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Title

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1		-Role Play
	1	+Observation in simulated environment

Parent

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1		-01 Sectoral Layer.Sectoral Layer Glossary.WebHome
	1	+Main.Sectoral Layer.Sectoral Layer Glossary.WebHome

Author

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1		-XWiki.RandellGreenlee
	1	+XWiki.ChrisVanGoethem

Content

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4	4
5	5	= Description =
6	6
7		-The candidate is placed in a situation with an actor as counterpart. The actor steers the situation, based on a predefined scenario, passing specific realistic situations. Observation is done based on a checklist.
	7	+The simulated environment reflects a real live situation, but is standardised. This makes it possible to build in incentives for behaviour or choices. The situation can be a "copy" of a real live situation, but also a roleplay (for more behaviour skills). The candidate is observed in this simulated situation.
8	8
9		-The role play is effective for testing communicative and social competences like interviewing, rhetoric, argumentation, empathy, assertiveness, persuasiveness, sensitivity (behavioral observation). It's also useful for assessing operational readiness, goal orientation, frustration tolerance, persistence, problem solving skills, analytic skills, decision making skills. and. It can test the skill of adapting communication and language to different target groups. The setting of the role play can be a difficult collaborator interview, a conflict with a leading person, a critical incident on the workplace, a discussion with a designer or a discussion with a technical director.
	9	+This method is used for skills that can be shown in the workspace. The assessment method allows to test very specific competences, as the environment can be controlled. Mainly for practical, observable skills.
10	10
11	11	----
12	12
13	13	= Quality Concepts =
14	14
15		-=== Validity ===
	15	+== Validity ==
16	16
17		-|(((
18		-The validity of the method is increased by the tasks being appropriate for the competences to be measured. Above all, interpersonal and artistic skills can be assessed with the role play. The following communicative and social skills can be assessed: interviewing, rhetoric, reasoning, empathy, assertiveness, persuasiveness and sensitivity. In order to increase the validity, the selected role-playing situations should be representative of the event technology. It is important to make the situation challenging and relevant. The situations need to occur regularly in real life. As the scenario only reflects one concrete situation there is a risk that it doesn't reflect all situations in professional practice. However, the method is close to real life and is well controllable.
	17	+Since all factors are under control, the internal validity of this method is high. The method excludes unpredictability of situation and environment. So, it is easier to ensure safety. Very specific competencies can be tested. Since the behavior of people can change as a result of the observation situation (Hawthorne effect), internal validity is also threatened. This effect can be partially reduced if the work situation is only filmed (indirect observation). Since it is less a real-life situation, the external validity (transferability) of the observed behavior is lower. A good test will reflect real life situations in a controlled environment as much as possible.
19	19
20		-A particular challenge for the validity of the role play is the requirement on the candidate to be active as an actor. Care should be taken here to make it clear that the acting performance is not assessed. The candidate should be able to develop his role freely and without pressure in order to be able to express his inherent competencies.
	19	+== Reliability ==
21	21
22		-According to Obermann (2018), the relationship between job success and the results of role play is .16. This corresponds to a very low correlation. It should be noted, however, that in the assessment context, job success is only indirectly relevant in the context of validation.
23		-)))
	21	+The quality of simulated environment observation depends on the accuracy and repeatability of the test setup.
	22	+Simulated environments guarantee equal treatment of candidates, the result should be identical, wherever and by whatever assessors they are conducted. Therefore every candidate is assessed in an identical situation.
	23	+One of the elements in this are well trained assessors and a levelling system, this avoids that assessment would be biased by assessors influenced by previous tests or looking outside the competences to for example not occupation related behaviour.
	24	+The reliability is increased by the possibility to easily develop exact observable criteria.
24	24
25		-=== Reliability ===
26		-
27		-|(((
28		-The role play should be constructed in such a way that the competences to be measured should not be reflected in a single situation. Otherwise there is a risk that the candidate will accidentally behave correctly. If several situations are to reveal the same competencies, the reliability is increased.
29		-
30		-The situations and the start of the conversation should be clearly worded. Unclear formulations can lead to the candidate misunderstanding the task and situation, which disrupts reliability. Language barriers should also be taken into account accordingly. The starting position is identical for each candidate if the scenario is well developed. But the path can be different and contain unpredicted situations. The assessor needs to find a balance to steer on one hand, but leave the initiative to the candidate on the other.
31		-
32		-Various factors can limit the candidate's concentration and performance:
33		-
34		-poor room lighting or ventilation, disturbing sources of noise, lack of equipment, poor health or psychological condition of the candidate (e.g. fear, stress).
