The Tutor‐Learner Interaction in Management Development: Part V: Facilitating Learning from the De‐Briefing of Exercises

Don BINSTED, Robin Stanley SNELL

Research output: Journal PublicationsJournal Article (refereed)

Abstract

In previous parts of this series, we have examined the behaviour used by tutors to facilitate learning when involved in giving inputs or leading discussions. In this paper, we concentrate on those sessions where the tutor's interventions followed some form of task activity by the learners, e.g. exercises, case studies, structured experiences, role plays, games or simulations. This differentiates between “de‐brief” (which follows learner task activity) and discussion, which does not. As in the other papers in the series, this paper is based on research findings.
Original languageEnglish
Pages (from-to)3-14
JournalPersonnel Review
Volume11
Issue number4
DOIs
Publication statusPublished - 1982
Externally publishedYes

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Learning
Research
Interaction
Management development
Exercise
Debriefing
Simulation
Role play

Cite this

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title = "The Tutor‐Learner Interaction in Management Development: Part V: Facilitating Learning from the De‐Briefing of Exercises",
abstract = "In previous parts of this series, we have examined the behaviour used by tutors to facilitate learning when involved in giving inputs or leading discussions. In this paper, we concentrate on those sessions where the tutor's interventions followed some form of task activity by the learners, e.g. exercises, case studies, structured experiences, role plays, games or simulations. This differentiates between “de‐brief” (which follows learner task activity) and discussion, which does not. As in the other papers in the series, this paper is based on research findings.",
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year = "1982",
doi = "10.1108/eb055463",
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journal = "Personnel Review",
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The Tutor‐Learner Interaction in Management Development: Part V: Facilitating Learning from the De‐Briefing of Exercises. / BINSTED, Don; SNELL, Robin Stanley.

In: Personnel Review, Vol. 11, No. 4, 1982, p. 3-14.

Research output: Journal PublicationsJournal Article (refereed)

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AB - In previous parts of this series, we have examined the behaviour used by tutors to facilitate learning when involved in giving inputs or leading discussions. In this paper, we concentrate on those sessions where the tutor's interventions followed some form of task activity by the learners, e.g. exercises, case studies, structured experiences, role plays, games or simulations. This differentiates between “de‐brief” (which follows learner task activity) and discussion, which does not. As in the other papers in the series, this paper is based on research findings.

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