A collaboration is a collaboration A collaboration is a collaboration is a collaboration. Not.is a collaboration. Not.

GROUP 2007GROUP 2007Sanibel Island, FloridaSanibel Island, Florida

November 4, 2007November 4, 2007John C. ThomasJohn C. Thomas

IBM T. J. Watson Research CenterIBM T. J. Watson Research Center

OutlineOutline

• Why Games?Why Games?

• Potential Components of CollaborationPotential Components of Collaboration

• A Collaboration MetaphorA Collaboration Metaphor

• Situational Factors that influence Situational Factors that influence CollaborationCollaboration

• Toward a Hierarchy of Collaboration Toward a Hierarchy of Collaboration SkillsSkills

• Some on-going on-line Game ResearchSome on-going on-line Game Research

Games focus Games focus learninglearning

• Often “Safer” environment that what it Often “Safer” environment that what it simulatessimulates

• Cleaner separation of causal variablesCleaner separation of causal variables• Faster feedbackFaster feedback• Opportunity to take on leadership roles Opportunity to take on leadership roles

soonersooner• Opportunity for many more learning Opportunity for many more learning

“cycles” than possible in real life“cycles” than possible in real life

For example:For example:

• WarWar– Not likely to Not likely to

command for yearscommand for years– Victory often results Victory often results

from many factors from many factors other than strategyother than strategy

– Scores of Scores of engagements, at engagements, at mostmost

– Feedback may not Feedback may not be clearbe clear

– Feedback may not Feedback may not come for yearscome for years

• ChessChess– Can command Can command

immediatelyimmediately– Victory depends on Victory depends on

strategystrategy– Thousands of Thousands of

games possiblegames possible– Feedback clearerFeedback clearer– Feedback comes in Feedback comes in

hourshours– State is visibleState is visible

On-line games allow more On-line games allow more realism…realism…

• Is this always a “good” thing?Is this always a “good” thing?

• What is (are) the sweet spots of reality versus What is (are) the sweet spots of reality versus abstraction?abstraction?

• Does it vary over time?Does it vary over time?– In aviation, some have suggested a sequence of In aviation, some have suggested a sequence of

simulators from the abstract to the ever more realistic simulators from the abstract to the ever more realistic – What is the case for teaching to collaborate?What is the case for teaching to collaborate?

• Or better, collaborate(1), collaborate(2), collaborate (3) etc.Or better, collaborate(1), collaborate(2), collaborate (3) etc.

– What is the transfer of training from simulations to What is the transfer of training from simulations to reality?reality?

• Problem solving skills are often applied on the Problem solving skills are often applied on the basis of surface similarity. basis of surface similarity. – Is a game that is “mostly like” real battle a more Is a game that is “mostly like” real battle a more

dangerous training environment than chess (because dangerous training environment than chess (because people are more likely to think it is “just like” real battle?people are more likely to think it is “just like” real battle?

Hypothesis: Hypothesis:

• To address such questions, we must To address such questions, we must first define much more precisely first define much more precisely what is meant by varieties of what is meant by varieties of collaboration skills.collaboration skills.

Various “theories” of Various “theories” of intelligenceintelligence

• General Intelligence (1)General Intelligence (1)• Verbal vs. Non-verbal (2)Verbal vs. Non-verbal (2)• Fluid vs. Crystallized (2)Fluid vs. Crystallized (2)• Gardner: Linguistic, Logical/Math, Musical, Gardner: Linguistic, Logical/Math, Musical,

Bodily/kinesthetic, Spatial, Interpersonal, Bodily/kinesthetic, Spatial, Interpersonal, IntrapersonalIntrapersonal

• Subtypes of Emotional Intelligence: E.g., Subtypes of Emotional Intelligence: E.g., – Self-awareness, self-management, social awareness, Self-awareness, self-management, social awareness,

relationship managementrelationship management• Guilford: Product (6) x Operation (5) x Content (4) = Guilford: Product (6) x Operation (5) x Content (4) =

(120)(120)• Skinner: Individually learned habits (many 1000’s)Skinner: Individually learned habits (many 1000’s)• What is the case with collaboration?What is the case with collaboration?

Collaboration Metaphor: Collaboration Metaphor:

Collaboration Metaphor: Collaboration Metaphor: PROGRESS

Collaboration Metaphor: Collaboration Metaphor: PROGRESS

Collaboration minimizes distance

Collaboration Metaphor: Collaboration Metaphor: PROGRESS

Collaboration minimizes distance

ObstaclesObstacles

Useful Kinds of Useful Kinds of CommentsComments

• StatorsStators

– State of the environment: “Complex topic.” State of the environment: “Complex topic.”

