Active Communication (listening) Skills During Role Play
In this article we will identify the skills of active listening and practice the skills during role play situations.
Instructional format communication will mainly involve modeling and role playing. Take care of your body
language to reinforce the information given in this article. Remind the person that effective listening takes practice
and attempt. There are going to be period when a person does not feel like listening. Inform him that nit is
probably more polite to inform the speaker that is not an excellent time to talk rather than to pretend to listen.
However, a person may not have that choice and will need to use all of his energy to listen to a supervisor or
colleague. It is useful to tape role‐plays. If you have the tools, it is highly recommended. Ask the participants to list
skills that are essential for effective listening. Model both good and bad listening skills during role‐play discussions
can be about the climate, games, what is going on at work, what people are going to do on the weekend or did last
weekend, etc.
Person should do role play discussion using the skills of effective listening. There are some actions that could be
used to practice the proficiencies beyond the role plays. These actions may not be suitable for all persons,
depending on their performance level. Trainers should use their decision in what actions are appropriate for what
classes. One action is to give the learner a set of commands to complete something. This is a good way to test
listening and understanding skills. One skill that can be employed when giving instructions to lower performance
individuals is self‐instructional training. Self‐instruction training requires the listener to do again what is said as a
way to keep in mind the instructions. Initially, the person says the steps out loud. Following practice, the person
optimistically will be able to say the instructions in his mind. The instructions and activity should be customized for
different learning, cognitive, and or physical abilities. Activities should involve more than two steps.
Gossip game activity, in which a person tells one person a small story (three to four sentences that are on paper),
the listener then whispers the story on his neighbor, and this continues until the last person tells the story out
loud. The thing is to see how much the story is changed in the translation. Do this activity to demonstrate the
benefits of effectual listening, do the same activity but have the participants use good listening skills rather than
just whispering into each others’ the organizer will take one person out of the area or away from the group and tell
a different story. This will allow the speaker and listener to use good ability instead of whispering the story in each
other’s ear. Once the story is told, the organizer calls another person away from the group and observes while
previous listener tells the new person the story. This should carry on until all persons get a chance to listen. If the
group is very big, stop the activity after about 8‐10 minutes. Gather the whole group together and have the most
recent listener tell the story. The organizer should read the original story so everyone can compare. The complexity
of the story should be distorted depending on the cognitive abilities of the person.
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