4.4.2. The main stages of the development of cases and situational tasks Stage 1. Formulation of an educational problem, the solution of which is aimed at the method of cases. Namely - determining how the actions of the training participants should change in their practical activities and what

4.3.7 Basic versions of the Game Let's list the most common versions of the "ORGANIZER" business game. "One-time production". When using this version of the Game, all gaming organizations having received raw materials (or components) before the "start", they produce only one

4.12.4 Main stages Three stages of the Game are distinguished: 1) introductory stage (0.5-1.0 hours); 2) stage of life support (1.5-2.5 hours); 3) stage of summing up (0.5 -1.0 hours) .At the introductory stage, the participants get acquainted with the rules of the Game, receive job positions by lot and

The word "role" (role) comes from lat. rotula- a small wheel or round log, which later came to mean a sheet of paper rolled into a tube, on which the words of plays for actors were written. The concept of "role-playing games" first appeared only in the twentieth century. The prototype of situational role-playing games were impromptu dramatic games on a given theme, developed in 1946 by J. Moreno.

Since the mid-1950s. the use of role-playing games in the United States has gone in two ways. They began to be widely used in psychotherapy, including personality growth groups, sociometry, psychodrama, gestalt therapy, and meeting groups.

Another area of ​​application of role-playing games has become training groups, the tasks of which are self-development and self-improvement, and not psychotherapy. This direction was created mainly with the aim of developing in people the skills of leaders, behavior in large and small groups, constructive interaction, resolving conflicts in groups, forming an adequate self-perception and perception of others.

Role-playing games allow you to actively involve students in the learning process, to arouse interest. They provide excellent conditions for establishing feedback immediately after the end of the game interaction. With the help of role-playing games, new ideas are more easily accepted and the attitudes of the trainees change.

Role-playing games are based on the learning effect of cooperative action. From a psychological point of view role play content is not an object, its use or change by a person, but relationship between people, carried out through actions with objects; not a person is an object, a person is a person.

The specificity of role play determines its preferred use in psychotherapeutic and personal trainings. Role-playing

the game can also be used for educational or organizational purposes, if its content becomes a managerial situation, i.e. if the game takes on a business nature and is aimed at developing the skills to interact with other people.

Role play is a way to expand the experience of the participants in the analysis by presenting them with an unexpected situation in which it is proposed to take the position (role) of one of the participants and then work out a way that will lead this situation to a worthy end. Thus, role play is a psychological modeling method aimed at obtaining a psychocorrectional effect through intense interpersonal communication and performing joint activities people in a game simulation of real or fictional situations.

In modern pedagogical practice, the role method is an effective diagnostic, prognostic and corrective tool for the social and psychological training of specialists. Such a game makes it possible to reveal the individuality of each student, his creative abilities, develops the ability to enter into the position of others, better understand their positions and feelings, and also creates conditions for a better understanding of the norms and rules of behavior and communication. This, in turn, promotes awareness of the importance of socio-psychological factors in managing other people and in interacting with them. In addition, a significant socio-psychological experience is acquired in a more objective analysis of both one's own behavior and the behavior of others, and the psychological competence of a specialist develops.

The main characteristics of role-playing games include:

• - the presence of a model of a controlled system included in a specific socio-economic system. Such a model could be a factory, factory, store, museum, library, or division of an organization;
• - presence of roles;
• - the difference in the goals of the participants in the game, performing different roles;
• - interaction of roles;
• - the presence of a common goal for the entire playing team;
• - multi-alternative solutions;
• - the presence of a group or individual assessment of the activities of the participants in the game;
• - the presence of controlled emotional stress.

The main difference between role-playing games and the method of role-playing is, first of all, that the one who plays the role of a participant in the analyzed situation, along with a description, is given instructions on how to conduct his role, what strategy to adhere to, what character to portray, how to evaluate the current situation. situation, what interests to defend and what goals to achieve.

The instructions for the role-playing game should, on the one hand, describe in detail all aspects of the situation. However, on the other hand, it should not set rigid boundaries that prevent participants from playing their roles in accordance with their own ideas about how to act in such cases.

Thus, role-playing games are games according to a given scenario, which requires not only familiarity with the material, but also entry into a given image, i.e. to some extent even reincarnation, acting.

