Management games

7,042 views
6,642 views

Published on

games of management

0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
7,042
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
259
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Management games

  1. 1. GAME-1<br />I want to clear some words wether you know or not. Try keep these words while doing any thing. 1.One is "Conscious" and second is "Conscience" . These two are core to Organization And any living Entity.2. "Generating Ideas"Based on these two Try to impliment oneactivity according two the problem or situation.I will Give one example Objective: Making awareness about "Importance of Communication In Organization"Communication From Top - Bottom Or Bottom- Top.Activity: Arange seating as row. and say one typical word to first person in that row. the word should not audible to others Except first person.and pass this word to last meber. If the lost person say correctly Conclusion is " communication with out distortion" . Nothing will hapen to any body.If the lost person say incorectly conclusion is "Distortion in communication".By Playing this game every body come to know "value or importance of communication"Like this U can Develop Games Based on the Situation.U just create dummy situation according to the Management Scince and Management stratagies.But dont forget about Conscious & Conscience . Keep these two words and impliment new game.In the above exampleConsious : Sending message to other personConscience: Wehter i send the message correctly or not.<br /> Game 2 <br /> DOUBLE BRAINSTORMING<br />If you have a group of 30 participants, it is a good idea to divide them into teams to ensure increased participation. Instead of organizing static teams, you can also keep rearranging them to prevent premature groupthink.Let's assume that you are facilitating this group of 30 participants to brainstorm ideas for increasing sales in your organization. Here is technique for profiting from convergent and divergent thinking:<br />Give each participant an index card with a letter-number combination. Then ask the participants to find the others with the same letter and form themselves into five teams of six members:<br />A1, A2, A3, A4, A5, A6<br />B1, B2, B3, B4, B5, B6<br />C1, C2, C3, C4, C5, C6<br />D1, D2, D3, D4, D5, D6<br />E1, E2, E3, E4, E5, E6<br />Assign a different role to each team (example: marketers, customers, designers, producers, and engineers) and ask its members to brainstorm ideas in the perspective of that role.After a suitable pause, stop the activity and ask the participants to find the others with the same number and form themselves into six teams of five members:<br />A1, B1, C1, D1, E1<br />A2, B2, C2, D2, E2<br />A3, B3, C3, D3, E3<br />A4, B4, C4, D4, E4<br />A5, B5, C5, D5, E5<br />A6, B6, C6, D6, E6<br />Point out that each team is now a diverse team with its members representing five different roles. Ask the teams to continue brainstorming, with its members maintaining their individual role perspective. Encourage the participants to "cheat" by recycling ideas from the earlier session.<br />Ask each team to prepare a list of five recommendations. Combine these recommendations, remove duplicates, and ask each participant to individually select the top five from the common list. Use these selections to identify the top five recommendations.<br />Game - 3<br /> Memory Test <br />Here's a quick response that helps participants discover basic psychological facts about there memory.<br />We have to conduct this round with any number of people in about 10-15 minutes. we don't need any special supplies other than paper and pencil.<br />Brief participants. Tell them that we are going to administer a memory test. we will read a standardized list of words. Participants should listen carefully to these words without writing them down. Later, you will test to see how many words each participant can recall.<br />Present words. Read the following list of words. Pause briefly between one word and the next. Do not change the sequence. One of the words (night) is repeated three times.<br />dream<br />sleep<br />night<br />mattress<br />snooze<br />sheet<br />nod<br />tired<br />night<br />artichoke<br />insomnia<br />blanket<br />night<br />alarm<br />nap<br />snore<br />pillow<br />Administer the recall test. Pause for about 10 seconds. Ask each participant to take a piece of paper and write as many of the words as he or she can remember. <br />GAME-4<br />What's the Score?<br />Here is the first law of improving human performance: People do what gets measured. <br />The scoring system in a game determines what is measured (and rewarded). By modifying the scoring system, you can influence what is learned.<br />Most people take the rules of a game too seriously. I encourage you to treat them in a playful manner and change them to suit your needs. Remember what James Carse said: “Ordinary people play within the rules of a game. Creative people play with the rules of a game.”