Podcast Summary: From Theory to Action with Game-Based Learning

Julian Wehlmann, Head of Project Management at Pawlik, shares how Pawlik uses Actee Games as part of large-scale leadership and change programmes.

Integrating Game-Based Learning into Change Programmes

Julian explains that Pawlik works with organisations on transformation and human development, and that Actee has become an important part of many of their client projects. In their work with Zalando, Actee was integrated into a large change programme reaching hundreds of employees, with the potential to grow to more than 1,000 participants.

Rather than using games simply as an engaging activity, Pawlik uses Actee to help participants experience the challenges of change, decision-making, resistance and stakeholder management in a safe environment.

Turning Theory into Experience

A key strength of the approach is the constant movement between theory and action.

Participants are introduced to evidence-based models and concepts, which are then built onto the physical game board. They play the next part of the game using the knowledge they have just received, followed by reflection and discussion.

This creates a learning rhythm of:

Theory → Experience → Reflection → Application

Instead of simply learning about change through slides and models, participants experience the consequences of their decisions and can immediately see how the concepts work in practice.

The Importance of the Facilitator

Julian emphasises that the game itself is only part of the learning experience. The facilitator plays a crucial role in turning the experience into meaningful learning.

Good preparation, moderation and questioning help participants connect what happened in the game with their own challenges. Pawlik therefore gathers as much information as possible about the client's situation before the workshop, allowing the facilitation and reflection to be tailored to the organisation.

For Julian, this is also why consultants need to practise. Pawlik has introduced quarterly "game nights", where consultants play different Actee Games together, explore different approaches and practise moderation.

From the Game to the Real World

One of the most important parts of Pawlik's approach happens after the gameplay.

Participants bring their own change projects into the workshop and apply the learning directly to their current challenges. They work with stakeholder analysis, resistance, communication and next steps, even identifying who their own "Mark" might be and considering how they can bring that person back on board.

For Julian, a successful workshop is not simply one that participants enjoy. The real measure of success is whether participants change their behaviour and do something differently the next day.

Creating a Multi-Dimensional Learning Experience

The combination of digital gameplay and physical materials also plays an important role.

Participants move between screens, the physical floorboard, group discussions and gameplay. The physical elements create movement and interaction while giving participants something tangible to work with and remember.

Julian explains that this tactile experience can even reconnect participants with the feeling of playing, helping the learning become more memorable and engaging.

Game-Based Learning Is Not a Shortcut

The conversation also addresses the limitations of games.

Julian's view is that the limitation is not the game itself, but how well it is integrated into the overall learning journey. A game cannot simulate everything, and it cannot replace good consulting or facilitation.

Without reflection and transfer, a game may simply be a nice experience.

With strong facilitation, relevant theory and a clear connection to real-world challenges, however, the game becomes a powerful tool for creating deeper understanding and supporting behavioural change.

Conclusion

Julian's experience with Pawlik demonstrates how game-based learning can move beyond traditional workshop formats and become an integral part of large-scale organisational change.

Actee Games give participants the opportunity to experience change, make decisions, see consequences and reflect on their own behaviour, while the facilitator helps connect those experiences to real business challenges.

The conversation highlights a simple but powerful principle: the game is not the learning by itself. The real value comes from what happens before, during and after the game.

When theory, gameplay, reflection and real-world application are connected, game-based learning can become a powerful catalyst for meaningful change.