The man who is buying a castle: a short interview with Claus Raasted

If you never heard of larp before, you might want to read this  LARP šnelkurs article first (in Slovenian). 

Claus Raasted, 36, from Denmark, is the world’s leading expert on larp tourism, that I first met at the Knudepunkt larp convention in February 2015.  A larp business owner and an author of 17 books on larp is perhaps best know for his work on College of Wizardry, a Harry Potter based 3-day larp experience in Poland that has been heavily featured in the global media (such as USA Today, PEOPLE ,Time etc). He raised more that 160.000 USD in a successful Indiegogo campaign for the project. Reading his Facebook feeds, it sure feels like his ambitious dream of buying a castle for his larp projects is becoming ever more real. 

claus_predavatelj

Claus is one of the most captivating speakers I’ve ever met.

Claus briefly spoke to us in view of the forthcoming conference on Gamification in tourism that will take place in the Walnut Grove, Ljubljana, Slovenia on 23rd of September 2015. Claus believes Slovenia is full of many interesting possibilities in gamified and larp tourism. As a keynote speaker at the conference (targeted at Slovenian tourism developers in municipalities, public agencies and private companies) he will share his experience in developing experiental tourism products with local communities in Denmark, Poland and elsewhere.

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What is gamificiation of tourism in the eyes of Claus Raasted?

To me, gamification of tourism means adding an extra layer to the tourist experience. It can be a competitive layer (“Visit these seven Slovenia castles in one week and win a prize”) or a narrative one (“Stay at the beautiful Hotel Grad Otočec and be part of a 14th century adventure”). I am mostly interested in the narrative layer

How does larp tourism fit in this picture? Can you give us examples?

Larp tourism is a prime example of creating a narrative layer. Instead of trying to get tourists to visit the Snežna ice caves, make them play the roles of a Polar Explorer Expedition that suddenly finds out itself lost deep underground. Instead of showing off a location and its history, use a location as as setting for an event. Then after the participants have experienced it on their own, tell them about its history.

Which project are you most proud off? Can you explain how the local community is benefiting from this project?

The project I am most proud of is College of Wizardry in Poland. No larp before it has gotten the same amount of global attention, and it is more or less impossible to calculate the worth of the press coverage for the wonderful castle of Czocha. Suddenly it’s not just a beautiful Polish castle, but one which people from all across want to visit and experience. There are even people who visit the castle BECAUSE of the events held there, even though they’re not present for the events themselves. To many people all over over the globe, it’s now “the Harry Potter castle in Poland

claus_inthecastle

Do you have a caste that needs content? Claus will probably have a good and realistic idea on how to tackle the problem.

What’s the potential for using larp technology in the non-larping environment? Can larp add value to existing tourism products (food, drink, accommodation, attractions etc).

One of the advantages of larp is that it’s a 360 degree illusion, and can incorporate everything. It takes the physical world and builds a fictional story on top of it, and be engaging participants in that story, the actual events/locations/activities gain more meaning. A dinner of centuries-old vampires in an old medieval castle is still – at its core – a dinner at a castle, but it has much more meaning to the participants due to the narrative layer. An Agatha Christie style murder mystery on a ferry is still a boat ride, but it is a much more interesting one than just travelling by sea

Why are experts in gamifying tourism still completely unaware of larp tourism and potential for larpying tourism experiences?

Larp in its present form is a very new storytelling medium, and because many larps have their roots in the somewhat hard-to-explain hobby of roleplaying games like Dungeons & Dragons, it is only slowly gaining recognition as both a powerful art form and an excellent form of entertainment. Just like computer games have only risen from their somewhat nerdy past in recent years, larp is also struggling to get rid of its “Orcs, Elves and Lightning Bolts!” images. Not that there is anything wrong with playing orcs and elves. It can be a lot of fun. But just as movies are more than action movies and books are more than romantic novels, larp is much much more than most people know.

What are the future trends in games, larp, tourism?

Globalization is one of the most important trends. I usually say that it’s easier to make a submarine larp if you have a submarine, than find a submarine because you want to make a submarine larp. Larp is on the rise globally, and while we’re beginning to see the beginnings of “luxury larps”, there is still enormous room for growth. These are experiences that sometimes change peoples’ lives and define their identity. Yet we are still only beginning to scratch the surface when it comes to serious larp tourism. Today, you can get the 300€ ski trip, the 1.000€ ski trip and even the 5.000€ ski trip. We’re just beginning to see the rise of the 300€ larp. This is just the beginning.