<br />Let me show you how simple it is to change the scoring system in a game. To illustrate this procedure with concrete examples, let me take a simple game for five players. In this game, the players choose a key phrase (example: simulation game). Each player writes down different words by selecting and rearranging letters from the key phrase. (Sample words from the key phrase, “simulation games”: sin, mule, steam, animal, gasoline, magnate, and limousine) At the end of a time limit, the players compare their lists.<br />Given this bare-bones set of rules, let's see how many different scoring systems we can come up with.<br />Quantity wins. Players score one point for each word (irrespective of the number of letters in the word).<br />Length Matters. Only words that have at least four letters score a point. Or, players score as many points for each word as the number of letters in it. (Example: in gets 2 points and nostalgia gets 9 points.) Or, the number of points for a word progressively increases depending on its length: 2-letter words get 3 points, 3-letter words get 6 points, 4-letter words get 10 points, 5-letter words get 16 points, and so on.<br />Longest Word. Find the longest word among the players' lists. The player with the most number of words of this length is the winner. In case of a tie, count the number of words that have one letter fewer. Continue this process until a single winner is identified.<br />Highest Bidder. After selecting the key phrase, players bid by specifying the most number of letters that their longest word will contain. Bidding continues until only one player remains. She wins if she can come up with a word of the specified length within 10 seconds. If she cannot, she is eliminated and the bidding begins again among the remaining players.<br />Time Management. Players have a time limit of 10 minutes. Or players have a time limit of 2 minutes. Or 15 seconds.<br />Memory Test. Players cannot use paper and pencil. A nonplaying participant writes down the words called out by different player, and keeps this list hidden. Players take turn calling out new words. A player is eliminated if she repeats an earlier word, hesitates too long, or comes up with a word that cannot be formed from the letters in the key phrase. The last surviving player wins the game.<br />Beyond the Obvious. Players take turns calling out different words. A reporter writes down these words on a flip chart. This activity is stopped after 2 minutes and the list is displayed for all players to see. During the next 2 minutes, each player writes individual lists of words that are not included in the common list.<br />Hall of Fame. Players review the top 10 highest scores earned by the previous teams. The five players work jointly as a team and attempt to establish a new record.<br />Topical Expertise. Select a topical area (example: training). Only words related to this topic score a point. In case of dispute, the majority of the other players decide whether a word should be accepted or not.<br />Uniqueness Wins. Players write their individual lists and compare the words during the scoring period. Each word gets 6 points minus the number of players who wrote the same word. Example: If all five players wrote guns, each player scores 1 point. If only one player wrote gnus (referring to the African antelope), she scores 5 points.<br />Uniqueness Loses. Each player writes five words that can be formed from the letters in the key phrase. A player's score equals the number of people who wrote the same word. Example: If all five players wrote guns, each player scores 5 points. If only one player wrote gnus, she scores 1 point.<br />Self Appraisal. After the key phrase is selected and a time limit is determined, each player writes down a goal for the number of words. You score zero if you fail to reach your goal. If you reach your goal exactly, you get 2 points for each word. If you exceed your goal, you get 2 points for each word up to the number specified in your goal and 1 point for each additional word. (Reduced points for exceeding the goal is a punishment for underestimating your ability.)<br />Creativity Wins. Each player forms an artificial word from the letters in the key phrase and provides an appropriate definition (example: megamilton—a person who has a way with words). After all players have displayed their word-definition combinations, each player votes for the best one. No player may vote for her own creation. The creator of the artificial word receiving the most votes wins the game.<br />More than Words. Players construct a sentence using words that can be formed from the letters in the key phrase (examples: Ants sting men or Agouties eat gelatinous legumes). The creator of the sentence that contains the most letters wins the game. Alternatively, after all players have displayed their sentences, each player votes for the best one. No player may vote for her own sentence. The creator of the sentence receiving the most votes wins the game.