SIMULATION DEBRIEFING PROCEDURES Developments in Business Simulation and Experiential Learning, Volume 31, 2004 SIMULATION DEBRIEFING PROCEDURES David J. Fritzsche Penn State Great Valley Nancy H. Leonard West Virginia University Marian W. Boscia Kings College Phil H. Anderson University of St. Thomas ABSTRACT STRUCTURE Debriefing has been an assumed part of the simulation process, but there has been little discussion of debriefing in simulation circles. Most discussions on debriefing have focused on experiential exercises and games (Markulis & Strang, 2002). Simulation debriefing discussions have generally been limited to statements that debriefing is important and/or suggestions on techniques, e.g., student presentations to the class or to a boards of directors. The objective of this panel is to foster discussion and hopefully research on the debriefing aspect of simulation games. It will begin with the objectives of debriefing followed by the timing of debriefing, the structure used to debrief and the processes available for debriefing. Debriefing can be accomplished using one or more of the following structures: • Class discussion • Class presentations • Team discussions • Written assignments PROCESS The process used to debrief a simulation game may take many forms including a discussion of personal reactions, simulation events, simulation problems, learning outcomes and links to the business world. Suggested topics for each of these forms are shown below: OBJECTIVES There are numerous rationale for debriefing the simulation experience. They include: 1. Personal Reactions – Nancy Leonard a. What did you enjoy most about the simulation? • To answer student questions. • To sort out and clarify student thinking. b. What did you enjoy least about the simulation? • To reinforce specific teaching points. c. How did you feel about participating in the simulation? about your interaction with your team members? etc.? • To link the simulation to “real life.” • To release emotional tension that has been built during the exercise. d. Why was (not) this a worthwhile activity in terms of learning? enjoyment? e. Why do you think the instructor had you work as members of groups in the simulation? What did you learn from this? TIMING Debriefing generally occurs after the simulation has been completed. However during the simulation exercise there may be times when a short debriefing session would enhance the learning experience. It may be done with the class as a whole but often may work better on a team by team basis so as not to give proprietary information to competitors. Thus there may be a series of debriefings in a single competition. f. What personal long-term effects do you think you may have gained from this experience? g. What emotions did you experience as you participated in the simulation? 2. Discussion of Events – Phil Anderson a. What were the main events of the simulation? b. What decisions were you asked to make? c. What were the differences between short-term and long-term effects (consequences) of your decisions in the simulation? 337 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 d. What do you predict they would be in real life? e. What kinds of trade-offs or compromises did you make during the simulation? f. What trade-offs do you think would be necessary in real life? 3. Discussion of Problems – Dave Fritzsche a. What problems did you encounter in making decisions or as a result of your previous decisions? b. What caused those problems? c. Do the events, decisions and problems occur in real life? d. Are the causes of the problems similar in real life? e. What could you do to avoid these types of problems in real life? 4. Intended Learning Outcomes – Marian Boscia a. What did you learn that was new to you during this simulation? (Consider what you learned about working together in a group, course objectives, the real world.) b. What things that you already knew took on new meaning? c. From what aspect of the simulation did you learn the most? What did you learn? d. What kind of connections among things you already knew did the simulation create? e. What is it about the simulation that caused this to take place? 5. Links to the Real World a. Describe this simulation’s connections to (is it part of) a much larger situation (company, industry, country, world). b. In what ways did your decisions during the simulation affect the whole simulation environment? How did that make you feel? c. What are some decisions you made that have not been tried in the real world? Why do you think that is so? THE FUTURE It is hoped that this panel discussion will stimulate interest in the debriefing aspect of simulations and lead to the development of guidelines for effective debriefing as well as a stream of debriefing research. REFERENCES Markulis, P. M. & D. R. Strang. (2003) “A Brief on Debriefing: What It Is and What It Isn’t.” Developments in Business Simulation and Experiential Learning, 30, 177-184. AUTHORS Dave Fritzsche is Professor of Management and Organization, Penn State Great Valley, Malvern, PA. He began using simulations in 1968, modifying simulations in 1977 and co- authoring simulations in 1985. He is co-author of The Business Policy Game and Modern Business Decisions published by Prentice Hall. The former is now distributed via the Internet. Dave has numerous presentations and publications focusing upon the use and effectiveness of simulations, and he is a founding member of ABSEL. He has run the International Collegiate Business Strategy Competition for the past six years. Nancy Leonard is Assistant Professor of Management at West Virginia University, Morgantown, WV. She currently teaches management and organizational behavior courses for the Department of Management/IR. Her publications have appeared in textbooks and numerous professional journals and conference proceedings including Human Relations, Journal of Organizational Behavior, and Business Case Journal, the proceedings of the National Academy of Management, and the Association for Business Simulation and Experiential Learning. She