2. Catalysts in creating high performance, high engagement
organisations through developing leaders, building capacity, and
leveraging talent
Experienced
team
CONSULTING SOLUTIONS
Partners in customised solutions
to people challenges
LEARNING SOLUTIONS
Break-through learning
to build capacity
REAL BUSINESS VALUE
Thought Leadership
Experienced Team
Practical Tools
Global & Local Track Record
3. Gamification in practice
Gamification on-boarding
Accelerated Learning book and workshop
Engagement technology
Talent Simulation
Gamification and game based learning principles
4. The Book
PART 1: Paradigm shift for Accelerated Learning
• The need for accelerated learning
• Paradigm shifts in learning
PART 2: Whole brain, whole person approach to learning
• Unique learning profiles
• Neuroscience of Learning
PART 3: Creating a Learning Culture
• Creating a learning culture
• Learning through coaching
• Learning through authentic conversations
PART 4: Designing Accelerated Learning Programs
• Learning architecture
• Learning design
• Gamification of learning
• Learning assessment
PART 5: Making it real – case studies on
talent, change and leadership
4
What’s new: inviting readers to engage, accelerated learning
through gamification mechanics and brain-break activities. Rabbit-
hole of resources, tools, status, rewards, social media, forums
5. Chapter Set your goal
Activities
Completed
Brain Breaks Facebook
Hidden
Messages
On boarding
Part 1: Paradigm Shift for Accelerated Learning
Chapter 1: Need for Accelerated Learning Yes / No Yes / No Yes / No Yes / No Yes / No
Chapter 2: Paradigm Shifts in Learning Yes / No Yes / No Yes / No Yes / No Yes / No
Chapter 3: Insight into Accelerated Learning in South African Organisations Yes / No Yes / No Yes / No Yes / No Yes / No
Part 2: Whole Brain, Whole Person Approach to Learning
Chapter 4: Unique Learning Profiles Yes / No Yes / No Yes / No Yes / No Yes / No
Chapter 5: Neuroscience of Learning Yes / No Yes / No Yes / No Yes / No Yes / No
Part 3: Creating a Learning Culture
Chapter 6: Creating a Learning Culture Yes / No Yes / No Yes / No Yes / No Yes / No
Chapter 7: Learning through Coaching Yes / No Yes / No Yes / No Yes / No Yes / No
Chapter 8: Learning Through Authentic Conversations Yes / No Yes / No Yes / No Yes / No Yes / No
Part 4: Designing Accelerated Learning Programmes
Chapter 9: Learning Architecture Yes / No Yes / No Yes / No Yes / No Yes / No
Chapter 10: Learning Design Yes / No Yes / No Yes / No Yes / No Yes / No
Chapter 11: Gamification in Learning Yes / No Yes / No Yes / No Yes / No Yes / No
Chapter 12: Learning Assessment Yes / No Yes / No Yes / No Yes / No Yes / No
PART 5: Making it Real – Case Studies of Accelerated Learning
Chapter 13: Case Study: Breakthrough Learning for Talent Pools Yes / No Yes / No Yes / No Yes / No Yes / No
Chapter 14: Case Study: Learning to Accelerate Change Yes / No Yes / No Yes / No Yes / No Yes / No
Chapter 15: Case Study: Creating a Culture of Effective Decision Making Yes / No Yes / No Yes / No Yes / No Yes / No
How have you Done?
There are many rewards that you can earn - see www.accelerated.co.za for more on rewards
Accelerated Learning Leader Board
Your Name:
I agree to complete this learderboard HONESTLY, share my activities completed and have fun while learning!
Rate Yourself
8. Leader-board
Social media Team Selfie Activity 1 Activity 1 Activity 1 Survey TOTAL
Points
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Team 7
Team 8
Team 9
Team 10
Tweet
Post
Team selfie
Activity 1: Umu survey
Activity 2: Visual summary
9. www.umu.com
What gamification mechanics are you regularly using in your
learning programs?
• Points
• Badges / rewards
• Levels
• Leaderboards / progress tracking
• Challenges
Which intrinsic motivators do you regularly structure into your
learning design?
• Autonomy (“I control”),
• Mastery (“I improve”),
• Purpose (“I make a difference”),
• Progress (“I achieve”)
• Social Interaction (“I connect with others”)
How would you rate your current level of competence in
Gamification?
• Gamification what!!
• Just starting out – understand the concept
• Have experimented with a few aspects
• Regularly use and apply gamification in my work
How do you feel about the value of gamification in enhancing
engagement and learning in the workplace?