<br />Remember, different scoring systems reward different types of behaviors and encourage different types of learning. You should carefully choose the scoring system to achieve your training objective. For example, if you want the players to think creatively, you should avoid giving them points for generating long lists of common words. Instead, you should use either of the last two scoring systems in the list above.<br />Follow-Up Activities<br />How many words can you come up by rearranging the letters in the phrase simulation games?<br />How many more alternative scoring systems can you come up with?<br />How can you use more than one scoring system in playing this game?<br />Game-5<br />Audio Tic Tac Toe<br />Everybody knows how to play Tic Tac Toe. Recently, I designed a variation of this universal paper-and-pencil game to play with one of my older friends.<br />My friend is worried that her declining ability to recognize faces, remember telephone numbers, recall words, and to concentrate on the content of conversations are all precursors to Alzheimer's. I think that this is just a minor symptom of age-related cognitive decline that can be halted and reversed by exercising one's brain. An effective way to exercise the brain is to play games that require the use of your memory.<br />You don't have to be old to play Audio Tic Tac Toe, but you need three people to play it. This is how the game goes:<br />One player is the recorder and has a piece of paper with a 3 x 3 grid that has spreadsheet-like labels for each box:<br />A1B1C1A2B2C2A3B3C3<br />The recorder marks every move made by the other two players (called contestants) in this grid but keeps the grid hidden.<br />Contestants visualize the 3 x 3 grid with its numbered boxes. They take turns calling out the box where they want to put their symbol in.<br />EXAMPLE:<br />She says, “My first X goes in box C1.”<br />I say, “My first O goes in box B2.”<br />She responds with, “My second X goes in box A3.”<br />I say, “My second O goes in box A1.”<br />She says, “Box C3.”<br />I say, “Aha! My third O goes in box C2.”<br />She says, “My fourth X goes in box B3. And I win!”<br />The recorder does not say anything until all the boxes are filled or a contestant claims victory.<br />A contestant wins if she she places her symbol in three boxes in a straight line (as in the usual game of tic tac toe) and announces that she has won. <br />A contestant loses if<br />She tries to place her symbol in a box that is already occupied<br />She incorrectly claims victory<br />She gets three in a straight line and fails to announce that she has won<br />At the end of each game, the next player assumes the role of recorder. Game proceeds as before.<br />This is just the game to play during long drives. Make sure, however, that the driver is not the recorder.<br />Game-6<br />Do You Remember? <br />Purpose<br />To explore how note-taking and teamwork increases our ability to remember more.<br />Time<br />30 minutes<br />Supplies<br />50 miscellaneous items such as a ball, fingernail file, hat, lipstick, mirror, key, toy, picture, candle, pen, orange, etc.<br />Tray<br />Cloth to cover the tray<br />Countdown timer<br />Flow of the Activity<br />Prepare a tray of 25 items. Cover the tray with a cloth.<br />Tell participants that you are going to show them a tray of miscellaneous items and they should remember as many items as they can without writing down anything.<br />Display the tray with 25 items for 60 seconds. Then talk to the group about some other topic for a minute.<br />Have participants write down as many items as they can remember.<br />Reveal the items on the tray and determine how many correct items participants listed.<br />Do the activity again, displaying a new set of 25 items for 30 seconds. Allow participants to take notes.<br />Ask each participant to count the number of items listed.<br />Organize participants into teams of four and ask them to combine their lists.<br />Reveal the new items on the tray and determine how many correct items individual participants and teams listed after the 30-second viewing.<br />Debrief participants and emphasize the following points:<br />Participants were able to write more items in half the time (30 seconds) than when they had 60 seconds.<br />Teams were able to list more items than individuals.<br />Conclude the activity by asking participants how they would apply the principles of note-taking and working in teams to other situations that requires memorizing and recalling such as:<br />Interviewing a candidate for a job<br />Listening to a lecture presentation<br />Analyzing the behavior of an expert performer<br />Proof-reading a report<br />Observing the behaviors of shoppers in a retail store<br />

×