has also worked closely with student teams participating in the International Collegiate Business Strategy Competition. Nancy is a past president of ABSEL. Marian W. Boscia is Associate Professor of Accounting at King’s College, Wilkes-Barre, PA. She currently teaches cost and intermediate accounting courses. Her current research interests include moral development, Internet accessibility, and employee stock ownership tax regulation. Her most recent publications appear in Teaching Business Ethics and conference proceedings of the Association for Business Simulation and Experiential Learning and the Society for Information Technology and Teacher Education. Marian currently serves as the Simulation Track Chair of ABSEL. Phil Anderson is Professor and Chair, Management Department, University of St Thomas, St Paul, MN. He has over 25 years experience developing and using business simulation games. He co-developed the Threshold Competitor and Threshold Entrepreneur simulations for Prentice Hall, and Merlin (a marketing simulation to be released in January, 2004) for McGraw-Hill/Irwin. Phil has published over 30 articles on simulation games and their effectiveness and has been an active member of ABSEL for over 25 years. 338 Table of Contents Volume 31, 2004 Controlling the Complexity and Orenting Target Groups by a Modular, Server-Based Business Game System Learning Network Demonstration: Delivering Business Education in a Distance Learning Environment Economic Evolution, Human Capital Investment, and Adult Distributed Electronic Learning: A Literature Review Designing a Globalization Simulation to Teach Corporate Social Responsibility Developing and Teaching an Online / In-Class Hybrid: A Demonstration A Model for Evaluating Online Instruction An Evaluation of a Distributed Learning Course: A Students'-Eye Perspective Blended Learning Strategy Improved Business Writing Skills How to Receive and Process Attachemnts while Greatly Reducing the Risk of Viruses and Trojans Introducing Online Components to a Class: How to Increase teh Likelihood of Success Teaching Strategic Communications Online: Using Learning Outcomes to Develop a Case-Based Course Implementing Distance Approaches to Education: A Panel Discussion for ABSEL: Las Vegas, 2004 MANDI: Learning Management Through Field Sales Experience An International Capital budgeting Experiential Exercise A Primer To Combating Terrorism: Playing It Safe While On Overseas Assignment (An Experiential Exercise) Integrating The Business Curriculum With A Comprehensive Case Study: A Prototype The Case Brief: A Model For Case Analysis, Writing And Discussion Technology Infused Pedagogy And Delivery – A Sure Bet? A Proposal For Panel Discussion Absel Conference 2004 Research Strategy And The Bkl: Getting The Most From The Absel Archives Simple But Effective: Rediscovering The Class Discussion Needle And Thread: An Activity For Examining Various Management Behaviors A Customized Excel Data Analysis System For Use In Undergraduate Marketing Research Team Leader Selection - Does It Matter? The Power Of Perspective: Reframing Your Framing Skills For Innovative Instruction In Leadership And Influence Exercise: How Should Merit Raises Be Allocated? An Online Situation For Problem-Based Learning In A Junior-Level Management Course The Eden Alternative As A Roadway For Change: A Service Learning Quality Improvement Project Avoiding Catastrophe: The Role Of Individual Accountability In Team Effectiveness Omega Systems: A Change Management Exercise The Risks And Rewards Of Providing Students A Structured Cheating Opportunity Experimentation With Assessment Techniques: A Proposal For Panel Discussion Using A 2 - Page Case To Introduce Concepts Of Business Strategy Interactive Session The Integration Of Appreciative Inquiry And Experiential Learning For Peak Performance Appreciative Inquiry Case Story: New York City Leadership Challenge Individual Achievement Versus Team Performance: An Empirical Study With Business Games Some Strategists Don't Learn Or Can't Learn Computer Simulation: A Design Architectonic On The Value Of Bugs In Simulation Environments Online Sales Forecasting With The Multiple Regression Analysis Data Matrices Package Simulation Exercises And Problem Based Learning: Is There A Fit? A Study Of Business Game Stock Price Algorithms Assessing Individual Performance In A Total Enterprise Simulation Information Use In A Business Game Determining The Value Of A Firm Unsorting Algorithms For An Ordered List And Its Application To Business Simulations Teaching Public Finance Management Through Simulation Antecedents Of Game Performance Student Expectations Of Classroom Teaching Practices In Developing And Presenting Course Information In Hong Kong Implementation And Impacts Of The Balanced Scorecard: An Experiment With Business Games Impact: Shocking The Legacy Mindset Implementation Of The Eepad Framework Of Business Processes In An Accounting Information Systems Course Are Business Games Really Delivering What Students Are Led To Believe?? Reporting Lessons Learned: What Gets Reported; Who Gains Value Teacher Expectations Of Classroom Teaching Practices In Developing And Presenting Course Information In Hong Kong Student Reactions To The Use Of A Computer-Based Simulation As An Integrating Mechanism For A Mba Curriculum A Cognitive Investigation Of The Internal Validity Of A Management Strategy Simulation Game The Casino Challenge: Making Simulation Delivery A Safe Bet! Accounting For Company Reputation: Variations On The Gold Standard Foreign Currency Hedging: A Simulation The Influence Of Variables Easily Controlled By The Instructor/Administrator On Simulation Outcomes: In Particular, The Variable, Reflection. Absel Awareness Among Business School Faculty Validating Business Simulations: Does High Market Share Lead To High Profitability? Simulation Debriefing Procedures Coaching And Business Simulations: A Formula For Success? A Seminal Inventory Of Basic Research Using Business Simulation Games The Influence Of Scorecard Evaluation On Decisions And Outcomes