Training and

Development
Assignment
Workshop on Emotional Intelligence using role play
training method

Deepika Saini
MA PSYCHOLOGY 3rd SEMESTER
Training and development

Training is a learning process that involves the attainment of knowledge, sharpening of skills,
concepts, rules, or changing of attitudes and behaviors to enhance the performance of workers.
These are the activities which basically aim at providing the skills, knowledge and aptitudes
necessary for employment in a particular occupation (or a group of related occupations) in any
field of economic activity. “Training achieves the objectives of redirection or improvement of
behavior so that the performance of the trainees becomes more useful and productive for himself
and for the organization of which he is a part,” says Harris. According to Blum & Naylor, “training
is a process that develops and improves skills related performance. Effective training programs
can result in increased production, reduced labor turnover and greater employee satisfaction”.

Development is the process of enhancing skills, abilities, knowledge and capacities of the
individual of the company. Development not only includes improvement in job performance, it is
also including individual growth in the organization. Development aims at making workers not
only good performers but also better human being.

Basic purpose of training

● The basic purpose or objective of training is to increase productivity.

● By providing the training to the workers, organizations would improve the quality of work.

● It helps in creating skill inventory by which a company fulfils its future personnel needs.

● To improve organization climate which help in to creating and maintaining congenial working
environment.

● To improve health and safety of the workers as well as working conditions.

● Training helps the workers to prevent against accident.

● Last but not the least the one of the most important purpose of trainingis to improve the personal
growth of the workers.
Training Methods

There is lots of method by which management train their employees. Theychoose methods
according to requirement of the training. In general, training is of two types—on-the job training
and off-the-job training.

Training

Job Instruction training (JIT) Lectures

Vestibule Training/ Centre Group Discussions
Demonstrations and Conferences
Examples Case Studies
Simulation Role playing
Apprenticeship Programmed Instructions
Sensitivity Training

1. Job Instruction Training (JIT)—In this method supervisors train operational workers. It
consists of all the necessary steps with proper sequence which was required for a particular
task. These steps not only explain what is to be done but also emphasis how it is to be done
and why. It involves four steps (i) physically and psychologically prepare the trainees for
instruction. (ii) presentation or demonstration of the particular task to the trainees, what are
their responsibilities, decription about the job etc. is included in this phase. (iii) at this phase
trainees are tried out what they get understand from the instructions. (iv) this is the last
phase of JIT where supervisors encourage trainees to solve their queries if any regarding
particular task.
2. Vestibule Training/Training Centre—In this method trainees are trained in the company
classrooms. Where they get theoretical knowledge about the work which they are going to
perform. This method is more useful when there is large number of trainees have to be
trained for same kind of work at same time.
3. Demonstrations and Examples—It is just opposite to classroom or vestibule training
methods. Here supervisor describes and display something related to the job and also
explains the step-by-step explanations of why and what supervisor or trainer is doing.
 Supervisor demonstrates to trainees with the help of lectures, picture, text material, power
point presentation, discussions.
4. Simulation—This method is used for more sophisticated task where errors if not
minimized then it leads to heavy losses. It is generally duplicate setup of the workplace,
where workers feel and touch the simulated equipments and make practice to use
equipment without any problem.
5. Apprenticeship—Apprenticeship refers to the period of service as a learner of a trade or
handicraft. The apprentice, usually a boy at the beginning of his working life, was bound
by a legal agreement to serve an employer for a fixed number of years during which the
employer promised to instruct him. Carpenters, a machinist, weavers, jewelers,
electricians, a draughtsman, a tool-maker, a printer, a pattern designer, diesinkers etc. are
the field in which apprenticeship training is offered.
6. Lectures—This method is used to create understanding of a topic or to influence behaviour,
attitudes through lecture. A lecture can be in written or oral form. Lecture is telling
someone about something. Lecture is given to enhance the knowledge of listener or to give
him the theoretical aspect of a topic. Training is basically incomplete without lecture. It is
less expensive and can be reached large number of people at same time.
7. Group Discussions—This method is more useful than a lecture method. In this method the
training is supported, elaborated, explains, or expandedon through interactions both among
the trainees and between the trainer and the trainees. The interaction and the
communication between these two make it much more effective and powerful than the
lecture method. If this method is used with proper sequence i.e. lectures, followed by
discussion and questioning, can achieve higher level knowledge objectives, such as
problem solving and principle learning.
8. Case Studies—This method is usually consisting of description of some events that
occurred in the organization. The basic objective of case study is to find solution of a
particular problem. The trainees review the case and find out the various alternatives and
finally suggest the solution. This helps the learners to increase their observation power and
broaden their view.
9. Role Playing—The term role playing was originally coined in the 1920s by Jacob L.
Moreno, a Viennese psychiatrist who surmised patients gained more from exploring their
 problems by acting them out than by talking about them.6 Oxford English Dictionary
defines role playing as “the changing of one’s behaviour to fulfill a social role”. In this
method, two or more trainees are assigned parts to play in front of others. These parts do
not involve any rehearsals. They are simply informed the situation and the respective roles
they have to play. The usual subjects involve in role playing are grievance handling, hiring,
retrenchment, appraisal interview etc.
10. Programmed Instructions—Programmed instruction is a computer based training that
comprises of graphics, multimedia, text that is connected to one another and is stored in
memory. A programmed instruction involves breaking information down into meaningful
units and it provides the trainee with content, information, asks questions, and based on the
answer goes to the next level of information i.e. if the trainee gives the correct answer than
they forward to the new information. And if the trainee gives the wrong answer then they
are revert to their old position and review relevant information in more elaborate manner.
This method is very useful because it gives immediate feedback, frequently review the
information and it allows the trainee to learn according to their capability.
11. Sensitivity Training—This is the method of group therapy in which the members of the
group, under the guidance of a leader, seek a deeper understanding of themselves and
others, as by the exchange of intimate feelings and experiences, physical contacts, etc. The
main objective of sensitivity training is not to make trainees conform to a set of acceptable
norms and ideas. It is designed for trainees to confront their own prejudices and biases and
broadens their tolerance level. Sensitivity training involves varied methods like case
studies, simulated excise, role playing etc.
Emotional Intelligence in organization