Last, but not least. What would you suggest to Slovenian tourism developers?Slovenia is home to some beautiful locations. Larp tourism is a way of giving those locations special meaning. For many of our participants at College of Wizardry, Czocha Castle is now like a second home, and several of them have since vacationed there with friends, lovers and family. Larp tourism is a way of creating powerful, personal experiences that last a life time. My humble opinion is that that’s worth something. ;-)

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Gamification in tourism: Designing memorable experiences (a book review)

By Paul Bulencea and Roman Egger (Books on Demand, Norderstedt, 2015, ISBN 9783734759673).

book

My life would probably turn out a lot different if I had the chance to read this book 10 years ago. For a start, I would probably not have felt the need to do a 3 month research project at Leeds Metropolitan University in 2007, trying to discover a missing link between two concepts that everybody in tourism talked about: stories (heritage) and extraordinary experiences.

Later that year, I would be much better prepared in facing the audience at the Slovenian Event Management conference, trying to convince them that this holy grail of tourism (and event management) is no other than the concept of PLAY. Ever since then, my work as an event manager and creator of experiences would be much easier. My learning curve in creating and experimenting with engaging experiences would surely be much steeper.

This book comes highly recommended for anybody that wants to create a better, more engaging and financially successful tourism experience. While the book is not really a blueprint for creating experiences (is such a book really possible?), it will certainly give you a very valuable insight into concepts, ideas and good practices that you should be aware of. In fact, just browsing through the book will give you plenty of ideas on how to create a new tourism product or improve an existing one.

The book will also give you a very broad insight into the entire body of knowledge that is relevant to designing memorable tourist experiences. A huge body indeed, since useful concepts arise from so widely diverse fields such as design thinking, the video games industry, gamification movement, motivation theories and last but not least, the positive psychology and the PERMA model (Positive emotions, Engagement, Relationships, Meaning and Accomplishment.

The core of the book is an original model presented by the authors: the memorable experience design (MED) framework that presents a summary of the design process and properties combined with theories, tools and techniques related to gamification and experience design. They are all based on the positive psychology  and place at their centre a target of the experience  – a user of tourism services with his preferences, values and attitudes .

The MED framework includes concepts and models that I have been successfully using in my work in creating experiences, including but not limited to:

-              The ideas by Pine and Gilmore on experiential and transformational economies. For example, P&G have argued in their widely quoted 1999  book The Experience Economy that a truly extraordinary experience combines elements of education, entertainment, aesthetic and escapism.

-              The concept of the Hero’s Journey, created by Joseph Campbell, adopted by Chris Vogler and extensively used in the Hollywood movie industry. And excellent concept for creating good dramaturgy for events, games and other experiences that you (can) provide for your guests.

-              Most relevant game mechanic elements that can be used to create a fully gamified tourism service or to gamify an existing  process in marketing, loyalty management or any other interaction with a tourist (mechanics such as boss fights, new levels, rewards, surprise, instant feedback etc.).

The only thing that is missing from the book is what we actually still miss in tourism: not just case studies of tourism products with gamified elements but more examples of truly gamified tourist experiences that would combine local stories and game elements to create an engaging (tourist) experience.

I sincerely hope that this book will prove to be a big kick in the butt for all tourism developers worldwide, both in public institutions and private companies.  For one thing is clear. Gamification is by far the best chance for any tourism provider to stand out from the crowd.

In short, well worth the read. Looking forward to the next edition, full of more case studies that we will create in the next couple of years.

More information and book orders.

ŽŽiga Novak has been designing games and gamified experiences in tourism for the last 10 years. Most recently, he has focused on creating escape rooms and escape projects for bigger, mostly corporate groups that include elements of live-action-role-playing (larp) and sensoric theatre. Žiga runs a group of companies that includes a unique event venue (The Walnut grove), a creative-event-management-team building agency (The TeamBuildingLab) and a consulting firm for developing experiential tourism (Martin Krpan Institute). Žiga can be reached at info@ziganovak.com.

Paul Bulencea, a co-author of the book, will speak at a boutique conference on Gamification in tourism (perhaps the very first conference under that name) that will take a place at the Walnut Grove, Ljubljana, Slovenia on 23rd of September 2015. The event is organized by the Martin Krpan Institute, primarily as a motivational event for Slovenian tourist developers to embrace the huge potential of gamification and include it in the next generation of the EU financed development projects. People attending the conference have the opportunity to buy the book for 50% of the price. Write to info@martinkrpan.org for more information on the conference.

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Priložnosti igrifikacije v turizmu

PP prezentacija s seje Komisije za turizem (Skupnost občin Slovenije, Orehov gaj, 26.3.2015), na kateri smo se med drugim pogovarjali o tem, kako igrifikacijo izkoristiti za izboljšanje slovenske turistične ponudbe.

naslovka

 

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Kaj so (lahko) pervazivne igre v turizmu?

