Successful Debriefing Techniques
Matthew Cummiskey
West Chester University
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Name Circle
• Quote - All I have is my good
name, pass it on
• Debriefing through quotes
What is Debriefing
• Creating meaning out of an experience
– The What – timeline of events
– So What – drawing meaning from what happened
– Now What – relate to behavior change in the
future
• Debriefing can also be called processing or
reflecting
Debriefing Groundrules
• Everyone sits in a circle
• This is a safe environment to explore feelings and
learning from the experience. Put downs are not
permitted
• Each person has the freedom to say no, pass or
perform to their challenge level
• It’s OK to listen and not have to talk
• What is spoken in the group stays in the group
• One person speaks at a time without interruptions
• Speak only for yourself using “I statements”
• Respect different backgrounds and styles of learning
Categories of Debriefing
•
•
•
•
Facilitator frontloading
Traditional Q&A
Participant directed – reading a book
Independent reflection
Board Room/Traffic Jam
• Index dyads
Debriefing Techniques
• Frontloading - choose a focus or objects that
represent goals for the activity
• Observers – remove participants and provide
a task or questions
– What did you notice that perhaps a participant did
not?
– Any “big picture” observations
– How would you rate the group’s synergy
Debriefing Techniques
• Isolation – “structured” time for individual
introspection and reflection
– Outward Bound approach
• Concentric circles - Ask participants to greet
each other by name and have them
participate in a cooperative activity together
such as “one-handed shoe tying.” Before
leaving, they look the person in the eye, and
give a compliment. Rotate and repeat.
Debriefing Techniques
• Index cards – processing Qs on index cards completed
in dyads or triads (done earlier)
• Quick toss - Toss an object around the circle and when
caught, participants answer a predetermined question
or can share a thought, compliment, or experience.
– How did you or someone else contribute to the groups
success?
– What did you learn about yourself today?
– How have you challenged yourself today in the workshop?
– What was the message of today’s activity(ies) and what
does it mean in your life?
– How would you characterize our class’s effort?
Debriefing Techniques
• Apple and onion (dyads, individually, groups…)
– An Onion is a part of the day or activity that they
did not enjoy, something they disapproved, or an
experience they did not particularly like.
– An Apple is a positive experience, such as a
something they liked about the day, a specific act
of teamwork they observed, a compliment for
someone else, or other positive comment.
Infinite Loops
Debriefing Techniques
• Chiji cards/objects – because participants talk
about an object rather than themselves, it is less
threatening . Also serves as visual representation.
– Q’s: Pick one that represents your role/contribution,
perspective, challenge, take away …. If you could pick
an object to represent the group, which one would it
be? Have it represent their experience as a group, the
strengths of the group, or something they have
achieved together
– Mascot – one object to represent the group. Can lead
to discussion between consensus and voting.
Debriefing Techniques
• Chiji continued
– Create a story representative of how the group
communicated, function as a team, resolved conflict
etc… Relate the “story” of their experience by lining
up four or five cards/objects. Where they were when
they arrived, or first came together as a group. Where
they “went” as a group. Where they are Going next
and/or what they plan to do with the learning
– Lay out the cards at transition points between
activities and ask the group to come to agreement on
three cards that represent three important skills they
used in the activity that they think will be useful in
upcoming activities
Debriefing Techniques
• Natural objects - Have group members find an
object in nature that they can bring back to
the group (as long as it doesn’t disrupt nature)
and share how it represents them or
something they felt or experienced.
• Post it Notes – fold in half and stick up, select
individual ones to share
Debriefing Techniques
• One word – use one word to characterize how
the group will conduct itself (pre-activity) and
one word to describe the experiences (postactivity)
• Artwork – picture, sculpture, murals, collages
etc to represent the take away
Numbers
• Traditional Q&A
– List of Q’s
• 1, 2, 3, 4, 5, 6
Debriefing Techniques
• Pairs – form pairs with each responding to
predetermined questions (3 things they
learned, what helped them learn, why this is
important, and how their newfound can be
applied in the future)
• Journaling – may reform to read excerpts if
participant chooses
• Short readings: 1, 2, 3
Debriefing Techniques
• Themes
– Use interchangeably with several activities
Debriefing Techniques
• Any debriefing
techniques not
mentioned that
you incorporate?
Group Input
• Comic strips
• Assign questions to students. Collaborate online
with blog or cloud document
• 4 corners – statement from facilitator and
participants move to a corner labled as strongly
agree, agree, disagree and strongly agree
• Pick a level of hellison’s model corresponding to
group performance
• Q&A – what did you learn personally?
• Thumbs up, down or sideways
Avoid Pitfalls When Debriefing
• Telling them what happened
• Doing all the talking
– Experiences are more powerful when organic
• Timing – too early or too late. A recent point of
emphasis has been debriefing during an activity and
not necessarily always at the end, “midstream.”
Address both positive and concenring developments.
• Distracting environment (face away, reduce)
• Only the most verbal participate
• Use only “buzz words” like communication, teamwork
Quick Tips
• Establish a quiet place away from distractions
• Take notes throughout the activity
– Quotes are powerful b/c that was exactly what was said
• Try to avoid impressing on them judgments or
prejudging the debrief unless you want to
– Neutral in body language, word selection
• Use “stop actions” in the midst of a challenge for
groups to stop, look around, and identify what is
working. Conversely, what needs to change for the
group to be more successful? Allows group members
to take mental snapshots of key learning points and
better apply them in subsequent activities
Resources
• Jacobson, M. & Ruddy, M. (2004) Open to
Outcome: A practical guide for facilitating and
teaching. Bethany, OK: Wood ‘N’ Barnes
Publishing.
• Cain, J., Cummings, M., & Stanchfield J.
(2005). A teachable moment: A facilitator’s
guide to activities for processing, debriefing,
reviewing and reflection. Dubuque, IA: Kendall
Hunt Publishing.
Resources
• Rohnke, K., & Butler, S. (1995). Quicksilver.
Dubuque, IA: Kendall Hunt Publishing.
• Stanchfield, Jennifer. (2009) Tips & tools: The art
of experiential group facilitation. Bethany, OK:
Wood ‘N’ Barnes Publishing
• Simpson, S., Miller D., & Bocher B. (2006). The
Processing Pinnacle: An Educator’s Guide to
Better Processing. Oklahoma City: Wood ‘N’
Barnes Publishing
• Processing the Experience, Luckner and Nadler
Thanks for Attending
• Matthew Cummiskey
• mcummiskey@wcupa.edu
• Materials available at
http://thenewPE.com
• Safe trip home!