Health, Safety and Environment - International Labour Organization

Manual 1:AN EDUCATOR’S GUIDEAs part of the preparation for role-play it is important to group togetherthose participants given the same role. For example, all the managers, allthe worker HS&E representatives and all the observers. This enables themto exchange ideas about how they will take on their role and clarifyanything they are unsure of.Checklist for educators – Effective role-play Use the experience of the participants as the basis of the role-play. Forexample, a particular problem being faced by a participant can form thesubstance of the role-play brief Participants should know what the aims of the role-play are (for example, topractise negotiating skills) Participants need to understand clearly what they are being asked to do, andtheir own particular role Individual roles should be kept simple, emphasising the main issues underconsideration The role-play should build upon the experience of participants (although therewill be times when participants are deliberately given a role or placed in asituation new to them) Adequate time must be allowed for participants to prepare their role Ground rules for the role-play should be established. In particular, you shouldemphasise that participants cannot invent new parts to the role-play. If theyhave any questions or difficulties, they should raise them with you Usually some participants will be given the role of observers, to witness andreport back on the role-play as a whole. The observers need to be given enoughtime to present their reports, as these should form the basis for discussion afterthe role-play. An observer’s checklist helps this process You should indicate clearly the point at which the role-play finishes and generaldiscussion is to start so that the participants know when they are to “come out”of their roles25 Health, Safety and EnvironmentA Series of Trade Union EducationManuals for Agricultural Workers