Emotional intelligence is a type of social intelligence that involves the ability to monitor
one's own and others' emotions, to discriminate among them, and to use the information to guide
one's thinking and actions (Salovey & Mayer, 1990). The scope of emotional intelligence includes
the verbal and nonverbal appraisal and expression of emotion, the regulation of emotion in the self
and others, and the utilization of emotional content in problem solving. The emotional intelligence
framework organizes the existing individual differences literature on the capacity to process and
adapt to affective information. Many intellectual problems contain emotional information that
must be processed; this processing may proceed differently than the processing of non-emotional
information. Emotional Intelligence is an ability possessed by an individual to manage his/her own
and others’ emotions with whom he/she interacts. The construct of emotional intelligence
contributes to 80 to 90 per cent of the competencies that distinguish outstanding leaders from
average leaders, and sometimes more (Goleman et al, 2002). Moreover, emotional intelligence is
related to positive outcomes such as pro-social behaviours, parental warmth, and positive family
and peer relations (Mayer et al, 1999; Rice, 1999). It has also been found that emotionally
intelligent leaders are those who generate positive feelings among the followers that significantly
enhance collective performance (Johnson, 2002). It is interesting to note that women as compared
to males are slightly superior in perceiving emotions and as a result score high on emotional
intelligence (Mayer et al, 1999; Mayer and Geher, 1996). In a number of empirical investigations,
it has been observed that emotional intelligence and its related competencies are associated with
excellence in personal, interpersonal, and organisational goals. Boyatzis (1982) says that in top
performing managers and executives, the drive of personal ambition is held in check by strong
self-control and focused towards collective goals. Highly effective managers are adept at
cultivating the reservoir of goodwill and trust, whereas the less effective managers generally fail
to do so (Boyatzis, 1982; Kaplan, 1991). Similarly, based on a 60-year study of more than a
thousand high-IQ men and women followed from childhood through retirement, Holahan and
Sears (1995) report that those most self-confident in their early years were most successful as their
careers unfolded.
Role play in training and development

Van Hasselt, Romano and Vecchi define role-play as ‘simulations of real-world

interpersonal encounters, communications, or events.’ Typically, role-play methods involve the
people being trained or assessed interacting with actors or other simulated interlocutors, using
‘narrative adaptations’ of hypothetical or actual scenarios as the basis for the simulated encounter.

