To obtain optimum pay-off from an experiential exercise, close attention must be given to debriefing. The management educator must provide structure and ambiguity so that learners can personalize the learning-experiencing meaningfulness in its application-so that learning is truly relevant to the individual. An approach is presented to prompt participants to use new skills in the workplace based on a conceptual model for systematic and analytical debriefing, which is as rigorously planned as the experiential learning exercise itself.
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