ROLEPLAYS

A very effective teaching aid but one greatly feared by most. Some individuals have been participants in role-playing and as a result of the trainers lack of preparation and planning these one have been put in positions which have caused embarrassment and become victims of ridicule and criticism. A trainer who is sensitive to their learners and take heed of the following advice will ensure a positive and fun role-playing experience for all.

WHY USE ROLE-PLAY?

This is a brilliant method for the participants to gain insight of themselves and how they respond to different situations. It enables them to apply the knowledge and skills taught and put them into practice.

TYPES OF ROLE-PLAY

When deciding what style of role-play is most beneficial to the program, consider a few questions. Do you want your learners reading a prepared script? Do you want them to behave in a certain way? Or give them all the needed information and let them do it their own way? Or even that they design their own role-play situation. Other points to take into consideration is, will each role-play be done infront of the whole class with input from viewers after? Or will they be divided into smaller groups? If the session time allows why not start with pairs or smaller groups and easier scenarios allowing them to find their comfort zone then working toward more challenging situations.

· Scripted Role- Play 

This is a prepared script dealing with the subject being taught and volunteers read it aloud in front of the class. This style used from the beginning will demonstrate to the learners what is expected of them and what not to do in that specific situation. A class discussion can then review what type of behaviour is necessary when communicating with others.

· Coaching Role- Play 

A volunteer comes to front of class and along with the trainer, after he has explained the scenario to the volunteer and class. The volunteer will play the foil and the trainer the person whose skills are to be developed. Once the role- play has started the trainer will occasionally stop and ask for the class to suggest for him to say next. The trainer follows there advice and carries on. This will happen repeatedly and when completed the trainer will be able to discuss with his class what new skills were learnt.

· Spontaneous Role- Play

The example of a group discussion can be given where the class is relaying different ways in which to deal with a person who is aggressive and challenging. Instead of instructing the group how to deal with this situation the trainer uses spontaneous role-play in asking a participant to pretend to oppose and argue. By incorporating this style of role- play most individuals do not even realise that they are role- playing.

· Rotating Trio Role- Play

This style of role- play is most effective when used towards the conclusion of training as it allows the participants to practice all the skills and knowledge learnt throughout the training. They are split into group of three , where each individual will have the opportunity to play as an observer; the primary character – who is to demonstrate the skills; and the secondary character – who is on the receiving end. The trainer can then either give them different scenarios or they can create their own.

SIMULATIONS

A simulation can be described as an extended, scenario that simulate issues which may arise in the work environment. In his situation the groups will be required to make various decisions during the activity.

Survival simulations are used in team building sessions. Where business simulations focus on financial and management areas. They focus on a specific skill like problem solving, coaching, delegation and counselling. Both these types of training are lengthy but are excellent in helping strengthen group interaction, people skills and analytical thinking. Compute simulations can be used for more individual focussed training.