Abstract:

Lately, applied positive psychology. aims at generating positive quasi-experimental design tools such as simulations or games to generate policy recommendations for real life issues to promote well-being in different contexts (i.e. workplace and classrooms). While Luthans et.al. emphasize designing personally meaningful work-related goals by highlighting individual values and competencies such as resilience and mastery, Csikszentmihalyi focuses on engagement, focus and flow at both individual and collective levels.
In this paper we will focus on a specific learning program based on a simulation game, i.e., FLIGBY (an on-line simulation game with an acronym for “flow is good business for you”), which asks two major research questions.
- What does flow look like in a workplace and how is it experienced?,
- What are the leadership competencies that are at the crux of this state of flow?

FLIGBY focuses on leadership competencies for an exemplary management experience with particular emphasis on “flow theory” of Csikszenmihalyi: “A mental state in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, intrinsic motivation, and enjoyment”. In this game, for any player to attain flow in any activity, a balance needs to be achieved between the external complexity of the game and the internal model a user develops of that particular program; that way, a balance between challenge and skill will be maintained to keep up the motivation and will power.

By extending “the flow theory”of M. Csikszentmihalyi (1991) into leadership in FLIGBY, and learning of flow-compatible leadership values, skills and practices through action research, the focus is on action of both individual learners and teams as collectives. The intended purpose of this virtual game is to help future leaders as well as organizations to create a flow-friendly workplace whereby employees thrive in the 21st century.

Moreover, the twenty-nine skills as a competency system serve as a useful tool for strategic human resource management since FLIGBY’s own “skillset” measurements can be easily adapted into any organization’s own competency system. Among these competencies only four are directly linked to the notion of flow:
(1) Strategic thinking (setting clear meaningful goals),
(2) Applying personal strengths for a common goal,
(3) Balancing skill and challenge level, and
(4) Frequent feedback.

In short, when a person’s competencies are in alignment with their opportunities for action, fulfilment may be achieved since engaging in challenging activities will create a feeling of mastery and control leading to learning and personal growth. In an action research mode where practice of simulation game comes before the theory, employees at workplace as well as students can play the game at home, and do their on-line readings and assignments.

Such serious games that are embedded in social media is more than an isolated mental contest against a computer is both an interactive experience of a second self and a shared group action. Getting immediate feedback can induce high levels of engagement in such games as well as a feeling of control and competency development. These games may provide the highest degree of concentration simultaneously with social networking; thus, aiming at commitment and collaboration at universities as well as at workplaces, both of which are necessary for “good business” in future.

Keywords:

Applied Positive Psychology, Flow Theory, FLIGBY, Game-based learning, Strategic Human Resource Management, Competencies and Action Research.