By Kat Koppett

Last time we discussed the general ways improvisation can be applied in the learning and development space, and left off with the question, “What about applying improv ‘just for fun’?” Put another way, we might ask, is there professional development or organizational value in a program that focuses on “play for play-sake” with no more specifically identified performance objectives? 

To be transparent, this kind of request is common from prospective clients, and a good segment of the applied improvisation field devotes itself to promoting the value of just this sort of “pure” improv programming. 

So, is there value in pure play, and if so what part of the applied improvisation experience is valuable for the “play” part, separate from the strengthening of specific skills we spoke about last time (e.g. listening, storytelling, presence, idea generation, distress tolerance)?

Play proponents promise play will:

• Reduce stress

• Improve brain function

• Boost productivity and motivation

• Improve relationships

For a less esteemed community, perhaps I would be tempted to simply quote TED speakers, authors or an individual study here or there claiming these various special powers.  But scratch the surface just a little, and the topic proves surprisingly complex. 

Here are just some of the myriad questions that seem we need to still answer: 

• Is play an activity or behavior? (games, leisure) An organizational feature? (an environment of freedom) A personal trait? (playfulness).  

• What are the dark sides of implementing play deliberately in work settings?

• What are the short-term vs long-term effects of play? 

• What are the different types of play and how do they impact individuals and groups differently?

The most valuable resource I found outlining the current research on the topic and raising these and other issues is: Play at Work: An Integrative Review and Agenda for Future Research (Petelczyc, Capezio et al, 2017). 

Disclaimers firmly in place, I will say, that what clients seem to be asking for when they bring us in to run sessions “just for fun” with no explicit learning goals, is a chance for folks to:

•  connect and get to know each other better, 

• build trust through shared experiences, 

• release tension and raise the positive affective quality of the culture. 

All of these goals, whether through improv or through hanging out at a company picnic, do seem to have value in building connection and a sense of belonging, which in turn does seem to increase commitment to the group and motivation. 

Team building and stress reduction can be intentional programmatic goals, like any others. When improv programs are thoughtfully designed and facilitated in the right contexts with these goals specifically identified, then “pure play” can perhaps be as legitimate an intervention as more targeted training sessions.