🎲 From Dice to Decisions: How Tabletop Gaming Builds Better Leaders 🎲

For years, I've been a regular player of large Euro boardgames, playing a monthly game with my brother-in-law as he slowly worked through his expanding collection. More recently though I've been rolling D20s in a series of monthly TTRPGs (tabletop role-playing games) that have been both a creative outlet and unexpected leadership laboratory. From space pirates through to my current adventure as Toren, a Level 7 Ardennian Monk in a Star Wars 5e campaign, I've discovered the skills that help slay dragons (or the dodging Inquisitors) on Sunday nights are surprisingly transferable to Monday mornings in the workplace.

The Hidden Professional Benefits of Fantasy Adventures

One unexpected benefit I've experienced is how TTRPGs open doors to meaningful workplace relationships. When colleagues discover our shared interest in gaming, conversations naturally flow to personal experiences with different systems, memorable campaigns, and favourite characters. These discussions reveal dimensions of colleagues that might never surface in standard workplace interactions.

Recently, a conversation with a fellow dad from school about D&D sparked an interesting reflection. Beyond the camaraderie of regular gaming sessions with mates, I've noticed how these collaborative storytelling experiences create unique opportunities for professional growth and team development, and I've found some interesting articles that seem to mirror this experience.

A 2023 University of Melbourne article highlights that D&D helps develop crucial communication, perspective-taking, self-awareness, empathy, creativity, critical thinking and problem-solving skills. These fantasy sessions create what organizational psychologists call a "failure-tolerant zone" - a space where professionals can experiment with different approaches without real-world consequences. And I'm regularly reminded about my (Toren's) in-game failures by my campaign party.

Four Leadership Lessons From The Gaming Table

This collaborative gameplay highlights for me three interesting dynamics that I think directly improve how I think and the environment of a thriving team:

1. Building Psychological Safety

The unspoken D&D rule that "no character gets left behind" establishes fundamental trust parameters. As players we learn to voice unconventional ideas without fear of ridicule. The party encourages some outlandish ideas - celebrating NAT20 successes wildly, and banding together to rescue (me) when I roll a Critical Fail. An equally unspoken rule is "never split the party", a reminder that we've got each other's back, and we're safer and stronger together.

This principle directly translates to workplace safety culture, where psychological safety creates environments where team members feel comfortable raising concerns without fear of negative consequences.

2. We're All Leaders

Unlike rigid corporate hierarchies, D&D parties naturally shift leadership based on situational demands. The cleric takes charge during healing crises, the rogue during stealth missions. This fluidity builds what MIT Sloan terms "ambidextrous leadership" - the ability to both lead and follow as circumstances dictate.

In safety leadership, this translates to recognizing that expertise exists at all levels of an organisation. Sometimes the most junior team member has the critical insight that prevents an incident, if only we create space for their voice to be heard.

3. Consequence-Based Decision Making

When our Fighter recently walked away from his family clan effectively disowning his Pyke syndicate, he's become a character with nothing left to lose, and one where our band of misfits IS his family. Every action creates a chain of events well beyond just that day's play. That same day saw Toren miss an opportunity to build his own lightsaber because he strongly holds true to "never split the party".

These in-game decisions mirror the complex risk assessments we make in safety-critical environments, where understanding potential consequences and weighing competing priorities is essential to effective decision-making.

4. The Power of Patient Leadership

My friend Julia highlighted another crucial leadership lesson from TTRPGs. She noted how gaming cultivates a particular kind of patience that translates powerfully to professional environments.

My Star Wars campaign offers a perfect example. Our Gamemaster's daughter participates as a key NPC (non-player character), and when one of our regular players can't make a session, she steps in to play their character. What's fascinating is how quickly she's absorbed the nuances of each character – their motivations and tactical preferences. Without patient leadership from both the Gamemaster and our party, her contributions might have been undervalued or dismissed, which could have closed her out of the game rather than encouraging her participation and contribution.

This is like how we can bring new employees up to speed with how we work as a team.

Julia observed that impatience can be a big barrier to psychological safety and clear decision making, distinguishing this from the normal time-pressure we encounter in our daily work. Patience ensures your decisions are deeply enough aligned with core values, allowing you to apply them consistently when challenged.

This patient leadership approach doesn't mean avoiding urgency when needed – our gaming sessions have plenty of time-critical challenges. It's about distinguishing between genuine urgency and the artificial pressure that often pervades workplace cultures, undermining both psychological safety and sound decision-making.

