DEBRIEFING: THE KEY TO EFFECTIVE EXPERIENTIAL LEARNING Exploring Experiential Learning: Simulations and Experiential Exercises, Volume 5, 1978 3 DEBRIEFING: THE KEY TO EFFECTIVE EXPERIENTIAL LEARNING Phillip L. Hunsaker, University of San Diego An experiential leaning exercise may be defined as a task designed to generate behavior which can be analyzed with respect to specific theories and goal accomplishment. The objectives for participants in such experiences include increasing (1) understanding of principles and theories as applied to concrete situations, including transfer to outside situations, (2) skills in certain interpersonal and decision making methods, (3) skills in observing and diagnosing behavioral phenomena, and (4) awareness of their own values, assumptions, and interpersonal strengths and weaknesses. Although opportunities exist for accomplishing all of the above objectives, participating in an experiential exercise does not guarantee that any learning at all will occur. Participants often become so involved, or have such a good time, that they fail to observe the lessons that could have been leaned. A similar outcome can occur when objectives and guides to leaning are unclear, or insufficient time is allowed for processing what happened during the exercise. The major opportunity for learning occurs through careful reflection and processing of the experiences as related to specific concepts and situations. In other words, all four phases of the leaning loop must be completed, i.e., the (1) experiences must he followed by a debriefing where participants (2) reflect and analyze what they did and felt, with respect to (3) existing concepts and new generalizations, so that they can (4) develop hypotheses to be tested in future experiences. Some ideas on how the facilitator can enhance this learning loop via the debriefing, are presented below. THE FACILITATOR’S RESPONSIBILITIES IN DEBRIEFING The main function of the facilitator during the debriefing is to insure an integration of the experiences with concepts and applications to outside situations so that appropriate generalizations can he made. It is also important that the facilitator encourage participants to exchange feedback and clarify strengths and weaknesses in their interpersonal behavior. Consequently, the facilitator should direct attention to both the content and process of the exercise with respect to both conceptual and personal learnings. The chances for participants to benefit from debriefing activities in both areas, are increased if the facilitator: (1) Develops a secure and supportive leaning climate where participants adhere to norms of mutual help and reciprocal growth. Key ways for the facilitator to promote such a climate are through serving as a model, and by reinforcing desired behaviors; (2) Acts as a resource person in relating the experiences to concepts and specific problem situations (i.e., insuring problem-centered and theory-based learning); (3) Encourage high levels of participant contribution with respect to their own reactions and feedback for other participants (i.e., making it an active versus passive process with shared responsibility); (4) Provide adequate time to allow for personal, group, and content material to be processed and integrated. Exploring Experiential Learning: Simulations and Experiential Exercises, Volume 5, 1978 4 CONTENT DEBRIEFING The emphasis during content debriefing is on integrating the experiences with theory and research, and applying these leanings to specific organizational, or personal, situations. Guidelines for facilitating participant learning include: (1) Make sure participants are prepared to act in a “participant-observor” role; (2) Clarify objectives and relevant concepts to be kept in mind (if appropriate for the specific leaning experience) before the exercise begins; (3) Ask participants to write down some of their generalizations at the end of the exercise to share during the debriefing; (4) Provide a series of questions which require participants to relate their experiences to relevant concepts; (5) Elaborate on participant inputs where possible; (6) Provide a summary integration at the close of the session. INTERPERSONAL PROCESS DEBRIEFING The emphases during this portion of the debriefing are on inter-personal strengths and weaknesses and the group process. This is a high-risk learning compared to content applications, and special care must be exercised in maintaining a climate of psychological safety and mutual concern. Feedback should be solicited (for those who seek it) from as many participants as possible to increase its validity to the receiver. Because ot his superior status, the facilitator should elaborate and clarify contributions of others where possible, adding his own insights only if others fail to state them earlier. Finally, participants should be well versed in the techniques of giving effective feedback (e.g., focusing feedback on: behavior versus what a person is, observations versus inferences, descriptions versus judgments, more or less versus either-or, specific “here and now” versus abstract ”there and then,” alternatives versus advice, value to the receiver versus release to the provider, etc., etc.). CONCLUDING NOTE Since participants- share the responsibility in the debriefing and have many- different personal concerns, the facilitator should be prepared during both content and process debriefing to follow the direction which the participants are taking. One of the most exciting aspects of experiential learning is that unforeseen events, and new and different leanings, do occur. Adherence to a rigid structure may insure that certain content considerations are included, but it may also insure that many new and exciting leaning opportunities fail to be exploited. Maintaining this flexibility is a challenging, but rewarding opportunity. Table of Contents Volume 5, 1978 Debriefing: The Key to Effective Experiential Learning A Kiss Before Debriefing Debriefing with Serialized Theory Development for TaskTeam Learning Insights Into Debriefing Experiential Learning Exercises The Two-Step Flow of Experiential Learning: A Preliminary Investigation Programmatic Experienced-Based Learning in an MBA Program The New Research Focus: An Analysis of the Simulation Game User An Analysis of Performance in Simulation Games Compared to Performance on Structured Course Criteria: A Case Study Le's Simplify the Administrative Requirements of Computerized Educational Simulations Assessment of Sex Stereotypes Within Task Group Simulation The Use of Program BAYAUD in the Teaching of Audit Sampling The Effectiveness of Progressively Complex Accounting Simulations in Increasing Decision-Making Performance The Natural Learning Project The Application of a US-USSR Trade Simulation to the Reaching of Business Russian The Use of Semi-Autonomous Work Group in Graduate Management Education: An Australian Experience Evaluation of an Experimental Course in Organizational Behavior for Managers of Japanese Banks Berkshire II: An Experiential Decision Making Exercise: An Exercise in Hegelian Inquiry Creating a Responsible Managerial Experience A Framework for Determining the Pedagogical Value of Simulation Gaming: Implications for Future Simulation Gamin Research Emergent Simulations in Administration Courses Measurement of Administrator Role for Feedback on Structure and Goals An Experiment in Assessing the Theoretical Recognition and Application Leaning Skills of Student Case Writers Some Game Information Systems Experience Using Job Control Language (JCL) for Group and Individual Simulation Considerations for the Use of Computerized Business Simulations Assessing the Effectiveness of Learning Styles as Predictors of Performance within Three Distinct Pedogogic Methodologies Learning Style and Performance A Psychometric Analysis of Kolb's Learning Styles Inventory Learning to Identify and Satisfy consumer Wants: A Classroom Game An Experiential Exercise in Product Benefit Segmentation Sales and Sales Management: A Case/Simulation Approach The SBI Case as Experiential Learning The Use of a Live Case in Teaching Organization Theory and management Principles to Graduate Students The Residency in Hospital and health Administration as Experiential Learning The Extended Live Case Approach to Teaching Marketing Research Experiential Learning in Marketing: Student Consultants The Brazil-Columbia Coffee Marketing Negotiations: An Experiential Exercise Aimed at Highlighting the Dynamics Involved in the International Business Negotiation Process Educational Values of Simulation Gaming Business Simulation Re-Revisited Simulation and Experiential Learning as Human Subject Research An Experiential Evaluation of a Didactic - Experiential Apporach for Teaching personnel Management Experiential Learning in Wage and Salary Administration Integrating Structured Experiences into Personnel Simulation Locus of Control and Performance in a Management Simulation Correlations Between Academic Achievement, Aptitude, and Business Game Performance Suggestions for Student Input of Decisions in General Management Simulations An Exploratory Investigation of Student Perceptions of Computer Simulation as an Educational Tool Time to Sell?: An Experiential Learning Approach to Stock Market Decisions through Interactive Gaming