The task to be solved by the members of the group participating in the role-playing game is creating a model of behavior, typical in everyday life for real people. It should be emphasized that it is the behavior, and not just the manifestation of the talents of the speakers, that will be the basis of the ensuing discussion. The group should observe the content of each scene played out.

Role playing methods are interactive, as a rule, they are used in programs for the study of leaders and specialists in the field of human relations. Role-playing can be an enjoyable and inexpensive way to learn many new skills. Participants in the class can also abandon the rules and experiment. For example, the player may experiment with leadership styles or interaction strategies, demonstrating competition, concession, or compromise in decision making.

When this technology is introduced, classes are held in the form of either a meeting or a freely developing role-based communication (dialogue) between the participants.

At the end of the lesson, the students discuss the outcome and the course of solving the problem (conflict), assess the behavior in this situation of each of its participants, his productivity. At the same time, the "audience" begins the discussion, and the teacher ends it, who conducts a critical analysis of the results of role-based communication, noting achievements and losses.

Observations can be more effective if a video of the role-playing game is made, which, if necessary, can be used to provide feedback and confirmation of certain provisions, as well as consultation.

The method of role-playing games allows the listener to "walk in someone else's shoes", as if from the outside to look at himself and his "hero", whose role he plays, which is of great importance for the perceptual training of managers and specialists, the development of their skills of adequate perception of business partners and reaching mutual understanding, choosing an effective scenario of behavior.

In training, they usually use three types of role-playing games.

• 1. Direct games- modeling of elements of professional activity.
• 2. Strategic simulations- decision making under certain conditions (" Ecological catastrophy"," Flight to the Moon "," Accident in the Desert ", etc.).
• 3.Role-playing games- the participants in the game separately receive various individual instructions for interacting with each other in the expected conditions.

Role-play is used as a stand-alone learning technology, and is also used in communication training aimed at developing the interpersonal skills necessary for success in areas such as interviewing, providing feedback and assessment, negotiations, public relations activities and even conducting the trainings themselves. ...

The effectiveness of role-playing games is due to their vitality and novelty of experiences. However, the method should be used with caution. If games are played at every opportunity, then its value as a gaming technology can be greatly diminished.

Inverted play- one of the options for the role-playing game. Through this method, the player can achieve a deep appreciation of the problems and benefits of others. This happens as follows: during the game, the teacher suggests that the participants in the lesson stop and switch roles, presenting the same situation from the opposite point of view - from a position that will often fundamentally contradict the beliefs and habitual behavior of participants in role-based communication.

Role-playing should be applied creatively and improvised. It is best to structure the learning process so that the theoretical part is followed by a role play, which makes it possible to put into practice the principles or techniques just learned. In the case when all participants in the educational process need to cope with some practical situation, you can arrange one role-play for all. In this case, you need to divide one large group into several small ones, each of which plays out its own situation.

A competent role-playing game brings undoubted benefits to its participants. It is advisable to conduct such staged games after the group has overcome stiffness, resistance and psychological discomfort.

The role play teacher must carefully plan the role play. He should take the time to prepare a short description of the characters involved and make sure that the created game conditions are as close as possible to the specifics of the main activities of the participants in the role interaction.

The trainees are first introduced to the situation itself, and then offered to distribute among themselves the roles of its participants. The roles of each participant (in accordance with the general conditions of the role play) can lead trainees to lively discussion, especially when everyone gets used to the role, and not just perform the duties.

As a rule, there are two options for the distribution of roles.

• 1. Roles are distributed among some trainees, and the rest, who have not received roles, become active spectators, observers, or act as an arbiter, recording the characteristics of the participants' behavior and then assessing its consequences.
• 2. Participants in the analysis of the situation are divided into small groups of like-minded people, and each group takes on the role of an individual, participant in the situation or the unit headed by him.

The small number of participants contributes to the creation of the calm informal stopover necessary for successful learning.

The opportunity to use role play as a training program remains even when there are more than ten people in the group. Large groups can be divided into several smaller groups, each with their own observers, role play sets, and instructions. Time in such cases is calculated so that all members of small groups can discuss the results of their activities in a general discussion.