The Science Behind The Game

2024 research out of James Cook University revealed that study participants playing D&D showed significant decreases in depression, stress and anxiety and significant increases in self-esteem and self-efficacy over the study period. The game's structured escapism provides what positive psychologists call "cognitive detachment" - a mental reset crucial for preventing decision fatigue in safety-critical roles.

This research validates what many gamers intuitively understand - that these immersive experiences offer more than just entertainment. They provide valuable mental recovery that enhances our professional performance.

From Gaming Table To Fitness Journey

This blend of storytelling and real-world benefits extends beyond the gaming table. Years ago, I discovered Zombies, Run! - an immersive fitness app that transformed my running routine into an apocalyptic adventure.

Zombies, Run! used narrative as motivation. As "Runner 5," I collected supplies for Abel Township while evading the undead. The app's genius was making exercise feel less like a chore and more like a mission—complete with zombie chases that required sudden speed bursts (cleverly disguised interval training).

This experience has spurred me to take up Darebee's Hero's Journey challenge. This 60-day program transforms workouts into an epic saga. Imagine earning XP (exercise points) while tackling daily challenges that mirror a hero's trials—whether mastering "weapons training" (think kettlebells or jump ropes) or surviving narrative-driven circuits. It's immersive, adaptable, and designed to build physical and mental grit.

I'm sharing this fitness journey publicly for a crucial reason: accountability drives achievement. Research shows that when you share your goals with others, you're 65% closer to achieving them. By declaring my intention to complete this 60-day challenge, I've created a commitment that extends beyond my personal motivation.

As Stephen R. Covey wisely noted, "Accountability breeds response-ability". This rings especially true for fitness or health goals, which are notoriously easy to abandon when motivation wanes. When I keep my intentions private, I retain the freedom to quietly abandon them without consequence. But when I share them - particularly with people whose opinions I value - it creates a powerful external motivation system.

A recent study published in the Journal of Applied Psychology found that sharing goals significantly increases success rates, especially when shared with someone you respect. This accountability effect is particularly powerful when combined with regular check-ins, which can boost achievement probability from 20% to an impressive 90%.

So consider this blog post my public commitment. Feel free to ask me about my progress the next time we meet - your interest might be exactly the motivation I need on a day when the couch seems more appealing than doing some HIIT exercises!

The Leadership Connection

What fascinates me most about these gaming experiences is how they create frameworks for developing the exact skills we need in modern leadership:

• Adaptability - Responding to unexpected plot twists and failed dice rolls

• Collaborative problem-solving - Working together to overcome challenges

• Empathy - Understanding different character motivations and perspectives

• Strategic thinking - Planning several moves ahead while remaining flexible

• Resilience - Recovering from setbacks and learning from failures

Whether I'm guiding the organisation through a complex safety implementation or helping Toren navigate Imperial entanglements, the core skills remain remarkably similar. Perhaps that's why these games have endured for decades and continue to attract professionals from all fields.

Rather than dismissing tabletop gaming as mere escapism, remember that those dice rolls might be building better leaders, one adventure at a time.

What unexpected sources have influenced your leadership approach? I'd love to hear about your experiences.

So, Roll for initiative! Your next leadership challenge awaits, and the skills you're developing at the gaming table might just be your secret weapon.

Further Reading

Six Powerful Conflict Management Lessons from Dungeons and Dragons

Why Gaming Is Good for the Workplace

Level Up Your Professional Skills with Dungeons & Dragons

Unlocking Leadership Potential Through Role-Play: How Imaginative Games Shape Real-World Skills

Reflective Practice: A Powerful Tool for OHS Professionals

Reflective practice, a key element of my doctoral studies at the University of Southern Queensland, is increasingly recognised as crucial for professional development and improvement across diverse fields. Schön (1983) and Kolb (1984) laid the groundwork for contemporary research, which has significantly advanced our understanding of reflective practice in professional contexts. Although the AIHS Body of Knowledge (Chapter 37.2 A Problem-Solving Model of OHS Practice) lists it as a necessary skill, I believe health and safety professionals can improve their daily practices in this area.

Theoretical Foundations and Models

Bassot (2016) outline several theoretical models guide reflective practice, offering structured approaches for practitioners. Here’s a couple:

• Gibbs' Reflective Cycle (1988): is a six-stage model encompassing description, feelings, evaluation, analysis, conclusion, and action planning. This model encourages practitioners to explore their experiences and extract meaningful insights. Gibbs reflective journal prompts.

Diagram based on Gibbs (1988) and shared in an AIHS Reflective Practice Webinar.

