We have all attended roleplays, whether to facilitate one as a supervisor, or whether to actively participate either as perhaps the adviser or as the client. Roleplays are usually used as a demonstration of knowledge, skills, and behaviours, with perhaps coaching and learning. They may also be used as a corrective measure. But sometimes a roleplay may not be as valuable as expected, perhaps due to lack of goal understanding, lack of preparation, inappropriate setting, insufficient time allowed, or too much feedback.
Here are some thoughts that might help avoid some or even all of these, and hopefully ensure that the roleplay is as valuable as expected.
Goals
The primary reason for the roleplay must be clearly understood by all concerned. If the roleplay a measure of competence, for example part of the requirements for sign-off, perhaps from trainee adviser to competent adviser, or to demonstrate understanding of a process, then the pass specifications must be shared with the individual concerned, referred hereafter as the “learner.” If the roleplay is for coaching and learning, for example how to close a meeting, or to enhance understanding, again the learner must understand why the demonstration is required, and the expected outcome.
Nobody wants a poor roleplay. It is a waste of everybody’s time and can be demotivating for the learner.
The learner also needs to understand what good looks like. This can be achieved by either pairing a trainee adviser up with a more experienced adviser, accompanying the more experienced adviser to client meetings so they can observe and understand. Or if there is a specific training need, identifying the most suitable individual to demonstrate or coach. Choosing the right person can sometime be difficult, as some advisers are better at client interactions than others, and some individuals, even if thoroughly competent at the job, may not have the right skills to communicate how they do that piece of work.
We assume that the value is in the successful outcome of the roleplay. But is that for us or for the learner? The value must work for all parties so understanding what the learner wants to get out of the roleplay is crucial to the success of the roleplay.
Preparation
Each participant must be suitably prepared in advance. The roleplay materials should be handed out in advance, perhaps a week before the roleplay date, for example the adviser material to the learner and the mock client material to the person playing the client. Check that both have time in their diaries to read the material to avoid fumbling around the learner looking for the area in question or the client looking for the answer. The assessor should have copies of both materials and so should any audience, since there may be significant value in asking certain individuals to be observers, such as the individual’s line manager, other trainee advisers, or Para-Planners looking to understand more about the client interaction process.
It is worth mentioning here that should a mock client role be needed, check that the individual selected is an appropriate person. There’s very little value in asking somebody who isn’t used to playing a part, for example a client, to play that part.
Environment
Role plays should be conducted in the right environment and for the right amount of time. Meeting rooms are ideal as they usually shut out the noise from the main office. If they do not, find somewhere else to go. Check who is going to be in any room attached to the one you are using. Shutting out the noise from the main office could well be negated if there is a group training session in the room next door! Ensure that you book the room for the right amount of time. If you expect the role play to take an hour, book the room for two hours, so that you have say fifteen minutes to get set up, an hour for the role play itself, and at least half an hour for feedback and questions, with some flexibility for any over-runs.
Feedback.
We all love to give feedback. But always bear in mind what it is like to receive feedback, whether it is good or constructive. If there are several points that need working on, do not reel them all out at once. Learners should not be expected to work on multiple issues. Instead, pick the three most important or valuable. Coach or arrange training as appropriate and make the trainee aware that there of the other points. At the next roleplay, if the three points you have picked have been corrected, move along to any of the other points if they still need working on and pick another three, unless something else more important has occurred in this roleplay.
Any coaching that comes out of the role play can be done in the same session if it is quick, otherwise book another session and give the individual time to reflect and yourself time to prepare. Sometimes a roleplay plus a coaching session can be too much if done at the same time.
Nobody wants a poor roleplay. It is a waste of everybody’s time and can be demotivating for the learner. Hopefully, the above thoughts will help.
