Debriefing Simulation #1
This section offers guidance on the debriefing of ECB Simulation #1, generally conducted the day after the exercise.
Rationale
Debriefing is an essential phase in the simulation experience. Learners are encouraged to make connections between the experiencesgained from the simulation and their real-life experience. In essence, this is the phase during which the lessons from the exercise are identified, analysed, generalised, and learned (see Annex 1: The Experiential Learning Cycle.)
There are numerous reasons for spending the time to debrief the simulation experience fully:
- To answer learners’ questions
- To sort out and clarify learners’ thinking
- To reinforce specific learning points
- To link key simulation actions, decisions, and topics to “real life”
Debriefing generally occurs after the simulation has been completed There are some cases, however, where the simulation administrators may decide during the simulation exercise to hold short debriefing sessions as needed to point out critical issues.
Approach
The debriefing is intended to allow participants to analyse the various challenges confronted and measures taken (or not taken) in the simulation exercise. As each simulation will inevitably pose its own unique learning opportunities – i.e. issues, concerns, challenges unique to each exercise – the approach to debriefing should emphasize flexibility and adaptation.
It may become clear during the actual simulation or the venting sessions, or through informal talks held after the exercise that a previously unanticipated issue or set of issues took center stage and became a critical concern of the participants. Simulation administrators are encouraged to adapt the debriefing as needed to ensure that such issues are analysed and discussed as needed.
Duration
Many simulation organisers make the mistake of thinking that the exercise is in and of itself the actual learning experience and, as a result, tend to undervalue the importance of debriefing the exercise. In fact, the simulation exercise it is only one aspect of the learning experience. True learning requires reflection, generalisation of lessons learned, and some thinking about how the lessons learned from the exercise might be applied in one’s actual working life. These aspects of learning require a well-planned, facilitated debriefing of the simulation exercise.
A general rule: plan to spend at least as much time debriefing/analysing the simulation as you spent in the actual exercise – if not longer. That is, if you have run the full six hourlong simulation (including Hour Zero), you should plan on a full day of debriefing and analysis (09:00 – 17:00with time for coffee breaks and a sit-down lunch.) Even an “abridged” version of the simulation – say, two or three hours of exercise, including Hour Zero – will still likely require at least a half day of debriefing to reap the benefits of the exercise.
Focus on Learning Objectives
Remember: the simulation is conducted to achieve - or work towards achieving – defined learning objectives. The facilitation team should ensure that debriefing sessions tackle the issues and concerns inherent in those objectives.
For example, if one of the simulation objectives is “to enable participants to describe how to request and obtain additional human & material resources needed for an emergency response,” ensure that somewhere in the debriefing this issue is addressed. That is, if participants have addressed this concern in the simulation exercise, ask how they proceeded: “What worked?” “How did you obtain these resources?” “What opportunities did you find?” “What other avenues might you have taken?”
If they haven’t addressed this key concern in the simulation, then be sure to have the participants explain why not and how they might address this issue in a real emergency.
The critical point is to structure the debriefing questions to ensure that participants address key agency EPR concerns.
Developing the Agenda
The debriefing agenda should be adapted to ensure a focus on (a) the particular objectives of the simulation as worked out in advance with senior managers of the country or regional office, and (b) issues or challenges that arose during the exercise and appear to provide key learning opportunities. In general, the debriefing should include the following:
| Session and topic | Recommended process | Time (est.) | Comment |
| Analysis of key decisions (made or not made) that influenced simulation outcomes and the factors that led to those decisions. | Small group brainstorming and prioritization followed by reports back to plenary and plenary discussions of results. | 1 1/2 to 2 hours | This is particularly useful for agencies that are using the simulation in part to examine how well certain staff perform in stressful conditions: what kind of decisions are made, which decisions are deemed important or urgent, which decisions are delegated. |
| Analysis of agency systems, policies, procedures that were (or were not) applied. | Small group brainstorming and prioritization followed by reports back to plenary. | 1 1/2 to 2 hours | This is useful for identifying the key gaps in agency preparedness and response systems - or in the staff's understanding of those systems. |
| Presentation focused on preparedness and response systems that were not used or were used improperly. | Plenary presentation with Q&A/discussions. | 1/2 to 1 hour | A resource person knowledgeable in the agency's systems should make this presentation; the facilitator should ensure an interactive approach to enable participant concerns/questions to be addressed. |
| Action planning. | Individual or small group discussions with feedback of one or two likely follow-up actions from each individual or small group. | 1 to 2 hours |
This session is intended to ensure participants consider the application of the lessons learned from the exercise to their "real lives." The facilitator, in getting reports back on individual or group actions should encourage them to be specific in their actions: what they will do, by what date, with whom, etc. |
The agenda used for the debriefing of the ECB Simulation #1 pilot in Ethiopia was as follows:
|
0900 – 1030 |
Analysing Decisions |
|
1030 – 1045 |
Break |
|
1045 – 1130 |
Decision-Making in Emergencies |
|
1130 – 1300 |
Analysing Use of Response Systems |
|
1300 – 1400 |
Lunch |
|
1400 – 1530 |
Simulation Design Analysis |
|
1530 – 1545 |
Break |
|
1545 – 1700 |
Action Planning (next steps) |
Identifying Key Issues
Ideally, you – with input from the country office senior management – will have already identified the key issues and concerns on which the debriefing will focus. If this has not been done, a useful means of identifying these issues or concerns at the start of the debriefing is to ask participants to jot down on index cards their views on what they perceive as the most important issues raised during the exercise. Have the participants write one issue per card and hand them in to the facilitator (each participant may submit as many issues as needed, but be sure to tell them to include only one issue per card to facilitate grouping.)
