The use of role plays in manpower training and development is highlighted in this presentation. I hope you find it relevant. Adetoun Omole (ACIPM)

1. By
OMOLE, A.R. (Mrs.)

2. At the end of the session, participants should
be able to:
 define role-play;
 list the approaches to role-playing;
 identify the role-play learning theories;
 list steps in writing a role-play; and
 write and enact a role-play.

3. Role-play is:
 a technique by which learning is
reinforced to have a lasting impact on the
trainee and bring about a desired
attitudinal change.
 acting out a part, especially that of
somebody with a particular social role in
order to understand it better.
 a simulation of the essential features of a
role or skill as an aid to study or training.

4.  Introduction
 Learning Objectives
 Definition of Role-Play
 Basic approaches to Role-Play
 Basic Learning Theory
 Steps in writing a Role-Play
 Activity: enacting a Role-play
 Conclusion

5. Downloads.lnk
A Role-Play Scenario with the audience (observers)

6.  To inform, educate, create awareness and
influence behaviour positively.
 To set objectives, standards and control.
 To give job instructions, provide rules and
procedures.
 To change attitudes, behaviour, work methods
and practices.

8.  Pre-planned or Structured role-playing
- very formal
- controlled processes/content
- prior preparation
- subject to external influence
 Spontaneous role-playing
- naturally unrestrained
- less formal
- natural processes
- no apparent external influence.

9.  Learning by doing
 Learning through imitation
 Learning through observation
 Learning through analysis and
conceptualisation

10.  The Excitement
 “Real’’ Behaviour
 Spontaneity
 Experiment
 Feedback and Analysis
 Diagnosis

11.  Pre-planned role-playing preparation
 Identify general problem area
 Collect data
 Determine specific training goals
 Write cases
 Enactment and Discussion

12. Multiple Role-Play

13.  Multiple Role-Play
 Single Role- Play
 Role Rotation
 Role Reversal
 Doubting

15. Consider these questions:
 Do the objectives fit what is needed?
 Is it a realistic problem?
 Do the characters have distinctive
conflicts?
 Is it clearly written?
 Are there two or more characters?
 Are there instructions for observers?
 Do we need to write or adopt one?

16.  It should be based on facts not opinions
 It should be based on first hand
observation for realism i.e. practicality
 It should show more than it tells
 It shows formal and informal interpersonal
relationship
 It describes key people in the role-play
 It indicates a progressive change when
observation stopped.

17. 1. Determine the learning objectives of the
role-play
2. Choose a scenario or situation from
reality that highlights the key concepts
of the course.
3. Once you have selected a scenario, you
need to consider the various
stakeholders and their perspectives and
adapt the situation to the classroom

18.  Step 1: define the theoretical principles or skills you
wish the trainees to learn.
 Step 2: convert these theoretical principles into
training objectives by describing the relevant
skills/behaviour you need to highlight – listening,
negotiation, persuasive
 Step 3: identify the population of trainees e.g. their
culture, occupational background, position, level of
experience etc. Use suitable language and avoid
unknown jargon.

19. Role-Play Brainstorming Session

20.  Step 4: establish a situation that allows trainees to
develop the required skills by thinking over your
experiences, seeking more information and
brainstorming ideas
 Step 5: develop the problem in terms of briefs* for the
role-players and guides** for the observers.
*briefs are the underlying traits/behaviours/skills/information that makes the role appear ‘real
’
**guides are the questions that should be developed directly from the learning objectives which
seeks to know if the desired learning has taken place .

21. Step 7: Test the role-play you have written. Preferably
use a sample of the trainee population for whom it is
written.
 Allow some fellow trainees to read it
 Test for consistency, completeness and acceptability.
 Be sure that the desired answers to questions develop
logically from the role-play
 Build ‘conflicts’ i.e. a range of differences into
your role-play in order to sustain it.

22. Role-Plays can be relevant in these areas:
 Interviewing
 Counselling
 Salesmanship
 Grievance handling
 Performance review
 Human Relations skill
 Customer Service
 Job Induction and Instructions
 Skills acquisition...................

23.  Write a problem that illustrates the
skills/principle you want to highlight with a
role-play
 Decide on the characters, give them
names, roles, attitude, place of
work/location etc
 Write out what the non-players (audience)
should be watching out for
 Prepare how the role-play will be
introduced
 Write out the questions you will ask at the
end of the role-play (debriefing procedure)

24. For further reading:
 Armstrong, M (2000) Human Resources Management Practice, Kogan
Page, London
 http://www.google.com.ng/url?
sa=t&source=web&cd=2&ved=0CCAQFjAB&url=http%3A%2F%2Fbible.org
%2Fseriespage%2Fteaching-through-role-
playing&ei=N1LOTeWuAYycOsOklZoN&usg=AFQjCNGNNZeqsqjJYERyX3
aCVeT4L4BnNw
 http://www.google.com.ng/url?
sa=t&source=web&cd=5&ved=0CDAQFjAE&url=http%3A%2F
%2Fwww.ccghe.jhmi.edu%2Fassets%2FCCGHE%2FDocuments%2FS1-
Teaching_Techniques.pdf&ei=N1LOTeWuAYycOsOklZoN&usg=AFQjCNE_
6QFGIazhqw7Zg1pvzmXmsX-RVg
 http://www.google.com.ng/url?
sa=t&source=web&cd=1&ved=0CBcQFjAA&url=http%3A%2F
%2Fimet.csus.edu%2Fimet3%2Fodell%2Fportfolio%2Fgrartifacts%2FLit
%2520review.pdf&ei=N1LOTeWuAYycOsOklZoN&usg=AFQjCNFUWw6HT
KbE1XKqj6y6ggxJVf4JMA

25.  Role-Play is a valuable resource in learning.
 Writing a role-play can be very interesting if
the simple rules are followed carefully.
 To achieve set objectives, role-play should be
based on the skills or principles you want to
achieve.

26. Thank you for
participating,
Good- Bye.