attention hasbeen devoted to the theory and practice of leader-ship development (e.g., Avolio & Hannah, 2008;Collins & Holton, 2004; Day, Zaccaro, & Halpin,2004; DeRue & Ashford, 2010). The general consen-sus is that different managerial populations needdifferent kinds of learning opportunities, but littletheoretical and empirical guidance exists to helppractitioners and HR personnel select or combinemethods that are best suited to each group (Guil-len & Ibarra, 2009).
Some leadership development programs consistof experiences that span just a few hours, whileothers may last several days, or even take the formof extended seminars. In addition, the nature of
I am grateful to Irit Feldman-Levy for her meaningful and cre-ative contribution to this paper and to Sim Sitkin and the anon-ymous reviewers for their valuable feedback. I thank MoranAnisman, Tal Ben Shahar, Yair Berson, Avi Carmeli, JacobEisenberg, Shaul Fox, and Rivka Tuval Mashiach for their help-ful comments on earlier versions. I also thank my children—Omer, Ofri, & Clil for reminding me of the importance andenjoyment of play.
! Academy of Management Learning & Education, 2011, Vol. 10, No. 3, 507–527. http://dx.doi.org/10.5465/amle.2010.0048
........................................................................................................................................................................
507Copyright of the Academy of Management, all rights reserved. Contents may not be copied, emailed, posted to a listserv, or otherwise transmitted without the copyright holder’sexpress written permission. Users may print, download, or email articles for individual use only.
Learning to play, playing to learnA case study of a ludic learning space
Alice Y. Kolb and David A. KolbWeatherhead School of Management, Case Western Reserve University,
Cleveland, Ohio, USA
AbstractPurpose – The purpose of this paper is to propose an experiential learning framework forunderstanding how play can potentially create a unique ludic learning space conducive to deep learning.
Design/methodology/approach – The framework is developed by integrating two perspectives.First, from multidisciplinary theories of play to uncover the underlying play principles that contributeto the emergence of the ludic learning space are drawn. Then the formation of a ludic learning spacethrough a case study of a pick-up softball league where for 15 years, a group of individuals diverse inage group, gender, level of education, and ethnic background have come together to play are examined.
Findings – The case study suggests that play in a ludic learning space can promote deep learning inthe intellectual, physical, spiritual, and moral realms.
Originality/value – This paper uses the play literature to inform the experiential learning concept ofthe learning space.
Keywords Experiential learning, Learning processes, Ball games
Paper type Case study
1. IntroductionThe cultural historian, Huzinga (1950) contends that from the very beginning, culturesevolved in forms of play. The instinct of play pervades all human endeavors: in law,science,war, philosophy, and in the arts.Through the eyes ofHuizinga, humans emergenotasHomo sapiens, themanwho knows, but primarily asHomo Ludens, themanwho plays.
Play encompasses a wide range of activities and forms both in human and animalworld. From the play-fight of kittens, imaginary play of a child, to the more abstractplay of adult games and organized sports, it permeates our lives as a significant sourceof creativity, imagination, and fun. While play has undoubtedly been a unique anduniversal human experience across cultures, it has also been the subject of scholarlyinquiry across diverse fields of social science with a substantial accumulation oftheoretical and empirical evidence about its significance in the process of individualexpression and adaptation (Callois, 2001; Dewey, 1990; Erikson, 1950; Freud, 1965;Gadamer, 1992; Mainemelis and Ronson, 2006; Miller, 1974; Piaget, 1962; Sutton-Smith,1997; Turner, 1974; Vygotsky, 1966; Winnicott, 1971).
Recently, Singer et al. (2006) emphasized the importance of play in human cognitiveand social-emotional growth by issuing the bold statement that play ! learning.While play has been characterized as “older and more original than civilization”Huizinga (1950, p. 1) and has been defined as a distinct form of behavior possessingserious biological, developmental, functional, and evolutionary implications in animallife (Bekoff and Byers, 1998; Darwin, 1965, 1981; Fagen, 1981, 1984, 1994; Goodall, 1995;Groos, 1898; Lorenz, 1971) in reality, play has been devalued and continues to besqueezed out of our formal educational institutions under the misguided view that
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0953-4814.htm
JOCM23,1
26
Journal of Organizational ChangeManagementVol. 23 No. 1, 2010pp. 26-50q Emerald Group Publishing Limited0953-4814DOI 10.1108/09534811011017199
http://connection.ebscohost.com/c/articles/67074189/games-managers-play-play-as-form-leadership-development
http://www.emeraldinsight.com/journals.htm?articleid=1838283
lusory space
Games
Play
Rules
Game Based Organization Design
Games
Play
Rules
Game Based Organization Design
Playing a game is the voluntary effort to overcome unnecessary obstacles.
- Bernard Suits
the spoilsport
the cheat
gaming the system
‘these are the rules’
design flaw
lusory space
gaming the system
rules
rules
game play
rulesdeclarative contentgame play
simple rules
simple rules
complex game play
Tristan Martin
descriptive rules
prescriptive rules
http://hbr.org/2001/01/strategy-as-simple-rules/ar/1
circumscriptive rules
Space of Possibilities
lusory space
gaming the system
underspecification
Games
Play
Rules
Game Based Organization Design
Games
Play
Rules
Game Based Organization Design
http://www.sup.org/book.cgi?id=1448
A primary danger in designing is overdesign. Life persists when designs are underspecified.
