Patricia Franklin - The Effective Use of Subject Matter Experts in Serious Games

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The National Training Laboratories Institute for Applied Behavioral Science identifies an average learning retention rate of 75% through practice-by-doing activities. Interactive simulation is one of the most effective means of putting into practice new knowledge and retaining it for improved job performance.

The wisdom of subject matter experts (SMEs) is at the root of simulations that provide choices with lifelike rewards and consequences. The more authentic the sim, the greater its value. But how do you get an expert to relive disasters and triumphs for the sake of an organization that s/he may be leaving?

This session covers best practices for identifying, capturing and leveraging the valuable information of colleagues and the use of this knowledge to design and develop cost-effective simulations that scale.

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Patricia Franklin - The Effective Use of Subject Matter Experts in Serious Games

  1. 1. TheEffective useof Subject Matter Experts in Serious Games Copyright 2014 The Learning Alchemist Patricia Franklin~ Serious Play Conference Universityof SouthernCalifornia July21th -24th,2014
  2. 2. Copyright 2014 The Learning Alchemist
  3. 3. Copyright 2014 The Learning Alchemist
  4. 4. Our keepers of the flame Subject Matter Experts Copyright 2014 The Learning Alchemist
  5. 5. SME-based Serious Games can: Copyright 2014 The Learning Alchemist Integrate knowledge-sharing and processes with an organization’s strategic business objectives Integrate knowledge-sharing with performance management processes -- making it a core competency Reward experts who are recognized for participation Encourage employees to see knowledge-sharing as a leadership development opportunity What’s not to love?
  6. 6. ←Simulations Simulations Tell me and I'll forget. Show me and I may remember. Involve me and I'll understand. -- Chinese Proverb Copyright 2014 The Learning Alchemist
  7. 7. Think Like a Game Designer Tough lessons in Safe Environment Emotions-driven Interactivity Perfect Teaching Moment Emotion Drives Engagement Dramatic Arc: Set Up Dilemma Chaos Resolution Interventions – SMEs Mentors Meta Mentors Resources Copyright 2014 The Learning Alchemist
  8. 8. Think Like a Game Designer Act 2: Dilemma Dramatic ArcAct 1: Set Up Act 3: Chaos Act 4: Resolution Copyright 2014 The Learning Alchemist
  9. 9. Emotion Drives Engagement Make Consequences Count. Copyright 2014 The Learning Alchemist
  10. 10. SMEs
  11. 11. Copyright 2014 The Learning Alchemist Mentors
  12. 12. Heroes Leaders Heroic Impactful Meta Mentors are: Inspiring They’ve Got Grit Copyright 2014 The Learning Alchemist
  13. 13. SssStory Don’t Die with the Music In You Subject Matter Experts Meta Mentors Mentors Transformative Learning Transformative Learning Simulation Copyright 2014 The Learning Alchemist Simulation
  14. 14. Copyright 2014 The Learning Alchemist
  15. 15. Copyright 2014 The Learning Alchemist SMEs come in all Shapes, Sizes & Attitudes.
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  28. 28. Sponsor Identifies the expert Copyright 2014 The Learning Alchemist
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  30. 30. What’s the Sponsor’s Vision? Copyright 2014 The Learning Alchemist
  31. 31. Research Think about why the person has been identified as an expert. Find out everything you can: History with the organization Accomplishments and successes Special skills and abilities Relationships with customers/constituents and other employees. Learn about their failures Copyright 2014 The Learning Alchemist
  32. 32. Kick Off Meeting Tell SME what you want ahead of time. Set time limit / series of meetings. Drop by their office. “Read the room.” Break the ice. Copyright 2014 The Learning Alchemist
  33. 33. What are they passionate about? • What do they want to be recognized for? • What’s W.O.W. worthy? Copyright 2014 The Learning Alchemist
  34. 34. Be a Star Copyright 2014 The Learning Alchemist
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  36. 36. Terry Gross "A remarkable blend of empathy and warmth, genuine curiosity and sharp intelligence," says the San Francisco Chronicle. "Anyone who agrees to be interviewed must decide where to draw the line between what is public and what is private," Gross says. "But the line can shift, depending on who is asking the questions. What puts someone on guard isn't necessarily the fear of being 'found out.' It sometimes is just the fear of being misunderstood." Copyright 2014 The Learning Alchemist
