A short introduction to our theoretical framework

Role play provides an immersive encounter where discoveries and insights are gained through experience and in which learners can reflect and analyse their own behaviour.

Here we provide a short summary of key academic theories and research that inform our work, identifying how adults learn and drawing connections between these theories and the efficacy of our practice.

We’ll look at examples of theory from three levels, from a ‘big picture’ overview of learning theory, through to a medium perspective of experiential learning ending on a ‘close up’ of one aspect of our work and interpersonal awareness.

The Big Picture: How we learn

The theory of Constructivism aims to explain how we as adults learn. It identifies how learning happens in two ways. It is either constructed through assimilation of new experiences that fit a learner’s existing cognitive structures or though accommodation when the learner must adapt their thought processes when they encounter unexpected situations.

Social Constructivism develops this theory by emphasising the importance of the social context of learning. At its most straightforward this means learning happens most successfully when a facilitator provides a ‘scaffold’ for learning which is then withdrawn to promote independence. Simply put, the theory tells us that old fashioned passive ‘chalk and talk’ teaching methods are far less effective than when the learner is actively central to the process, as they are, for example, in facilitated role play.

Bandura’s theories of Self Efficacy place an individual’s confidence (or ‘self efficacy’) in their own abilities as key to the achievement of tasks and goals. His ideas are less concerned with an individual’s skills, but more with their confidence as the key component to their successful execution. Bandura identifies four steps for building self efficacy that can be worked through as a cycle and repeated:

• Rehearsal
• Incremental challenge
• Reflection
• Vicarious learning

We weave Bandura’s methods for building self efficacy into our work, thereby ensuring that delegates have the confidence to succeed in the real world, outside the supportive atmosphere of the training room.

Methodology

Experiential learning lies at the heart of our practice. Our methodology is supported most notably by Kolb’s work that demonstrates that we ‘learn by doing’. He provides the notion that understanding is not fixed, but that it evolves through experience. Kolb identifies four stages of experiential learning, which are:

• Concrete experience
• Reflective observation
• Abstract conceptualization
• Active experimentation

For learning to be effectively assimilated, all four stages of the process must be worked though. A flexible learner-centred approach is necessary, as an individual’s preferred learning style will influence the pace and manner of analysis. Kolb’s model provides a framework for our experiential work. With the addition of experienced trainers, facilitators and actors able to generate credible characters it provides for a powerful learning encounter with long-lasting impact.

Close up on practice

Through facilitated experiential learning new insights can be gained. Luft and Ingham provide a graphical model of interpersonal awareness which identifies how we all have ‘blind spots’ which we are unaware of. Various tools for psychometric profiling such as Myers-Briggs, SDI, Insights, and 360 reviews can identify these theoretically; roleplay can identify them through the concrete experience of the interaction in front of witnesses.

Following the identification of the “blind spots” the structured feedback that a roleplay can generate, together with links that can be made to theoretical models describing the subject under discussion, can be a powerful tool to work on the hidden impact of behaviours. The opportunity to experiment with different approaches in a safe “laboratory” environment completes the cycle of learning.

Our work can help people to explore the way in which they work, potentially breaking limiting patterns of behaviour and awaken people to new possibilities without jeopardy.

Selected bibliography

BOLTON, G. M. & HEATHCOTE, D. (1999) So you want to use role-play?: a new approach in how to plan, Stoke-on-Trent, Trentham.
BANDURA, (1986), Social Foundations of Thought and Action: A Social Cognitive Theory in Marks, D, (2002), The Health Psychology Reader, London, Sage
BRADLEY, P. A. P., K (2003) Simulation in Clinical Learning. . Medical Education vol.37, (Suppl. 1):1-5.
JARVIS P, H. J. G. C. (2003) The theory and practice of learning, Abingdon, Routledge.
KOLB, D. A. (1984) Experiential learning: experience as the source of learning and development, Englewood Cliffs, Prentice-Hall.
KOLB, D. A., RUBIN, I. M. & MCINTYRE, J. M. (1984) Organizational psychology: readings on human behaviour in organizations, Englewood Cliffs ; London, Prentice-Hall.
KOPPETT, K. (2001) Training Using Drama: Successful development techniques from theatre & improvisation, Sterling, Va., Stylus.
LUFT J & INGHAM C, (1955), The Johari Window, a graphical model of interpersonal awareness. Proceedings of the western training laboratory in group development, Los Angeles, UCLA
MOON, J. A. (2004) A handbook of reflective and experiential learning: theory and practice, London; New York, Routledge Falmer.
QUAY, J. (2000 ) Experiential and Participation: Relating Theories of Learning. The Journal of Experiential Learning.. Fall 2003 Vol.26 pp105-116.
SCHON, D. A. (1991) The Reflective Practitioner. How professionals think in action, Aldershot, Ashgate.
YARDLEY-MATWIEJCZUK, K. M. (1997) Role play: theory and practice, London [etc.], Sage Pubns.