WORKPLACE TRAINING

CONTENTS
Training Session
PAGE NUMBER

THE DEBRIEF.
Purpose and structure of debrief

73

Structure

73

Planning the debrief

74

Bath tub model

74

Summary

75

Revision

76

Notes

77

Learning Outcome 7:
Debrief students on their performance.
Assessment Criteria:
7.1.

State the purpose of a debrief.

7.2.

Describe the structure of a debrief.

7.3.

Outline the problems that may occur during debriefs.

7.4.

Debrief students on their performance.

REFERENCES
a.

Training System Manual (Vol 4; The Conduct of Training), Royal Australian Navy,
1989.

b.

Systematic Instruction, W.J. Popham & E.L. Baker, 1970.

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THE DEBRIEF
PURPOSE AND STRUCTURE OF DEBRIEF
1.

The purpose of a debrief is to:

Encourage self analysis getting the students to look at themselves,

Reinforce positive behaviour actions or things the student completed
correctly,
Identify apparent weaknesses in learning or work tasks,
Suggest remedial action ways in which the student can overcome
weaknesses, and
Improve confidence.

Structure

2.
A debrief should be structured in the same way as a lesson, that is, it should have an
Introduction, Development and Conclusion.
3.

Each section should be structured as follows:

Introduction

Put the student at ease,

Start on a positive note, and

Invite the student to comment on their performance. This may provide

the starting point for discussion.

Development

Invite the student to identify their strengths and weaknesses. Analyse

these and add any further strengths and weaknesses from your notes.

Begin with the strengths then analyse the weaknesses and end on a
positive note positive/negative/positive.

Invite student comment (not argument) as appropriate.

NOTE

It is important to encourage the students to identify their own weaknesses.

Conclusion

Encourage the student to develop an action plan for improvement.

Review the students strengths, weaknesses and intended action plan.

Finish on a positive note.

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NOTE
If the students performance contains some weaknesses dont dwell on them to the detriment
of the strengths.

4.
This is the structure of a typical debrief but not every situation is typical and therefore
you may need to modify this approach to suit the situation.
PLANNING THE DEBRIEF
5.

The following are some points to consider when planning a debrief:

Determine strengths and weaknesses

6.

Order of importance

Consider time and emphasis, and

Opening comments

During the debrief:

The instructor is in control;

When and where the debrief is conducted, and

How an when points observed are dealt with

Student (at all times)

Do not highlight student/individuals problems to the class/peers.

BATH TUB MODEL

THE BATHTUB DEBRIEF MODEL

POSITIVIE OPENING

STUDENT ASKED
TO SELF ANALYSE

POSITIVIE CONCLUSION

REVIEW MAIN POINTS

AGREE ON
CORRECTIVE ACTION

IDENTIFY STRENGTHS
IDENTIFY WEAKNESSES

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STRATEGIES

SUMMARY
7.
In the instructor/student situation, the debrief will be used with groups or with
individuals.
8.
Primarily, you will debrief individuals, but on occasion a group task may require you
to give a group debrief, e.g. see Skills and BMD Methods.
Points to consider

Be in control of when and where the debrief is conducted, as well as, how and
when you want the points you observed dealt with.

The debrief should be student centered at all times.

It you are debriefing an individual then problem areas can be highlighted to

that student.

When you have completed an individual debrief ensure that you dont
highlight the students problem area to the class.

9.
Remember that whether the debrief is of a disciplinary nature or it is following a
practical lesson, be professional. The best way to ensure professionalism is to plan both
what you are going to say and how you are going to say it.
10.
What you are going to say is easy you observed it and have your professional
opinion.
11.
How you go about saying it will improve each time you give a debrief. Be conscious
of student reactions and seek their feelings, impressions, thoughts and opinions to ensure
that what you have raised has been interpreted correctly.

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REVIEW QUESTIONS

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NOTE
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FCS M3 LO7 - 77