3. Почему вы здесь?
Красный стикер – есть проблема!
Зеленый стикер – есть решение!
А теперь...
10 minutes
4. Цель:
– Понять основы геймификации
– Овладеть базовым Фреймворком
– Применить знания на практике
Применить знания на практике
Применить знания на практике
5. Хотим, чтобы в IT индустрии
работали воодушевленные и
любящие свою работу люди.
12. 10 внутренних мотиваторов
Curiosity (Любопытство) The need to think
Honor (Уважение) Being loyal to a group
Acceptance (Признание) The need for approval
Mastery / Competence (Компетенция) The need to feel capable
Power / (Полномочие) The need for influence of will
Freedom / (Самостоятельность) Being an individual
Relatedness / (Сопричастие) The need for friends
Order / (Порядок) Or stable environments
Goal /Purpose (Целеустремленность) The need for purpose
Status / (Статус) The need for social standing
12
Often when managers have a certain goal, they reward not achieving the goal itself but some other result.
For example: the goal is to achieve higher quality of a product and managers decide to reward people for fixing bugs. The assumption is that result R leads to goal G. This often goes wrong because of non-linear effects in the complex system.
See book: page 75-78
Often when managers have a certain goal, they reward not achieving the goal itself but some other result.
For example: the goal is to achieve higher quality of a product and managers decide to reward people for fixing bugs. The assumption is that result R leads to goal G. This often goes wrong because of non-linear effects in the complex system.
See book: page 75-78
Often when managers have a certain goal, they reward not achieving the goal itself but some other result.
For example: the goal is to achieve higher quality of a product and managers decide to reward people for fixing bugs. The assumption is that result R leads to goal G. This often goes wrong because of non-linear effects in the complex system.
See book: page 75-78
Often when managers have a certain goal, they reward not achieving the goal itself but some other result.
For example: the goal is to achieve higher quality of a product and managers decide to reward people for fixing bugs. The assumption is that result R leads to goal G. This often goes wrong because of non-linear effects in the complex system.
See book: page 75-78
Often when managers have a certain goal, they reward not achieving the goal itself but some other result.
For example: the goal is to achieve higher quality of a product and managers decide to reward people for fixing bugs. The assumption is that result R leads to goal G. This often goes wrong because of non-linear effects in the complex system.
See book: page 75-78
Often when managers have a certain goal, they reward not achieving the goal itself but some other result.
For example: the goal is to achieve higher quality of a product and managers decide to reward people for fixing bugs. The assumption is that result R leads to goal G. This often goes wrong because of non-linear effects in the complex system.
See book: page 75-78
Often when managers have a certain goal, they reward not achieving the goal itself but some other result.
For example: the goal is to achieve higher quality of a product and managers decide to reward people for fixing bugs. The assumption is that result R leads to goal G. This often goes wrong because of non-linear effects in the complex system.
See book: page 75-78
Often when managers have a certain goal, they reward not achieving the goal itself but some other result.
For example: the goal is to achieve higher quality of a product and managers decide to reward people for fixing bugs. The assumption is that result R leads to goal G. This often goes wrong because of non-linear effects in the complex system.
See book: page 75-78
Compare that to intrinsic motivation where the goal is its own reward. For example, some team members see a high quality product as proof of their competence.
See book: page 75-78
Compare that to intrinsic motivation where the goal is its own reward. For example, some team members see a high quality product as proof of their competence.
See book: page 75-78
The final result, reviewed briefly on the following slides...
Note: some facilitators show the Drive video by Daniel Pink
http://www.youtube.com/watch?v=u6XAPnuFjJc
The exercise is described here:
http://www.noop.nl/2011/09/moving-motivators-free-exercise.html
Tip: don’t give everyone a deck of cards. Give the cards only to pairs of two. Even if you have an “official” set of cards available to everyone, only give the other deck after the exercise. Because if you give everyone a deck of cards they will not be paying attention to their pairing partners, in my experience. Then they are all doing the exercise just for themselves.
Compare that to intrinsic motivation where the goal is its own reward. For example, some team members see a high quality product as proof of their competence.
See book: page 75-78
The exercise is described here:
http://www.noop.nl/2011/09/moving-motivators-free-exercise.html
Tip: don’t give everyone a deck of cards. Give the cards only to pairs of two. Even if you have an “official” set of cards available to everyone, only give the other deck after the exercise. Because if you give everyone a deck of cards they will not be paying attention to their pairing partners, in my experience. Then they are all doing the exercise just for themselves.
Here I simply ask people how they liked the exercise and if they say anything interesting happen.
I suggest that they do this with their team members, either collectively or in one-on-ones.
It is now time to discuss the most important challenges that were written on sticky notes earlier in the course. I usually discuss the top 3 challenges / sticky notes as selected by the students. During the previous exercise I will have had some time to review the sticky notes and see if I have some good answers to those problems. But what I usually do is first ask the students themselves if they have some interesting feedback to share. They often find it great to hear other people’s perspectives during a course, and those who know a useful answer to a problem enjoy being able to make a contribution. Quite often I let a discussion go on for 5 or 10 minutes before wrapping up with my own perspective, and maybe a story from my own experience.
