Playful Approaches to Leadership Development: Three Innovative Uses of Games in the Classroom

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Management Education Pub Date : 2023-12-07 DOI:10.1177/10525629231215065

Karen Schrier, Anne Zahradnik, David Shaenfield

引用次数: 0

Abstract

How can educators use games and playful interactions to enhance the practice of skills related to leadership and management? Effective leadership involves a number of skills, such as strategic thinking, perspective-taking, critical thinking, ethical thinking, resource management, and reflection on one’s biases. In this article, we will review how three different instructors use games and play in their higher education classrooms to teach critical leadership skills. We will share how we use three different types of games: (1) a commercially-available off-the-shelf digital game ( Democracy 4) to enhance resource management and ethical thinking skills; (2) a non-digital card game ( @Stake Game) to teach critical thinking and argumentation; and (3) an independent (indie) digital game ( SweetXHeart) to teach bias reduction and perspective-taking. We will share best practices and recommendations for using games in leadership and management education.

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领导力培养的游戏方法：游戏在课堂中的三种创新应用

教育工作者如何利用游戏和有趣的互动来加强与领导和管理有关的技能的实践?有效的领导力包括许多技能，比如战略思维、换位思考、批判性思维、伦理思维、资源管理和对个人偏见的反思。在这篇文章中，我们将回顾三位不同的教师如何在他们的高等教育课堂上使用游戏和游戏来教授关键的领导技能。我们将分享我们如何使用三种不同类型的游戏:(1)一个现成的商业数字游戏(民主4)，以提高资源管理和道德思维技能;(2)非数字纸牌游戏(@Stake game)，用于教授批判性思维和论证;(3)一款独立的数字游戏(SweetXHeart)，用来教授减少偏见和换位思考。我们将分享在领导力和管理教育中使用游戏的最佳实践和建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

14.30%

发文量

期刊介绍： The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.