Game on: Engaging customers and employees through gamification

Managers are frequently tasked with increasing the engagement levels of key stakeholders, such as customers and employees. Gamification—defined as the application of game design principles to change behavior in non-gaming contexts—is a tool that, if crafted and implemented properly, can increase engagement. In this article we discuss how gamification can aid customer and employee engagement, and delineate between four different types of customers and employees who act as ‘players’ in gamified experiences. We include illustrative examples of gamification and conclude by presenting five lessons for managers who wish to utilize gamification.     

Does educational gamification improve students’ motivation? If so,which game elements work best?

Educational gamification is a growing field. The authors answer the following important questions: (a) To what degree does educational gamification, in general, increase students' perceived motivation in learning? (b) To what degree do specific game elements impact perceived motivation in learning? and (c) Are the benefits of gamification limited to or enhanced in participants with specific demographic characteristics? A survey of organizational behavior students' perceptions (n?=?124) investigated how participating in a gamified course motivated students overall and examined the individual effect of specific game elements. Of the participants, 67.7% reported that the gamified course was more or much more motivating than a traditional course. Correlational data indicated that being a member of any measured demographic (e.g., gender, age, student status) was not a barrier to finding gamification motivating.     

Gamification and Mobile Marketing Effectiveness

A variety of business sectors have been buffeted by the diffusion of mobile technology, a trend that presents a variety of difficult challenges but interesting opportunities to marketers. One such opportunity is gamification, which, one hopes, will enhance appeal to mobile consumers. Our sense from both personal experience and the literature is that the gamified mobile apps currently offered by firms mostly miss the mark. We provide a systematic overview of game design and note how principles derived from that field are highly applicable to gamification in mobile marketing settings. We are aided by the work of Schell (2008), whose Elemental Game Tetrad Model allows us to offer a coherent look at how gamification should affect mobile marketing outcomes.     

Electronic human resource management: organizational responses to role conflicts created by e‐learning

Could enthusiasm for e‐learning be dampened because it is detrimental to the relationships between those undergoing e‐training and their direct managers or colleagues? Interviews conducted in four French banks provide material to explore this question. We see that e‐learning has increasingly been adopted because it goes beyond the role limitations imposed by traditional training formats. Initially, however, the uptake of e‐learning was hampered because it imposed a role on trainees which did not correspond to their socialization needs. The companies in question responded to this problem by proposing ‘blended learning’ (that is, alternate sessions of e‐learning and in class face‐to‐face sessions). Nevertheless, the development of e‐learning remains limited today partly because of the role conflict it creates in the workplace: should an employee engaged in e‐learning in his office workstation be considered ‘at work’ or ‘in training’? This role conflict is detrimental to the relationships between the e‐learners, their colleagues and the direct manager. Solutions offered by companies may address this particular problem, but all of these reduce the efficiency of e‐learning sessions, and thus contribute to limiting its future development.     

Factors influencing the acceptance of web‐based training in Malaysia: applying the technology acceptance model

Companies in Malaysia are beginning to use web‐based training to reduce the cost of training and to provide employees with greater access to instruction. However, some people are uncomfortable with technology and prefer person‐to‐person methods of training. This study examines the acceptance of web‐based training among a convenience sample of 261 employees in Malaysia using the technology acceptance model. The research uses a self‐developed questionnaire with a five‐point Likert scale. The findings reveal that Malaysian employees accept web‐based training to some extent, despite their weak use of the Internet. Perceived ease‐of‐use, perceived comfortableness and perceived usefulness are found to be positively related to the respondents’ attitude towards adopting web‐based training. These findings mirror Western studies and suggest that the technology acceptance model, developed in the West, is also applicable in Malaysia. The implications of the study and future research directions are discussed.     

Learning from evaluation by peer team: a case study of a family counselling organization

This qualitative study explores how employees learn from Team Primacy Concept‐based employee evaluation and how they use the feedback in performing their jobs. Team Primacy Concept‐based evaluation is a type of multirater evaluation. The distinctive characteristic of such evaluation is its peer feedback component during which the employee's performance is discussed by peers in a face‐to‐face team setting. The study used Kolb's experiential learning model to describe the process by which employees learn from Team Primacy Concept‐based employee evaluation and the ways in which they use the knowledge to improve their job performance. The study found eight major dimensions that highlight employee learning as a result of the employees' engagement in the process of Team Primacy Concept‐based evaluation.     

The effects of training design,individual characteristics and work environment on transfer of training

This study aims to gain insight into some of the factors that determine the transfer of training to the work context. The present research examined the relationship between three types of predictors on transfer of training, including training design, individual characteristics and work environment. Data was collected at two points in time from 182 employees in a large grocery organization. The results indicated that transfer design, performance self‐efficacy, training retention and performance feedback were significantly related to transfer of training. Contrary to expectation, supervisory support was not significantly related to transfer of training. These results suggest that in order to enhance transfer of training, organizations should design training that gives trainees the ability to transfer learning, reinforces the trainee's beliefs in their ability to transfer, ensures the training content is retained over time and provides appropriate feedback regarding employee job performance following training activities.     