Po prihodu z igrifikacijske turneje na Danskem sem bolj za šalo kot zares poslal e-masovko na vse moje kontakte v turizmu z naslovom: Kaj lahko igrifikacija turizma stori za vas? Sprva se je zdelo, da bo odziv pričakovan. Ničen. Potem pa se je začelo dogajati nekaj čudnega. Klici z občin, razvojnih agencij, galerij in medijev. Vse kar naenkrat zanima, kaj se v tujini dogaja na preseku igrifikacije in turizma.

In dogaja se marsikaj, kar še pred petimi leti ni bilo mogoče. Ne gre namreč samo za priložnosti, ki jih ponuja larp (live-action-role playing) za oživitev objektov, popestritev dolgočasne gostinsko-turistične ponudbe in privabljanje bogatih Skandinacev. Gre tudi za uporabo sodobne tehnologije v povezavi z igrami v resničnem okolju.  Za t.i. “pervazivne” igre, ki bodo dostopne vsakomur, ki ima pametni telefon ter se želi zabavati učiti na drugačen način.

Eksplozija na kvadrat

V zadnjih petih letih je svet doživel eksplozijo znanja in tehnologije na dveh ključnih področjih za turizem in organizacijo dogodkov. Prva eksplozija je revolucija pametnih telefonov, vsem na očeh in pri vsakomer v žepu. Druga je eksplozija znanja na področju teorije in tehnologije t.i. »živih” iger, kamor lahko umestimo vse žanre larpa (live action role playing) in sorodnih iger kamor spadajo tudi t.i. “pervazivne” igre.

Ta revolucija je bistveno bolj očem prikrita in v svojih temeljih precej subkulturna, toda v svojih žariščih kot sta Copenhagen in San Francisco je pravzaprav že v mainstreamu. Danes se lahko marsikje po svetu že udeležite iger, ki potekajo na meji med realnim in fiktivnih svetom. Iger, v katerih plačujete mesečno naročnino, da ste lahko tajni agenti, iskalci duhov ali mladi podjetniki, ki opravljajo misije v resničnem svetu pretkanem s plastjo fiktivnega.

Uff. Kaj torej je “pervazivna” igra?

To je pravzaprav težko razložiti. Morda je tako igro še najlažje pojasniti kot nekaj kar se nahaja med iskanjem skritega zaklada (kar vsi poznamo) in filmom »The game« (Igra), ko je Sean Pean svojemu filmskega bratu Michaelu Douglasu podaril igro, ki je bila konec koncev tako transformativna, da je »človek, ki je bil nekoč slep, zdaj spregledal«.

“Pervazivne” igre so danes še kako v zraku tudi med upravljalci turističnih atrakcij kot je Harry Potter World in destinacij kot sta San Sebastian in Regenburg. V Sloveniji jo kot fizična oseba žal še ne morete preizkusiti, že danes pa jo lahko naročite kot organizacija v kontekstu svojega teambuildinga, konference ali promocijske kampanje.

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LARP šnelkurs

Nekaj malega za vse, ki me sprašujete, kaj sem cel teden počel na Danskem in vam ne morem povedati v enem stavku. Kaj za vraga je larp?

Larp =

-       Live Action Role Playing – igranje vlog z namenom doživetja, zabave, pripovedovanja zgodb, izobraževanja in ustvarjanja skupnosti.

-       Novi medij in neverjetno orodje za transmedijsko pripovedovanje zgodb, ustvarjanje doživetij in transformacijo.

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-       Zabava, ki združuje najboljše elemente igranja videoigric, gledanje filmov, uživanja v glasbi in igranja iger v živo.

-    Metoda za spodbujanje participacije, vključenosti in občutka so-ustvarjanja pri komuniciranju z vsemi vrstami deležnikov.

-       Izjemno orodje za spodbujanje razumevanja in empatije – v terapevtske, izobraževalne in razvojno-organizacijske namene.

 

-       Presenetljivo naravna oblika človeškega izražanja, ki ni nikakršen bav-bav. Ves svet je oder in mi smo vsi igralci (Shakespeare).

-       Dokazano učinkovita izobraževalna metoda za posredovanje vseh vrst sporočil na izobraževanjih, treningih in interaktivnih muzejskih postavitvah.

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-       Skupnost zelo različnih posameznikov (od geekov, hobby larperjev, šolnikov, do futuristov, poslovnežev, marketašev itd…), ki imajo skupen imenovalec pravzaprav le v enem – v prepričanju, da larp lahko spremeni svet.

-       Paleta različnih žanrov: Nordic larp, Fantasy larp, Edularp, Pervasive larp, Chamber larp, Steampunk larp itd.

