How teams use fantasy to maximise learning

A place to practice

Long, long ago, in a galaxy far, far away, a tribe knew they had to change the way they worked together. But experience had shown that any fluctuations in their daily operation could cause irreparable damage to their life support systems which in turn would cause wide-spread loss of life. What could they do?

At last a hero from the tribe came forward and agreed to undertake the perilous journey to the cavern of the three wise hags …

… The oldest hag said “Go back and assemble your tribe. They are to pretend they are in a galaxy far, far away on the third rock from their star, called “Sun”. They are working on machines that organise logic to run the way they live. The programmes they used to make are no longer way better than anyone else’s. They must work together to make a plan …”

Yes, the hags were using a powerful team building technique to help the team solve their own problems.

Teamwork takes practice. In sports, drama and music the best performances only happen as a result of hours and hours of practice. But to practice new skills and behaviours we need to first let go of those now inappropriate. And in learning the new, we make mistakes which apart from being embarrassing may cause significant damage to what our organisation is trying to achieve. Implementing new tools and processes without allowing significant learning can be very destructive.

So how can you create an environment where there is real pressure to deliver but in which members of the team feel free to take risks, generate new ideas and make mistakes from which they can learn?

The best learning environment draws on imagination. Suspending reality allows participants to engage with new skills, attitudes and behaviours without having to manage the complexity, inertia, history or responsibility of the real organisation process. Fantasy provides a fresh start and a clear deadline within which participants can focus their energy. As their motivation to prevail in the scenario increases they will be more willing to try new team oriented attitudes and behaviours.

There is a band of moderate stress, where optimum learning happens. Below this learning band, our brains are dull and nothing is absorbed. Above the band our logic centre is flooded with coping chemicals preventing us from reasoning or learning. Adjusting the scenario allows the facilitator to keep the team in the learning band:

  • “Oh dear, a virus has blinded the whole team, please put on these blindfolds…”or
  • “One of your scientists has discovered some information that will help you greatly…”

So fantasy games can provide excellent learning opportunities, but how do you go about setting up a game.

A process for a successful fantasy game

Setting up a scenario may include the following steps:

Contracting

The facilitator and sponsor understand and agree exactly how the team must benefit from the intervention.

Design

The game should include the key learning issues without any of the actual elements (send the accounting team on a journey through a dark and dangerous swamp).

Logistical Preparation

The facilitator should have a clear idea of how the game should unfold, where it could change direction and what the possibilities are. There must be no logistical surprises.

Testing

The facilitator MUST test each game before using it with a team. Testing prevents the game from being either too easy or too difficult for the team to complete.

Psychological preparation

The facilitator’s role at the start of the game is that of story teller. Creating the drama, the fun and the tension within a safe reassuring environment.

Briefing

Here the facilitator gives a concise, clear and crisp setting of the scene, the rules, the roles and the action.Starting the actionThe participants take control and the learning begins. This is the part where the real team learning happens. The facilitator fades into the background.

Clearly stop the action. When the task is complete or when a hazardous situation is developing the facilitator signals the end of the game takes back control of the intervention.

Debriefing

This is where it all comes together. Consultation with the team after the event then allows the team to reflect on the parallels between the imaginary situation and the real world waiting for them back at the office. There may be a temptation to rush through the debriefing. But this is where the learnings are bedded down and the team have an opportunity to transfer these learnings to their work environment.

Some guidelines for a better simulation

Balance fantasy and reality. Give them a story that takes them out of the everyday but allows them to interact as usual. Balance the playful nature of the games with sufficient pressure to succeed to allow the build up of a healthy level of stress for learning.

Don’t try to be funny, do try to have fun. As a facilitator your responsibility is to help the team learn not get attention and approval for yourself. Look for the delightful in what unfolds. Be ready with a laugh rather than a joke.

Cut yourself and others some slack. As a facilitator you cannot be expected to be perfect. Adopting a playful yet responsible approach to all the situations will allow you deal creatively and flexibly with situations where your carefully laid plans go awry.

Focus on the participants rather than yourself. Look for spontaneity and input from the team with whom you are working.

Maintain the tension. As a facilitator you may be tempted to give clues. We usually ask “how” questions when we are not keen to engage our own creativity and intelligence. And the answer to “how” is “yes” (i.e. get on with it!)

Be ready to update your set up process. While you must not answer questions of content, note the questions of clarity and add the point to the briefing the next time you run the game.

Use positive language. A positive approach releases optimism and creativity. Say “here is an approach that will work” rather than “this will eliminate problems”. Instead of saying “that sounds like it won’t work” say “yes, that is interesting, tell me more about it.”

Use a little self effacing humour. If you can show that you have a healthy self esteem but you don’t take yourself too seriously it can create bonds with the participants in your workshops.

Conclusion

The hero returned and carried out what the hags had suggested. Pretending to work with “computers”, “customers” and “programmes” helped the team to deal with the real issues facing them as a team without endangering the operation of the gravity-balanced zygomorphic bifibrulators so essential for their survival.

Life would continue.

Things would be different but now they knew they would cope with the changes.