• Rolfe, G., Freshwater, D., Jasper, M. (2001): emphasises the importance of connecting experiences to broader theoretical concepts and personal knowledge through three simple yet powerful questions: What? So what? Now what? Rolfe reflective journal prompts.

Diagram based on Rolfe (2001) and shared in an AIHS Reflective Practice Webinar.

These models provide frameworks for examining experiences and extracting meaningful insights, but in no way do I think there is a single way of doing reflection, rather varying perspectives and approaches to help us ‘find our own path’.

Learning from Other Professions

Education: Reflective practice enhances teaching effectiveness and promotes professional growth, particularly in educator’s refinement of lesson plans supporting the learning of their students. Larrivee (2000) identified three key practices for reflective practitioners: dedicating time for reflection, engaging in constant problem-solving, and questioning the status quo. These align with Mezirow's (1991) concept of transformative learning, where critical reflection leads to perspective transformation and improved practice.

Healthcare: The healthcare sector embraces reflective practice to improve patient care and professional competence. For instance, the Nursing and Midwifery Board of Australia requires nurses to be reflective practitioners, enabling them to learn from experiences, challenge assumptions, and develop nuanced approaches to patient care. Case conferences on particular patient treatment plans and outcomes I believe form part of this practice, demonstrating both individual and collective reflective practice.

Leadership: Reflective practice in leadership has been linked to improved decision-making and organisational performance. Castelli (2015) notes that reflection enhances leaders' self-awareness, helping them adapt strategies and take more effective action. This increased self-awareness can lead to improved trust from employees, more effective communication, and overall positive workplace experiences (Johnson, 2020).

Benefits for OHS Professionals

Reflective practice offers several key advantages for health and safety practitioners:

1. Enhanced decision-making through critical analysis of past experiences.

2. Improved problem-solving by identifying patterns and embedding of understanding.

3. Continuous professional growth and leadership skill development.

4. Increased self-awareness of biases, strengths, and areas for improvement.

Practical Implementation Strategies

Consider these steps to integrate reflective practice into your OHS role:

1. Maintain a reflective journal to record thoughts, experiences, and insights.

2. Schedule dedicated reflection time, such as 15 minutes at the end of each day or week - I’ve found that Sunday afternoons have given me a space the reflect on the week past and time to look at the week ahead.

3. Trial using a structured framework like Gibbs reflective journal prompts or Rolfe reflective journal prompts to begin with - find your own rhythms and style.

4. Engage in peer reflection through group discussions or mentoring relationships.

5. Conduct thorough analyses of how you’ve responded to significant events, decisions or investigations to identify what went well, what would you do differently, and are there learnings for you to apply the next time you have to respond to this type of situation or decision.

As a safety leader, you can encourage reflective practice within your organisation:

1. Lead by example, sharing your own reflective insights during team meetings.

2. Incorporate reflection into the work you do for deeper learning - encourage the use of this in your existing 1-on-1 and performance development planning meetings.

3. Encourage the use of reflective techniques while reviewing chapters of the OHS Body of Knowledge.

4. Recognise team members who contribute valuable reflections leading to safety improvements.

Overcoming Barriers

While implementing reflective practice consistently can be challenging (ironically, I offer myself as a prime example of my inconsistency and this is just as much an encouragement to myself to lean into these suggestions as well), consider these strategies to overcome common barriers:

• Schedule some ‘me time’ in your calendar to grab a coffee (or your preferred cuppa).

• Integrate reflection into existing processes to address time constraints.

• Start with short, focused reflection sessions and gradually increase depth.

• Foster a supportive environment where reflection is seen as a tool for growth.

Closing Thoughts and a Recommendation

Reflective practice is an invaluable tool for OHS professionals seeking to enhance their effectiveness and drive continuous improvement in workplace safety, but it’s like a muscle - you have the more you use it the better you will be at it. By making reflection a regular habit, safety leaders can develop deeper insights, make more informed decisions, and ultimately create safer work environments.

Remember, the journey of reflective practice is ongoing. Start small, be consistent, and gradually build your reflective skills over time. As you develop this practice, you'll likely find it becomes an indispensable part of your professional toolkit, helping you navigate the complex challenges of occupational health and safety with greater confidence and clarity.

Book Recommendation: Schön’s (1983) The Reflective Practitioner is a very heavy and academic read, however I have found Bassot’s (2016) The Reflective Practice Guide: an interdisciplinary approach to critical reflection to be a more accessible book. Now in its second edition, I found my copy (1st ed) to be a well-structured read with various models for consideration and implementation into your own practice. I would recommend this as a valuable starting point for anyone looking to improve their reflective practice.

