Exploiting formal, non-formal and informal learning when using business games in leadership education

Abstract

Purpose This paper aims to address the necessity of allowing non-formal and informal processes to unfold when using business games for leadership development. While games and simulations have long been used in management training and leadership development, emphasis has been placed on the formal parts of the process and especially on the gaming experience. Design/methodology/approach This paper is based on a qualitative study of a French management game on change management, in which the game-based learning process is examined in light of adult learning. Findings This paper concludes that less formal dialogues that stem from formal activities make important contributions to the learning process. Consequently, the use of business games in leadership development should be didactically designed to facilitate such dialogues. While playing the game takes center stage, activities such as theory presentations, reflective processes, and less formal discussions must be allowed a place in an otherwise crammed learning process and to take up that space at the cost of playing the game. Research limitations/implications As the study is based on a qualitative assessment, the impact of the different parts of the process is not assessed. Practical implications This paper suggests that the use of business games in leadership development should focus more on the processes and activities surrounding the game rather than narrowly focusing on the game. Originality/value This paper suggests a novel approach to using business games that is not aligned with the current practice of emphasizing the game as the focal point of the process.