Post Experience Techniques to Enhance Learning in Total Enterprise Simulations Page 231 - Developments in Business Simulation and Experiential Learning, Volume 43, 2016 ABSTRACT In this paper we present justification for developing improved debriefing techniques for total enterprise simulations. We also draw on learning theory to describe the appropriate steps to follow in proper debriefing. Recent changes in the composition of higher education enroll- ments indicate the need to adopt new learning methods. The National Center for Education Statistics (2015) reports that students over 25 years of age currently represent approximately 40 percent of all college students, and this percentage is ex- pected to increase in the next few years. Employer and employ- ee needs are changing too. A study by the Society for Human Research Management (2008) finds that Human Resource pro- fessionals and employees both reported that adaptability/ flexibility and critical thinking/problem-solving skills were growing in importance. One type of learning in particular of- fers high potential to meet these changing demands: experien- tial learning. Experiential learning theory defines learning as "the process whereby knowledge is created through the transformation of experience (Kolb, 1984, p. 41) Experiential learning theories were originated primarily by John Dewey, Kurt Lewin, and Jean Piaget (Hickcox, 1991.) These foundations arose from a particular epistemological view: education is a process of indi- vidual perception of experiences, which means that knowledge is constructed and each person creates their own unique reality (Yardley, Teunissen, and Dornan, 2012.) Largely a reaction against the then prevailing view that “true” knowledge was to be provided by an instructor to the student, Dewey et al. provid- ed for a student centered mode of learning. While we agree that experiential exercises should be student centered, we also argue here that an instructor can choose those techniques that best guide the student towards the most effective learning out- comes. Following Lederman (1992), we focus on the post experience analytical process or the debriefing session. She defines de- briefing as “a process in which people who have had an experi- ence are led through a purposive discussion of that experi- ence” (p. 146.) In addition, “Debriefing aims to use the infor- mation generated during the experimental activity to facilitate learning for those who have been through the pro- cess” (Lederman, 1992:147). The focus on debriefing in this article is on the period after an experiential activity. The emphasis is thus on what has hap- pened, determining what the participants have learned, and to compare this against the learning objectives of the exercise (Lederman, 1992.) Lederman (1992; p. 153) introduces a three phase stepwise process for debriefing a simulation experiential exercise as follows: Phase 1: invitation to talk, set the group rules, and identification of what happened. Phase 2: participants describe the experience, participants de- scribe their feelings, and identification of the effect. Phase 3: generalize, identify patterns, discuss implications and application, express feelings, clarify facts, concepts, or principles, assess individual performance, provide closure and evaluation, and recap achievement. In this paper, we argue that a properly conducted debrief can enhance the benefits of a particular type of experiential exer- cise: educational business simulations or total enterprise simu- lations. Business simulation exercises have a long tradition in business and management education. Concurrently, manage- ment researchers have produced numerous studies of simula- tion based training. However, as Silas, Wildman and Piccolo (2009) note, most of the literature on simulations in manage- ment education is descriptive not prescriptive and does not pro- vide guidance on how to best develop skills in management stu- dents. The leading business management simulations used in higher education and organizational training programs provide multi- ple benefits. Used primarily in strategy courses and other re- lated areas, these simulations have been found to effectively introduce business concepts, inculcate a cross-functional un- derstanding of business, build team skills, enable better transla- tion of data into information, and improve overall decision- making skills (Kulkarni and Sivaraman, 2013.) Other ad- vantages of using business simulations in management educa- tion are the ability to have students practice leadership, deci- sion-making, and effective communication (Silas et al., 2009.) Wolfe (1997) examines empirical studies and concludes simula- tions often lead to superior learning outcomes compared to other training methodologies. In addition, debrief sessions can add significant value to the participant’s learning experience. As Crookall (1992) notes “debriefing is perhaps the most important part of a simulation / game, and yet it tends to be the most neglected, if not in prac- tice, at least in the literature.” An advantage of using simulations is their experiential compo- nent. However, concrete experience does not encompass all the available benefits to an experiential exercise such as a business simulation. Therefore, proper debriefing requires a relevant model including all the major components of experiential learn- ing. Although there are many insightful models to select from, one of the most popular and well established is Kolb’s Experiential Post Experience Techniques to Enhance Learning in Total Enterprise Simulations Chris Papenhausen University of Massachusetts Dartmouth cpapenhausen@umassd.edu mailto:cpapenhausen@umassd.edu Page 232 - Developments in Business Simulation and Experiential Learning, Volume 43, 2016 Learning Model. Kolb’s Experiential Learning Model has four primary areas from which to learn from experience: Concrete, Reflection, Abstract Conceptualization, and Active Experimen- tation. Simulations should be facilitated to incorporate all ele- ments of the learning model to maximize learning. In particu- lar, simulation debriefs should be done in such a way to smoothly connect the various elements in Kolb’s model. The presentation will propose a specific path to implement Kolb’s model into business simulation debriefing to increase its effec- tiveness. Crookall, D. (1992). Debriefing. Simulation & Gaming, 23(2), 141-142. Hickox, L. (1991). An Historical Review of Kolb's Formulation of Experiential Learning Theory, Doctoral Disseration. Oregon State University. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall. Kulkarni B., and Sivaraman, V. (2013). Using Business Simu- lations to Introduce Business Concepts, The Association for Business Simulation and Experiential Learning, Confer- ence Proceedings, Oklahama City, USA, March 2013 Lederman, L.C. (1992). Debriefing: toward a systematic assess- ment of theory and practice. Simulation & Gaming, 23(2), 145-160. The National Center for Educational Statistics. (2015) The Con- dition of Education May 2015. https://nces.ed.gov/ pubsearch/pubsinfo.asp?pubid=2015144 Silas, E., Wildman, J. and Piccolo, R. (2009) Using Simulation- Based Training to Enhance Management Education Acad- emy of Management Learning & Education, 2009, Vol. 8, No. 4, 559–573. Society for Human Research Management, (2008). Critical Skills Needs and Resources for the Changing Workforce: Keeping Skills Competitive. http://www.shrm.org/ research/surveyfindings/articles/documents/critical% 20skills%20needs%20and%20resources%20for%20the% 20changing%20workforce%20survey%20report.pdf Wolfe, J. (1997). The effectiveness of business games in strate- gic management course work. Simulation & Gaming: An Interdisciplinary Journal, 28(4): 360–376. Yardley, S., Teunissen, P., and Dornan, T. (2012). Experiential learning: Transforming theory into practice. Medical Teacher, 2012, Volume 34, Issue 2. REFERENCES