Cover of Bassot (2016) The Reflective Practice Guide (1st edition).

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References

Bain, J. D., Ballantyne, R., Mills, C., & Lester, N. C. (2002). Reflecting on practice: Student teachers' perspectives. Post Pressed.

Bassot, B. (2016). The Reflective Practice Guide: an interdisciplinary approach to critical reflection. Routledge.

Castelli, P. A. (2016). Reflective leadership review: A framework for improving organisational performance. Journal of Management Development, 35(2), 217-236.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.

Han, E. (2023). The Importance of Reflective Leadership in Business. HBS Online Business Insights. https://online.hbs.edu/blog/post/the-importance-of-reflective-leadership-in-business

Johnson, C. E. (2020). Meeting the ethical challenges of leadership: Casting light or shadow. SAGE Publications.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Effective Frontline Leader Onboarding

Onboarding frontline leaders effectively is critical to ensuring the safe and efficient operations in the field and across industry. Feedback from Downer team members revealed that traditional onboarding methods were inconsistent, ineffective, and misaligned with the needs of frontline leaders, leading to inefficiencies, frustration and risk. In response, The Downer Way Supervisor Fundamentals program was developed as a 12-week initiative to enhance leadership capabilities and improve onboarding experiences. Drawing on insights from over 150 peer-based videos and leveraging a contemporary adult learning framework, an initial pilot version of the program has received positive feedback, demonstrating measurable improvements in participants' knowledge and real-world readiness for leadership roles.

Citation: Allred, T. and D’Arcy, L. 2024. Effective Frontline Leader Onboarding. In: Safety Innovation in Utilities. QWater’24 Conference (31 Oct – 1 Nov 2024). Australian Water Association.

Empowering people to think differently: Driving blue sky thinking to business-as-usual at Downer

Since 2019, Downer has implemented our Human and Operational Performance (HOP) program to create a learning culture inside the organisation and among clients and delivery partners. HOP is a human-centred approach to business improvement and innovation using real-world experience to drive organisational change. HOP is proving a game-changer for Downer's water programs, which involve high-risk construction and maintenance work in urban and remote locations. Applying HOP has created a culture where proactive insights and improvements are 'business as usual'. These come from the full spectrum of work and are not simply a reaction to incidents or unwanted outcomes.

Citation: Oberg, M., Wright, D. and Allred, T. 2023. Empowering people to think differently: Driving blue sky thinking tobusiness-as-usual at Downer. In: Strategic Thinking In Practice. QWater’23 Conference (9-10 Nov 2023).Australian Water Association.

Reflective Practice and Work-Based Learning

Engaging in reflective practice within the Professional Studies Program at the University of Southern Queensland has been a transformative and enlightening experience that has provided me with valuable insights into the power of reflective practice for professional growth and development. Through this journey, I have come to appreciate the immense benefits of reflective practice, particularly its application in the workplace to enhance organizational learning and foster work-based learning opportunities.

In today's rapidly evolving technological and knowledge-driven environments, the acquisition of knowledge and skills through learning-by-doing has become increasingly prevalent and efficient. As we navigate complex and dynamic work settings, it is crucial to continually adapt, learn, and evolve. Work-based learning offers individuals and organizations the chance to optimize limited time and training budgets while driving performance improvements.

Learning-by-doing, a philosophy that encourages learning from personal experiences, lies at the heart of reflective practice. It enables individuals to learn from their actions, reflect on their experiences, and extract valuable lessons that can inform future decisions and actions. Within fields such as nursing and education, professional reflection follows a four-step process: experiencing an event, reflecting on that experience, extracting valuable lessons from it, and implementing changes or conducting further experiments based on the insights gained. This simple yet powerful cycle, initially conceptualized by David Kolb in 1984, can be employed iteratively for continuous development and individual as well as organizational learning.

REFLECTION IS AN IMPORTANT HUMAN ACTIVITY IN WHICH PEOPLE RECAPTURE THEIR EXPERIENCE, THINK ABOUT IT, MULL OVER AND EVALUATE IT. IT IS THIS WORKING WITH EXPERIENCE THAT IS IMPORTANT IN LEARNING.

David Boud, Rosemary Keogh and David Walker.

