Role play NOTES


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Role play NOTES

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Role play NOTES

  1. 1. Organiziation role playROLE PLAY:-The changing of ones behaviour to fulfill a socialrole Objectives:-to assist in finding solutions, making decisions, and assumingresponsibility for personal social-emotional problems;to assist in affective education, increasing feelings and emotions,and improving communication skills;to assist in solving problems associated with normal child andadolescent development;to facilitate group cohesiveness;to facilitate experimentation with adult roles;to aid in the conceptualization of abstracts in subject mattersuch as language and science;to offer entertainment and recreation opportunities; andto offer the teacher opportunities to observe students in varioussituations. role play observation and feedbackAllow the other participants to observe the role play and givetheir comments afterwards. Observers are hugely beneficial tothe participants learning. How often in life do we get theopportunity to gain from such focused attention? We not onlyhave our own response to the role play; we can also benefit fromour fellow role players observations, and tutors point of view,and the feedback from the observers.For the observers, explain clearly what you want them to lookout for. Again this should be in line with your objectives. Thelanguage of feedback is also very important. Feedback shouldbroadly follow SMART principles (Specific, Measurable, Agreed,Realistic, Time-bound). Role play feedback should describespecific things that the observer saw and heard, relevant to theexercise and to the person(s) doing the role playing. Role playfeedback should not contain subjective judgements orcomments based on personal knowledge or assumptions.Feedback should be meaningful and specific - something thatthe role player can act on. Role play feedback isnt helpful if itsuggests that the role player should get a new personality orbe nicer. Remind participants that the purpose of the role playis for the development of the person or people doing the roleplay. Objectivity facilitates learning.The order of feedback should be participant or participants first(that way its untainted by others views; it also recruits theminto their own learning experience - people buy in more if theyare themselves expressing what happened and why). If othersgive feedback and participant(s), wait till the end, they may feeltheyve been bombarded by a lot of tell, without initial space to bspatil
  2. 2. Organiziation role play compose their expression of what it was like to be inside the experience. Its best to hear from them without the pressure of someone elses views first which may then colour their own. Its worth asking what went well for them and why. If there are professional role players involved, the role player(s) can make their comments after the participant and observers have expressed their observations. It often happens organically anyway (once you have set it up) that once the participant has formulated out loud what happened for them, the observers will start to offer their feedback and in the process will include the professional role player. It is important though that the (non-professional role player) person or persons involved in the role play go first.Role play rules are basically simple: role plays must be focused; theobjectives must be clear and understood; instructions must be clearand understood; feedback needs to be specific, relevant, achievableand given immediately. Crucial to learning and developing options ofbehaviour - knowing what works, what doesnt work, the range ofbehaviour available to an individual - is the opportunity to go backand have another go or several goes at bits of the role play and/or thewhole role play. This flexibility needs judging and managing on eachoccasion, so as to provide a more comfortable experience, and todouble the learning value. Aside from which, when you plan and runproper role play sessions, participants will often tell you they actuallyenjoyed the experience; that they forgot it was a role play, and foundit the most powerful learning theyve ever experienced!This free article is aimed to help non-professional role play trainersand facilitators (ie., those without an acting background) to create andprovide effective role playing for training and development, andincludes the same principles that professional role play facilitators usein designing, writing, and delivering specialised role playing trainingactivities. Example:a software company learns that customers are unhappy with customersupport and this is causing a loss of customers. In order to improvecustomer support, the company decides to use team role playing. Atrainer brings together a group of 12 software developers andcustomer support representatives.The trainer introduces the problem and encourages an opendiscussion in order to put all the relevant issues on the table and getparticipants thinking about the problem in depth prior to the team roleplaying.While discussion is still relatively lively, the trainer interrupts, dividesthe participants into two groups. Participants should be randomly bspatil
  3. 3. Organiziation role playassigned to groups, such as by having each person pulling a paper,indicating group membership, out of a hat. It is important that theparticipants do not divide themselves into groups. Getting people whodo not normally work together to do so creates new synergies whichshould promote greater creative thinking.Group A (playing the role of a customer support person) receives acard which states:"This customer is very influential. To lose them would be highlydamaging to the company. You must do anything within reason toretain them"Group B (playing the role of the customer) receives a card stating:"You have seriously overspent your software budget and while you arenot unhappy with the product, you must convince the customersupport person to take back the product and refund your money. Sinceyou cannot admit the actual situation (as it would clearly not belegitimate for a refund), you must find problems with the softwaresufficient to legitimise the return and refund."The groups meet separately for five to ten minutes to discuss strategyand who will be the actor. Then the two actors go to the centre of theroom to perform the role play. At any time during the role play, theactors can look to their teams for advice. Likewise teams can offerunsolicited advice. Normally the teams are physically separated fromtheir actors. However, each team can call one "time out" to have aprivate discussion of strategy.In a lively role-play, a team member may very well offer advice to theactor of the other team. There is nothing wrong with this and thetrainer should not prohibit it, although the teams themselves may doso.Eventually, a solution of some sort will be found. If the conflict is notapparent to both sides and there is still sufficient enthusiasm in theteams, the trainer may ask the teams to find another solution.Once it is clear no more solutions are to be found, the groups arebrought together and discuss the role play, their strategies, theirsolution, relevance to real world situations, and alternative solutions.Optionally, each team can draft a short "lessons learned" paper aboutthe role play. The papers can be combined an copies distributed to allrole play participants and any other staff who might learn from therole play.In a situation similar to the example, there would probably be severalteam role playing sessions with different people and different conflicts.In addition, some conflicts would be specific to the companys productor procedures. bspatil
  4. 4. Organiziation role play Role playis a simulation in which each participant is given a role to play.Trainees are given with some information related to description of therole, concerns, objectives, responsibilities, emotions, etc. Then, ageneral description of the situation, and the problem that each one ofthem faces, is given. For instance, situation could be strike in factory,managing conflict, two parties in conflict, scheduling vacation days,etc. Once the participants read their role descriptions, they act outtheir roles by interacting with one another.Role Plays helps in· Developing interpersonal skills and communication skills· Conflict resolution· Group decision making· Developing insight into one’s own behavior and its impact on othersThere are various types of role plays, such as:Multiple Role Play – In this type of role play, all trainees are in groups,with each group acting out the role play simultaneously. After the roleplay, each group analyzes the interactions and identifies the learningpoints.Single Role Play – One group of participants plays the role for the rest,providing demonstrations of situation. Other participants observe therole play, analyze their interactions with one another and learn fromthe play.Role Rotation – It starts as a single role play. After the interaction of bspatil
  5. 5. Organiziation role playparticipants, the trainer will stop the role play and discuss whathappened so far. Then the participants are asked to exchangecharacters. This method allows a variety of ways to approach the roles.Spontaneous Role Play – In this kind of role play, one of the traineesplays herself while the other trainees play people with whom the firstparticipant interacted before. Conclusion:During training workshops and routine reviews, role playing games arean effective method of increasing awareness, enhancing participantanalysis of field situations, and familiarizing participants with the roles,aims, perspectives and positions of people whom they will meet in thefield. While not directly participatory in the sense that they are realsituations, they are participatory in their implementation, and provideconsiderable and valuable benefits in a training programme. bspatil