Investigating training through the lens of dramatic possibilities

Abstract

Purpose

The purpose of this paper is to probe aid readers’ understanding of the areas in which drama-based trainings are being used and how drama as a tool acts as a means to achieve desired learning and behavioral changes in organizations.

Design/methodology/approach

The paper uses literature review to analyze the practice of drama-based training.

Findings

Drama-based training is one of the most effective tools to engage participants. It elicits the desired response in them when they ruminate over familiar circumstances or behaviors being depicted and leads to instant recall and associations that acts as a propeller to imbibing new learning. Coming up with an alternative response or behavior as a result of experiencing events through drama could help them learn or manage the situation through behavioral transformation.

Research limitations/implications

Being conceptual in nature, this model must be tested empirically by relevant stakeholders in the area of learning and development to add further weightage to literature.

Practical implications

By detailing drama-based training used in varied areas of specialization and how its usage has tremendous potential to facilitate bringing about desired behavioral changes, the paper demonstrates the importance of creating a lasting impact through this method of training that will specially be relevant to HRD managers.

Originality/value

Multidisciplinary areas in which drama- or theatre-based trainings are being used have been studied through literature review and a conceptual model of training, abbreviated as DRAMA for easy recall, has been proposed with inclusion of salient features that make drama-based interventions for training so engaging and effective for disseminating learning. This model also finds some connection with the Kolb’s experimental learning theory.

Citation

Shree, S. (2017), "Investigating training through the lens of dramatic possibilities", Industrial and Commercial Training, Vol. 49 No. 4, pp. 157-163. https://doi.org/10.1108/ICT-10-2016-0066