The document discusses various techniques for role-based learning including role-plays, reverse role-plays, rotational role-plays, finding metaphors, simulations, and business games. It also discusses learning objectives and the three domains of learning: cognitive, affective, and psychomotor. Key techniques are role-playing to understand different perspectives, simulations to improve business skills, and games to develop concepts and principles in an engaging way.

1. Presented by,
MANJU A. THOMAS

2.  Role-plays
 Reverse Role Plays
 Rotational Role Plays
 Finding Metaphors
 Simulations
 Business Games
 Learning Objectives
 Domains Of Learning

4.  The changing of one's behaviour to assume
a role
 Unconsciously to fill a social role
 Consciously to act out an adopted role.

5.  How should react or think in a particular
situation
 Possible suggestive solutions
 Learns and forecasts
 Self learning about expected job outcome
 To create a fit in the job
 Understanding others perception about the
task or issue.

6. Interpersonal
Skills
Group
Communication
Decision
Skills
Making
Role
Play
Developing Conflict
Insights Resolution

7.  When two participants have reached what
appears to be an intractable situation in
their discussions.
 They are asked by the trainers to exchange
roles.
 Understanding and respecting the other
person's point of view.

8.  It starts as a single role play.
 After the interaction of participants, the
trainer will stop the role play and discuss
what happened so far.
 Then the participants are asked to exchange
characters.
 This method allows a variety of ways to
approach the roles.

9.  Its just the story telling

10. “Story telling
is the most
powerful way
of
incorporating
ideas into
today's world”
Robert Mcaffe

11.  Change in behaviour ,attitudes ,habits
 Simplifies complex facts
 Metaphorwill express a thousand different
meanings all at once
 How two unrelated things are similar. "Her
willpower was rock”.

12.  virtual medium through which various types
of skills can be acquired.
 Most commonly used in corporate situations
 To improve business awareness and
management skills.

13. A tool for identification of management
training and development needs.
 Anattentive trainer can nevertheless derive
valuable information on many aspects of
management skills, knowledge, attitudes and
shortcomings in a situation that is close to
actual practice.

14.  Functional Simulations
 Making decisions in a particular area of the
business
 Total Enterprise Simulations
 Give a general overview of a company and give
experience of making executive management
decisions.

15.  They get trainees involved in learning, and
they are emotionally engaging.
 Increases employee's willingness to practice,
encourages retention, and improves their
skills.
 Provide a consistent message of what needs
to be learned, simulators can incorporate
more situations or problems that a trainee
might encounter.
 Simulations have been found to result in such
positive outcomes as shorter training times
and increased return on investment.

16.  Type of simulators that try to present the
way an industry, company, organization,
consultancy, or subunit of a company
functions.
 Trainees are given some information that
describes a particular situation and are then
asked to make decisions that will best suit in
the favor of the company.
 System provides the feedback about the
impact of their decisions.

17.  Again,on the basis of the feedback they are
asked to make the decisions again.
 Thisprocess continues until some meaningful
results do not come out or some predefined
state of the organization exists or a specified
number of trail are completed.

18. Leadership
Skills
Solves Total
Complex Quality
Problem Principles
Business
Games
Principles
Manageme
And
nt Skills
Concepts
Quality
Tools

19.  Describe what a learner will be able to do as
a result of learning.
 Learning outcomes.
 Three domains of learning: knowledge, skills
and attitudes.
 Cognitive, psychomotor and affective
domains of learning.

20. A statement of a learning objective
contains a verb (an action) and an object
(usually a noun).

21.  Learningobjectives define learning outcomes
and focus teaching.
 They help to clarify, organize and prioritize
learning.
 They help students evaluate their own
progress and encourage them to take
responsibility for their learning.

22.  This domain focuses on intellectual skills.
 Bloom’s Taxonomy (knowledge,
comprehension, application, analysis,
synthesis, and evaluation) is frequently used
to describe the increasing complexity of
cognitive skills as trainees move from
beginner to more advanced in their
knowledge of content.
 The cognitive domain is the core learning
domain.

23.  Coursesthat are hybrid (presented in both an
online and face-to-face format), often
present the cognitive portion of the course
via the web and use classroom time for the
more affective, psychomotor, and
interpersonal learning outcomes.
 Higher cognitive skills provide opportunities
for trainees to develop interpersonal domain
learning.

24.  Graphics to show relationships between ideas
 Organized class notes
 Tables that provide summary information
 PowerPoint slides
 Additional examples
 Self-check quizzes
 A discussion board
 Case studies
 Drill and practice of content that must be memorized
 Flash animations or simulations of challenging and key
concepts
 Practice questions with answers and “expert” explanations
 Links to similar information presented in a different way

25.  The affective domain is critical for learning
but is often not specifically addressed.
 Thisis the domain that deals with attitudes,
motivation, willingness to participate,
valuing what is being learned, and ultimately
incorporating the values of a discipline into a
way of life.

27.  The psychomotor domain focuses on
performing sequences of motor activities to a
specified level of accuracy, smoothness,
rapidity, or force.
 Underlyingthe motor activity is cognitive
understanding.

29.  Action(elementary movement)
 Coordination (synchronized movement)
 Formation (bodily movement)
 Production (combine verbal and nonverbal
movement

30.  The Interpersonal domain focuses on people
interacting with others.
 Interpersonalskills are learned by seeing
models, practicing the skills, and getting
feedback in the form of coaching. While
short videos, good explanations, and
checklists can facilitate the conceptual
learning of the skills, the actual acquisition
of the interpersonal skill is best done with
face-to-face contact and lots of instructor
feedback.

31.  The levels in this domain should not be
considered hierarchical as in the cognitive
domain, but more as a list of skills. These
include the following:
 Seeking/giving information (asking for and offering
information)
 Proposing (putting forward an idea)
 Building and supporting (helping another person’s
idea move forward)
 Shutting out/bringing in (excluding or involving
another)
 Disagreeing (appropriately offering a difference of
opinion)
 Summarizing (Restating in a compact form a
discussion or collection of ideas)