  37. 37. How to Express Understanding • No judging • Feel people’s feelings • Eye contact • Let them talk, vent • Body contact • Sharing, relating experiences • Be patient • Show you are listening • Acknowledging • Paraphrasing Copyright 2014 The Learning Alchemist
  38. 38. Watch outs: • Closed Questions • Pretend you are listening • Hijack the conversation • Judgment / blame • Avoid eye contact • Yawning • Talking • Harping on mistake • Give them a solution or advice w/o permission • Not caring • Dismissive • Distracted Copyright 2014 The Learning Alchemist
  39. 39. “Eww” “Oh yeah? Is that all you got?” Watch outs: Copyright 2014 The Learning Alchemist
  40. 40. Establish Trust Copyright 2014 The Learning Alchemist
  41. 41. Hone Your Interview skills • Respect • Reinforce Trust • Positive feelings, environment • Active listening Copyright 2014 The Learning Alchemist
  42. 42. One thought per question. Ask questions that ask: Relevant, factual, specific info Small Talk First. How do you feel about x (the product, relationship, etc.) How long have you worked on this project? How do people most benefit from ... Copyright 2014 The Learning Alchemist
  43. 43. SME “Star Turn” Repurpose audio for simulation interventions. Copyright 2014 The Learning Alchemist Test Recording Equipment Takes Notes Log Time Code
  44. 44. Open-ended Questions 1. Cannot be answered with a simple “yes” or “no.” They “open up” the dialogue. 3. “What” “How” “Who” “When” “Why.” “What do you think about...?” “What qualifications are required?” “How do you feel about...?” 4. Be careful when asking “Why” questions so they don’t come across as confrontational. 5. Objective questions. These ask for specific information. “What was the evidence?” ”How have you been handling this process?” “What factors are necessary to raise the bar?” 6. Problem-solving questions. Ask these when you want action ideas. “What should you do next?” “How would you implement the steps we just discussed?” Copyright 2014 The Learning Alchemist
  45. 45. Closed Questions • Closed questions often begin with “Are” “Can” “Did” “Do” etc. • Closed questions also come in different types: Identification questions ask “What kind of gizmo is this?” “Who is responsible for this...?” • Selection questions ask “either/or.” “Who is right, the manager or the employee?” • Yes/no questions. “Does this customer need this?” “Has the new process been presented to the managers?” Copyright 2014 The Learning Alchemist
  46. 46. Idea Questions These questions usually start with the words: • “Imagine... • “Suppose... • “Predict... • “If..., then... • “How might... • “Can you create... • “What are some possible consequences... • Some examples of idea questions are: • “Suppose XYZ were to happen within the next three months. How would that affect team dynamics?” • “If our founder returned today, what would she think about the changes?” • “What are some possible consequences if employees do not accept this initiative?” Copyright 2014 The Learning Alchemist
  47. 47. Ask focused questions to elicit facts or concepts. • Recalling facts. “What is the function of [this program]?” • Defining terms. “What is a [bit, byte, gigabyte]? • Categorizing. “What characteristics do all these [services] share?” • Confirming. “When have you seen anything like this before?” Focused Questions Copyright 2014 The Learning Alchemist
  48. 48. Establish a Logical Flow • What (is the process, principle, practice, idea, overview?) • Why (is it important?) • Who (is the customer/constituent, user, provider, deliverer, recipient?) • When (is this best used, applied, practiced, delivered?) • Where (is it best used, applied, practiced, delivered?) • How (do you do what you do?) • Be explicit about what you want respondents to do: – tell a story – offer tips and insight – outline a process – provide opinion pointers, etc. • Be considerate of experts’ time by preparing well in advance. – This will also reduce editing time. Copyright 2014 The Learning Alchemist
  49. 49. Follow-Up Questions  Can you explain what you mean by that?  Can you give us an example?  How often does that happen?  Has that ever happened before?  How do you know that?  How would someone else know that?  What was your (his/her) role in that?  What happened next? Copyright 2014 The Learning Alchemist
  50. 50. TipsNever:  Anticipate what's coming  Interrupt  Finish sentences  Criticize  Argue  Show Bias  Stereotypes  Tolerate silence:  Elicit deeper thoughts  More consideration  Juicier facts  "I shouldn't probably be telling you this, but..:" Copyright 2014 The Learning Alchemist
  51. 51. For Compelling Simulations: Focus on Failure Copyright 2014 The Learning Alchemist
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  53. 53. • What was the worst thing that happened? • (Or that could have happened?) • Who was affected? • What were the costs? • What would you have done differently? Copyright 2014 The Learning Alchemist
