Knowledge is not power; only knowledge in use is power. Practicing, perfecting and applying skills and knowledge create effectiveness. Guided experience to specific ends is the best teacher, especially when it emphasizes discovering what works, why, and how to repeat the performance with progressively better results. This is as true in marketing as anywhere.

Roleplay—the process of observing or trying a skill on for size in a non-threatening environment—is the best way to learn most advising skills. To observe the skill and analyze the performance of it immediately afterward, or to do the skill for the first few times in a supportive, non-threatening setting, creates dynamic learning experiences. Learning accelerates as quickly as the learner’s own talents and interests allow.

Simulation Roleplay

A Simulation Roleplay assumes reality and portrays, as closely as possible, real life and real people. To set up a Simulation Roleplay, simply follow these steps:

1. Identify the skill and skill level desired.

2. Describe the general situation to be assumed for the roleplay, and explain openly (no need to be secretive) to the prospect’s player what you want to see regarding characteriza-tion, responses to pose, facts to incorporate. Be careful not to provide more information than the player can remember, or provide a fact sheet beforehand for the player to study.

3. Make the roles clear. The prospect player is to stay “in character” at all times, and the per-former/learner must respond seriously to the entire situation. It sometimes helps to use a point system to assess performance, in which points are subtracted for breaking the role and talking about, rather than living, the roles.

4. Let the roleplay take its course. It is no help to disturb an awkward situation. It is reality to allow a knotty problem remain that way while the performers search for a route to meet their objectives. If the learners cannot “think on their feet” in roleplay, how can you expect them to survive the rigors of real life? You cannot do their learning for them, so don’t inter-rupt until they are through.

5. Critique using positive reinforcement. Make certain that panning the learner’s roleplay performance does not jeopardize initial learning experiences.

Hint: More than one roleplay in more than one assumed situation will generally be needed for learners to develop even the most cursory proficiency with a skill. But don’t think you have to figure out every roleplay situation and instruction on your own. Ask the learners how they would like to set it up. They will create scenarios where they feel they need the most help, which is good.

Positive Critique Format

What worked? Which questions got the best responses?
Did a certain style of questioning get past a roadblock?
What did you see that worked best? Why?

If you could do it again, but differently, how would you do it? Why would that work better next time?

On a scale of 1 to 10, how would you rate your performance? Using the same scale, what did you expect?

Questions? Email jhmco@melchinger.com

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This newsletter is designed and distributed by Kirk Lowe of Freedomarketing (faWebProfiler.ca). Content by John H. Melchinger - The Marketing CoachT