-       Osnovna metoda poučevanja na danski šoli, ki je izšolala že 9 generacij 13-15 letnikov (v 2015 se odpira že druga larp šola na Danskem).

-       Osrednja metoda, s katero se danska cerkev spopada z upadanjem zanimanja za udeležbo na birmi.

Leaving-Mundania

-       Kruh za več globalnih podjetjih, ki se ukvarjajo izključno z dobavo oblek, orožja, maske in drugih rekvizitov za t.i. fantasy larperje, npr. http://www.epicarmoury.com/

-       Hobi za tiste, ki radijo več dni skupaj preživijo v priljubljenih karakterjih iz Harry Potterja, Lord of The Rings, znanstveno-fantastičnih in vampirskih filmov.

-       Novi žanr umetniškega izražanja za pisce, ki bi svoje sporočilo v družbo radi posredovali na inovativen in interkativen način.

 

-       Nova oblika turizma – mednarodni blockbuster larp dogodki (npr. http://www.cowlarp.com/) nastajajo po celem svetu. Več sto vstopnic se proda v nekaj minutah.

-       Priložnost, da Game of Thrones doživite in izživite v živo. Pripravlja se mega projekt, s katerim bo larp še bolj prodrl v mainstream.

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Igrifikacija in organizacija dogodkov

PP prezentacija z nedavne delavnice na CONVENTI 2015, kjer sem skušal odgovoriti na vprašanje, kako lahko uporabimo metodo igre za povečevanje vključevanja in participacije na vseh vrstah dogodkov.

igrifikacija_conventa_naslovnica

 

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Let’s play a game

this article was written for September edition of the Kongres Magazine.

One way or the other, we humans are all about having fun. When we are enjoying ourselves we are simply better people – friendlier, more creative and receptive to new ideas. But what is fun really about? Sure, it’s about luxury and things that we love, but at the bottom line fun is about humour, experience and play. Put these three elements into one equation and no events will ever be boring and ineffective.

Anatomy of humour

Forget about the unfortunate misconception that humour cannot be studied or learned. It’s quite the opposite. There are literally hundreds of insights that any student of edutainment can learn from studies of humour and apply it to one’s own work. For a start, take a quick glance at the main humour theories (such as superiority, incongruity, release and verbal theories) and explore new ways of how you can put people in a good mood with simple tricks that have been proven to work. Keep in mind that creating a humorous event or educational session is not just about booking a funny speaker or a stand-up comedian as a host. It’s more about taking a closer look at one of the formulas that stand-up comedians use for writing jokes and apply it to your event (e.g. the THREES formula).

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Four realms of an experience

Perhaps the most rewarding way to approach edutainment is through the lenses of an (extraordinary) experience. After all, organizers of events, even if it’s a seminar with the most boring of topics, should care about creating a good experience for the guest. Thanx to Pine&Gilmore it’s easier than it sounds. In the famous 1999 book on The Experience Economy they showed us that any outstanding experience has to touch each one of the four experience realms: entertainment, education, aesthetics and escapism. What this means is that every special event should be a sort of edutainment. It also means that any experiential event is more than just learning through fun and entertainment – it’s also about active participation, play and immersion in the event, ideally with as many senses as possible.

Social lubricant no.1

Some say it’s alcohol, I say it’s play. It’s no secret that people love to play games. Just look at the video games industry, which surpassed both the movie and music industries by 2007. Play is far from being just the domain of kids and teenagers. Grown-ups play games all the time too. We play with our roles, identities and choices. We play (and watch people play) sports and board games and all sorts of other games, including the very popular games of chance. We go to see plays in a theater and play with possible scenarios for the ending. We even call an important person or a company »a player«. People play games without even realising – just ask any student of transactional analysis (TA). All in all, it’s seems pretty sad that the only places where we don’t really play is at school and work.

The gamification buzz

Marketers and educators have only recently recognized that games are probably the most effective lubricant for penetrating human minds. What we have not is a buzz called gamification, which stands for using play and game as a method to engage a person or a target group with a specific goal in a non-game context. Much of the inspiration for gamifying comes from sports and video games, like collecting points, earning badges and rewards. Naturally, the idea behind is not entirely new. We have been collecting points and rewards at supermarkets, at corporate teambuildings and elsewhere. Nevertheless, gamification is a fancy new word that is getting a lot of attention worldwide and there are many exciting opportunities to be explored beyond collecting points.

