103 www.gogreen-project.eu support and dedication to intentional skill building are required to effectively facilitate simulations and conduct the debrief for participants (Goulet, Cross, Chiu & Evans, 2021). To save time during debrief, you may pose questions that apply to all (e.g., “Please raise hands, or write in the platform’s chat box, or vote at the poll created, if you think that it was an intense experience / if you feel that you played a role you have never played before, one that is perhaps quite different from your actual role in the world.”). In this case, wait for hands, or texting in the chat box, or votes by everyone. Another idea is to invite learners to take 1 minute of silence to reflect on future possibilities (e.g., “When we talk about future regarding climate change impacts, we spend most of the time focused on how bad the worst-case future looks, or how difficult adaptation will be. Instead, I’d like you to consider silently for a minute the possibility for the business of this scenario to contribute to some extent to the creation of a better future.”). This is important because it brings increasing hope to learners, who are preparing themselves to find resolve, a vision of a better future, and commitment to act about it. Then the trainer can follow up with another prompt, such as “Think of something you would love about being part of this sort of future.”. The evaluation activity is also part of the debriefing. You should encourage your participants to reflect on the activity and identify their strengths and areas for growth. This entails the completion of 2 separate questionnaires by the participants (an individual performance evaluation sheet and a simulation training evaluation sheet). You should explain to participants why this activity is important and make clear to them that the questionnaires are anonymous and must be completed individually, without any third-party intervention. You should highlight that there are no right or wrong answers, and they should reply as frankly as possible based on their individual opinion. This process will allow trainees to practice giving and receiving feedback and begins to teach the practice of peer-to-peer support and coaching. Environment settings Role-playing in class For an in-person event, a quiet lecture room could be set up. While open space is also an option, it entails some risk in terms of distractions that may appear (weather conditions, environmental noise, difficulty of preparing and running the simulation role-play without the proper/special equipment required, etc.). Role-playing online For an online event, you can choose an online platform that you access to and are familiar with. However, the latter is needed for the actors as well, since it constitutes a determinant for the success of the role-playing. Also, you should take into consideration that an on-line event entails some minor risk in terms of distractions that may appear due to potential net disconnections or incompatible devices used by the participants, such as headphones and/or any other hardware that may consume time and force the simulation training to fall behind schedule. It is important that the online platform selected in the simulation offers the “breakout room” feature, so that delegates can decide privately within their own groups the argumentation and strategy to follow during negotiations.
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