Team learning: the role of facilitation in Debriefing

Abstract

Purpose This study aims to examine how facilitation influences high-quality debriefings as a vehicle for team learning and reflexivity in organizational contexts. Design/methodology/approach We employed an interpretive qualitative design with 23 work teams (n = 112) from diverse industries in Chile. The inputs–process–outputs model guided analysis. Team inputs were coded through directed-content analysis. Facilitation processes were explored via reflective thematic analysis. Outputs combined an observation-based debriefing quality index and participation counts. Findings Effective debriefings depended on facilitators who (1) explicitly defined the purpose of the session and the main performance problem, (2) paid attention to the phases of debriefing, (3) balanced inquiry and persuasion to build psychological safety and commitment in the team and (4) promoted equitable participation. Furthermore, small and functionally diverse teams that perform interdependent tasks achieve higher-quality debriefings. Practical implications Organizations should invest in facilitator training that integrates both inquiring and persuasive strategies for the consolidation of agreements within the teams. Originality/value Extending evidence beyond clinical simulation, this study specifies the micro-processes through which facilitation enables debriefings to function as strategic spaces for collective reflection and continuous improvement in organizations.