As David Boud, Rosemary Keogh, and David Walker aptly expressed, "Reflection is an important human activity in which people recapture their experience, think about it, mull over and evaluate it. It is this working with experience that is important in learning." Reflective practice offers a structured approach to engage with our experiences, critically analyze our actions, and extract meaningful insights. By examining our past experiences, we can gain a deeper understanding of our own biases, strengths, and areas for improvement. It allows us to avoid repeating past mistakes and maximizes our learning opportunities by challenging and critically assessing our knowledge base.

David Epstein once said, "We learn who we are in practice, not in theory." This statement resonates deeply when it comes to reflective practice. It reminds us that theoretical knowledge alone is insufficient; it is in the application of knowledge and the reflection upon our experiences that true learning occurs. Reflective practice not only deepens our understanding but also promotes better interpersonal outcomes by enabling individuals to be more attuned and sensitive to the responses of others.

While there is no definitive recipe or singular solution for becoming more reflective, cultivating a reflective practice requires a commitment to self-awareness and a willingness to engage in introspection. It is about creating the right mindset, where reflection becomes an integral part of our professional practice. Reflective journaling, for instance, provides a dedicated space for introspection and recording thoughts, feelings, and observations. After-action reviews, on the other hand, allow us to systematically analyze our actions and identify areas for improvement. Keeping detailed field notes can also serve as a valuable reference point for future reflection and learning.

The work of Boud, Keogh, and Walker (1985) highlights the transformative potential of reflection, emphasizing how experience can be transformed into deep learning. Furthermore, McLeod's (2017) exploration of Kolb's learning styles and experiential learning cycle provides valuable insights into the theoretical underpinnings of learning-by-doing and the importance of reflection in the learning process. Additionally, in a thought-provoking episode of the Learning Leader Show, Hawk (2019) interviews David Epstein, who eloquently discusses why generalists will play a pivotal role in shaping the future. These sources serve as valuable resources for further exploration and understanding of reflective practice and its implications.

Incorporating reflective practice into my professional journey has been a catalyst for personal growth and development. It has allowed me to gain a deeper understanding of my own biases, avoid repeating past mistakes, and foster a more empathetic and attuned approach to interpersonal interactions. Reflective practice is a powerful tool that empowers individuals to transform experiences into valuable learning opportunities. By embracing a reflective mindset and adopting various techniques such as reflective journaling, after-action reviews, and keeping field notes, professionals can unlock their full potential and continually evolve both personally and professionally. Through reflective practice, we embark on a journey of self-discovery, growth, and continuous improvement, enabling us to thrive in our professional endeavours and make a positive impact in the world.

Boud, D, Keogh, R, Walker D, 1985 (p19), Reflection: Turning Experience into Learning.

McLeod, S. A. (2017, October 24). Kolb - learning styles and experiential learning cycle. Simply Psychology.

Hawk, R. (2019). Learning Leader Show: Episode #310: David Epstein – Why Generalists Will Rule The World. Podcast.

Work-Based Learning and Research for Mid-Career Professionals: Two Project Examples from Australia

This paper analyses two work-based research projects from the USQ Professional Studies Program and analyses how each is contributing to filling the shortage of Advanced Practice Professionals in Australia while simultaneously advancing practice-based disciplines and improving workplaces.

Advanced practice professionals possess and display what some call “super-skills”. The term super-skills often refers to highly specialised skills and proficiencies, such as those required in professions related to medicine and allied healthcare, construction, information technology, and financial services, but can also relate to advanced practice in general, which requires not only specialist training but the development of problem-solving, field-independent, and other cognitive and affective traits and capabilities necessary to function effectively in, and thereby inform and transform, rapidly changing global worlds of work.

Citation: Fergusson, L., Allred, T., Dux, T., & Muianga, H. (2018). Work-based learning and research for mid-career professionals: Two project examples from Australia. Interdisciplinary Journal of eSkills and Lifelong Learning, 14, 19-40. doi: 10.28945/3959.

Work-Based Learning and Research for Mid-Career Professionals: Professional Studies in Australia

The purpose of this paper is to specifically examine work-based learning in relation to work-based research, and to identify evidence of both in the Professional Studies Program as conceived and implemented at the University of Southern Queensland (USQ) in Australia. The paper is organised into two main sections: an explanation of work-based research; and a description of the Professional Studies Program at USQ and its relation to work-based learning and research.

Citation: Fergusson, L., Allred, T., & Dux, T. (2018). Work-based learning and research for mid-career professionals: Professional studies in Australia. Interdisciplinary Journal of eSkills and Lifelong Learning, 14, 1-17. doi: 10.28945/3930.