– Internal State: “I’m tired.” “I’m confused.”Internal State: “I’m tired.” “I’m confused.”

• Turnors: “OK. We’ve talked that one to Turnors: “OK. We’ve talked that one to death. Now, let’s consider…”death. Now, let’s consider…”

• Rators: “Yeah, yeah, I get it.” vs. “Huh? Rators: “Yeah, yeah, I get it.” vs. “Huh? What do you mean?”What do you mean?”

In collaborative “games” In collaborative “games” rules often limit rules often limit communicationcommunication

• In bridge, you may only “bid;” not comment on your In bridge, you may only “bid;” not comment on your hand, grimace, etc.hand, grimace, etc.

• In golf, you cannot gain or give advice from anyone In golf, you cannot gain or give advice from anyone except your playing partner or caddy.except your playing partner or caddy.

• In baseball, you can hoot at the other team all you In baseball, you can hoot at the other team all you like, but “signals” are used to communicate with like, but “signals” are used to communicate with teammates hopefully without the other side teammates hopefully without the other side decoding them.decoding them.

• In gymnastics, you may “cheer” your team-mates In gymnastics, you may “cheer” your team-mates but giving useful advice “mid-move” is typically but giving useful advice “mid-move” is typically impractical. impractical.

• In charades and password, the whole point of the In charades and password, the whole point of the game is to communicate effectively despite heavy game is to communicate effectively despite heavy restrictions.restrictions.

• In American Football, there are pre-planned plays, In American Football, there are pre-planned plays, audibles called at the line of scrimmage and audibles called at the line of scrimmage and instantaneous reactions.instantaneous reactions.

Effective collaboration does not just Effective collaboration does not just depend on skills but also on the depend on skills but also on the environmental constraintsenvironmental constraints

• Are collaborators sharing the same general Are collaborators sharing the same general stimulus situation (visually, aurally, stimulus situation (visually, aurally, kinesthetically etc.)?kinesthetically etc.)?

• Are collaborators sharing the fine detail of the Are collaborators sharing the fine detail of the situation?situation?

• Is finely coordinated timing required?Is finely coordinated timing required?

• Is communication limited by rules, by noise, Is communication limited by rules, by noise, by intentional opponent misdirection, etc.?by intentional opponent misdirection, etc.?

• What is the nature of the game-theoretic What is the nature of the game-theoretic situation? Individual goals? Sub-group goals? situation? Individual goals? Sub-group goals?

• How is the type of interaction and How is the type of interaction and collaboration structured by limited resources? collaboration structured by limited resources? For instance, in many games, there are For instance, in many games, there are special tokens. special tokens.

Many Varieties of Token Many Varieties of Token InteractionInteraction• Football, soccer, basketball, hockey: One ball and scoring typically Football, soccer, basketball, hockey: One ball and scoring typically

requires “possession”requires “possession”

• In croquet, each player has their own ball, but the strategy largely In croquet, each player has their own ball, but the strategy largely has to do with interactions among them. In chess, each player has to do with interactions among them. In chess, each player moves their own pieces, but the strategy largely has to do with moves their own pieces, but the strategy largely has to do with interactions.interactions.

• In golf, each player has their own ball, and they are not supposed In golf, each player has their own ball, and they are not supposed to interact at all. to interact at all.

• In charades, password, monopoly for instance, there is the In charades, password, monopoly for instance, there is the abstract notion of “turn” and many actions can only be taken abstract notion of “turn” and many actions can only be taken when it is your “turn.”when it is your “turn.”

• In monopoly, for instance, there are a variety of kinds of tokens. In monopoly, for instance, there are a variety of kinds of tokens. Each player has a “piece” which only they use. The use of the dice Each player has a “piece” which only they use. The use of the dice is associated with a turn. Deeds may only be owned by one at a is associated with a turn. Deeds may only be owned by one at a time but may change hands and are distinctive. Money is fungible. time but may change hands and are distinctive. Money is fungible. Space on the board may be occupied by multiple “pieces.” Space on the board may be occupied by multiple “pieces.”

Team “Competitive” SportsTeam “Competitive” Sports

• @ 1955@ 1955– Not enough people for Not enough people for

“real” game“real” game– No “official” fieldNo “official” field– Hence, kids agreed on Hence, kids agreed on

rule changesrule changes– Kids agreed on Kids agreed on

scheduleschedule– Kids (eventually) Kids (eventually)

resolved disputes resolved disputes

• @ 2005@ 2005– Organized teams with Organized teams with

official numbersofficial numbers– Played on official fieldsPlayed on official fields– Play by the rulesPlay by the rules– Schedule is decided Schedule is decided

authoritatively and authoritatively and parents ensure kids are parents ensure kids are there on timethere on time

– Officials resolve Officials resolve disputesdisputesWhat kinds of collaboration are

learned? How transferable?

