Brief In-class Role Play- CTCH 602

Brief In-class Role Plays:
An Experiential Teaching Tool Targeted to Generation Y Students

Jane Z. Sojka
Mark S.B. Fish
Marketing Education Review
Volume 18, Number 1 (Spring 2008)
Blog: Lynn Barnsback

Generation Y is the largest group of business educated students in history. They are three times the size of Gen X. It is worthwhile to consider their value orientation and adapt teaching tools for them. According to Fontczak & Kelly (2000) “Effective learning occurs when students are more actively involved with an experience then reflect on that experience”. This is called experiential learning. Its benefits include: increased enthusiasm, increased performance on assignments, higher levels of learning, improvements in critical thinking & problem solving.

Role playing, a time honored teaching tool, is frequently used in business classes, specifically selling. While role playing does achieve many of the above mentioned benefits of experiential learning, it can be complicated and time consuming. The authors contend that Gen Y has shortened attention spans and “learn best from situations that are both interactive and entertaining and prefers a personalized approach.” They describe them as fast paced multitaskers who are used to “sound bites”. They believe that short activities are more likely to keep their attention. Gen Y is also immersed in “real-life” experiences like no generation before with reality TV and the 24/7 interactivity of the internet. To work with these unique characteristics, the authors worked on a program of Brief In class Role Plays (BIRPs). It is an adaptation of a traditional tool to these new learning styles allowing a student to make a personal connection to a concept being taught.

The BIRPs are based on real situations for sales representatives. Advantages of the BIRP is that it can be read quickly, (they are only a paragraph or two long), read in class, and multiple issues can be reviewed because of the limited time commitment. They are a quick way to add discussion topics not found in the text. A reality TV type of situation makes them “fun”. Because they are “bare bones” the students can personalize them and improvise. . The authors also suggest having the students create a BIRP as an assignment after interviewing a sales representative. BIRPs focus on the unexpected, “What would you do” situation. They allow students to think and consider their actions and reactions to a situation

The method of evaluation was minimal. Student evaluations of the class were used. Students were asked to identify what helped them learn and 46% commented specifically on the BIRPs. They feel that while the students can “ apply class knowledge to real world personal observation” they believe further study is necessary so they can better understand what students did learn and what about the BIRPs was educational. Also, that while Gen Y make like the shorter version, the longer traditional Role Play might be better suited to some topics.

I liked the article and its ideas. I believe the BIRPs are a good teaching tool because of time constraints both in and out of the classroom. These could be employed periodically. They can be used as time permits throughout the semester. They also might be a helpful tool prompting students to participate in the class in meaningful ways.