Codenames: A Party Game in a Serious Learning Context
Codenames: A Party Game in a Serious Learning Context
written by Senthil Kumar G
Can a fun party game find a place in a serious learning session? Absolutely! I recently experimented with this approach during a learning intervention for a consulting firm, and here is my documentation of the same.
Setting the Stage
The objective was clear: Instil the importance of both upward and downward feedback for improved performance and flawless execution. I aimed to underscore the significance of instant or early feedback in a professional setting. The game I chose was Codenames, awarded the prestigious title of the 'Game of the Year in 2016' (Spiel des Jahres, akin to the Oscars for Tabletop games).
How to play Codenames
Codenames is a game for two teams. There is a grid of 25 words. Some of them are secretly assigned to the Red Team, some to the Blue Team. One player from each team is the Spymaster, and only Spymasters see which words belong to which team. Spymasters take turns giving clues to their teammates (Operatives), trying to lead them to guessing their team's words. The team that guesses all their words first wins the game.
Structuring the Session
I divided the participants into two opposing teams and invited them to engage in a spirited game of Codenames. The beauty of Codenames lies in its ability to conclude within a brisk 15-20 minutes. The game's allure, crowned as the #1 party game, had them completely engrossed. Though they wanted to continue playing more rounds, I had to gently bring them back to the learning process. At MADIEE Games, we use games as a tool to compliment the learning process, and not for the sake of entertainment or so called team engagement. In a 3 hour learning session, the gameplay time was around 20 minutes.
Debriefing
Upon concluding the game, I asked participants to draw parallels between each game element and their business environment. The connections they made were potent and illuminating and is recreated in the table below for reference. (Please note that people (readers) who haven't played the game 'Codenames' might find it hard to comprehend this table.) This mapping exercise led to profound insights, paving the way for further exploration through two thought experiments.
Thought Experiment 1
In the game of Codenames, once the Spy Master gives the clue, they can listen to the brainstorming among the field operatives, receiving immediate feedback on how their instructions were perceived. I prompted participants to imagine a situation where the Spy Masters are asked to leave the room after giving clues, unable to hear the brainstorming. This lack of feedback mirrors scenarios where project managers give instructions but miss crucial feedback from the execution team. Participants were encouraged to reflect on whether this happens in their workplace, where project managers fail to understand how their instructions are perceived by the field executives.
Thought Experiment 2
In the game of codenames, after the filed operatives finish brainstorming and decide the 'word' based on the clue, one of the team members touches the corresponding card in the grid of 25 words. Now, the Spy Master places a AGENT card on top of the guessed word. The AGENT can be RED, BLUE, BYSTANDER or an ASSASSIN card. If the Red Team is guessing, and the agent card placed is red, then the team is progressing in right direction. If it happens to be a blue card (Opposite team's card), you lose a point to opposite team and also the turn. If it happens to be a bystander card, you will lose your turn, and if it is assassin card, you lose the entire game. But the key point is that there is instant feedback from the Spy Master.
What if, after field operatives touch a card, the Spy Master doesn't place the corresponding card, only informs that scores will be calculated later and allows two random guesses per turn? In a business context, this mirrors the lack of regular or continuous feedback from project leaders on completed tasks, with feedback only concentrated during appraisals. Participants were asked to envision the potential consequences on individual and team performance in such a scenario.
Conclusion
The Game-powered learning session, signifying the importance of continuous feedback using the game 'Codenames,' was well-received and appreciated by all stakeholders. By seamlessly merging playfulness with profound insights, participants not only enjoyed the session but also gained a deeper understanding of real-world dynamics within their professional roles.
By showcasing this session as an example, I wanted to highlight the immense potential of incorporating commercially available games into serious learning experiences. I have used the same game in a training session focused on eliminating 'Tunnel vision' in communication, and 'Codenames' was a great fit there as well. Not only in these two instances, but there can also be several other use cases as well. A game has different elements and dynamics in place, and a skillful facilitator can make the best use of those game dynamics to draw attention to the desired results. I hope this article inspires facilitators and trainers out there to consider commercial games in a serious learning context.
Share your learning
ABOUT THE AUTHOR
Senthil is a Scientific Researcher turned Serious Game Designer, and a Game based Learning Facilitator, and is passionate about creating meaningful games that help people unleash their potential through play.
He is a mental model evangelist, and writes articles, focussed on powerful mental models and frameworks, in a simple language.