Simulations and role plays

Despite all new technologies, real-life (educational) games have the biggest potential for immersing people in educational events. This method is relatively simple – provide a realistic scenario, an immersive setting, write roles for to the guests and run the simulation with a facilitator. People will generally love to play, because playing with roles and scenarios is perhaps the most immersive and rewarding type of play there is. This method of edutainment is not entirely new either. Generations of students of international relations and politics have enjoyed Model UN simulations. Business simulations have long been recognized as a very effective teaching model at business schools and at corporate trainings. Murder mystery events, at the more experiential level, have also been around for quite some time. But with gamification in the air, now is the time to take these concepts to a new level.

Future of play

It seems that talking about play, games, simulations, even role playing is finally entering the mainstream in many non-game environments such as marketing, HR and education. Many people in business have finally come to recognize that play is a very cool activity for children and adults alike. Soon perhaps, engaging in serious role playing as an adult will no longer be viewed as geeky or inauthentic, but as a very interesting method of having fun, exploring emotions and learning. As for the future, keep an eye on the concept of LARP (live action role playing), the most immersive and complex game people engage in. LARP has relatively recently spread from the USA to the rest of the world and developed into some very interesting sub-genres, such as the Nordic LARP, and most interestingly for our topic, educational-LARP (edu-LARP).

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Knudepunkt is an international conference about Nordic Larp held in Denmark 12-15th February 2015. During four days about 500 likeminded people from all over the world will discuss, develop and experience larp theory and design.

Žiga Novak is an entrepreneur, lecturer and facilitator, specialising in using play as a mehod for developing teams and creating engaging experiences. 

 

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Powtoon- building

1x zabaven in 2x koristen “edutainment” program

Si želite dogodek, na katerem bi se dobro zabavali in se obenem veliko naučili o za vas pomembni temi? 

Ste imeli že celo vrsto delavnic na temo kompetenc, ki jih potrebujete za vaše delo, vendar od njih niste veliko odnesli?

Ali vaša ciljna skupina potrebuje vedno nove in boljše veščine za prezentacije in javno nastopanje?

Trailer:

Predlagamo vam Powtoon-building – novi »edutainment« program, na katerem boste:

- Poslušali “šnelkurs” ali sodelovali na daljši delavnici na temo kompetenc, ki so pomembne za vas in vaše poslovanje (od 20 minut do 2 dni).
- Na hitro izvedeli vse o izdelavi video prezentacij s pomočjo brezplačnega programa Powtoon (od 20 minut do 8 ur).
- Izdelali video prezentacijo – npr. izobraževalni video za eno (ali več) ključnih kompetenc, ki je pomembna za vaše poslovanje (prodaja, pogajanje, motivacija itd).
- Tekmovali v izdelavi prezentacij med več različnimi skupinami, ki jih izžrebamo ali določimo v vaši ekipi.
- Sproščali kreativno energijo, iskali inovativne pristope za izzive v vaši organizaciji, utrjevali ekipne vezi in se obenem dobro zabavali.
- Pridobili znanje za izdelavo video prezentacij z brezplačnim programom Powtoon, ki ga lahko koristno uporabite v vsakdanjem poslovanju.
- Zasnovali video izdelke, ki bodo prijeten in koristen spomin na dogodek.

Trajanje programa: 3-4 ure (5 ur z večerjo)
Primerno za skupine od 10 do 100 ljudi.

the-best-way-to-learn-is

 

 

 

 

 

Kdaj je Powtoon-building idealna zbira za vas?

- Kot alternativa klasičnim delavnicah za razvoj kompetenc.

- Kot zabaven in koristen zaključek seminarja ali konference, na kateri ste ciljno skupino (npr. prodajne, managerske ali druge ekipe) izobraževali za eno izmed vaših ključnih kompetenc.

- Kot alternativa večernega zabavnega programa – delavnica lahko poteka pred in med večerjo.

- Ko nimate dovolj časa za druge daljše programe.

Imate na voljo vsaj 6-7 ur?
Priporočamo vam, da se podobnega izziva lotite z video kamero!

Več informacij:

Žiga Novak

info@ziganovak.com

031 834 513

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Team building šola*: Kompetence ekipnega dela


Synergy is the highest activity of life; it creates new untapped alternatives; it values and exploits the mental, emotional, and psychological differences between people!

Stephen Covey

Vsak dan, na vseh nivojih, vse bolj ugotavljamo, da ne znamo sodelovati. V sodobni kadrovski govorici bi torej lahko rekli, da nimamo kompetenc, ki so potrebne za uspešno sodelovanje oziroma učinkovito ekipno delo. Kakšne so torej te kompetence sodelovanja? Toda, najprej, kaj za vraga, sploh so kompetence?

