Organiziation role play ROLE PLAY:-The changing of one's behaviour to fulfill a social role Objectives:to assist in finding solutions,

making decisions, and assuming responsibility for personal social-emotional problems; to assist in affective education, increasing feelings and emotions, and improving communication skills; to assist in solving problems associated with normal child and adolescent development; to facilitate group cohesiveness; to facilitate experimentation with adult roles; to aid in the conceptualization of abstracts in subject matter such as language and science; to offer entertainment and recreation opportunities; and to offer the teacher opportunities to observe students in various situations. role play observation and feedback Allow the other participants to observe the role play and give their comments afterwards. Observers are hugely beneficial to the participants' learning. How often in life do we get the opportunity to gain from such focused attention? We not only have our own response to the role play; we can also benefit from our fellow role players' observations, and tutor's point of view, and the feedback from the observers. For the observers, explain clearly what you want them to look out for. Again this should be in line with your objectives. The language of feedback is also very important. Feedback should broadly follow SMART principles (Specific, Measurable, Agreed, Realistic, Time-bound). Role play feedback should describe specific things that the observer saw and heard, relevant to the exercise and to the person(s) doing the role playing. Role play feedback should not contain subjective judgements or comments based on personal knowledge or assumptions. Feedback should be meaningful and specific - something that the role player can act on. Role play feedback isn't helpful if it suggests that the role player should 'get a new personality' or 'be nicer'. Remind participants that the purpose of the role play is for the development of the person or people doing the role play. Objectivity facilitates learning. The order of feedback should be participant or participants first (that way it's untainted by others' views; it also recruits them into their own learning experience - people 'buy in' more if they are themselves expressing what happened and why). If others give feedback and participant(s), wait till the end, they may feel they've been bombarded by a lot of 'tell', without initial space to bspatil

Organiziation role play compose their expression of what it was like to be inside the experience. It's best to hear from them without the pressure of someone else's views first which may then colour their own. It's worth asking what went well for them and why. If there are professional role players involved, the role player(s) can make their comments after the participant and observers have expressed their observations. It often happens organically anyway (once you have set it up) that once the participant has formulated out loud what happened for them, the observers will start to offer their feedback and in the process will include the professional role player. It is important though that the (non-professional role player) person or persons involved in the role play go first.

Role play rules are basically simple: role plays must be focused; the objectives must be clear and understood; instructions must be clear and understood; feedback needs to be specific, relevant, achievable and given immediately. Crucial to learning and developing options of behaviour - knowing what works, what doesn't work, the range of behaviour available to an individual - is the opportunity to go back and have another go or several goes at bits of the role play and/or the whole role play. This flexibility needs judging and managing on each occasion, so as to provide a more comfortable experience, and to double the learning value. Aside from which, when you plan and run proper role play sessions, participants will often tell you they actually enjoyed the experience; that they forgot it was a role play, and found it the most powerful learning they've ever experienced! This free article is aimed to help non-professional role play trainers and facilitators (ie., those without an acting background) to create and provide effective role playing for training and development, and includes the same principles that professional role play facilitators use in designing, writing, and delivering specialised role playing training activities.

Example:
a software company learns that customers are unhappy with customer support and this is causing a loss of customers. In order to improve customer support, the company decides to use team role playing. A trainer brings together a group of 12 software developers and customer support representatives. The trainer introduces the problem and encourages an open discussion in order to put all the relevant issues on the table and get participants thinking about the problem in depth prior to the team role playing. While discussion is still relatively lively, the trainer interrupts, divides the participants into two groups. Participants should be randomly bspatil

Organiziation role play assigned to groups, such as by having each person pulling a paper, indicating group membership, out of a hat. It is important that the participants do not divide themselves into groups. Getting people who do not normally work together to do so creates new synergies which should promote greater creative thinking. Group A (playing the role of a customer support person) receives a card which states: "This customer is very influential. To lose them would be highly damaging to the company. You must do anything within reason to retain them" Group B (playing the role of the customer) receives a card stating: "You have seriously overspent your software budget and while you are not unhappy with the product, you must convince the customer support person to take back the product and refund your money. Since you cannot admit the actual situation (as it would clearly not be legitimate for a refund), you must find problems with the software sufficient to legitimise the return and refund." The groups meet separately for five to ten minutes to discuss strategy and who will be the actor. Then the two actors go to the centre of the room to perform the role play. At any time during the role play, the actors can look to their teams for advice. Likewise teams can offer unsolicited advice. Normally the teams are physically separated from their actors. However, each team can call one "time out" to have a private discussion of strategy. In a lively role-play, a team member may very well offer advice to the actor of the other team. There is nothing wrong with this and the trainer should not prohibit it, although the teams themselves may do so. Eventually, a solution of some sort will be found. If the conflict is not apparent to both sides and there is still sufficient enthusiasm in the teams, the trainer may ask the teams to find another solution. Once it is clear no more solutions are to be found, the groups are brought together and discuss the role play, their strategies, their solution, relevance to real world situations, and alternative solutions. Optionally, each team can draft a short "lessons learned" paper about the role play. The papers can be combined an copies distributed to all role play participants and any other staff who might learn from the role play. In a situation similar to the example, there would probably be several team role playing sessions with different people and different conflicts. In addition, some conflicts would be specific to the company's product or procedures.

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Organiziation role play Role play is a simulation in which each participant is given a role to play. Trainees are given with some information related to description of the role, concerns, objectives, responsibilities, emotions, etc. Then, a general description of the situation, and the problem that each one of them faces, is given. For instance, situation could be strike in factory, managing conflict, two parties in conflict, scheduling vacation days, etc. Once the participants read their role descriptions, they act out their roles by interacting with one another. Role Plays helps in Developing interpersonal skills and communication skills Conflict resolution Group decision making Developing insight into ones own behavior and its impact on others

There are various types of role plays, such as:

Multiple Role Play In this type of role play, all trainees are in groups, with each group acting out the role play simultaneously. After the role play, each group analyzes the interactions and identifies the learning points. Single Role Play One group of participants plays the role for the rest, providing demonstrations of situation. Other participants observe the role play, analyze their interactions with one another and learn from the play. Role Rotation It starts as a single role play. After the interaction of
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Organiziation role play 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.

Spontaneous Role Play In this kind of role play, one of the trainees plays herself while the other trainees play people with whom the first participant interacted before.
Conclusion: During training workshops and routine reviews, role playing games are an effective method of increasing awareness, enhancing participant analysis of field situations, and familiarizing participants with the roles, aims, perspectives and positions of people whom they will meet in the field. While not directly participatory in the sense that they are real situations, they are participatory in their implementation, and provide considerable and valuable benefits in a training programme.

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