  54. 54. Listen with your eyes, Body posture, Movements, Facial Expressions. Observe your 'Presence' Copyright 2014 The Learning Alchemist
  55. 55. Listen with your heart: Analyze feelings, Notice loudness of speech, Notice pace, Hear tone, Feel the emotions. Copyright 2014 The Learning Alchemist
  56. 56. Being listened to feels so much like being loved, we cannot tell the difference. Copyright 2014 The Learning Alchemist
  57. 57. Go deep. Copyright 2014 The Learning Alchemist
  58. 58. Provide the Big Picture Help your SME realize their impact. His or her experience carries great value & meaning. They are heroic. Copyright 2014 The Learning Alchemist
  59. 59. Classic Four Act Drama-Based Inquiry Copyright 2014 The Learning Alchemist
  60. 60. Act One: Set Up  Who was on the project?  What were they like? (roles, ages, experience, personality types, issues, agendas)  Who else should have been involved?  What was the goal?  Where did it happen? Act One: Set Up Copyright 2014 The Learning Alchemist
  61. 61. Act Two: Dilemma  What did you discover early on that gave you pause?  What choices did you face?  What was at stake?  Which option did you go for and why?  What did you think was going to happen with each option?  How were you led to believe these outcomes? Copyright 2014 The Learning Alchemist
  62. 62. Act Three: Chaos  What triggered the situation?  How were you surprised?  How were you prepared?  What would you have done differently?  How would you describe the damages?  What did you learn? Copyright 2014 The Learning Alchemist
  63. 63. Act Three: Chaos  What experts, mentors, historic figures, celebrities, etc. would you have liked to have heard from at the time?  What would they have said?  What resources – books, files, manuals, etc. would have been ideal to have had and why? Copyright 2014 The Learning Alchemist
  64. 64. Act Four: Resolution  How did you and others deal with the chaos?  Was it satisfactory?  How could it have been better for everyone?  What lessons did you and others learn?  How have you applied the learning & experience? Copyright 2014 The Learning Alchemist
  65. 65. Learning Integrated Framework Environment (LIFE™) Integrates assessment, simulation, mentoring & collaboration Subject Matter Experts’ War Stories Become the basis of Simulations Scenarios: – Act I Set up – Act II Dilemma – Act III Chaos – Act IV Resolution Serious Games Copyright 2014 The Learning Alchemist
  66. 66. Act 2: Dilemma Act 1: Set Up Act 4: Resolution LIFE™ Assessment /Sim /Mentoring /Collaboration Copyright 2014 The Learning Alchemist Act 3: Chaos Act 4: Resolution
  67. 67. Act I: Set Up Copyright 2014 The Learning Alchemist
  68. 68. Copyright 2014 The Learning Alchemist
  69. 69. Act II: Dilemma Copyright 2014 The Learning Alchemist
  70. 70. Copyright 2014 The Learning Alchemist
  71. 71. Decision Tree Do Not Accept Them Investigate Put them on Non- Critical Tasks Try to Resolve their Feud 112_Decision Time 1a 1b 1d 1e 178_JB internal Voice 180_Dorle, JB too bad About Lilly 181_JB is it true? 182_JB, Lily, Afraid so? 183_JB internal Voice Decision Tree Are you really that unhappy? Don’t do this Lilly Sorry to see you go 5a 5b 5c 184_Lily, Ok, But What? 185_JB You, Trey, Me Will talk 186_JB It wasn’t easy 187_Decision Decision Tree What’s up with you two? Bury the Hatchet What Can I do? 188_JB_Get Underneath The story 189_Fragile Peace Where to go? Decision Tree 190_Decision I’ll give you an easy Project I’ll give you a hard project I’m putting you on Separate projects 191_Okay, I’m fine 192_Keys to Success 193_Summary 6 a 6b 6c 7 a 7 b 7 c Options Take assessment Or Replay (Back to 112) Score Score Score Incorrect Result--Montage Incorrect Result--Montage Score Copyright 2014 The Learning Alchemist
  72. 72. Copyright 2014 The Learning Alchemist
  73. 73. Act III: Chaos Copyright 2014 The Learning Alchemist
  74. 74. Act IV: Resolution Copyright 2014 The Learning Alchemist
  75. 75. SME-based Serious Games can:  Integrate knowledge-sharing with strategic business objectives  Make knowledge sharing a core competency  Reward experts who are recognized for participation through performance management.  Encourage employees to see knowledge-sharing as a leadership development opportunity Copyright 2014 The Learning Alchemist
  76. 76. Individual Development Plans
  77. 77. SME Leaders Inform Inspire & Transform us Copyright 2014 The Learning Alchemist
  78. 78. ThankYou! Patricia Franklin patricia@thelearningalchemist.com www.thelearningalchemist.com 858792-0961 Copyright © 2014 The Learning Alchemist

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