TEŽAVE S KOMPETENCAMI

(če vas ne zanima ozadje kompetenčnega modela preskočite to poglavje)

Kompetence so v dandanes v modi in tudi v Sloveniji imamo že precej podjetij, ki so razdelale kompetenčne modele za svoja delovna mesta. Toda, prav presenetljivo, v strokovni javnosti za razvoj kadrov pravzaprav ne obstaja jasen konsenz o tem, kaj kompetenca sploh je! Tudi SSKJ pozna samo en (neustrezen) pomen kompetenc – pristojnost. Nekateri strokovnaki celo trdijo, da kompetence s strokovnega vidika pravzaprav ne prinašajo nič novega. Vsi pa se strinjajo, da ob vseh teorijah, modelih in definicijah v razpravah pogosto prihaja do nesporazumov.

Toda kompetence so nedvomno med nami in dobro je, da vemo, za kakšna bitja gre…..Je kompetenca sposobnost, znanje, veščina, spretnost, zmožnost, osebnostna lastnost ali morda celo vse to skupaj? Pravzaprav najbrž še najbolj drži slednje, zato je kompetenco še najbolje definirati kar najbolj vključujoče – kot vsakršno sposobnost, da ljudje (dobro) opravijo neko opravilo. V kontekstu delovnega okolja gre torej za skupek jasno definiranih vedenj, ki jih delodajalci želijo videti pri svojih zaposlenih.

Ker je takih kompetenc seveda izjemno veliko, se jih v strateških dokumentih pogosto skuša združevati v smiselne skupine (glej npr 8 kompetenc vseživljenskega učenja, spodaj). Toda, če ekipno delo razumemo torej kot eno kompetenco –  in tako se pogosto pojavlja v literaturi – pravzprav nismo prišli nikamor. Ekipno delo bom torej skušal razčleniti na skupek različnih, čimbolj specifičnih kompetenc, ki nam bodo omogočile identifikacijo stanja in načrtovanja razvoja kompetenc v naših ekipah.

V literaturi se kompetence pogosto poskuša umestiti v skupine tudi na druge načine. Tako poznamo organizacijske (vizija, cilji), osrednje (t.i. core competences, ki predstavljajo ključno konkurenčno prednost organizacije), vedenjske (specifična vedenja) in voditeljske kompetence, ki naj bi jih izkazovali posamezniki z voditeljskim potencialom. Take delitve so bolj teoretske narave, saj med kompetencami, ki so potrebno za sodelovanje, potrebujemo vse vse izmed zgoraj naštetega.

Ali veste kaj je "core" kompetenca vaše ekipe?

Ali veste kaj je “core” kompetenca vaše ekipe?

 

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Zanimivosti

Evropska unija je, kaj pa drugega, vse kompetence in sorodna bitja skušala zapisati in nastala je Evropska klasifikacija spretnosti/kompetenc, kvalifikacij in poklicev (ESCO), v kateri je več kot 5000 vnosov. V njem ne boste našli ekipnega dela, bomo pa na primer našli sodelovanje, jezik in komunikacijo in vodenje poslov. Žal bomo tam zaman iskali bolj specifične kompetence kot je recimo zaupanje, fleksibilnost in vse drugih drugih “mehkih” kompetenc, o katerih govorimo spodaj.

Po drugi strani EU v kontekstu vseživljenskega učenja govori o 8 ključnih kompetencah, med katere spadajo 1) Sporazumevanje) v maternem jeziku; 2) Sporazumevanje v tujih jezikih; 3) Številska predstavljivost in kompetence v matematiki, naravoslovju in tehnologiji; 4)Informacijska in komunikacijska tehnologija – digitalna pismenost; 5) Učenje učenja; 6) Medosebne in družbene kompetence; 7) Inovativnost in podjetnost (samoiniciativnost in podjetnost) in 8) Kulturna zavest in izražanje (splošna kultura).

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Zadnje čase je veliko govora o kompetencah, ki jih potrebujemo vsi in so prenosljive med delovnimi mesti, in tistih, ki so potrebne za specifične naloge. Pri tem razmišljanju nam lahko pomaga tudi tako imenovani T kompetenčni model, ki kompetence deli na t.i. horizontalne  kompetence (v ang. se uporablja tudi izraz transversal) , ki jih potrebujemo na vseh področjih našega življenja (npr. ekipno delo) in vertikalne, specifične kompetence za posamezna opravila (recimo videoprodukcija).  Horizontalne kompetence so konceptualno zelo blizu ključnim kompetencam vseživljenskega učenja.

Pri vseh teh modelih pa je za potrebe analize ekipnega dela še najbolj uporaben t.i. KSA model, ki kompetence deli na 3 skupine – na kompetence, ki temeljijo na 1) vedenju oz. znanju, 2) veščinah in spretnostih in 3) odnosu oz. drži  (Knowledge /skill / attitude – KSA).

