Sample: To-The-Point Articles

How to Get Your Trainees Into the ACT
by Andrew E. Schwartz

Role-playing takes place when one person assumes a role he/she does not have in real life while interacting with another role-player to illustrate a human relations problem. It is a classic example of "putting oneself in someone else's shoes."

Role-playing is one of the most effective techniques for demonstrating the fundamental aspects of human interaction. It enables participants in a training program to increase their awareness of the critical role that perceptions, feelings and emotions play in their work, and the ways in which these very subjective aspects determine what we do and how we relate to those around us. Personnel trained through role-playing in human relations, conflict resolution and crisis intervention can make a crucial difference defusing a hostile situation or a direct confrontation.

Although role-playing is an excellent technique for affective training, it is also the most difficult and potentially hazardous to master. It is very close to psychodrama, a technique used by therapists, and can lead to personal and professional damage if it is mishandled. To prevent this the trainer should know exactly what lesson is being demonstrated by role-play and structure the scenario in such a way as to increase the likelihood that the point will be made - without damaging the people involved.

The trainer should keep in mind that role-playing can be an extremely threatening experience for the trainee. The very nature of role-playing requires requires a performance in job related simulations in front of peers, subordinates and sometimes supervisors. The potential for embarrassment is enormous. It is the trainer's responsibility to use role-play technique responsibly and with great care.

Because it is so risky to the trainee, particularly in an employment situation, role-play should not be used at the initiation of a training program. Activities and exercises which build rapport and trust in the trainer are prerequisites for this form of activity. This precaution reduces fear and usually helps make the role more effective.

General Rules for the Use of role-plays

1. Build trust in the trainer and rapport within the training group first.
2. Ask for volunteers; do not direct that someone be the first to do a role-play.
3. Make the initial role-play scenarios very non-threatening and simple. They should become more difficult as the course progresses.
4. Don't coerce anyone to play a role that he or she seriously objects to performing. As a general rule, it is better to get volunteers for each situation, although there may be times when everyone needs to participate. If a situation develops where the same people always volunteer, it may be necessary to recruit additional participants from the class.
5. Know exactly what you want to demonstrate.
6. Don't let a role-play get out of hand. Step in to prevent or defuse any situation characterized by genuine emotional outbursts, inability for a role player to stay in character, personal or professional embarrassment, players losing sight of the exercise as a simulation and treating the situation as reality.
7. Don't let a play drag; stop early if necessary.
8. Let the participants critique themselves first before the trainer or the class critiques them. This alleviates much of their anxiety.
9. The trainer should take part in the first several role-plays to build confidence.

Steps in Conducting a role-play

The initial step is preparation. The trainer should have a full knowledge of the goals in each role-play. In addition, the trainer must be aware of the potential results and the significance of each. The physical setting of the role-play must also be prepared so that it will be conducted in a relaxed and neutral atmosphere. Chairs should be set up so that everyone will be on the same level. Further set-up can be done at the trainer's discretion. The main idea is for each participant to be comfortable and have equal power and advantages.

1. Prepare a Scenario - Identify the behaviors to be demonstrated and write a brief scenario of the situation. (This may not always be possible if the role-play is spontaneous.)
2. Set-up the Situation - role-play is more effective if the group can identify the problem they are about to deal with. Make the purpose of the role-play clear to the group.
3. Set the Stage - Describe the role-play situation and define the role of the players. Be specific about when and where the action takes place and what condition or situation preceded the matter. Keep it short.
4. Brief the role-players - Make sure that each player understands their own role and the roles of the other players. Do not instruct them on how to play their role; suggest that they act as they think such a person would behave in real life. NOTE: Players who volunteer should be allowed to select their own roles if possible.
5. State the Action - Position the role-players and act out the scenario/situation. Ask the observers to look for specific factors. Allow the players to mentally prepare before they begin action.
6. Stop the Action - Call "time out" if and when:
• The players' discussion becomes repetitive.
• A player becomes emotionally upset or distressed, or begins to reveal deep seated attitudes or emotions which may embarrass the player or others on the cast.
• A role-player drops out of character.
• Enough interaction has occurred and anything further would be unnecessary.
• The conclusion becomes obvious.
• The players resolve the situation.
7. Evaluate the Action - This is the most important step:
• Allow the role-players to comment first on their perceptions of their performances. This will ease insecurities.
• Guide the comments toward the problem and the situation, not the acting ability or the personalities of the players.
• Focus the attention of the participants and the audiences on what they may have learned about their own and others' behavior.
• Ask them about the attitudes and feelings of the people in the role situations.
• Ask them to identify behavioral alternatives that could have been useful in similar real life situation.

Role-playing has a number of commonly identified advantages. In addition to their general interest and entertainment values, they also:

• Add realism to training courses, which are of necessity often theoretical.
• Provides a common basis for a group discussion.
• Are inexpensive to stage and prepare.
• Allow participants to experiment with various types of behavior in a laboratory setting, where mistakes can serve as a learning experience without the risks of real life.
• Can be used in conjunction with the other techniques.

Role-playing also has certain disadvantages. For example, without proper direction and well thought-out goals, a role-play may not be meaningful. They also:

• Can be easily abused. Participants can be embarrassed personally and professionally. There is also a potential for psychological and emotional damage if not handled with sensitivity, care, and concern.
• May become repetitive.
• Are more time consuming than other methods of training.
• Requires established trust and confidence of the participants in the trainer.

Role playing is especially suited for training line staff in the routine types of interactions that they will have with the general public and customers. These interrelationships are particularly fundamental to a sales force, for if the staff cannot handle certain conflict avoidance and supportive functions, customers and clients will take their business elsewhere. Even if staff members correctly master the technical aspects of their job, performing these duties in a negative, hostile or demeaning manner spreads ill-will and reflects on the organization.

Training in the use of human relations skills in the performance of everyday and routine duties contributes to overall effectiveness and productivity within an organization. Enabling staff to gain practical experience in how attitudes affect clients or co-workers will increase their awareness and sensitivity to their own behavior and that of other staff. Through such increased awareness and sensitivity the overall tone of the staff can be made more positive and constructive to the benefit of the organization as a whole.

Andrew E. Schwartz, CEO, A.E. Schwartz -&- Associates of Boston, MA a comprehensive management training
and professional development organization offering over 40 skills specific programs and practical solutions to today's business challenges.