When gamification backfires: the impact of perceived justice on online community contributions

ABSTRACT

While online communities may enhance firm performance, they commonly fail to retain members. To address this challenge, scholars and managers call for the use of gamification. However, despite gamification’s growing use in online communities, insight into its effect on member experience and behaviours remain limited. We hypothesise that gamification affects member-perceived distributive and procedural justice. In experimental studies, we assess the impact of in-gamification perceived justice on member contributions. We find that while high in-gamification perceived procedural justice acts as a necessary prerequisite for member contributions, high distributive justice can reduce game-related uncertainty, thereby rendering gamified practices less fun, particularly for low-engaged community members that tend to value rewards. We add to the literature by (a) pinpointing the core role of perceived justice in the persistence of online communities, and (b) unveiling that high distributive justice can lead gamification to backfire in online communities by affecting member experience and contributions.     

Learning to perform? A comparison of learning practices and organizational performance in profit‐ and non‐profit‐making sectors in the UK

To date, much of the research on employee development activities and organizational performance has been conducted in private sector organizations, with the largely untested assumption that the same findings will apply to other sectors. This paper addresses the deficit by describing a study comparing differences in the use of employee learning practices between profit‐making and non‐profit‐making organizations, and examining the relationship between these learning practices and multiple dimensions of organizational performance. The study data was gathered through conducting structured telephone interviews with senior training and development managers in 368 UK organizations from a range of sectors. It was found that non‐profit‐making organizations had greater engagement in individual employee learning practices than profit‐making organizations, but no differences were found in terms of team learning practices or engagement in strategic needs analysis and evaluation activities. The analyses also indicated that individual learning practices showed a stronger relationship with performance in the non‐profit‐making organizations, whereas team learning practices were more significant for the profit‐making companies. The learning practices collectively accounted for greater variance in organizational performance in the non‐profit‐making organizations. The study implies that the functional aims of organizations need to be taken into account when examining the learning practice–organizational performance relationship.     

Identifying trainers' knowledge of training transfer research findings – closing the gap between research and practice

Training professionals were surveyed concerning their knowledge of transfer of training research. Survey items were developed from an integrative literature review based on empirical findings of factors that directly or indirectly (through learning) influence training transfer. Survey results suggest that training professionals are in agreement with empirical transfer findings in the areas of training design and the work environment, but differ in their agreement of how individual differences impact transfer success and of relevant transfer evaluation findings. Training professionals were more familiar with academic transfer research when they occupied higher job positions within their organization, held a training certification and had a college degree. The results of our study and the implications for addressing the research‐to‐practice gap among training professionals are also discussed.     

The effects of organizational training on organizational commitment

This empirical study investigated the impact of organizational training on employee commitment focusing on employees' emotional and affective responses towards their organization. Organizational training is conceptualized within a multidimensional framework consisting of motivation for training, access to training, benefits from training and support for training. The hypothesis of this study has been built on a resource‐based view, social exchange theory and psychological contract theory. Field research was conducted through surveys with 298 participants of four‐ and five‐star hotels operating in Izmir, Turkey. Confirmatory factor analyses were used to analyse the quality of the training scales and multiple regression analyses were conducted to test the hypotheses of the study. The results revealed that all dimensions of training positively affected employee commitment. Implications have been presented for both researchers and human resource practitioners as to how to utilize organizational training factors to increase employee commitment.     

Hook vs. hope: How to enhance customer engagement through gamification

Many digital service providers have adopted gamification to promote customer engagement. Critical questions, however, remain about the most effective way to enhance customer engagement and increase sales by applying gamification. With a research design that combines qualitative and quantitative methods, including the use of objective sales data from a large field study and replication of the findings across different contexts, this study explores how gamification fosters customer engagement. Both field study results and a simulation study reveal gamification principles (i.e., social interaction, sense of control, goals, progress tracking, rewards, and prompts) that promote hope and consequently increase customer engagement and digital sales. Furthermore, we find that hope is more strongly associated with customer engagement than the psychological condition of compulsion, which even exerts a negative impact. This research thus explores how gamification creates value for customers and provides actionable insights for managers to foster hope through gamification as opposed to get customers hooked.     

Perils of Managing the Service Profit Chain: The Role of Time Lags and Feedback Loops

The tendency of managers to focus on short-term results rather than on sustained company success is of particular importance to retail marketing managers, because marketing activities involve expenditures which may only pay off in the longer term. To address the issue of myopic management, our study shows how the complexity of the service profit chain (SPC) can cause managers to make suboptimal decisions. Hence, our paper departs from past research by recognizing that understanding the temporal interplay between operational investments, employee satisfaction, customer satisfaction, and operating profit is essential to achieving sustained success. In particular, we intend to improve understanding of the functioning of the SPC with respect to time lags and feedback loops. Results of our large-scale longitudinal study set in a multi-outlet retail chain reveal time-lag effects between operational investments and employee satisfaction, as well as between customer satisfaction and performance. These findings, along with evidence of a negative interaction effect of employee satisfaction on the relationship between current performance and future investments, show the substantial risk of mismanaging the SPC. We identify specific situations in which the dynamic approach leads to superior marketing investment decisions, when compared to the conventional static view of the SCP. These insights provide valuable managerial guidance for effectively managing the SPC over time.     