Pustimo torej teoretične razprave o kompetencah ob strani in poglejmo, kako nam lahko KSA model pomaga pri identificiranju specifičnih kompetenc, ki so ključnega pomena za učinkovito delovanje ekip. Glede na zahteve sodobnega življenja gre vsekakor za horizontalne oziroma ključne kompetence (del skupine medosebnih in družbenih kompetenc), ki so v besednjaku EU »prenosljive in zato uporabne v mnogih situacijah; so več funkcionalne, ker jih mogoče uporabiti za dosego različnih ciljev, za rešitev različnih vrst problemov in izvršitev različnih vrst nalog”.

 


KOMPETENCE EKIPNEGA DELA (prilagojeno po modelu KSA)

 

 I. ZNANJE/VEDENJE/POZNAVANJE (Knowledge)

Kompetence, ki imajo opraviti s poznavanjem organizacije (vizije, smeri razvoja) ter prednosti in slabosti drugih in sebe. V kontekstu prenosljivosti lahko govorimo tudi o pripravljenosti na pridobivanje tega znanja. Specifične kompetence iz te skupine, ki so pomembne za ekipno delo so:

-          Strinjanje o skupnih nalogah in načinu dela – Skupno razumevanje trenutne situacije in strinjanje o ustreznih strategijah za uspešno opravljanje nalog.

-          Poznavanje sebe in članov ekipe – Zavedanje o zmožnostih sebe in drugih članov ekipe – kompetence, težnje, preference, moči in slabosti posameznikov.

-          Znanje o viziji, ciljih, vrednotah in virih – Skupno razumevanje specifičnih ciljev ekipe ter človeških in materialnih virov, ki so na voljo za doseganje ciljev. Ko se zgodijo spremembe, se mora spremeniti tudi znanje članov ekipe.

-          Asociiranje med indici iz okolja in ekipnimi strategijami in procedurami-  povezavanje indicevi z okolja in njihovo umeščanje v strategijo organizacije in procedure za sprejemanje odločitev.

-          Znanje o učenju in osebnem razvoju – tehnike in metode za hitro absorbiranje informacij in vključevanje teh informacijh v nova dejanja in vedenja.

-          Specifične kompetence – kompetence za opravljanje točno določenih nalog, ki jih člani ekipe opravljajo glede na močne strani posameznikov in zahtevnosti posameznih projektov.

 

 II.            VEŠČINE/SPRETNOSTI (Skills)

Kompetence, imajo opraviti s konkretnimi veščinami sodelovanja, komunikacije, vzdrževanja in upravljanja z medosebnimi odnosi. Specifične kompetence iz te skupine, ki so pomembne za ekipno delo so:

-          Vzpostavljanje in vdrževanje medosebnih odnosov-  sposobnost vzpostavljanje stika s soljudmi, vstopanje v začasne ali trajnejše medosebne odnose. Emocionalna inteligenca.

-          Medsebojni monitoring - Spremljanje drugih članov ekipe, da je delo opravljeno po pričakovanjih in so spoštovane dogovorjene precedure.

-          Fleksibilnost/prilagodljivost – Zmožnost prepoznavanja in odzivanja na odklone v pričakovanjem sosledju dogodkov in potrebah drugih članov ekipe. Pripravljenost na izstop iz cone ugodja.

-          Podpora drugim članov ekipecoaching in konstruktivna kritika drugih članov ekipe kot sredstvo za izboljšanje uspešnosti, kadar pride do spodrsljaja ali je član ekipe preobremenjen.

-          Vodenje ekipe – zmožnost (izmeničnega, deljenega) vodenja in koordiniranja ekipe, vrednotenja uspešnosti, delegiranja nalog, motivacije podrejenih, načrtovanja in vzdrževanje pozitivnega ekipne klime.

-          Reševanje konfliktov – zmožnost razreševanja razlik in sporov med člani ekipe, brez vzpostavljanja sovražnega odnosa ali obrambne drže posameznikov.

-          Podajanje (in sprejemanje) povratne informacije – opazke, pomisleki, predlogi, zahteve,  ki jih člani ekipe komunicirajo na jasen in direkten način, brez vzpostavljanja sovražnega odnosa ali obrambne drže posameznikov.

-          Zaprti krog izmenjave informacij - pošiljatelj pošlje informacije, sprejemnik jo prejme in sprejme, pošiljatelj pa preveri, če je informacija pravilno razumljena.

