Difference between revisions of "Role Play"
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| − | {{Term|ROLE PLAY|A training technique in which people assume a role in a certain scenario; where in a [[Simulation|simulation]] exercise participants act out specified roles in the dramatization of an event. The way in which the role is approached is then discussed and feedback is provided. The role play may then be repeated incorporating changes made based on the feedback received. The purpose of role playing is to achieve better understanding of a situation by experiencing a realistic simulation. Role playing is useful as a training exercise, transforming the content of | + | {{Term|ROLE PLAY|A training technique in which people assume a role in a certain scenario; where in a [[Simulation|simulation]] exercise participants act out specified roles in the dramatization of an event. The way in which the role is approached is then discussed and feedback is provided. The role play may then be repeated incorporating changes made based on the feedback received. The purpose of role playing is to achieve better understanding of a situation by experiencing a realistic [[ simulation]]. Role playing is useful as a training exercise, transforming the content of learning from information into experience. <ref> [http://serc.carleton.edu/introgeo serc.carleton.edu/introgeo] ( 25 July 2008), http://www.answers.com (25 July 2008); e-Learning Solutions on a Shoestring, Jane Bozarth, 2005 </ref> }} |
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#'''Preparing''' | #'''Preparing''' | ||
#*Create a scenario describing the situation in two-or-three sentences to give to all participants. | #*Create a scenario describing the situation in two-or-three sentences to give to all participants. | ||
| − | #* Set Role cards (minimum two) containing instructions for different roles :characters, tasks and objectives. | + | #* Set Role cards (minimum two) containing instructions for different roles: characters, tasks and objectives. |
| − | #*Set Observer role card (minimum one) containing specific, measurable items to be observed : negative and positive points, behaviors, suggestions. | + | #*Set Observer role card (minimum one) containing specific, measurable items to be observed: negative and positive points, behaviors, suggestions. |
| − | #* | + | #*Reserve sufficient time for exercice completion and feedback. |
#'''Launching''' | #'''Launching''' | ||
| − | #*Introduce the exercise and its objectives. | + | #*Introduce the exercise and its objectives. Be very clear about what you want people to get out of the role playing experience. Muddy thinking at the outset will result in muddy outcomes. Clear thinking and role play preparation result in clear outcomes. |
| − | #*Give | + | #*Define it as an experience around a specific situation which contains two or more different viewpoints or perspectives. |
| − | #*Assign roles and ask players and observer to get ready for the | + | #*Give the time involved and outline the expected results. It is important to say it is a play in order to dedramatize the stake. |
| − | #*Instruct participants to take their positions : players are seated facing each other. | + | #*Assign roles and ask players and observer to get ready for the role play according to the instructions on the card. |
| + | #*Instruct participants to take their positions: players are seated facing each other. The observer/s is/are seated in front of the role players. | ||
#'''Managing''' | #'''Managing''' | ||
| − | #*Monitor the | + | #*Monitor the role play.The trainer and the observer should not interfere during the play. |
#'''Debriefing''' | #'''Debriefing''' | ||
| − | #*Explain that the players will first give their own feedback, then the observer then the trainer. | + | #*Explain that the players will first give their own feedback, then the observer, then the trainer. The order of feedback is important. |
| − | #*Guide the comments : first positive comments, then points to be improved, then suggestions. | + | #*Guide the comments: first positive comments, then points to be improved, then suggestions. Feedback should broadly follow SMART principles (Specific, Measurable, Agreed, Realistic, Time-bound). |
#*Summarize lessons learned for participants. | #*Summarize lessons learned for participants. | ||
#'''Replaying''' | #'''Replaying''' | ||
| − | #*Take the same situation (or a different one) but give everyone a chance to role-play and critique. | + | #*Take the same situation (or a different one) but give everyone a chance to role-play and critique. <ref> [http://www.jpb.com www.jpb.com] (2 September 2008), [http://www.businessballs.com www.businessballs.com] (2 September 2008) [http://www.thiagi.com www.thiagi.com] (3 October 2008)</ref>}} |
| − | <ref> [http://www.jpb.com www.jpb.com] (2 September 2008), [http://www.businessballs.com www.businessballs.com] (2 September 2008) </ref> | + | |
| − | =='''Job | + | =='''Job Aid'''== |
| − | + | [[Image:pdf.png]] [[Media:Toolkit_Template_Role_Play.pdf|Organizing a Role Play]] | |
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== References == | == References == | ||
<references/> | <references/> | ||
Latest revision as of 15:24, 2 February 2012
 ROLE PLAY |
| A training technique in which people assume a role in a certain scenario; where in a simulation exercise participants act out specified roles in the dramatization of an event. The way in which the role is approached is then discussed and feedback is provided. The role play may then be repeated incorporating changes made based on the feedback received. The purpose of role playing is to achieve better understanding of a situation by experiencing a realistic simulation. Role playing is useful as a training exercise, transforming the content of learning from information into experience. [1] |
 Organizing a Role Play |
Step by Step
|
Job Aid
References
- ↑ serc.carleton.edu/introgeo ( 25 July 2008), http://www.answers.com (25 July 2008); e-Learning Solutions on a Shoestring, Jane Bozarth, 2005
- ↑ www.jpb.com (2 September 2008), www.businessballs.com (2 September 2008) www.thiagi.com (3 October 2008)