Section 03 – The Use and Evaluation of Role Plays
has the added benefit of defusing some of
what can occur in Step 2 – a concentration
on only mistakes by observers, offering little
or no positive feedback.
you …, what do you think?”. or, “How else
could you have reacted when…?” Asking
questions allows the trainee to reach positive
conclusions and requires that he/she think
about issues.
Step 2
The second step of the debriefing process
involves participation by the trainee’s peers.
Several actions by the professor can both
The professor should encourage specific
comments, giving the student observers
examples of appropriate comments. For
example, an appropriate comment is, “You
used a curiosity approach, which is a good
choice for this product. However, the
approach might have been more effective if
criticism. The professor can also check the
observer’s state of mastering the material
because the observers must first correctly
identify what took place. When observers
must also respond with how they would
observation and evaluation, improving their
vicarious learning.
Step 3
The professor may wish to cover any points
that the student observers failed to mention.
Generally, student observers do an excellent
job but do miss some of the positive
elements, giving the professor an
opportunity to re-emphasize the good
say one thing while non-verbally
communicating another. For example, a
professor cannot say, “No one does a perfect
presentation the first time. I know you can
improve and we have to work on your
rapport building,” while frowning the whole
time.
Section 03 – The Use and Evaluation of Role Plays
thinks the trainee was thinking or intending.
It is also important for the professor to focus
on behavior that can be changed, such as a
persistent tapping of a foot, or skills such as
questioning or listening. The videotape can
be used to illustrate such behaviors during
the debriefing, which can improve the
feedback process.
One tool that helps focus on behavior is the
use of a stop watch on the video camera.
The stop watch feature allows the professor
to quickly and accurately note points of a
trainee’s presentation that require comment.
Time is permanently recorded on the tapes,
and when combined with the professor’s
written evaluation, the trainee has a
permanent record of his/her presentation that
is clearly labeled. Also, the professor can
more quickly find places on the tape that
require comment during the class.
Step 4
As Castleberry (1989) suggested, only half
of the students are present to observe any
given role play. Our procedure, though, is to
require the student observers to also grade
the role play. These grades are then
averaged with the professor’s grade (which
Careful observation by the student can
greatly improve planning for the next role
play.
Students also recognize and correct
inconsistencies or gaps in their
understanding during their own review. For
example, students may perceive a response
as an effective method of handling an
objection only to have a professor comment
negatively. The videotape and the comment
sheet together can effectively contrast the
less correct behavior with a better
alternative.
Section 03 – The Use and Evaluation of Role Plays
EXTENDED USE OF ROLE PLAYS
Role Plays as Mini-Cases
One enhancement of the debriefing
procedure occurs after the four debriefing
These larger issues are often handled
correctly by the trainee, but rarely identified
by the observers. Irrespective of the
student’s performance, the debriefing session
can focus on the larger issue. That is not to
say that specific incidents are not recalled
and shown again to improve the trainee’s
skills. The focus of the conversation,
however, is on the ethical, strategic, or other
important issue.
Videotape Role Plays Versus Other
Course Selection for Role Plays
Role plays have application in other classes,
though, that can take advantage of the mini–
case experiential format. For example, we
have used role playing in sales management
classes. Role playing can provide a student
with an experiential learning exercise in the
areas of interviewing, performance
traditional case discussions that are often
used to illustrate issues in those areas.
Videotaping such role plays offers students
greater insight into their interpersonal
behaviors. Improvements are more dramatic
students away.
Alumni have also reported that the role
playing enabled them to perform better in
job interviews, in the training that their
companies offer, and in the field. It is clear
from student and alumni feedback that the
role play process is a positive one for many
students.
An exciting dimension for the professor is
realizing the depth of the comments offered
by student observers as the course
through them, or to lot a specific role play
continue at the expense of the debriefing.
The larger issues that are the focus of a case-
like discussion should be kept simple so that
the discussion can remain brief. No more
than five minutes are usually required for
the entire debriefing process.
Section 03 – The Use and Evaluation of Role Plays
CONCLUSION
Providing a quality debriefing is the key to
making video taped role plays an effective
teaching tool. A quality debriefing session
should be honest, timely, and constructive
(Ingram, 1990). It should also maintain the
Section 03 – The Use and Evaluation of Role Plays
REFERENCES
Behnke, R. and C. Sawyer (1988), “Technological Developments in Communication Training,” Public Relations
Quarterly 32, 20-22.
Black, Arthur (1967), “Multi-Level, Multi-Media Training Systems,” Speech Presented at the National Education
Grant, D. (1984), A Better Way of Learning From Nellie,” Personnel Management 16, 31-33.
Hawes, Jon M. (1990), “Developing Sales Presentation Skills Through Video Technology,. Proceedings of the
National Conference on Sales Management Dallas, 139.
Ingram, Thomas N. (1990), “Guidelines for Maximizing Role–Play Activities” Proceedings of the National
Conference on Sales Management Dallas, 141.
Kallas, Kenneth (1967), “VTR in Sales Training, Training in Business and Industry (July), 42.