 

III. ODNOS/DRŽA (Attitude)

Kompetence, ki imajo opraviti z držo oziroma odnosom posameznika do kolektiva. Specifične kompetence iz te skupine, ki so pomembne za ekipno delo so:

-          Ekipna orientacija – Člani ekipe si pomagajo z informacijami, koordinacijo, vrednotenjem, podporo in konkretnimi opravili za izboljšanje individualne uspešnosti in vzdrževanjem enotnosti ekipe.

  • Sem bi lahko umestili tudi pogosto problematični prenos znanja na druge člane ekipe kotvsredstvo za izboljšanje uspešnosti organizacije.

-          Zanesljivost/odgovornost - do drugih članov ekipe pri opravljanju dogovorjenih nalog v roku in v dogovorjenih standardih.

-          Kolektivna učinkovitost - Prepričanje, da lahko ekipa učinkovito deluje kot celota, kadar ima vsak član ekipe natančno določene zadolžitve.

-          Skupna, deljena vizija – Skupinsko sprejet pozitiven odnos do ciljev, vizije in smeri razvoja organizacije oziroma ekipe.

-          Skupinska kohezija – Privlačnost ekipnega koncepta kot strategije za večjo uspešnost. Kolektivna sila, ki vpliva na člane, da ostanejo v skupini.

-          Vzajemno zaupanje – Pozitiven odnos in spoštovanje med člani ekipe. Pozitiven občutek, vzdušje, klima internega okolja ekipe.

-          Kolektivna orientacija – Delitev prepričanja, da je ekipni pristop boljši za reševanje problemov kot individualni.

-          Pomen ekipnega dela – Pozitiven odnos do dela, ki ga člani ekipe opravijo za skupino.

 

Seznam seveda ni dokončnen, posamezne kompetence pa ne stojijo same za sebe, temveč se povezujejo z drugimi. Nekatere kompetence vsebujejo elemente znanja, veščin in drže. V specifičnih situacijah so za zadovoljivo reševanje izzivov skoraj brez izjeme potrebne kompetence iz vseh treh skupin.

 

VPRAŠANJA ZA RAZMISLEK IN RAZPRAVO

1)    Kaj manjka? Smo pri kompetencah ekipnega dela na kaj pozabili?

2)     Če bi se morali odločiti med ekipnimi kompetencami, od katerih je najbolj odvisna lepša podoba jutrišnjega sveta, katere 3 kompetence bi izbrali?

Razprava poteka v LinkedIn skupini: Team building šola.

*Team building šola je projekt, s katerim kratko in jedrnato odpiram ključna vprašanja organizacijskega življenja in osebnega razvoja. V vsakem zapisu boste našli nekaj  misli in citatov na temo ter predvsem, vprašanje za razmislek in razpravo. 

 

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Kratka delavnica: Plemensko vodenje – primer Nelsona Mandele

Akademija Orehov gaj

vabi na kratko delavnico

Plemensko vodenje – primer Nelsona Mandele

World Reconciliation Day In Melbourne

Predstavitev modela plemenskega vodenja (Tribal Leadership: Logan, King Fischer-Wright, 2008)

s praktičnimi primeri in nauki iz življenja Nelsona Mandele

Delavnico vodi mag. Žiga Novak (London School of Economics, 2004).

IMG_3681xlrŽiga je voditelj strokovnih delavnic na področju razvoja ekip in posameznikov, trener kreativnega razmišljanja, podjetnik, moderator in osebni svetovalec. Na področju vsestranskega razvoja ljudi se strokovno izobražuje od leta 1999, ko se je kot Sorosev štipendist udeležil enoletnega programa fundacije Open Society Institute za razvoj bodočih voditeljev Centralne in Vzhodne Evrope (Boston, ZDA). Z usposabljanjem posameznikov in ekip se profesionalno ukvarja zadnjih 6 let. V tem času je vodil več kot 100 team building projektov v agencijah MICE in TIMEOUT. V letih 2011-2012 je sodeloval v projektu Metoda ugotavljanja vodstvenega potenciala v Slovenski vojski. Od začetka leta 2013 piše, raziskuje, predava in vodi delavnice in projekte na ziganovak.com ter vzpostavlja izobraževalno in prireditveno središče Orehov gaj (www.orehovgaj.si). Več o njem na LinkedIn profilu.

Kje?

Ambientalni prireditveni prostor Kozolec, Orehov gaj, Ljubljana

Kdaj?

Sreda, 15.1.2014 od 18h do 20h

 Vstopnina

15€ za enkratni dogodek

ali 120€ za 10 srečanj knjižnega kluba v letu 2014 (vključuje ddv)

Več o knjižnem klubu in Akademiji Orehov gaj.

Prosimo za prijavo. Število udeležencev je omejeno.

 

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