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…”
A place to practice team dynamics
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.
How to run a successful team game
Setting up a scenario may include the following steps:
Contract
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 elements from the team reality (send the accounting team on a journey through a dark and dangerous swamp).
Plan
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.
Test
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.
Brief
Here the facilitator gives a concise, clear and crisp setting of the scene, the rules, the roles and the action.
Start the action – handover control to the team
The participants take control and the learning begins. This is the part where the real team learning happens. The facilitator tells a story to take the team out of the everyday. This should balance the playful nature of the games with sufficient pressure to succeed. From the background, the facilitator should allow the build up of a healthy level of stress for learning, maintaining the tension. The facilitator 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!)
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.
Debrief
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.
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.