• Still a bit sceptical – games, seriously!
• Undecided – need more evidence
• I see how it could work – might try it
• Totally convinced - love the idea
12. Create multiple
choice and simple
open-ended questions
for participants to
answer on their
mobile devices.
Efficiently collect the most
powerful points of
discussions by designing
topics for participants to
comment on. Participants
can comment and vote on
each other’s comments.
Quickly and accurately identify
common interest questions or
topics by asking an open-ended
question. Participants can respond
and vote on each other’s
responses.
Take snapshots of your
participants’ notes and
flipcharts. Use the UMU
app to upload the photos
to the “Flipchart Slides”
(new version coming soon).
Your selected images will
display instantly on the big
screen.
The short games are great
icebreakers. You can use them to
quickly engage or wake up the
audience. Each game takes about
45 seconds, and the scores are
displayed on the screen.
Insert one of umu’s pre-
designed templates or use
one of your own creation.
Collect basic information
about your participants.
These results will not be
displayed on the big
screen.
13.
14. Leading In A Vuca World
• Statements & Responses pg. 1
15. www.umu.com
How do you feel about integrating gamification in
your work? (few words i.e. excited, nervous,
overwhelmed, etc)
What ideas can you share about how you have or
plan to implement gamification in your
workplace? (Open Ended)
17. SimTalent
Talent Simulation Board Game
Competing teams
Talent profiles, recruiting,
Development planning, impact
Events, probabilities, impact
Time, money, skills, motivation
Succession planning – ripple effect
18. SimTalent
Gamification Mechanics
Teams -competing
Options, decisions,
consequences
Leader-board – scores, prizes
Levels - rounds
Physical game play
Networking & collaboration
Having fun
19. Gamification
Gamification applies the “stuff” that
makes games fun and irresistible and
applies this measurably into non-game
contexts. Engaging “players” through
Feedback, FUN and Friends. Darryn Van
den Berg
e.g. avatars, points, badges, levels (status), leader-
boards, challenges, rewards
19
Game-based learning = a type of
game play that has defined learning
outcomes, is designed to balance
subject matter with gameplay and
the ability of the player to retain, and
apply subject matter to the real
world e.g. board games, simulations,
experiential learning challenges, amazing races
etc
High tech vs low tech
20. Gamification – Motivation and
Flow
20
MOTIVATION
Autonomy: I get to choose – to “opt
in”
Challenge: Progression – the
experience, feelings, and overall
well-being as a result of challenging
successes
Mastery: Overall success in an
individual
Achievement: Progression in work
orientation, endurance, cognitive
structure, order, play, and low
impulsivity
Purpose: Being a part of a bigger
picture – or something that is larger
than me
21. Acting
Content People
Interact
Expressers Competitors
Explorers Collaborators
Enjoy ACTing on Content, express
themselves through writing,
commenting, drawing, changing the
look and feel of a page, etc
e.g. Choose, Pinterest, customer, design,
layout, Instagram, dress up, show off,
scrapbooking
Engage by acting on people. Like to
win – and not just want to win, but to
be seen winning by all their friends
and social groups.
e.g. Win, beat, brag, World of Warcraft,
taunt, challenge, monopoly, fight, poke, pass,
grand theft auto, rankings
Enjoy interacting on Content, like to
research and “Explore” different
thinking, ideas, papers. Not really
fussed about connecting with people,
as long as they feel safe and are
finding out new information.
e.g. View, read, research, collect, Slide share,
curate, complete, LinkedIn, delve, unpack,
review, treasure hunters
NEED people, want to have friends
around them, platforms for boasting,
sharing, chatting, bouncing ideas,
interacting – for improvement or just
to have fun
e.g. Join, Facebook, share, help, gift, greet,
exchange, Twitter, trade, WhatsApp, chat,
like, visit, crowd, hi five
Player types
22. Thank You
Debbie Craig: Catalyst Consulting (Pty) Ltd
Phone +27 82 8725429
Email debbie@catalystconsulting.co.za
Web www.catalystconsulting.co.za
facebook.com/Catalyst Consulting Pty Ltd
twitter.com/@CatalystSA
linkedin.com/Catalyst Consulting South Africa
Contact Details
Editor's Notes
Generations
Description
Veterans or Traditionalists (born 1925-1945)
Grew up in times of economic hardship, which led them to become disciplined and self-sacrificing. They place duty before pleasure, believe patience is its own reward, see work as an obligation, and, as workers, are loyal, hard-working, and dedicated. They respect authority and work within the system. Some of the youngest of this generation are still in the workforce.