Benefits of role-playing games:

• 1) “learning by doing” is one of the most effective ways to learn and gain experience. Own experiences are vividly remembered and persist for a long time;
• 2) role play allows participants to understand how people feel when faced with certain situations. This understanding can be a powerful learning tool: it can contribute to the development of the ability to assess the prerequisites of the behavior of others, which would be difficult to achieve in any other way;
• 3) although the use of role play contains an element of pedagogical risk, the latter refers mainly to the possible ways of responding to the group, and not to the impact of the game on it; role play provides participants with the chance to learn and reinforce a variety of behaviors. The advantage here is the communicative training environment, free from the risks associated with the use of a particular model that might arise in natural conditions.

RPG Limitations:

• 1) the essence of a successful role-playing game is to create a situation that is as close to reality as conditions allow. If the group feels that the scenario is unrealistic or does not take into account some details of the practice, the value of the game will be lost and the learning objectives will not be achieved;
• 2) If the objectives of the role play are not fully explained and the emphasis is placed on the importance of demonstrating behavior (rather than acting), there is a danger that the role play will be perceived as fun. Having serious exercise goals

use does not prevent people from enjoying participation in it and provides joy from interacting with the situation and getting out of it, and not just from funny jokes during its holding;

• 3) like any training method that involves the active involvement of participants, role play contains a share of risk. The game brings results only when the group is ready to join it. If group members are afraid of losing face by participating in the game, or are embarrassed about the process of role-based communication, this exercise will not be effective. The fact that the exercise is being controlled further increases the tension;
• 4) if the teacher has weak psychological and communicative competence, he can cause the performers of the roles to feel anxiety, concern for their reputation and self-esteem. The lack of psychological support for adult learners also enhances this state and reduces the motivation for learning.
• 2. The structure of a lesson with a role-playing game can be as follows:
• 1) immersion (mini-lecture);
• 2) presentation of the role play to the participants and the formulation of educational tasks;
• 3) distribution of roles;
• 4) instructions for the participants of the game and the group;
• 5) the conduct of the game;
• 6) summing up the results of the expert group;
• 7) debriefing.
• 3. The structure of the instructions for the role-playing game (for players):
  • - the name of the character;
  • - a description of the obvious elements of the situation - information that is equally possessed by both active and passive players;
  • - a description of the hidden elements of the situation - information that this player possesses, but does not possess another, and maybe a group;
  • - the goal is for the active player;
  • - line of conduct - for a passive player.

The structure of the instructions for the role-playing game (for observers):

• - the name of the characters;
• - a description of the context of the game, information owned by the observers (it is possible to provide instructions to the players if the group has the information in full);
• - tasks for the observer.
• 4. It is recommended to end the role-playing game with a debriefing, which clarifies the meaning of what has been done, draws a line under the topic covered and establishes connections between the acquired knowledge and new ones that the learners will need in the future. Debriefing allows you to abstract from the content of the situation and makes it possible to analyze what is happening, check your analytical and observational capabilities. Comparing the goals set and the results obtained, the participants master the mission of a specialist, whose work is assessed by the result.
• 5. Practical lesson on the topic "Role-playing games".
• 6. Role-playing game "Prisoner's Dilemma".
• 7. "Prisoner's Dilemma" is a role-playing game used to study dyadic interactions. The name arose from the situation that it is proposed to present to the players.
• 8. It lies in the fact that two prisoners are suspected of a joint crime. They are housed in separate chambers. Each has the opportunity to report the crime of the other, hoping to receive a lesser punishment:
  • - if neither of them reports the crime committed by the other, both will receive a minor punishment;
  • - if one says, and the other does not, then the informant will be released, and the other will receive a severe punishment;
  • - if both of them report, then both will receive a small punishment, but it will be more than what they could receive if both were silent.
• 9. The outcome of the game can be presented in the form of a table, which is usually introduced to the participants before the game.

Table 6

In the “Prisoner's Dilemma” situation, the players must make a choice between cooperative (b) and non-cooperative (d) behavior, taking into account the motives for choosing the other.

From the point of view of the individual result of player A, it is more and more profitable for him to inform about another (d). But the point is, if Player B starts from the same position, they both get relatively few points. And based on the maximum mutual result, they should choose silence (b), but then each leaves the other the opportunity to abuse confidence.

Players need to make a choice at the same time: in some cases, without making contact (write only one word “to be silent” or “tell” on a piece of paper), in other cases, it is allowed to communicate (it is the impact of communication on the choice of a solution that is monitored).

