www.gogreen-project.eu This project has been funded with support from the European Commission. This publication [communication] and all its contents reflect the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project number: 2020-1-CY01-KA202-065983] The handbook entails also a section about the “Facilitation of the Role-playing Simulation Training”, which includes: o Tips for Briefing o Tips for Debriefing o Environment settings o Staff involved o Equipment, Tools, Resources 3. Target Group The present handbook is intended for trainers and VET providers, who wish to embed simulationbased practices in their teaching. It aims to help them advance their teaching methods, content and techniques, so as to provide learners (Private entities and entrepreneurs) with the required knowledge, skills and individual competences to better understand the impacts of climate change and apply effective measures for mitigating such impacts. 4. Added Value – Motivation A crucial element of role-playing simulation is the elaboration and analysis of differing scenarios, which allow potential action strategies to be developed and discussed in a realistic manner, but within a safe and supervised educational environment at the same time (Salas, Wildman & Piccolo, 2009). Such scenarios usually involve a specific setting and a temporal frame. They represent future problematic areas and difficult situations, or current deficiencies within the system, to which players (learners) are expected to respond (Waxman, 2010). The task for the participants is to articulate ideas, information and arguments in a way that is consistent with their role given. Within such a framework the tutor maintains strong control over the focus of the role-playing, while allowing participants to explore the role through their control over the exact language of the speech (Salas et al., 2009; Waxman, 2010). According to Alden (2000), the most precious benefit deriving from this form of training is that it gives scope for participants to reflect on their learning, while giving the instructor security from the fear that the activity would “get out of hand” and wander from the desired focus of the role-playing (p. 128). The GoGreen training involves role-playing simulations that are dealing with the impacts of climate change and the actions that companies can take to respond to this challenge. Both trainers and learners will get familiar with the topic, in order to expound on the broader issue of Climate Change and its impacts, as well as companies’ various mitigation measures placed at the core of the scenarios’ content. The four (4) scenarios developed refer to respective and separate role-playing simulation activities, corresponding to the modules and competency areas identified within the GoGreen project. Each of the four scenarios has its own story and different challenges that focus on problems or cases appropriate to the discipline and course level. Through the simulation-based training, all participants (people from private entities and entrepreneurs) are expected to acquire deep knowledge, skills, and competences relative to the broader issue of climate change and its impacts. The simulation scenarios intend to develop also their critical thinking, problem-solving, negotiation, collaboration and decisionmaking skills. The four (4) scenarios are presented in the following graph.
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