This paper describes the gaming techniques used at the University of San Francisco Counseling Center to enhance growth and to evaluate the training of professional and paraprofessional staff in the areas of crisis intervention, student services, and self-awareness. Gaming is defined as an exercise in which people either act as themselves or play simulated roles in actual or simulated environments. Three basic game types are described: (1) Coalition games involve cooperative solutions by players and are used for values clarification and group decision making; (2) Racing games involve participants in attempts to "finish" as fast as possible and are used in pre- and post-training evaluations; and (3) Scenarios involve developing solutions or testing present or future rules and procedures and are used to evaluate knowledge and learning based on training. Five factors to be considered in developing learning or evaluation games are delineated (reframing, reality, involvement, insight, and motivation); and four components to be considered in game design are described: goal of the game, measure of outcome, rules of the game, and payoff for the game. Finally, two series of questions are presented which allow participants to evaluate the effectiveness of the games. (MCF)