If the first player wrote the word “to be silent”, it means that he decided not to tell anything about the committed crime. If the partner in the game decides to remain silent, then both of them will receive +3 points. But if the first one wrote the word “keep silent”, and his partner decides to tell everything, then the first one decides to tell everything, then the first one gets -1, and the second one gets +5 points.

If the first one wrote the word “tell”, it means that he decided to tell the whole truth about this crime. If his partner also decides to act, then both of them will receive +1 point, and if he is silent, the first will receive the maximum possible score of +5, and the partner only -1.

The game can be played multiple times, and after each round the players are informed of the results for which they receive prizes or penalties. The role of a player can be played not by one person, but by a team with or without a leader.

Role-playing game is carried out in two versions:

• 1) with two participants;
• 2) with two groups of participants.

In the second variant, the subject of analysis includes the behavior of the group in a situation where it is necessary to make a decision with an uncertain outcome and equal alternatives.

The difference between option 1 and option 2 is that the first option requires the participants in the game thinking out loud and then introspection(self-observation); in the second, the teacher himself can directly observe the interaction in the group. However, the game in the second variant is complicated due to a significant expansion of the range of significant factors: different communicative competence and activity of the participants, additional difficulties due to the unequal understanding of the task by all participants, etc.

At the beginning of the game, the participants are told that one of them (it is determined who) will play for the prisoner, and the other for the guard. Further, the "prisoner" is conventionally placed in a cell that has the following shape:

All camera angles as well as sides are approximately the same. There is a prisoner in the rectangle, the guard is outside.

Instructions for the prisoner:

Your task is to choose one of the corners for the "escape". "Escape" will be considered successful if the guard does not guess which corner you have chosen. Record the choice and its rationale on the protocol.

Instructions for the guard:

Your task is to guess in which corner the prisoner is preparing to "escape" and to prevent the escape. Write down your choice and justify it in the protocol.

After the first entries, they are checked by the head of the game with the announcement of the results to the participants. Then the reasons for the choice are analyzed. If it turns out that at the first stage of the game, the participants proceeded from formal grounds and did not take into account the persona of the opponent, i.e. did not try to model his behavior, the leader emphasizes this in the discussion and proceeds to the second stage.

At the second stage, the game is repeated (participants can change places).

The game manager must take into account that any decision of the participants is unsatisfactory from the point of view of formal rationalization. Therefore, it is very important to accurately formulate the question when constructing a hypothesis. Namely - Who is in the dilemma?

It is often confused with the real dilemma, which in such a case arises before the player-participant, with the problem that arises for the game manager, who must recommend the optimal solution.

In this situation, there is no optimal solution, but the way out of the conflict for the participant is to obtain sufficient grounds for modeling the opponent's behavior. Play can provide a didactic function, clearly demonstrating situations where ordinary ideas about rational behavior are inapplicable.

With the help of the Prisoner Dilemma game, you can create a situation for diagnosing leadership style, the desire for competition or cooperation in relationships, people's compatibility, etc.

The game allows you to diagnose and predict interpersonal relationships.

• Game modeling in the activities of a teacher: a textbook for university students / A.P. Panfilova; under total. ed. V. A. Slastenin, I. A. Kolesnikova. M.: Publishing Center "Academy", 2008.

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Choosing a training method

role-playing training game information

One of the main problems arising in the preparation of the training is the problem of choosing the method by which information is transmitted to the participants.

There are many different types of training, and the chosen method greatly influences how the objectives of the program will be solved, and for how long the effects of the training will persist after its completion.

The trainer has many ways to present the material. Just as different roads lead to the same destination, there are a number of different approaches to help achieve the training objectives. None of the paths is the only one right, and some inconspicuous path may be the shortest route to achieving learning goals.

The coach should not be limited to just one method throughout the course. The use of a variety of techniques not only contributes to the preservation of attention and performance of the group, but also reflects real life situations in which it may be necessary to simultaneously use several models of behavior. For example, if an important case study needs to be presented using a procedure just learned to assess whether participants have learned it well, either a modeling approach or a case study followed by discussion and evaluation can be used equally well.

Role-playing games

Description

Role play is a way to expand the experience of participants by presenting them with unexpected situations, in which it is proposed to take the role of one of the participants and develop a way to bring the situation to an end.

The lecture form of work allows you to control the time of the lesson. It is not always possible to estimate how long a given Q&A session will take, but it is possible to calculate with great precision how long the entire lecture will take.