35		-
36		-The reliability is increased by not changing the order of the methods. In this way, the assessment processes remain comparable.
37		-
38		-The assessors / observers should be extensively trained to ensure evaluation and interpretation, to ensure comparability and objectivity. It should be clear which behaviors can be attributed to certain skills. So, reliability is enforced by a good scoring structure.
39		-
40		-The behavior of the interlocutors is standardized by means of a written instruction. This is a prerequisite for objectivity, which in turn ensures that different results are due to the performance of the participants and not to variations in the interlocutors.
41		-)))
42		-
43	43	== Limitations ==
44	44
45		-Role plays are less suitable for assessing knowledge-based skills. Likewise, no competencies are expressed that are expressed in written and drawn results. The methodology is less usefull for observing physical skills, exept if combined with an observation in a simulated environment.
	28	+Development of a assessment set-up is time consuming.
46	46
47		-To check how the candidate behaves in a non-simulated environment, real-life observations should be preferred. A good scenario should be able to bring forward knowledge based skills.
48		-
49	49	----
50	50
51	51	= Considerations =
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52	52
53	53	== Tips ==
54	54
55		-|(((
56		-Educate the assessee that their acting performance is not being tested. He should behave as he would in everyday work. The atmosphere should be as realistic as possible. Assessee and interlocutors (= role players) need prior written information. This gives the other party information on how to react to certain situations and questions. The person watching should not have direct eye contact with the assessee. In advance, it is recommended for observer training to practice role-playing with video analysis. Assessors need to be trained for the specific scenario's, idealy in interaction with their collegues.
	36	+Organise the test in a way that the candidate feels at ease. If it is a tradition to have a cup of coffee at the start of a working day, include this in the startup of the test.
	37	+Give the candidate time to discover the situation.
	38	+Do not built in traps or tricky situations that hardly ever occur in real life.
	39	+Be clear and open about the role and activities of the observers. Attention points can be:
57	57
58		-It can help to get the candidate on the right track to use some properties (assessories) to visualise the role of the actor (for example a typical piece of clothing, documents, models, ...). Make clear the candidate is playing his/her own role in the given situation.
59		-)))
	41	+* Observers write also about positive points.
	42	+* Observers are silent, because they keep a distance.
	43	+* Observers will only stop the test in case of danger or overtime.
60	60
61	61	== Traps ==
62	62
63		-The situation characteristics from the requirements analysis cannot be implemented carefully enough. This can have the consequence that the behavior is not relevant for the competence to be tested. Sentences like "In reality I would do it completely differently." are signs of this. There is a risk for socialy expected answers and behavior.
	47	+If the candidate needs support, the assistant must be trained to limit the intervention to what the candidate requires and not (as we would do in reality) to take over the decision-making process or be proactive.
	48	+There is a risk that the assessor is biased. That is why assessors should be professionals from the field of competences being assessed. Assessors have to be aware that there are different methods to perform a specific task and should take distance from one prefered method, for as far as the goal is reached.
64	64
65		-If the assessor has no experience with role-playing games, an unpredictable momentum can develop which affects the comparability. Assessors need to be aware of the reasons for all scenario steps and have to balance natural behaviour and following the storyline of the scenario that leads to the visibility of the skills. Errors can be a high level of willingness to compromise or hardness. Principle of local independence: The interview partner must act neutrally in the individual situations, even if the assessee had a poor start in a previous situation. Otherwise only the overall performance can be assessed, but not individual competencies. Avoid that the same assessor is playing different roles for the same candidate.
66		-
67		-A short instruction in the role play overemphasizes the situational flexibility. Communicative observations can take place less.
68		-
69		-Uncertainties about the setting (e.g. Has the exercise already started? Who ends the conversation?) should be avoided. Other participants should not act as conversation partners as this does not standardize the exercise. An assessor can't be the role player at the same time.
70		-
71	71	== Scoring Tools ==
72	72
73		-There could be used a check List and notes about the behaviour of the candidat with reference to the expected behaviour. The criteria should be derived from the sectoral layer skills, in other words, they are a concretisation of the visible, observable result of the skill in a specific situation. As the situation can differ, the scoring tool will be more general and leave more room for interpretation than other methods.
	52	+Observing can be done through a list of observable criteria. The criteria should be derived from the sectoral layer skills, in other words, they are a concretisation of the visible, observable result of the skill in a specific situation.
	53	+As the situation is always identical, the scoring tool can be very specific and leave little room for interpretation.
	54	+The final decision is made based on the link of the criteria with the competence and by comparing the observations of the different assessors.
74	74
75	75	----
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