Varieties of Collaboration Varieties of Collaboration “Skills”“Skills”• Prior to a given situation:Prior to a given situation:

– Being able to make good strategies, tacticsBeing able to make good strategies, tactics– Being able to assess the strengths, weaknesses, and motivations of Being able to assess the strengths, weaknesses, and motivations of

othersothers– Being able to use knowledge of others to structure strategies, tacticsBeing able to use knowledge of others to structure strategies, tactics– Being able to communicate (listen as well as talk/write)Being able to communicate (listen as well as talk/write)– Negotiation and consensus buildingNegotiation and consensus building– Yetton and Vroom normative modelYetton and Vroom normative model

• During situation:During situation:– Being able to observeBeing able to observe– Being able to react Being able to react – Being able to communicateBeing able to communicate

• After a situation:After a situation:– Being able to recallBeing able to recall– Being able to analyze and draw lessons learnedBeing able to analyze and draw lessons learned– Being able to build consensus Being able to build consensus

Collaboration “Skills” Impacted by “Emotional Collaboration “Skills” Impacted by “Emotional Intelligence”Intelligence”

• Prior to a given situation: Prior to a given situation: Bias, Rigidity, Power Trips, Shyness, Bias, Rigidity, Power Trips, Shyness, Over-optimism (reality duration typically 2X planned duration)Over-optimism (reality duration typically 2X planned duration)– Being able to make good strategies, tacticsBeing able to make good strategies, tactics– Being able to communicate (listen as well as talk/write)Being able to communicate (listen as well as talk/write)– Negotiation and consensus buildingNegotiation and consensus building– Yetton and Vroom normative modelYetton and Vroom normative model

• During situation: During situation: Bias, Rigidity (observations of teen-age boys in Bias, Rigidity (observations of teen-age boys in darts game; Bean in Ender’s Game series), Shynessdarts game; Bean in Ender’s Game series), Shyness– Being able to observeBeing able to observe– Being able to react Being able to react – Being able to communicateBeing able to communicate

• After a situation: After a situation: Bias, Rigidity, CYA, ShynessBias, Rigidity, CYA, Shyness– Being able to recallBeing able to recall– Being able to analyze and draw lessons learnedBeing able to analyze and draw lessons learned– Being able to build consensus Being able to build consensus

Team-building “exercises”Team-building “exercises”

• Ropes Course: teaches Ropes Course: teaches “trust” among team “trust” among team membersmembers

• How much transfer to How much transfer to work situations?work situations?

• What exactly is What exactly is learned?learned?

• How practical is it?How practical is it?

• What are alternatives?What are alternatives?

Collaboratively Building Collaboratively Building PathPath

Collaboratively Building Collaboratively Building TowerTower

Building Castles: Designers & Building Castles: Designers & ImplementersImplementers

Debriefing Near Debriefing Near “Clubhouse”“Clubhouse”

Potential Issues…Potential Issues…• What is appropriate “trust” in IBM?What is appropriate “trust” in IBM?

– To learn to trust team members?To learn to trust team members?– To learn to To learn to discriminate discriminate who and when to trust and under what who and when to trust and under what

conditions?conditions?• How much does person X “trust” leaders and group How much does person X “trust” leaders and group

member Y depending on:member Y depending on:– Formal position of X and YFormal position of X and Y– Knowledge of actual domain of X and YKnowledge of actual domain of X and Y– Skill in Second Life of X and YSkill in Second Life of X and Y– Good well-reasoned decisions of X and YGood well-reasoned decisions of X and Y

• Diagnosis? Diagnosis? – A skilled golf instructor, psychotherapist, financial advisor, real A skilled golf instructor, psychotherapist, financial advisor, real

estate agent --- first tries to understand your current state and estate agent --- first tries to understand your current state and your goals. Then, makes some observations and tries to co-your goals. Then, makes some observations and tries to co-formulate a plan for how to achieve goals.formulate a plan for how to achieve goals.

• Are we trying to teach this particular Are we trying to teach this particular Team Team to collaborate to collaborate better or are we trying to teach the members of this team better or are we trying to teach the members of this team to be better to be better Collaborators Collaborators (and in what senses)?(and in what senses)?

ReferenceReferencess

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