Policy Games for Strategic Management
Chapter 7 - Understanding the Policy Game Construct
Policy Games for Strategic Management
by Richard D. Duke and Jac L.A. Geurts
Rozenberg Publishers © 2004
Note: Chapter 7 and 8 are envisioned as being used
independently of the rest of the book. As a consequence, there is some
redundancy to ensure clarity for the reader. You may also find the Detailed
Design Tips located in the Appendix to be helpful.
7.1 Introduction
This chapter describes the basic elements of a game
under three main headings: content, structure and process. They are presented
through the logic that governs their usage rather than in alphabetic order.
Game elements must not be confused with the 21-step game design process
(described in Chapter 8). Proper understanding and use of the game elements is
critical to the development of a successful game. The objective is to use these
elements in such a way as to achieve a carefully structured seminar in a
game-like environment.
Elements must be addressed initially as part of the
process of developing the design specifications and finalized during the design
and testing of the prototype. These components are offered as suggestions to
help clarify the phenomena, not as hard and fast rules that must always be
followed. However, when game elements are used appropriately in conjunction
with the 21-step design process, they assist in the rational development of the
policy exercise. In the final analysis, policy games should be simple but
elegant – part proper preparation, part artistry, part genius, part group
activity, part hard work, part proper preparation and part luck.
The elements are the building blocks used during
construction. However, the result of the design process is a construct that has
to be used; it only becomes meaningful during actual use. It is like a box of
Monopoly® waiting to be opened – the game only exists while being played. This
leads to potential problems with language, e.g. roles are designed for intended
participants; if the exercise is used for a group other than that originally
intended, the players will bring different knowledge and skills to the game.
This will modify the content of the actual game. The same is true for process.
The game construct will have process-guiding tools and instructions, but, as
described in Section 8.2.5, Step 18, the actual game process only occurs when
the participants interact during play with a facilitator trained to conduct
this exercise (see Figure 7.1).
Image from book
Figure 7.1: Factors Affecting the Game Experience