Debriefing with Serialized Theory Development for Task-Team Learning

Abstract

How spontaneous or structured should be the debriefing of an experiential exercise? An adequate response to the question is manageable only in relation to the facilitator’s awareness of desired learning outcomes and the structural properties of the exercise. A position is herein advocated that the more structural debriefing form, emphasizing serialized theory development, is appropriate when (a) the exercise goals are to promote team development and learning of group dynamics more so than intrapersonal awareness and (b) the exercise requires work on a specific task, ideally one that involves object manipulation with differentiated member roles, that can be repeated (or serialized) several times.