Mills, Gordon E. and R. Wayne Pace (1989), “What Effects Do Practice and Video Feedback Have on the
Development of Interpersonal Communication Skills?,” The Journal of Business Communication (Spring), 159-
176.
Section 03 – The Use and Evaluation of Role Plays
ROLE PLAY GRADING SHEETS
INDIVIDUAL SELLING TO AN INDIVIDUAL
(Note: several versions are offered)
Seller____________________________________________________ Score ________________
10 ___ Discovered/reiterated buyer’s needs early
answer
10 ___ Nonverbal
eye contact
gestures
nervous
posture
10 ___ Visual aids
appropriate
professional
easily seen
10 ___ Correct speech
fast/slow
loud/soft
monotone
verbal pauses
choice of words
confidence
clarify
good response
post-obj. probing
communication
honesty
well prepared
respectful
dress
Section 03 – The Use and Evaluation of Role Plays
ROLE-PLAY EVALUATION
SELLER
Seller:
______
_____________________________________________
_____
Social Style
Encountered:_________________
(4 points) APPROACH
_____
(11 points) CLOSE
_____
Good first-impression
Gained buyer’s attention
Smooth transition into the rest of the sales call, with
permission
(16 points) PRESENTATION
Good preparation/knowledge of material
Kept buyer’s attention
Good use of visual aids and/or other tools
Visual aids communicate well (NEW)
Got buyer involved
Improved buyer’s understanding
Made it so buyer is more likely to remember information
Offered proof
_____
Gained agreement/commitment throughout the
presentation
Used trial closes
Recognized buying signals
(16 points) COMMUNICATION SKILLS
Promoted two-way communication
Active listening
Did not interrupt buyer
Reacted appropriately to buyer’s non-verbal
communication
Good body language (eye contact, posture,
gestures)
Adapted for the social style of the buyer
Good flow of speech
Section 03 – The Use and Evaluation of Role Plays
ROLE-PLAY EVALUATION
BUYER
(5 points) BUYER
Instructor
Comments:
Portrayed designated social style well
Knew the case
Section 03 – The Use and Evaluation of Role Plays
ROLE PLAY GRADING SHEET
INDIVIDUAL SELLING TO GROUP
Seller _____________________________________________ Score ______________________
10 ___ Discovered/reiterated buyer’s needs early
10 ___ Discussed benefits, not Just features
eye contact
gestures
nervous
posture
10 ___ Visual aids
appropriate
professional
easily seen by all
10 ___ Correct speech
fast/slow
monotone
verbal pauses
choice of words
confidence
clarify
good response
post-obj. probing
timely
appropriate
honesty
well prepared
respectful
teamwork
friendly
Section 03 – The Use and Evaluation of Role Plays
ROLE PLAY PAPER INSTRUCTIONS
To the instructor:
The purposes of this paper are to force students to prepare fully for their role play in
settings where they choose the product, and to provide the buyer enough information
to be a good buyer.
The paper has two distinct parts, Part I and Part II. Follow the directions given
precisely.
Part I (two copies required)
You are to submit to me two typed copies of Part I (maximum length allowed for Part I is 3 typed
pages-single spaced is okay). USE MY OUTLINE FORMAT FOR THE INFORMATION REQUESTED AND DON’T
USE COMPLETE SENTENCES (e.g., “In business for 20 years” instead of “We have been in business for
the past 20 years”). Be clear and concise. Staple Part I pages; do not have Part I bound or in a folder.
Include your name and product/service name at the top of each page.
I. My product and firm
A. Product/service
Outline information about the product/service you are selling (what it is, how it works,
how the buyer would use it).This should be written in easy–to-understand language
plants/offices, image, size, anything else that will be helpful for the buyer to know).
II. My buyer
A. The buying firm
Outline information about the company you are selling to. Give enough information so
that the buyer can understand what the buying firm does and what product/service it
is currently using (that you will replace with your product/service).Remember to
include the title (and brief job description) of your buyer.
B. Buyer’s needs
1. Outline information about your buyer’s needs with regard to your type of product as
Section 03 – The Use and Evaluation of Role Plays
C. What you’ve done so far with this buyer and the buyer’s firm
Outline information about what you have done with this buyer to this point (e.g. results
of previous meetings or phone conversations; material you have sent them to look at;
conversations you have had with someone else in this buyer’s organization).
III. The buyer’s options
Provide enough information so that the buyer can easily understand his/her options
A. Your own product/service – (Put actual name here. Include prices.)
1. Strengths
C. Direct competitor number two – (Put actual name here. Include prices.)
1. Strengths
A., B., etc.
2. Weaknesses
IV. Objectives
Outline your goals for this meeting (the presentation you will have in class).
A. Primary goal
Part II (two copies required)
Submit two typed copies of Part II (maximum length of Part II is 4 pages-single spaced is okay) which
follows the outline below. Staple Part II pages together, but do not staple it to Part I. Include your
name and product/service name at the top of each page.
I. Objections
II. Responses
Section 03 – The Use and Evaluation of Role Plays
Grading of the Paper
The paper is graded on the following points:
• Professionalism—The extent to which you use correctly spelled words, correct phrasing, and
follow the required outline and directions exactly. I generally count off one point for each of