Case Studies and Role Plays: "Getting Them Right"
(December 2002)

We are continuing to summarize some of the key presentations made during the Training: Best Practices, Lessons Learned and Future Directions conference held in May 2002. To date we've summarized:

• Top 10 best practices and lessons in training learned at the conference (Rick Sullivan, PhD)
• Developing effective group and individualized learning materials (Rick Sullivan, PhD)

This month, we will summarize: Case Studies and Role Plays: "Getting Them Right" by Wilma Gormley and James McCaffery, senior consultants at TRG/PRIME II

Learning Objectives

This presentation focuses on the use of case studies and role plays. After this presentation, you will be able to:

• Describe the learning situations best suited for each method 
• Use a step-by-step process to design and deliver both methods 
• Avoid common errors in using these methods

First, let's look at the Experiential Cycle. This cycle illustrates the learning progression from experience to application. The cycle starts with experience, which leads to the processing stage where participants reflect on the experience by comparing and contrasting reactions to it. Once this processing stage is complete, participants are then asked to generalize and apply what they have learned to other situations. The cycle can begin again either by reflecting (at a later date) on what happened when people tried to apply their learning in real life situations, or when the trainer introduces new learning objectives. Case studies and role plays are especially good methods to apply during the experience stage of the cycle.

Now, let's look at how and when to use workshop-based case studies. Case studies should be used to:

• Identify factors/issues in a problem 
• Analyze and solve problems 
• "Reality-test" a model or approach 
• Understand field or job reality 
• Provide an initial step in preparation for trying out a difficult conversation

It is important to deliver case studies following these steps:

• Begin by setting the climate: explain the objectives and provide the rationale for the case study.
• Distribute the case to participants. Provide them with an opportunity to read the case. Give individual task instructions.
• Briefly overview the case, and give participants an opportunity to ask questions. Clarify the facts of the case.
• Give small group task instructions.
• Divide participants into small groups to work on the task.
• Monitor small group work.
• Manage group report-outs and process the discussion using facilitation skills.

Effective case study sessions include the following key features:

• The case study should be appropriate for the learning goal.
• The outcome of the case should not be predetermined or too simple. There should be more than one "right" answer.
• The case should be realistic, authentic, and relevant. Participants can relate to it as a tough problem.
• The case should include dynamic tension and unresolved dilemmas.
• The case should not be long, no more than one to five pages. It should be easy to read and understand.
• Clear, focused analysis questions and/or points should be provided to learners.
• Case studies are best used through participatory small groups with reports/discussion.

Some common mistakes that trainers make when designing case studies include:

• Making the case too long, too hard to understand, not engaging or relevant
• Not providing enough time for learners to finish a substantive task
• Not seriously defining small group outputs
• Not blending the trainer points or theory well with the participants' outputs

Now, let's look at how role plays are used. Role plays are used to:

• Develop strategies for effective interaction with others
• Practice specific interaction and communication skills
• Analyze human interaction, especially the impact one person's behavior has on others
• Generate different perspectives on what works and what doesn't work in "real situations"

Role plays should be delivered as follows:

• Begin by setting the climate: present the objectives, provide the rationale for the role play.
• Overview the situation.
• Distribute the role description and give participants time to plan.
• Ask for volunteers; make it safe.
• Assign tasks to the observers (verbal and visual).
• Coach the players.
• Set the stage: Begin the role play, but keep the introduction short.
• Debrief the observers, following their instructions.
• Debrief the "players."
• Derole the "players"; appreciate their work while in role.
• Briefly explore other possible actions.
• Ask generalizing question - facilitate brief discussion.
• Ask application question - facilitate brief discussion.
• Make connection to the learning goals to close the session.

Effective role play sessions have the following characteristics:

• The role play should be clearly aligned with learning goal.
• Issues highlighted in the role play should have an obvious connection to the participant's real world - the issues should be plausible, real, and compelling.
• The role play should be open ended, not scripted.
• Some internal tension should exist; something needs to be addressed.
• The role play should not be too complex or involve too many characters (two is about right for most situations).
• The characters must be believable.
• The facilitator should manage delivery of the role play precisely.

Some common mistakes that trainers make when using role plays include:

• Creating confusion between a role play, demonstration, practice trios, and simulation
• Creating a situation that is too complex, involving too many role players
• Creating a situation and/or characters that are not believable
• Giving too many instructions at once; or only giving instructions verbally
• Letting the role play go too long
• Not knowing how to refocus a role play that goes off track
• Poorly managing the debriefing (processing) discussion
• Creating a role play that dramatizes a worst case scenario
• Setting up role players to fail in order to make learning points from the failure

Role plays and case studies can be very useful tools for helping participants learn using the four steps of the experiential model.

For more information about developing effective case studies and role plays, contact: Wilma Gormley Senior Consultant TRG/PRIME II or James McCaffery, PhD Senior Consultant TRG/PRIME II at intrah@intrah.org. 

For more information about the Training: Best Practices, Lessons Learned and Future Directions Conference held in the U.S. in May 2002, contact Rick Sullivan at repro@jhpiego.net

Go to JHPIEGO TrainerNews