Professional Documents
Culture Documents
Players realize their shortcomings and The game creates a context which allows
areas of improvement. This builds immersion for players. There needs to be
insightful awareness that comes from a powerful storyline for players to feel
within and marks the beginning of an invested to take action.
effective post-classroom intervention
4. Reflective 1. Contextual
METHODOLOGY 4 KEYS
IMMERSIVE LEARNING
3. Iterative 2. Composite
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CASE STUDY
client background
Company Industry: IT Services
Size: 1200+
Region: Malaysia
Participant Demographic: MD + Sr. Mgmt
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problem statement
Over-Promise, Under-Delivery
The sales team makes big promises but the delivery team isn’t able to follow
through with the same output
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root cause
Phase 1
consultation Accountability
Through consultation phase we met with the core members of the team and
determined what kind of challenges prevailed in the organizational work-life.
We concluded that there was a distinct shift of accountability within the
management team towards one specific person.
But it’s one thing for us to know it’s yet another for them to acknowledge it.
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suggested approach
Phase 1 Gamified Learning – Evolve Transcend
proposition
management’s take
Reluctance | Lack of faith in a “fun” way – games |
Disbelief in the methodology
To overcome management’s reservations we showcased our previous
work, case studies and testimonies to help them gain belief in our
methodology of learning
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gameplay
Phase 2
intervention Similar behaviors emerged during the game
During the gameplay, we saw all the same behaviors that we had anticipated
them displaying in their real life situations. This became an entry point for us
to bring the group’s attention towards areas of development. Using t-groups
and behavior psychology we developed awareness for the members of the
group
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learning outcomes
Phase 2
intervention Awareness
By the end of the classroom engagement, members displayed a heightened
sense of awareness of what they were doing.
Acknowledgement
There was acknowledgement that the problem they’re dealing with is real
and they agreed to do something about it.
Participants agreed that their team was weak in executing strategies and
many of these symptoms were a result of that. This marked the beginning of
the next phase where they would go on to implement an execution
excellence model known as 4DX with our help.
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learning implementation
Phase 3
post-intervention 4DX
We engaged with members of the team to help them implement various
elements of 4DX. We asked tough questions and ensured that the team stay
on point to achieve the business outcomes they had set out to achieve
Coaching
Each of the participants also had personal challenges that they needed to
work through. We offered coaching sessions where in they would be able to
continue the personal learning journey
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program outcome
Results
C-SAT
Customer satisfaction went up (its to early to tell by what percentage as the
reports have not yet been generated). The complains significantly went down.
The MD was pulled into fewer firefights to resolve disgruntled clients’ issues
etc.
Cashflow
Cashflow increased as the accounts receivables was able to get money from
the client because the client was more satisfied now. And in cases when the
clients still resisted in making payments, the relevant team got directly
involved and resolved delinquent accounts within days.
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EVOLVE VERSIONS
Designed For:
CXOs & Executive Team Designed For:
VPs, Directors & BU Heads
STRATEGIC OFFSITES
MGMT. & LEADERSHIP SKILLS
Leadership Alignment
Vision/Mission Planning Inter-Department Alignment
Annual Strategy Strategic Execution
E.I. (Organization-Wide) Project & Resource Mgmt.
E.I. (Group Dynamics)
Designed For:
New & Emerging Leaders
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QUICK FACTS
gamification
long-term intervention that gamifies a process to influence your
daily life. It’s an overlay onto real life and attempts to change the
meaning behind your purpose for taking on a task
VS
gamified/immersive learning
short-term intervention which won’t directly influence your daily-life
but has the ability to create a shift in consciousness through the
process of reflection
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IMMERSIVE LEARNING
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