The cards can be taped to the wall or flip chart and organized into general categories (such as: preparedness & response) or into more detailed categories as needed (such as: contingency planning, logistics, communications, decision-making, leadership, delegation, technical sectors, stress management, reporting, etc.)
The actual categories chosen to organize these issues will depend upon the learning objectives and identified staff needs with regard to EPR knowledge, skills and attitudes.) Different categories of issues can then be assigned to different groups for analysis and discussion. Another technique is to post categories of issues around the conference room and let the participants self-select into discussion groups by moving to that area of the conference room.
Use of the Experiential Learning Cycle
Use the Experiential Learning Cycle (review Annex 1 of this Guide) to structure the debriefing agenda and to ensure that participants have the opportunity to develop plans to feed simulation lessons back into the country office’s operating reality:
The coordination simulation has clearly provided you with a wealth of “concrete experience” shared by participants with regard to agency EPR systems. They have been asked to reflect individually on the experience (i.e. responding to the questions on the “Personal Reflection Sheet.) Time for sharing individual reflections should be built into the beginning of the debriefing day. Subsequent sessions should be structured to engage the group of participants in the process of generalization – and then to discuss the application of lessons learned about agency EPR systems from the simulation and debriefing to real life.
Note how in the sample agenda used in the Ethiopia Pilot, debriefing sessions were devoted to “Analysing Decisions” and “Analysing EPR Systems.” These sessions enabled participants to share their reflections on several key simulation topics and then, in small groups, to identify the “generalized” lessons learned from their experience.
Note also in the sample agenda, there was a session called “Action Planning.” This session enabled participants to take the generalized lessons they themselves had identified and develop action plans – to enable application of those lessons to real life.
Debriefing Techniques
Facilitation and presentation techniques used for the debriefing will depend upon the particular learning objectives as well as your own training/facilitation skills. Techniques you may find useful include:
|
Technique |
Comment |
|
Plenary presentations by the facilitator, resources persons or the participants themselves |
Presentations should generally be prepared in advance of the debriefing day and focused on the learning objectives of the simulation as agreed with the senior managers of the hosting NGO. You may find, however, unforeseen events of issues that arise during the simulation require that one or more presentations be developed the evening after the exercise – before the debriefing. In either case, the facilitator should review the presentation materials with the presenter in advance of the presentation session and coach the presenter in the use of participatory, interactive style. |
|
Plenary discussions |
This ECB Simulation effort is an initative in adult learning and capacity-building: adult learning principles should be observed throughout all debriefing sessions. Whenever plenary discussions are held, the facilitator should encourage questions and answers from the participants themselves. A participatory rather than directive approach to learning is appropriate here. |
|
Small group / team-based discussions or analyses of key simulation challenges or lessons |
More work, more analysis, and more lessons are produced in small groups. Participants who will naturally tend to remain quiet in plenary often “come alive” in small groups. This mode is highly recommended for a probing analysis of the simulation. |
|
Written assignments by participants intended to encourage individual reflection and application of lessons learned. |
The participants should note their simulation lessons on the Participant Reflection Sheet directly after the simulation exercise. If there is time for additional written assignments, these may be useful in getting individuals to reflect more deeply on their or others’ actions in the simulation. |
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