An approach

In order to get the most out of the role play, the proposed situations should be as close to reality as possible. It is necessary to take time to prepare a short description of the characters involved and to make sure that the created conditions for the game are as close as possible to the specifics of the main activities of the participants.

The instructions for the role play should describe all aspects of the situation in detail.

However, this instruction should not set rigid boundaries that prevent participants from playing their roles in accordance with their own ideas about how to act in such cases,

The task that the members of the group participating in the role-playing game strive to solve is to create a model of behavior that is characteristic of everyday life for real people.

It is the behavior, and not the manifestation of the talents of the speakers, that will be the basis of the ensuing discussion.

The group should observe the content of each scene played out. Those who do not take part in the game should be invited to take on the role of observers and record the characteristics of the behavior of the participants and its consequences.

Observation can be made even more useful by videotaping the role play and, if necessary, using it to provide feedback or one-on-one counseling.

1. Thorough preparation of the plan.

A competent role-playing game brings invaluable benefits to its participants. Such exercises should be used towards the middle of the course, when the group is already able to overcome the resistance that may arise at the beginning of the training.

2. Use role-playing games correctly.

The effectiveness of the role-playing game is due to its vitality and novelty of experiences. This means that this method should be used with caution. If the games are played at every opportunity, their value can quickly dwindle.

3. It is better to keep the groups small.

The process of overcoming group resistance can be helped by limiting the size of the group to ten people. The small number of participants helps to create a calm, informal environment necessary for the success of the exercise.

Opportunities for using role play as part of the training program remain even when there are more than ten people in a group, large groups can be divided into no few small ones, each of which will have its own observers, sets of role plays and instructions. Time in such cases is calculated so that all members of small groups could discuss the results of the activities of their teams in a general circle.

4. Role-playing should be used creatively.

There is no reason to isolate role play from other teaching methods. It is best to structure the process so that the theoretical part is followed by a role play, which makes it possible to put into practice the principles just learned.

In cases where all training participants need to cope with some practical situation, it is possible to arrange a role play for everyone. In this case, you need to divide one large group into several small ones. Each of them plays out a different situation.

Benefits of role-playing games

1. Gained experience lasts for a long time.

Learning by doing is one of the most effective ways to learn and gain experience. Own experiences are remembered vividly and persist for a long time.

2. Pleasure.

In most cases, role play offers a relatively painless and enjoyable way to learn knowledge and skills.

3. The emergence of an understanding of how other people behave.

Role play allows participants to understand how people feel when faced with certain situations. This understanding can be a powerful learning tool; it can contribute to the development of the ability to assess the prerequisites for the behavior of other people, which would be difficult to achieve in any other way.

4. Safe conditions.

There is an element of risk involved in using role play, but it mainly relates to how the group might react, not the impact of the game on it. Role play provides participants with the chance to learn or reinforce a variety of behaviors. The advantage here is the training environment, free from the dangers associated with the use of a particular model that might arise in natural conditions.

Disadvantages of RPGs

1. Artificiality.

The essence of a successful role-playing game is to create a situation that is as close to reality as the conditions allow. If the group feels that the scenario of the game is unrealistic or does not take into account some details of the practice, the value of the game will be lost and the learning objectives will not be achieved.

2. Possibility of frivolous attitude on the part of the participants.

If the objectives of the exercise are not fully explained and the emphasis is placed on the importance of demonstrating behavior (rather than acting), there is a danger that the role play will be perceived as fun. Having serious goals for an exercise does not prevent people from enjoying the exercise and provides joy in interacting with the situation and getting out of it, not just funny jokes during the exercise.

3. The element of risk.

As with any training method that involves the active involvement of participants, role play contains a share of risk. The game brings results only when the group is ready to join it. If group members are afraid of “losing face” by participating in the game, or are embarrassed about the process itself, this exercise will not be effective. The fact that the exercise is being controlled adds to the tension further.

The group should not be too large so as not to create discomfort. Role-playing can only be used when group members have coped with their anxiety and feel that their self-esteem is not in jeopardy.

Application

Role play is most commonly used in training to develop the interpersonal skills required for success in areas such as interviewing, providing feedback and evaluation, negotiation, sales, and even training.

There is no logical reason why this method could not be applied in other trainings.

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