Talent development gamification in talent selection assessment centres

Abstract

Purpose The purpose of this paper is to examine the relationship between the use of sophisticated talent selection processes such as gamification and training and development interventions designed to ensure that candidates can successfully navigate the talent assessment process. Gamification is the application of game elements to non-game activities through the adoption of gaming tools, and little is known about how candidates (“talent”) struggle to learn about the structural mechanics of gamification as they engage with the hidden rules of talent selection, such as goals, rules, “levelling up”, feedback and engagement in competitive – collaborative activities. The term “talent development gamification” is coined and used as an analytical tool to consider how young talent are supported by development interventions in their inter-subjectivity as they learn how to survive and win in talent selection games. Design/methodology/approach Studying hidden dynamics in development processes inherent in gamified talent selection is challenging, so a cult work of fiction, “Ender’s Game”, is examined to address the questions: “How do candidates in talent selection programmes learn to make sense of the structural mechanics of gamification”, “How does this make the hidden rules of talent selection explicit to them?” and “What does this mean for talent development?” Findings Talent development in selection gamification processes is illustrated through nuanced theoretical accounts of how a multiplicity of shifting and competing developmental learning opportunities are played out as a form of “double-consciousness” by potential organizational talent for them to “win the selection game”. Research limitations/implications Using novels as an aid to understanding management and the organization of work is ontologically and epistemologically problematic. But analysing novels which are “good reads” also has educational value and can produce new knowledge from its analysis. In exploring how “Characters are made to live dangerously, to face predicaments that, as readers, we experience as vicarious pleasure. We imagine, for example, how a particular character may react or, more importantly, what we would do in similar circumstances” (Knights and Willmott, 1999, p. 5). This future-oriented fictional narrative is both illustrative and provides an analogy to illuminate current organisational development challenges. Originality/value The term “talent development gamification in selection processes” is coined to allow analysis and provide lessons for talent development practice in a little studied area. Our case study analysis identifies a number of areas for consideration by talent management/talent development specialists involved in developing talent assessment centres incorporating gamification. These include the importance of understanding and taking account of rites of passage through the assessment centre, in particular the role of liminal space, what talent development interventions might be of benefit and the necessity of appreciating and managing talent in developing the skill of double consciousness in game simulations.

Change in approach to employee development in organizations on a regional scale

“…For example, a research conducted by Skrickienė et al (2018) evaluated the education and training on an organizational level as the most effective, group and team level education as less effective and individual education as least effective. Unfortunately, the research indicated that employees educated and developed themselves primarily based on their own decision, as their organisations often did not provide them with sufficient motivations and stimuli (Schlechter et al, 2014;Hoole & Hotz, 2016;Tansley et al, 2016). Of course, employees are responsible for their improvement as well, however, employee education and training should firstly be a part of organization's strategic development (Vveinhardt & Minkutė-Henrickson, 2015), consolidated in the organization's values, plans and daily operations (Beirat et al, 2018).…”

Gamificação: uma Análise Bibliométrica sobre Artigos Científicos de 2008 à 2018

“…A gamificação é a aplicação de elementos de jogos a atividades não relacionadas ao ambiente corporativo e educacional por meio da adoção de ferramentas de jogos (TANSLEY et al, 2016). A literatura sobre o efeito da gamificação ainda é limitada em vários níveis.…”

“…O desenvolvimento de talento nos processos de gamificação de seleção é ilustrado através de relatos teóricos diferenciados de como uma multiplicidade de oportunidades de aprendizagem de desenvolvimento mutáveis e competitivas são desempenhadas como uma forma de "consciência dupla" pelo potencial talento organizacional para "vencer o jogo de seleção" (TANSLEY et al, 2016).…”

“…4 2.5 GESTÃO DE PESSOAS Avaliar, monitorar e diagnosticar o que os usuários percebem a partir do uso de um sistema gamificado são importantes (SUH; WAGNER, 2017). As possibilidades de gamificação, em vez de especificar os recursos de design de aplicativos corporativos, fornece insights significativos sobre como os seus benefícios podem ser aproveitados para o gerenciamento do conhecimento nas organizações (SUH; WAGNER, 2017).O desenvolvimento de talento nos processos de gamificação de seleção é ilustrado através de relatos teóricos diferenciados de como uma multiplicidade de oportunidades de aprendizagem de desenvolvimento mutáveis e competitivas são desempenhadas como uma forma de "consciência dupla" pelo potencial talento organizacional para "vencer o jogo de seleção" (TANSLEY et al, 2016).O uso da gamificação na gestão do conhecimento pode ir muito além dos aspectos motivacionais. Para citar apenas alguns usos da gamificação, ela pode ajudar a: apoiar a flexibilidade, facilitar a transparência e, portanto, melhorar a confiança, visualizar habilidades e competências, bem como gerar requisitos para novas competências e promover um ambiente colaborativo entre os trabalhadores do conhecimento (SHPAKOVA, 2017).…”

Changing the game: a case for gamifying knowledge management

“…Currently, gamification has only started entering the area of KM research, and at the moment it either focuses on the aspects of motivation and worker engagement (Jung et al, 2010;Swacha, 2015;Vassileva, 2012), a topic favored by consultants, or employees assessment (Tansley et al, 2016) and HR trainings (Rinc, 2014), being an extension of gamified education, or gamification is mentioned as an add on entertaining layer for a KMS (Pandey and Dutta, 2013). However, we believe that the use of gamification can extend beyond another HR fad.…”