Employees striving for innovation in social enterprises: The roles of social mission and commitment-based human resource management

Social enterprises, promising organizations for solving societal problems with innovative approaches, rely upon their members’ active roles for workplace innovation. However, we still have a limited understanding about how social enterprises can foster employees’ endeavors for innovation. By focusing on employee learning and innovative behavior, we investigate the influences of perceived social mission, value congruence, and human resource management (HRM) practices in social enterprises. We conducted two complementary studies to answer our research questions. In Study 1, with a survey of 369 employees from 68 social enterprises, we examined a multilevel moderated mediation model with firm-level and individual-level data. We found that perceived social mission promoted learning and innovative behavior by increasing value congruence, and that commitment-based HRM practices enhanced the overall process from mission to employee efforts for innovation. In Study 2, with 300 daily surveys from 60 employees participating in an experience sampling study, we found that those with high-value congruence showed a significantly more stable pattern with less variance in innovative behavior than in learning behavior. Our study adds novel implications to the underdeveloped literature on employee innovation and HRM in social enterprises by uncovering the positive effects of social mission and value facets for boosting learning and innovative behaviors. Our research also suggests that social enterprises should benefit from pursuing and emphasizing the social mission and commitment-based HRM bundle together, which will promote the prosperity and well-being of business and society.     

Creating disciples: The transformation of employees into trainers

Business realities demand that organizations place a strategic emphasis on developing knowledge workers and becoming a learning organization. Numerous programs of organizational change and renewal must also be undertaken to keep firms competitive. This requires ongoing training for all employees to succeed in today's global marketplace. While external consultants and professional staff are often called upon to provide this training, many organizations are turning to their own employees as an effective, lower cost alternative. There are several benefits to using this strategy, but significant support must be provided to realize these benefits. Herein, we describe a systematic process to turn novice employee trainers into a powerful force for organizational change. By transforming employees into disciples, organizations can give training the impact it needs.     

Managers’ informal learning: a trait activation theory perspective

Research focusing on how individual differences and the work context influence informal learning is growing but incomplete. This study contributes to our understanding of the antecedents of informal learning by examining the relationships of goal orientation, job autonomy and training climate with informal learning. Based on trait activation theory, this study examines how job autonomy and training climate, two work context factors, affect the influence of individuals’ goal orientation on informal learning. The sample included managers from a national restaurant chain in the United states. Higher levels of learning goal orientation, job autonomy and a supportive training climate were found to result in more informal learning. Congruent with trait activation theory, training climate moderated the goal orientation‐informal learning relationship, but not in the expected direction for avoid goal orientation. Implications for future research and practice are discussed.     

Employee knowledge and the effects of a deferred profit‐sharing system: A longitudinal case study of personnel funds in Finland

We explain the special features of the Finnish profit‐sharing system and explore what outcomes this deferred plan has for the company under longitudinal conditions. We measure changes in employee attitudes, effects of the system, and, in particular, the changes in the employee's pay knowledge before and after the combination of a deferred profit‐sharing system with a cash‐based one. Statistical analyses are preceded by qualitative analyses of interview data to provide the reader with an understanding of the context. Even though the employees' pay knowledge has increased and they perceive that they get more feedback on company key ratios, there still is a need for human resource management and managers to provide training and enhance discussions on the pay system for both supervisors and subordinates. © 2010 Wiley Periodicals, Inc.     

The transfer of training: what really matters

Although organizations invest billions of dollars in training every year, many trained competencies reportedly fail to transfer to the workplace. Researchers have long examined the ‘transfer problem’, uncovering a wealth of information regarding the transfer of training. Inconsistencies remain, however, and organizations may find it difficult to pinpoint exactly which factors are most critical. Using Baldwin and Ford's model of transfer, we identify the factors relating to trainee characteristics (cognitive ability, self‐efficacy, motivation, perceived utility of training), training design (behavioral modeling, error management, realistic training environments) and the work environment (transfer climate, support, opportunity to perform, follow‐up) that have exhibited the strongest, most consistent relationships with the transfer of training. We describe our reasoning for extracting such variables from the literature and conclude by discussing potential implications for practice and future research.     

Changing a Culture: Evaluation of a Leadership Development Program at Mellon Financial Services

The purpose of this study was to evaluate the effectiveness of an internally developed and delivered Leadership Development program conducted at Mellon Financial Services. The 9‐month program integrated action learning/action science strategies into 13 modules. Program effectiveness was measured using instruments and statistics that already existed in the organisation—employee satisfaction surveys, annual employee turnover statistics, and regional scorecard results. In addition, the training participants completed midpoint and end‐of‐training feedback forms. Results of the evaluation showed that the impact of the training transferred to the participants’ job performance through increased job satisfaction, decreased turnover, and improved scorecard statistics.