Role playing is an important method in training as role playing prepares the participants to shape
behavior for real life job situations. It is easier to understand as the participants first observe the
trainers and when they are placed in a similar situation how they will react to a particular situation.
Role playing helps in three different ways:

1. It builds confidence
2. Develops listening skills
3. Creative problem solving

Role playing is based on the idea of controlling situations and behaviours where different variables
are playing and it gives them a hand on experience of what they could do in future if a complex
situation arises. According to David F. Swink a three phase method should be followed. The first
stage is the warm-up. It involves preparing trainees and breaking down their resistance to role
plays through the establishment of trainer-learner rapport and encouragement of interaction among
the participants and with the trainer. The second phase is the action stage. It involves the selection
of the protagonist and the auxiliary role players before the setting of the interaction is established.
During the role playing, the action can be temporarily stopped to allow comments and feedbacks
on what has so far transpired. The last stage, the closure, involves the discussion of what is learned
during role playing and how they can be used in real job situations.

Multisensory approach makes role plays an effective vehicle for teaching a wide range of
behaviors. Participants can see, hear, feel, and touch what they are learning about.
Review of Literature

● Annamaria Di Fabio and Maureen E. Kenny evaluates the efficacy of a training program focused
on increasing emotional intelligence , which was developed for Italian high school students. The
training was constructed using an ability-based model of EI. It was hypothesized that specific
training would increase both ability and self-reported EI and reduce levels of indecisiveness and
career decision difficulties. 91 participants from four classes were randomly selected completing
their final year of high school. Questionnaires were administered and scored for students in those
four classes. The findings suggest that the intervention contributes to the hypothesized effects,
with students participating in the training demonstrating increases in both ability-based and self-
reported EI.

● Linda L. Bilich and Joseph Ciarrochi present a theoretically driven intervention that is designed
to promote social harmony and effectiveness in the workplace. They outline the theoretical basis
and practical application of the program as was conducted with members of the New South Wales
(NSW) Police organization. The program involved helping officers to develop effective
interpersonal behavior in line with their values and related goals, especially in the context of
distressing emotions and thoughts. The program was quite different from existing programs that
seek to modify dysfunctional attitudes and explicitly teach social skills.

● M. Johnson & Theodore A. Stern in a study try to determine if medical residents could learn the
components of emotional intelligence and thereby facilitate improved leadership styles. created an
educational workshop that included readings (provided to attendees in preparation for the
workshop), a formalized presentation on emotional intelligence, and role-playing of scenarios
(with debriefing and discussion) involving leadership opportunities. Results: The majority of
participants reported that they left the workshop more informed about leadership and with more
skills that could enhance their roles as leaders.

Conclusion

The importance of Emotional intelligence is well established in the organization and its
growth. There have been studies on using role play as a method of training to enhance EI in
employees and managers in an organization. This will be further described in the workshop on EI
using role play, in the practical.
 References

Ciarrochi, J. (2004). Promoting Social intelligence using the experiential role-play method.
Retrived from

Johnson, J.M., & Stern, T. A. (2014). Teaching Residents About Emotional Intelligence and its
Impact on leadership. Academic Psychiatry, 38(4), 510—513. Doi: 10.1007/s40596-014-0048-4

Mittal, V. Sindhu, E.(2012). Emotional Intelligence and Leadership. Global Journal of

Management and Business Research, Vol 12(16).

Naidoo, S., and Pau, A. (2008). Emotional intelligence and perceived stress. Vol.63(3), 148-51.

Nikolaou, I., and Tsaousis, I., (2002). Emotional Intelligence in the Workplace: Exploring its
Effects on Occupational Stress and Organisational Commitment. International Journal of
Organisational Analysis 10 (4):327-342.

Stokoe E. (2011)., Simulated Interaction and Communication skills training: The ‘Conversation
Analytic Role-Play Method’. In: Antaki C. (eds) Applied Conversation Analysis. Palgrave
Advances in Linguistics. Palgrave Macmillan, London

Singh S. (2007). Role of Emotional Intelligence in Organisational Learning: An Emperical

Study. Singapore Management Review.