Efficacy of role‐playing pedagogy in training leaders: some reflections

Abstract

As the need is rife for today's leaders to make swift and perfect decisions, they need to learn critical thinking and interpersonal skills as quickly as they can. The traditional pedagogical techniques of training lack the potentiality to make these happen. Not only are they rigorous, and less dynamic, but also they are less learner-centered, less experiential, and often predispose learners to evaluation anxiety situations. The method of role-playing differs in many unique ways. Its ability to induce participants to quick understanding notwithstanding, it also has the potential to transform theoretical concepts into an experiential format. In all the scenarios presented in this paper, role-playing has presented itself as one of the most promising training techniques today. This paper attempts to reflect on the efficacy of role-playing as an effective pedagogical technique. Implications for practice and research are also discussed.

CONNECT for quality: protocol of a cluster randomized controlled trial to improve fall prevention in nursing homes

“…The FALLS intervention is a modification of interventions previously tested by the PI [7,69] and is based on the Falls Management Program developed by the Agency for Healthcare Research and Quality [59,74]. Details of the intervention components, rationale, participants, and time required for CONNECT and FALLS are in Tables 1[75] and 2[75] respectively. All aspects of the interventions are applied to cluster level; even aspects that are delivered to individuals, address cluster level interactions.…”

Enseñar a emprender en universidades de la Región de Coquimbo, Chile: Perfil docente y prácticas de enseñanza

“…Por lo tanto, queda de manifiesto que uno de los principales problemas en el emprendimiento es cómo debe ser enseñado, pues como señalan se sabe muy poco sobre técnicas de enseñanza efectivas para educar en emprendimiento, y hasta ahora sigue siendo un tópico poco desarrollado y con resultados pedagógicos dispares (Ismail et al, 2018) Respecto a las iniciativas académicas que caracterizan la situación actual de la educación emprendedora en el mundo, destaca el estudio de Sánchez et al (2017), quienes, luego de revisar 107 fuentes investigativas, evidenciaron, primero, la evolución indiscutible que ha tenido a través del tiempo, pues pasó de ser una simple materia optativa a instituirse hoy como un factor integrado transversalmente en la configuración de los currículos académicos. Y, segundo, el desafío particular de la educación en emprendimiento de convertir en acción las ideas, mediante el uso de estrategias centradas en el aprendizaje experiencial y vivencial, y no en métodos pasivos (como lecturas y exámenes escritos), que se alerta, pueden incluso llegar a reprimir el desarrollo de las actitudes y competencias emprendedoras (Gibb, 2002;Kirby, 2004;Sogunro, 2004).…”

The future of interpersonal skills development: Immersive virtual reality training with virtual humans

“…To practice social skills, one needs a training partner who role-plays (Agboola Sogunro, 2004;Salas et al, 2009).…”

“…We suggest a research agenda that builds on the analysis of the particularities of IVR training in relation to existing learning and training models stemming from the HRD field. FIGURE 1 Participant wearing an HMD and giving a presentation in front of an audience of virtual humans in a conference room (the participant, depicted on the left upper corner, is completely immersed in the conference room environment) 2 | IVR AND VIRTUAL HUMANS Interpersonal skills training necessitates practice with another person in the form of a role play (Agboola Sogunro, 2004;Salas et al, 2009), which in a virtual environment means training with virtual humans. Virtual humans are 3D representations of humans.…”