Improspectives

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Improv and Gamification: Meaningful Choices

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I’m taking the free Coursera course on Gamification, taught by Kevin Werbach from the Wharton School of Management. The book For the Win, which Werbach coauthored with Dan Hunter, mentions four basic elements of gamification:

  • Motivation
  • Meaningful choices
  • Structure
  • Potential conflicts

The second item, meaningful choices, is a foundation of well-being and self-esteem. Everyone likes to feel that they have some control over their lives — that their choices make a difference in how events turn out. Improvisers’ choices have direct and immediate impact on the show, for good or ill. Your scene partners can find ways to exclude you, of course. A former member of our group was a guest performer in another city, but the other players on the team apparently didn’t care to have him around. They were polite to him before the show, but after he exited a scene, one of the other players stepped on stage and said “You know the guy who was just here? I killed him.”

So much for collaboration.

It’s little better to have teammates ignore offers you make within a scene, preferring to wait for another player to come on and further the action. It’s hard to make progress when no one listens to you, even if you are the junior member of a group.

The same considerations hold true for the office. I’m not saying less experienced workers should be given complete autonomy, but they should have their opinions given a fair hearing. There’s very little that’s more demotivating than disappearing into the bowels of an organization and losing the connection between your work and a company’s success. Of course you can add points, badges, and levels to attach some (albeit artificial) meaning to their tasks, but Werbach and Hunter point out that it’s possible to gamify work unethically, in such a way that the “game” structure works against the employees’ best interests. Much like the sales competition in the movie version of David Mamet’s play Glengarry Glen Ross (first place is a car, second place is a set of steak knives, third place is you’re out of a job), you can use gamification for good or evil. One of their colleagues turned down such a consulting assignment. Rightfully so.

Improv and Gamification: Motivation

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In my previous post, I mentioned four basic elements of gamification put forward by Wharton School faculty members Kevin Werbach and Dan Hunter. Those elements are:

  • Motivation
  • Meaningful choices
  • Structure
  • Potential conflicts

Motivation is tricky. I’ve stated my belief that all motivation is internal, but I  admit it’s a reductionist and curmudgeonly view. Many individuals, particularly extroverts, gain energy by interacting with others. Yes, you can argue they use these interactions to stoke their personal fire, but the truth is that the external forces affect their performance.

I’ll still use my “all motivation is internal” line at parties, though. It’s fun to argue and often leads to interesting discussions.

Gamification uses game elements such as points, badges, and leader boards to set goals, measure performance, and reward individual and team success. One example, which is near to my heart because I’ve written books for Microsoft Press since 2001, is how Microsoft used gamification to get their employees to identify errors in Windows 7 dialog boxes. Windows 7 is available in 35 languages, meaning that the dialog boxes and other text was translated into tongues as diverse as Chinese, Swedish, and Polish. Microsoft tracked which teams (usually members of the same business group) discovered the most errors and posted their names on a leader board displayed in the tool. Some team leaders decided to focus their efforts on the contest, which led to impressive performance.

Improvisers receive feedback from their audience immediately, usually in the form of laughter, but also as appreciation for what’s been done. Some performers can be thrown off by a quiet crowd, especially if they feel they’re having a good night but the audience just isn’t laughing. If you’re not getting the audible feedback you’re used to, check for eye contact. If your spectators meet your gaze and smile, you’re doing fine. They just prefer to express themselves quietly.

Improv and Gamification: Introduction

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You can divide improvisation into two rough categories: short-form and long-form. Short-form improvisation consists of games (also called “scenes” or “forms”) that last about 3-8 minutes and, generally, have specific guidelines to which the players should adhere. Many organizations, including ComedySportz and Theatresports (from which ComedySportz was derived, with the permission of Keith Johnstone), use team-on-team competition to enhance the audience’s experience. Winning a round gets a team points, which are compared on a scoreboard, and provide a clear metric for the state of the show.

Gamification, the practice of applying game elements to business and social activities, has become increasingly popular. Kevin Werbach of Penn’s Wharton School and Dan Hunter of New York Law School (and adjunct faculty at Wharton), two leading gamification proponents, wrote For the Win, a book that’s available inexpensively on Amazon through Wharton Digital Press. In their book, they describe how companies have gamified internal processes and customer/product interactions to add fun to what might otherwise be boring situations. If you’ve ever become mayor of a business by checking in on FourSquare, you’ve been gamified.

Werbach and Hunter go into significant detail on how gamification works, but I’ll focus on four points (mentioned on p. 44 of the book) over the next few posts. They are:

  • Motivation
  • Meaningful choices
  • Structure
  • Potential conflicts

I’ll tackle each point  from the perspective of an improviser who also spends time in the business world.

If you’d like to learn more about gamification, you can take Werbach’s Gamification course on Coursera.org. The next section of the course starts on April 1, 2013, but he offered it in the Fall of 2012 and, with luck, it will be available again for readers who learn about the course after the current session ends.