In their presentation “What’s so SERIOUS about PLAY?” at the 2022 LEGO® SERIOUS PLAY® Global Meeting, the North Americans Jilian Gilbert and Wendi Dykes McGehee spoke about how play is currently misunderstood.
The facilitators brought some data about Higher Education that demonstrate that the traditional teaching method is not effective and further distances students and teachers. The exposition of content through lectures makes the teacher the sole possessor of knowledge. Additionally, they pointed out that any initiative that deviates from the "traditional" method is perceived as not being serious or lacking academic rigor. They commented that adults feel uncomfortable with play/game activities, and many universities do not know how to utilize other methodologies and tools for teaching.
In organizations, the situation does not improve. According to the data brought by the researchers, companies believe that play is not real work. Play is seen as entertainment and not as a mean to solve real problems. Team building activities are superficial and not connected to organizational challenges. Furthermore, leaders are not willing to be associated with play for fear of being embarrassed or blamed.
Source: Jilian Gilbert and Wendi Dykes McGehee slideshow at the 2022 LSP® Global Meeting
What is play?
After that, Jilian and Wendi talked about the concept of play. For them, there are four important pillars in this action:
1. It needs to be MEANINGFUL.
2. It should be INTENTIONAL.
3. It requires a PROCESS.
4. It leads to LEARNING.
1. It needs to be MEANINGFUL.
Play is an essential aspect of human development. It helps prepare individuals to deal with changes by developing skills such as agility, flexibility, and openness to learning.
2. It should be INTENTIONAL.
Learning is more effective when ideas, feelings, and actions work together with intentionality.
3. It requires a PROCESS.
This is where the concept of SERIOUS PLAY comes into play. Jilian and Wendi shared that activities can be designed and planned to generate solutions for a specific problem, for example. Companies feel less uncomfortable with this approach. They emphasized that learning is an active process and is more effective when the mind and emotions work together.
4. It leads to LEARNING.
Drawing on concepts from Constructivism, which is one of the foundations of the LEGO® SERIOUS PLAY® methodology, the facilitators reminded us that when we construct something in the external world, deep learning takes place. Additionally, they provided two suggestions to ensure a better experience for adults: respecting and valuing each person's experiences and creating a psychologically safe space for co-creation. These two practices are part of the LSP® method etiquette.
Innovative Learning
"Defined as a breakthrough moment where significant obstacles are removed, making way for personal and group transformation." (Kahane, 2021)
Finally, Jilian and Wendi brought some suggestions to help Higher Education think differently:
1. Include LSP® in the curriculum as a means of experience and co-creation.
2. Change the approach of faculty members. It is necessary for teachers to transform themselves into co-creators and facilitators of the learning process.
3. Increase research and publications on Serious Play and Adult Learning to enhance credibility.
4. Normalize play among adults. "Are you mature enough to play?"
5. Reformulate and redefine play: meaningful, intentional, process-oriented, and learning-focused.
6. Bring examples such as case studies where Serious Play has yielded good results.
7. Allow people to have experiences with LEGO® bricks, such as in Thinking 3D, "Day of Play," LEGO® and Lunch.
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