Codenames: A Party Game in a Serious Learning Context
Codenames: A Party Game in a Serious Learning Context
written by Senthil Kumar G
Can a fun party game find a place in a serious learning session? Absolutely! I recently experimented with this approach during a learning intervention for a consulting firm, and here is my documentation of the same.
Setting the Stage
The objective was clear: Instil the importance of both upward and downward feedback for improved performance and flawless execution. I aimed to underscore the significance of instant or early feedback in a professional setting. The game I chose was Codenames, awarded the prestigious title of the 'Game of the Year in 2016' (Spiel des Jahres, akin to the Oscars for Tabletop games).
How to play Codenames
Codenames is a game for two teams. There is a grid of 25 words. Some of them are secretly assigned to the Red Team, some to the Blue Team. One player from each team is the Spymaster, and only Spymasters see which words belong to which team. Spymasters take turns giving clues to their teammates (Operatives), trying to lead them to guessing their team's words. The team that guesses all their words first wins the game.
Structuring the Session
I divided the participants into two opposing teams and invited them to engage in a spirited game of Codenames. The beauty of Codenames lies in its ability to conclude within a brisk 15-20 minutes. The game's allure, crowned as the #1 party game, had them completely engrossed. Though they wanted to continue playing more rounds, I had to gently bring them back to the learning process. At MADIEE Games, we use games as a tool to compliment the learning process, and not for the sake of entertainment or so called team engagement. In a 3 hour learning session, the gameplay time was around 20 minutes.
Debriefing
Upon concluding the game, I asked participants to draw parallels between each game element and their business environment. The connections they made were potent and illuminating and is recreated in the table below for reference. (Please note that people (readers) who haven't played the game 'Codenames' might find it hard to comprehend this table.) This mapping exercise led to profound insights, paving the way for further exploration through two thought experiments.
Thought Experiment 1
In the game of Codenames, once the Spy Master gives the clue, they can listen to the brainstorming among the field operatives, receiving immediate feedback on how their instructions were perceived. I prompted participants to imagine a situation where the Spy Masters are asked to leave the room after giving clues, unable to hear the brainstorming. This lack of feedback mirrors scenarios where project managers give instructions but miss crucial feedback from the execution team. Participants were encouraged to reflect on whether this happens in their workplace, where project managers fail to understand how their instructions are perceived by the field executives.
Thought Experiment 2
In the game of codenames, after the filed operatives finish brainstorming and decide the 'word' based on the clue, one of the team members touches the corresponding card in the grid of 25 words. Now, the Spy Master places a AGENT card on top of the guessed word. The AGENT can be RED, BLUE, BYSTANDER or an ASSASSIN card. If the Red Team is guessing, and the agent card placed is red, then the team is progressing in right direction. If it happens to be a blue card (Opposite team's card), you lose a point to opposite team and also the turn. If it happens to be a bystander card, you will lose your turn, and if it is assassin card, you lose the entire game. But the key point is that there is instant feedback from the Spy Master.
What if, after field operatives touch a card, the Spy Master doesn't place the corresponding card, only informs that scores will be calculated later and allows two random guesses per turn? In a business context, this mirrors the lack of regular or continuous feedback from project leaders on completed tasks, with feedback only concentrated during appraisals. Participants were asked to envision the potential consequences on individual and team performance in such a scenario.
Conclusion
The Game-powered learning session, signifying the importance of continuous feedback using the game 'Codenames,' was well-received and appreciated by all stakeholders. By seamlessly merging playfulness with profound insights, participants not only enjoyed the session but also gained a deeper understanding of real-world dynamics within their professional roles.
By showcasing this session as an example, I wanted to highlight the immense potential of incorporating commercially available games into serious learning experiences. I have used the same game in a training session focused on eliminating 'Tunnel vision' in communication, and 'Codenames' was a great fit there as well. Not only in these two instances, but there can also be several other use cases as well. A game has different elements and dynamics in place, and a skillful facilitator can make the best use of those game dynamics to draw attention to the desired results. I hope this article inspires facilitators and trainers out there to consider commercial games in a serious learning context.
Share your learning
ABOUT THE AUTHOR
Senthil is a Scientific Researcher turned Serious Game Designer, and a Game based Learning Facilitator, and is passionate about creating meaningful games that help people unleash their potential through play. He is a mental model evangelist, and writes articles, focussed on powerful mental models and frameworks, in a simple language.