[nextpage title=”Developing Training Material”]
Deciding on activities, exercises, simulations or role-plays requires consideration of various factors. You need to decide about the content of the training, the sequence and about how best to implement a method within the entire flow of the learning experience, how it fits the participants‘ needs and personalities, the impact on your learning objectives and how comfortable you feel using the method.
By the end of this module you will know:
- which factors contribute to useful methodologies,
- what a simulation is,
- about the structure of a simulation,
- how you can design a simulation,
- how to apply useful hints about simulation and exercises in general in your trainings.
[nextpage title=”Factors contributing to effective/ineffective use of methodologies”]
| Effective | Ineffective |
| Application to the participants‘ real lives was clear | Programme was a standard training ‘package‘ |
| Relationship to the participants‘ needs was clear | Methods chosen did not fit the personalities and the politics of the audience |
| Goal and purpose were clear | Tasks were too easy or too hard, and the participants lost interest or became frustrated |
| Participants became involved | Time was used inefficiently |
| Learning was personalised | The environment was not suited to learning |
| Participants became aware of their values | Goals were in conflict with each other |
| Participants were used as resources | Audience did not understand the exercise instructions |
| Learning was co-operative, participants learnt from each other | Participants could not see the significance of the experience |
| Sessions alternated between theory and practice | Participants‘ identities were threatened |
| Facilitator was well-prepared and comfortable with the method used | Facilitator did not like the method and the participants could feel it |
| Facilitator knew the audience and could establish rapport | Facilitator was too attached to the outcome |
| Facilitator could shift style and change agenda relative to the learners‘ reactions | Facilitator had preconceived ideas of what learning should occur |
| Facilitator could reflect on the process at the meta-level | Facilitator focused too much on the material at the expense of the audience |
| Atmosphere was one of self-discovery and continuous revelation | Facilitator could not balance the group needs with the individual needs |
| Experience was fun | Facilitator did not place the method within the larger learning context |
[nextpage title=”Simulations in intercultural training”]
Simulations in intercultural training work on the principle that learners learn through insight, observation and own experience. That learning is achieved through different roles and perspectives: The role of the evaluator, the observer, the participant, the actor and the affected person.
The basic structure of a simulation usually contains:
- a scenario,
- conditions,
- a specific task or goal(s) to achieve,
- rules for the interaction of those involved,
- participant roles (scripts),
- resources.
Possible goals to consider when selecting simulations & exercises:
- creating awareness of own cultural background,
- creating curiosity about other cultures,
- gaining knowledge about other cultures,
- gaining background knowledge about socialisation and structures,
- increasing the ability to empathise with other cultures,
- increasing perception skills and sensitivity for cultural differences and similarities
- increasing acceptance for differences,
- recognising and appreciating different cultural norms (own and that of the target country),
- increasing readiness to handle conflicts,
- increasing willingness to see own prejudices,
- increasing your ability to communicate across cultures,
- increasing sensitivity to misunderstandings,
- increasing your own self-esteem,
- recognising and relativising own fears.
[nextpage title=”Developing simulations”]
The idea
When developing an idea for a simulation or exercise to enhance competence in intercultural contexts it makes sense to follow the following steps:
- decide if it will be a bilateral (two parties) or multilateral (several parties) simulation,
- describe a realistic scenario as a challenging intercultural situation,
- describe the starting position of the different parties and the background of the situation,
- define whether the scenario concerns the content, the values, structure, relationships or interests you aim to address,
- describe the cultural orientations, culture dimensions and culture standards of the different parties,
- consider the required time frame,
- define what the moderator(s) should pay particular attention to,
- define the debriefing questions to match the outcomes of the simulation.
Implementation of simulations
Simulation can consist of the following phases, which can differ depending on the type or length of the simulation:
- phase: Introduction of the participants to the scenario, the task and the method,
- phase: Division of the group into small groups which are to represent cultures, defined in culture scripts,
- phase: Participants learn & practice their cultural scripts and develop a game strategy/approach,
- phase: The simulation takes place. The participants interact according to their roles,
- phase: Debriefing. Participants evaluate and discuss the process of the simulation and exchange learning experiences.
Debriefing
Debriefing serves the purpose of reflecting on the feelings, perceptions and experiences that resulted from the exercise to enable learning about intercultural communication.
The questions asked in debriefing depend on the object of the exercise and should also allow room for participants’ own learning results, which may deviate from the facilitator’s learning intention.
Here are some examples of debriefing questions from an intercultural simulation:
Feedback 1: The other culture(s)
- What did you learn about the other culture(s)?
- Was it difficult to assimilate yourself into your role?
- How did you feel in the role?
- How far were you able to get an understanding the other culture(s)?
Feedback 2: Experience of conflicts
- How did conflict(s) arise?
- How could the conflict have been avoided?
- How were the conflicts handled?
- How far can these experiences be transferred to living with other cultures?
- If these experiences be transferred to living with other cultures, with which consequences?
[nextpage title=”Checklist moderator tasks for simulations and exercises in general”]
- To assist the participants in gaining awareness of themselves, their usual behaviour and attitudes.
- To initiate experience by selecting simulations, role-plays and exercises which are appropriate for reaching the learning goal.
- To constantly observe and perceive the group process. The moderator needs to understand that any behaviour or reaction by participants is acceptable and possible. The participants determine how far they allow themselves to get involved and how intense the experience should become.
- To allow authentic self-determination by the participants, even when participants show doubt, resignation or refusal when participating in the exercise. These reactions are also helpful in illustrating cultural behaviour.
- To animate and encourage the participants to be willing to participate in the exercise.
- To possibly join in the exercise as a participant observer. The moderator should decide very carefully whether to do so, depending on the situation, the goal and the participants.
- To analyse the intercultural elements of the learning process and to assist the participants in reaching their conclusions.
Recent Comments