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Question 1) Describe the method for behavior modeling. How does this method differ from role-playing
Answer AMARNATH,
HERE IS SOME USEFUL MATERIAL.
REGARDS
LEO LINGHAM
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BEHAVIOR MODELING
Learning by observation, in fact, takes place via four processes:
-attention,
-retention,
motor reproduction, and
-motivation .
The learner must pay attention to the model as the behavior is performed. Then, the learner must process the information internally, to somehow remember the behavior the model performed. The behavior must then be performed by the learner him/herself. Finally, the learner must be inspired, or have some motivation to then use the behavior he/she has learned.
Modeling is the direct presentation of the behavior by a model. Second, retention processes refer to the internal memory devices the learner uses to assimilate the observed behavior and remember the process. Third, behavioral rehearsal takes place when the learner attempts to reproduce the behavior previously modeled. Feedback, as provided by the trainer and other learners, is necessary for the learner to check for learning and to fine tune the behavioral process. Finally, transfer of training refers to the efforts of the model and trainer to make the desired behavior rehearsal resemble the actual work place or job as much as possible .
However, as nothing is static, businesses and workplaces are changing. Training must then change to meet the new needs or today's organizations. In an era of more workers taking on more responsibilities with no increase in time, the need to train workers in more skills that can be internalized and applied in shorter time frames is critical. New training designs must take into consideration broader topics and include a variety of situations in which learners can apply skills. Also changing is the way in which learners want to learn. More interaction, variety and options are the demands of today's learner. Advances in technology, too, influence training opportunities and ways in which behavior modeling can be utilized as an effective training tool. Today's behavior modeling training reflects all of these influences. Rather than focusing on a complete skill and hoping that the learners walk away with that skill and can apply it, today's behavior modeling training begins with a basic overview of content, followed by immediate application. Many positive models demonstrate various situations in which the skill can be utilized. More content is added and applied, piece by piece, as difficulty and skill level increases. The variation in the training holds the learner's attention, involves the learner immediately, and provides more opportunity for retention. Simulation is incorporated more and more in today's behavior modeling training sessions. Self-discovery becomes an important feature of learning as it allows learners to feel the content.
Though the presentation of behavior modeling training has changed a bit, the basic processes remain the same. Still critical is the skill practice portion, though today we must develop more options for carrying out this portion of the training to meet the growing needs of today's learner. Sound preparation, live interaction and feedback by a trained observer remain integral to the success of behavior modeling training .
Factors Influencing Behavior Modeling
There are several factors that may influence the success of behavior modeling training. These include
-characteristics of the model,
-characteristics of the observer,
-characteristics of the task or behavior being modeled, and
-methods of presentation of the model.
Model Characteristics
Modeling performance enhanced a subject's positive thought processes and helped reduce communication apprehension scores.
It would seem obvious that the model should possess a high competence or expertise in the subject matter in order to provide a sound model of the desired behavior. However, high level models may intimidate the learner, as they may possess a skill that the learner cannot hope to imitate. Novice models, on the other hand, may be more similar to the learner and it may then be easier for the learner to envision him/herself actually performing the behavior being modeled. Also, novice models may be prone to actually make mistakes while modeling the behavior or task, providing an opportunity for the observer to learn not only from the modeling, but also from the model's errors and corrections. The influence of the level of the model may depend upon the type of task being modeled.
In addition to the level of the model, there are other characteristics of the model that have proven to affect the success of behavior modeling training. When the model is similar in age, sex and race to the learner, modeling can be facilitated. When the model controls resources desired by the learner, or appears friendly and helpful, learning may take place. Finally, and perhaps most importantly, as mentioned earlier, when the model receives a reward as a consequence of the behavior, the effects of modeling are improved .
Observer Characteristics
Characteristics of the observer also have an impact as to whether modeling, and as a result, learning, will occur. When the observer has been directed to model or be prepared to perform the behavior ahead of time, modeling is enhanced. If the observer senses a similarity in background and attitude to the model or is attracted to or "likes" the model, there is a greater likelihood that modeling will take place. Finally, if the observer receives a reward for performing the desired behavior, the process is more predisposed to success .
Another factor affecting an observer's ability to successfully model the person to be imitated is "…the extent to which learners can observe and regulate their own actions during observational learning" . Self-regulation allows the observer to fine-tune his/her behavior after modeling has occurred and take control of his/her learning, an aspect of training necessary in today's settings. Another characteristic of the observer, critical to the success of behavior modeling training influences this self-regulation: self-efficacy. Self-efficacy refers to the belief of the individual of his/her ability to effectively confront difficult situations and execute an appropriate course of action. Interestingly, while self-efficacy enables the observer to apply the behavior being modeled to a relevant situation unique to him/her, self-efficacy itself is a behavior that can be modeled .
Behavior/Task Characteristics
Generally, modeling can be effective for both simple and complex behaviors or tasks depending on the way in which the behavior/task is presented. Obviously, the task or behavior should first and foremost be observable. If the behavior or task is presented in a vivid and detailed manner, an impression is immediately made on the observer. In complex tasks especially, the least difficult behaviors/steps should be presented first and built on once a foundation is established. The task/behavior should be modeled a number of times so that the learner can observe and assimilate during the repetition. Details should be minimized. Finally, modeling should be displayed positively, with a model depicting what should be done, rather than emphasizing what should not be done .
Methods of Presentation of the Model
There are many ways in which the task or behavior to be modeled may be presented to the observer. Common methods include live presentation, videotaped presentation, audiotaped presentation, written presentations and combinations of all.