We learned through experience and the life of hard knocks. School was sitting on hard benches listening to stern-faced teachers on a set syllabus with little room for creativity or interaction. The privileged few went on to a higher education which was very expensive while the rest of us learnt a trade through apprenticeship or started working from the bottom.
Baby Boomers (born 1946-64)
Are members of a large generation who grew up in economic prosperity after World War II in strong, nuclear families with stay-at-home mums. They are competitive, optimistic, and focus on personal accomplishments. They are workaholics, who “live to work,” and often take work home. Their job or profession defines them, and they like to feel valued and needed. They have no work-life balance; many have sacrificed a home life for a career, and for those who tried both, it has been a juggling act. This generation has dominated the workforce for many years, and now hold significant positions within it.
We learned primarily in formal institutions such as school classrooms, colleges and universities. We learnt from teachers and experts in their field, using textbooks, library books and Encyclopaedias. Once we had an education, we applied our skills and learnt further on the job. Careers had to be chosen while very young, and stuck to for life, with little room for change, which meant starting again.
Generation X (born 1965-1979)
Grew up in very different circumstances. For many, having divorced parents and mothers at work was the norm. This led to their characteristic resilience, independence, and adaptability. At work, they take employment seriously and have a pragmatic approach to getting things done. They “work to live, not live to work,” and move in and out of the workforce to accommodate their family and children.
We were encouraged to get an education and build a career by our parents. We joined industry bodies, networked and attended further education and conferences to expand our learning over the years. Corporates invested a lot of money in our development. Computers started to become an extension of our work tools and we had to learn a whole new world of technology later on in life. In addition, we started learning about the world and other cultures through black and white TV, which later progressed to colour.
Generation Y or Millennials (born 1980-1995)
They are the children of Baby Boomers who indulged them and gave them lots of attention, and who now display a high level of self-confidence. This generation grew up in good times, and spent more time in full-time education than any previous generation. Because they have only known economic prosperity, they do not fear unemployment. They are self-reliant and very social. Friends are very important to them, and they have a large network. They like to multi-task, and are always onto the next thing. They question everything, hence their alias, Generation Why? In the workplace they are not afraid of challenging managers (Baby Boomers). Work for them is a means to an end; it is a place, not their identity. They want flexible working hours, to be able to work from home, and to have time off for travel. Gen Y-ers are quite happy to leave a job if it doesn’t come up to expectations. They think they can have it all and are not embarrassed to ask for it. They are happy to job hop until they find what they want.
Gen Y’s spend more time online(for leisure or work) than watching TV, mostly downloading music, video and movies before they hit the stores. They are the highest users of mobile social networks Web 2.0 i.e. blogging, file sharing, location-based socialization services, chat, etc.
We learn as we go and when we need to – using technology and contacts. We know that information is a click away, so there is no point in learning stuff now that we can’t see a use for. Some of us learnt from home schooling and private colleges, the rest of us dragged ourselves through school not understanding the point of it all, but actually learning about life and the world through TV and the internet. Some of us followed our parent’s wishes by going to university, but many of us preferred the experiential route of testing a lot of things to see what fits in between gap years, gaming and chill sessions. Learning is not limited to an age or an event, but a continuous process of discovery.
Generation Z (born 1996 onwards),
These members will start appearing in the workforce in five or so years. They are digital natives who grew up with the technology. They are “native speakers” of the digital language of computers, video games, and the Internet. Because of this, they “think and process information fundamentally differently from their predecessors.” Digital natives share a common global culture that is defined not by age, strictly, but by certain attributes and experiences related to how they interact with information technologies, information itself, one another, and other people and institutions.
We learn almost everything through technology. The world-wide web is part of our identity and expression and as natural to explore and use and our fingers. Our phones and tablets are an extension of our limbs and go with us everywhere, with uncapped data and continuous Wi-Fi the norm. Education will most likely be through on-line multi-media interactive courses enhanced with gamification techniques to keep us stimulated and interested.
Readers (passive Consumers)
users who simply browse Websites, blogs, and wikis, watch videos, listen to podcasts, etc.,
Participants (active Contributors)
users who contribute to content in blogs, wikis and other Websites, share links using online bookmarking services or from their RSS readers; or otherwise connect with others using instant messaging, SMS, and micro-blogging and social networking services
Creators (pro-active Producers)
users who create and share their own content like photos, videos, and other files and documents, as well as build their own blogs, wikis, social networks, etc., to encourage connections and discussion with others