Communications game instructions

1. Designing communications and engagement
Focus and objectives: who and why Introduction
The game enables a team planning communications and engagement to consider what methods may be appropriate in different situations, depending on the
who (e.g. focus on staff, residents, or wider interests) and why. Objectives (why) may range from basic information-giving to supporting collaboration.
The game has two stages, once there is an agreed scenario. This could “for real” - or invented “as if” for a seminar.
• Outlining a programme to meet the needs of the “who” to consume information, communicate, collaborate: the “why”.
• Imagining how the “who” may respond to what is offered, by telling the story for different characters, and the overall programme.
The game uses deliberately low-tech tools:
• Sets of cards describing typical communication and engagement methods that may be used to create the programme.
Method Cards • A focus/objectives matrix (who and why), and timeline story sheets on which to record what may happen to the characters, or the overall programme.
Play of the game
Scenario development
• Participants work in groups of 4 - 8, and start by creating a scenario - the overall situation, aims, current problems and opportunities. This can either be
done as a whole room with the facilitator, or groups can invent scenarios - then present scenarios to another group as a challenge. This adds more buzz.
Programme planning
• Once they have the scenario, groups consider the focus and objectives: who they aim to help - and why.
• Groups then review the method cards, and choose a sub-set to meet the needs of the scenario, focus and objectives. A budget means not all methods can be
Story Sheet chosen. They may use the focus/objectives matrix to sort the methods, lay out a timeline ... or describe their plan in any other way.
Character Development Storyline
Name:! Jackson (1)!
Location:! Barton Hill, Bristol
Age: Not Given!
• If groups have exchanged scenarios, they then present their plans back to each other.
Digital Challenge Game
Now Year 1 Year 2 Year 3 Year3+
Drops into the settlement to check
emails. Looking for more gigs. Trawl-
ing local pubs
Got some advice from small business
online about developing list of gigs
Still using community access
Sets up a website to promote his band,
he's hiring equipment i.e. lights and
backdrops. Doing part time work via
job search online. Gets his girl friend
He has to hire his equipment. His girl
friend has given him a choice - it's her
and the baby or gigging - so he de-
cides he needs to concentrate on seri-
Continues to work in the warehouse
earning some decent money and do-
ing the odd gig
Telling the story: groups, using the plan developed or given to them, split into smaller groups of 2-3 people. (This session may be dropped if time is tight).
• Programme: one group tells the story of how the programme may develop ... with facilitators throwing in some crises and opportunities.
He hears about a multi-media project pregnant ous job search Now he has access at home he starts
and a band member gets some multi- uploading his tracks online and starts
media training and learns about mix- MUGGED! He secures some work in a warehouse to get more work as a result. Jackson
ing video and audio discs but needs to use a computer and his mate, using their combined
He gets mugged one night after a gig. skills, produce a music video through
He loses his guitar He takes advantage of the e-learning digital television
and wireless networks to improve his
• Characters: another group invents characters, tells the story of what the programme means for them. There can be interaction between groups.
skills.
(Note: words in capitals denote a crisis or opportunity card)
Review
Groups review the issues arising in developing plans and telling stories. What lessons might this provide “for real”?
Workshop: Bristol Digital Challenge Group! Location: Barton Hill Community Centre, Bristol! Date:
Drew Mackie drewmackie@mac.com. David Wilcox david@partnerships.org.uk. http://www.usefulgames.co.uk. http://socialmedia.wikispaces.com

2. The scenario may be invented
in the room as a whole with
Character Challenges
the facilitator, or groups may
invent scenarios and present
to each other as challenges.
Designing the programme Sub-group 1 what is it
like for characters Assessing results
Method Cards Character Profiles Character Stories
Scenario Plan Discussion
Who and why Programme Development
Sub-group 2 what is it
Programme Challenges
like for programme
Skip the storytelling
in a short session, and dis-
cuss challenges likely to
raise, first things to try
Drew Mackie drewmackie@mac.com. David Wilcox david@partnerships.org.uk. http://www.usefulgames.co.uk. http://socialmedia.wikispaces.com