Effectiveness of modeling mode may depend on the characteristics of the observer and how that observer learns most effectively.
The use of behavior modeling in training is frequent and effective. Adults learn by doing, which is the defining characteristic of this method of instruction. It is a familiar and enjoyable way for learners to assimilate and apply tasks and behaviors in relevant settings. The method is easy and inexpensive to implement. Behavior modeling is flexible and appropriate for a variety of learners and learning situations. It is, in essence, the way in which we enable learners to "eat for the rest of [their lives]."
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ROLE PLAY.
Role play is a learning activity in which participants play out roles in a simulated situation. Role plays provide a highly motivational climate because participants are actively involved in a realistic situation.
Advantages of role play include:
Role play can create a highly motivational climate because participants are actively involved in a realistic situation.
Participants can experience a real-life situation without having to take real-life risks.
Role play gives participants an understanding of the client’s situation.
Examples:
Make participants aware of the communication skills needed to function in an organization.
Practice a clinical skill by asking two participants to role play the procedures.
Reinforce a session on coaching skills by asking participants to prepare and present a role play demonstrating the coaching process .
To conduct the role play, the trainer should:
Share with the participants what they should learn from the role play (i.e., share the objectives).
Explain what the participants should do and what the observers should observe
Discuss important features of the role play by asking questions of both the players and the observers
Summarize the session, what was learned and how it applies to the clinical skill or activity being learned
Note: To be effective, the trainer must make sure that the participants are prepared for their parts.
Developing a Role Play
To develop a role play, the instructional designer must:
Select an appropriate situation. It may be drawn from participant or trainer experiences or records. The situation should be relevant and similar to situations that participants will encounter.
Ensure that there is a problem or point of conflict in the role play. This conflict is the focus of the role play and the resolution of the conflict is what the participants should gain from participating in or observing the role play.
Identify the roles that will be acted out during the role play. In most training courses, there will be a party and an opposition.
Determine if the role play will be informal, formal or a demonstration. These are defined as:
Informal. The role players are given a general situation and asked to "act it out" with little or no preparation time. For example, if a question regarding a client session comes up in class, the trainer may ask two participants to take a few minutes to plan and present a brief role play which addresses the situation. This type of role play is not prepared in advance and therefore is not developed by the instructional designer.
Formal. The role players are given a set of instructions which outlines the scope and sequence of the role play. Using the counseling example, the participants would be given a situation with specific roles they are to act out. One participant would play a client and the other would play a counselor. Both would have specific directions regarding the part each is to play and would be given time to prepare for the role play.
Following are hints for successful role plays:
Keep the role play brief. Make the point and then move on.
If you provide training for more than one method, you may want to consider developing some role plays that can be used in more than course. By keeping the role play as general as possible, it is more easily adapted to different topics.
Provide the participants with questions or activities that will help them to focus on the main concept(s) being presented.
Determine whether participants will report the results of their discussion of the role play in writing or orally to the entire group.
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NOTES ON ROLE-PLAYS
1. “Set the Stage”
- Check out the participants’ experiences with role-plays.
- Ensure a group atmosphere conducive to role-playing.
- Review some of the “guidelines” of role-playing outlined below.
- Clarify the goals of the role-play.
2. Assign the Roles
- If possible, use prepared scripts. Remember that they can be modified to meet the group members’ needs and expectations.
- Assign the roles by asking for volunteers or by giving out the roles as “fairly” as possible (e.g. a deck of cards).
- Try to involve as many people as possible in the role-play. Ask for some participants to take on the role of “observer”. Do not give a role to the group facilitator.
- Give everyone a chance to read their roles. Change the names and sexes of the players, if necessary. Tell the participants to “make up” what they don’t know.
- Change the players’ identities. Use nametags to give them a new name.
3. Prepare to Conduct the Role Play
- Set up the room according to the role-play. Make sure the observers are not part of the role-play.
- Clarify the context of the role-play. Make sure everyone knows what is about to happen.
- Answer any remaining questions about the role-play and outline the time frame for the session. Role-plays can generally be brief to make their point.
1. 4. Conduct the Role Play
- Make the role play as “realistic” as possible.
- Try not to interrupt the role-play while it is running.
- Allow the participants to “get out of role” – or to say “time out” – if they are stuck or wish to discuss a particular aspect of the interview.
5. Discuss the Role Play
- Discuss the general issues that emerge in the role-play. Use the group for this discussion.
- Whenever relevant, start the discussion by asking the person in the “hot seat” how he/she thought it went. What went well? What did not go well? What would he/she want to do differently next time?
- Ask the other player(s) to stay “in role” and to give feedback from this perspective.
- Ask the observers for feedback. Make sure to give the person in the “hot seat” a chance to respond to the feedback.
- If pertinent or helpful, run the role-play again.
6. “Debrief” the Players
- Ask each person to tell the group what it was like to play his/her particular role and to take off their “new identity”.
- Debrief the person in the “hot seat” last.
- This is one of the most critical steps of role-plays. DO NOT OMIT!!
7. Conclude the Role Play
- Ask the group members what they learned during the role-play. Summarize major themes and issues.
- Apply the role-play to “real life” clinical or teaching situations.
Remember that role-plays should be fun. Allow for humor, creativity, and flexibility.
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IN ROLE PLAYS,
-participants involve in realistic situations.
-experience real life situations.
-participants gets an understanding of the situation.
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IN BEHAVIOR MODELING
-participants model other person, which may not be real.
-participants reproduce other's actions.
-often the situation may be unreal/ artificial.
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