- Karl E. Weick
game design
declarative content
declarative contentgame play
rulesdeclarative contentgame play
game play
rules
testgame play
rules
adjust
testgame play
rules
adjust
test
Second-order Design
game play
rules
© 2012 Eric Zimmerman
© 2012 Eric Zimmerman
paper prototype
© 2012 Eric Zimmerman
© 2012 Eric Zimmerman
playtesting
adjust
test
Second-order Design
gameplay
rules
game design
game designbased organization
Rules
© 2012 Eric Zimmerman
© 2012 Eric Zimmerman
Space of Possibilities
lusory space
gaming the system
underspecification
co-creation
organizational designer
organizational designer
co-designers
organizational designer
co-designersstakeholders
all stakeholders
co-designers
organizationaldesigner
setting goals and establishing framework
filling out the framework
envisioning core mechanisms
building paper prototype
playtesting, round 1: adding rules
obtaining additional information
playtesting, round 2
all stakeholders
co-designers
organizationaldesigner
corporate strategy
corporate strategy
rule set peripheral strategy
paper prototype
corporate strategy
rule set peripheral strategy
paper prototype
new structures & processes
corporate strategy
rule set peripheral strategy
paper prototype
new structures & processes
change management
tool for training or change management
tool for training or change management design tool
tool for training or change management design tool
game is finished product
tool for training or change management design tool
game is finished productgame is paper prototype, conduit for understanding
tool for training or change management design tool
game is finished productgame is paper prototype, conduit for understanding
players are not involved in design of game
tool for training or change management design tool
game is finished productgame is paper prototype, conduit for understanding
players are not involved in design of game game is co-created
tool for training or change management design tool
game is finished productgame is paper prototype, conduit for understanding
players are not involved in design of game game is co-created
detailed representation
tool for training or change management design tool
game is finished productgame is paper prototype, conduit for understanding
players are not involved in design of game game is co-created
detailed representationabstract representation (rules), complexity comes from players
setting goals and establishing framework
co-designers
How can we encourage our clients to adopt a healthy lifestyle?
How can we encourage our clients to adopt a healthy lifestyle?
what does our strategic vision mean for our business processes and structures?
what does our strategic vision mean for our business processes and structures?
what should our way of working look like as our start-up company grows?
what does our strategic vision mean for our business processes and structures?
what should our way of working look like as our start-up company grows?
how can we achieve the goals we have with our IT community?
setting goals and establishing framework
co-designers
setting goals and establishing framework
filling out the framework
co-designers
lusory space
gaming the system
emergence
• 3 forms of healthy behavior
• 7 stakeholders on this playing field
• 10 indicators of a healthy lifestyle
• 60 reasons not to adopt a healthy lifestyle
• 75 drivers for a healthy lifestyle
setting goals and establishing framework
filling out the framework
co-designers
setting goals and establishing framework
filling out the framework
envisioning core mechanisms
all stakeholders
co-designers
setting goals and establishing framework
filling out the framework
envisioning core mechanisms
all stakeholders
co-designers
setting goals and establishing framework
filling out the framework
envisioning core mechanisms
building paper prototype
all stakeholders
co-designers
organizationaldesigner
setting goals and establishing framework
filling out the framework
envisioning core mechanisms
building paper prototype
all stakeholders
co-designers
organizationaldesigner
setting goals and establishing framework
filling out the framework
envisioning core mechanisms
building paper prototype
playtesting, round 1: adding rules
all stakeholders
co-designers
organizationaldesigner
setting goals and establishing framework
filling out the framework
envisioning core mechanisms
building paper prototype
playtesting, round 1: adding rules
obtaining additional information
all stakeholders
co-designers
organizationaldesigner
setting goals and establishing framework
filling out the framework
envisioning core mechanisms
building paper prototype
playtesting, round 1: adding rules
obtaining additional information
playtesting, round 2
all stakeholders
co-designers
organizationaldesigner
lusory space
gaming the system
emergence
corporate strategy
rule set peripheral strategy
paper prototype
new structures & processes
change management
all stakeholders
co-designers
organizationaldesigner
35 interventions
all stakeholders
co-designers
organizationaldesigner
35 interventions
all stakeholders
co-designers
organizationaldesigner
15 interventions
35 interventions
all stakeholders
co-designers
organizationaldesigner
15 interventions
2 interventions
corporate strategy
rule set peripheral strategy
paper prototype
new structures & processes
change management
setting goals and establishing framework
filling out the framework
envisioning core mechanisms
building paper prototype
playtesting, round 1: adding rules
obtaining additional information
playtesting, round 2
all stakeholders
co-designers
organizationaldesigner
setting goals and establishing framework
filling out the framework
envisioning core mechanisms
building paper prototype
playtesting, round 1: adding rules
obtaining additional information
playtesting, round 2
all stakeholders
co-designers
organizationaldesigner
re-design organizational system
corporate strategy
rules peripheral strategy
paper prototype
new structures & processes
change management
corporate strategy
rules peripheral strategy
paper prototype
new structures & processes
change management
Game Based Organization Design
Jeroen van Bree, PhD (@jeroenvanbree)
European Organisation Design Forum2013 Vienna Conference
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