F or decades, traditional methods such as essays and reports have been the most common forms of assessment in business education. These methods are mainly designed to evaluate students’ theoretical understanding, analytical thinking and written communication skills and have served their purpose well. However, with business contexts changing so rapidly, they are increasingly regarded as insufficient for developing those soft skills essential for modern leadership and real-world decision-making. The latest The Future of Jobs report classifies abilities such as reading, writing and mathematics as “out-of‑focus” skills, while identifying that resilience, flexibility, agility and analytical thinking will be “core skills” by 2030. This is largely driven by digital technologies, especially AI, which are increasingly automating a wide range of tasks. At the same time, human-centred capabilities like critical thinking, adaptability and problem-solving are becoming more valuable in a business world where leaders face shifting demands and imperfect information. As the world of business grows increasingly dynamic and unpredictable, driven by technological disruption, shifting consumer expectations and a multi‑generational workforce, the need to rethink assessment practices is more urgent than ever. Writing skills remain important; however, the demands of executive life extend well beyond written communication. Instead, leaders are increasingly expected to engage in dynamic discussions, respond to challenges in real time and make decisions with limited information. There is growing recognition that future leaders are expected to navigate ambiguity, think critically under pressure and communicate effectively in high-stakes environments. The gap between academic assessments and workplace expectations raises questions about the relevance of current evaluation practices in higher education. Structured assessments should evolve to include experiential and interactive formats, such as role plays and simulations. Using these experiential methods of assessment, students
TEACHING TECHNIQUES
can learn how to operate with incomplete data, defend their decisions, demonstrate cognitive agility and adaptability in dynamic situations and show they can act without the luxury of time. These approaches better reflect the demands that leaders face in practice. Role plays provide an alternative to traditional assessments by allowing evaluators to observe skills such as negotiation, conflict management, emotional intelligence and stakeholder engagement. These simulations are particularly effective in developing leadership capabilities, as they place students in high-stakes, interactive scenarios that mimic real-world business challenges. Selecting suitable scenarios In a typical role-play scenario, students are expected to influence stakeholders and navigate competing interests in real time. This demands active listening, persuasive communication and emotional regulation; skills that are essential to effective leadership and decision-making. Also, from a pedagogical perspective, role-play assessments are grounded in experiential learning theory, particularly David Kolb’s learning cycle. Stepping into different roles allows students to appreciate diverse perspectives, enhancing empathy and collaborative thinking. The combination of feedback and reflection that follows these exercises reinforces learning, helping students to refine their approach and build confidence. As such, role play is not merely an assessment tool but a powerful developmental experience that prepares students for the nuanced, people-centred challenges of contemporary leadership. Effective role-play assessments begin with carefully designed scenarios that reflect the business situations. These should strike a balance to provide context, yet be open-ended enough to allow for diverse, creative responses. Equally important is the assignment of roles. Each student should be given a position that aligns with the learning objectives and encourages meaningful participation, such as CEO or team leader. To maximise effectiveness, role-play assessments should follow several best practices. Clear learning goals should be established in advance to reduce ambiguity and anxiety,
targeting competencies like strategic thinking, ethical decision‑making, or
persuasive communication. To ensure fairness and consistency, robust evaluation criteria are essential. Rubrics that assess dimensions such as clarity
31
Business Impact • ISSUE 4 • 2025
Made with FlippingBook - Share PDF online