Re-imagining the role play – behaviour change without fear

1. Re-imagining the role play – behaviour change without fear Dr Paul Donovan

2. Biography Dr Paul Donovan • 2014 – Principal Investigator MU • 2012/13 – Head School of Business, MU • 2009/12 Director, Teaching and Learning, MU • 1991/2009 Head of Mgt Development, IMI • 1988/91 General Operations Manager, Irish Peat Development Authority • Doctorate in HR, University of Leicester • MSc in Technology and Learning, Trinity College • MSc in Organisational Behaviour, Trinity College

3. Fear of Role Play

4. How Traditional Role Play Works Modelling (Bandura) Behaviourally stated learning objectives Scenarios Briefing Volunteers Engaged watchers Hopeful transfer

5. Flaws with Traditional Role Play Lack of realism / context problems Embarrassment Energy goes into avoidance of humiliation Briefing can go unheard/unread Volunteers are extraverts Disengaged observers Edutainment

6. Alternative approach - SkillDemo Participants watch a ‘disaster’ video The training group is divided into two teams • ‘Demo team’ and ‘Golden Rules team’ Demo team delivers a ‘corrected’ version of the disaster Golden rules team composes a set of ’golden rules’ • on the ideal way to conduct such an encounter The role play is then performed by the Demo team ‘Golden rules’ team applies their guidelines to the other team’s performance.

7. Benefits of SkillDemo Context problems disappear Embarrassment is not an issue Energy goes into learning Briefing Volunteers can be anyone Everyone is involved Relevance is uppermost in everyone’s mind

8. Step by Step Step 1: Introduce the topic and exercise and establish the link to the relevant learning objectives. Step 2: Show ‘disaster’ video. Ask learners to note all errors they perceive in the interaction shown. (For clarity, issue a script of the video)

9. Show video Let’s look at the disaster video https://vimeo.com/159029253

10. Step by Step Step 3: Ask the following, ‘If you were the manager/antagonist in this video example what would be the consequences of your behaviour?’ This question will allow learners to locate contextually the learning and to emotionally identify with the need to put things right. Step 4: Divide the group into two teams – Demonstration Team and Golden Rules Team.

11. Step by Step Step 5: Instruct the Demonstration Team to prepare a re-enactment of the disaster scenario showing how they would correct all of the perceived flaws. This will entail re-writing the brief ‘screenplay’ and coaching the volunteers who will play the focal roles. (Planning and preparation time 45 minutes with tutor support, performance time maximum 10 minutes). Step 6: Ask the Golden Rules Team to create a set of best practice guidelines which they will use to evaluate the forthcoming re-enactment by the Demonstration Team (We have found the most effective way to do this is a check list with check boxes on a poster - planning and preparation time 45 minutes with tutor support as required)

12. Step by Step Step 7: When the preparation time is up, invite the Demonstration Team to re-enact their scenario. Ask each individual of the Golden Rules Team to note, during the re-enactment, where their guidelines have been met or not. Step 8: After the re-enactment give each team five minutes to reflect on the exercise. For the Demonstration Team this may mean feedback to the ‘role-players’. For the Golden Rules Team this will involve agreement on the extent to which the re-enactment complied with the checklist.

13. Step by Step Step 9: A representative of the Golden Rules Team leads a feedback session to communicate how well, in their view, the Demonstration Team achieved their task. Step 10: The tutor leads a debriefing session concentrating on any areas which were inadequately covered by either team.