hen a team member has just undergone a new experience, such as working in another team, participating in a task group, or completing a complex task, he has gained insights from that event. Debriefing involves revisiting this experience to help him identify and capitalize on the knowledge he has utilized. In this regard, the manager adopts a facilitator role and emphasizes the Socratic method rather than explanation. The initial questions revolve around the "how": "How did you proceed? What choices did you make?" Then, he gradually shifts to questions about the "why" to uncover underlying knowledge: "Why did you make that choice? Why in that way?" Ultimately, the debriefing leads to questions that focus on what the team member has learned from the experience: "What have you learned?"

Debriefing reverses the traditional learning approach, which typically starts with theory before action, favoring those who excel in theoretical learning. In contrast, learning through debriefing benefits those who need to touch or experience to understand. In this logic, the manager aims to stimulate these alternative forms of learning through questioning: "How did you experience this event? What did you feel?"

Through debriefing, knowledge is verbalized, enabling its modelling (conceptualization) and memorization. It also provides an opportunity for the team member to benefit from the manager's experience when the manager supplements incomplete knowledge.

Furthermore, it is an excellent opportunity to challenge the team member to apply its still-developing knowledge to other activities in order to consolidate it (from action to theory, and then from theory to new actions): "How could you use this new knowledge?" Another option is to invite the team member to share its experience with others: "Wouldn't it be interesting to discuss your experience in the next team meeting?"

Debriefing can also be conducted collectively, either during a briefing or individually when debriefing becomes urgent. Collective debriefing is appropriate when the experience has been shared by the entire team. It is also relevant when only one team member has undergone the experience, but the lessons learned may be of interest to the collective. In this case, if the experience is positive, the protagonist can lead the debriefing. If it is more negative, the manager conducts the debriefing without revealing the name of the person involved (although everyone knows who it is).

By adopting the practice of debriefing, the manager demonstrates benevolence: he takes on the role of a facilitator and promotes the right to make mistakes. In doing so, he places competence at the core of his concerns and shows, without explicitly stating it, that management is primarily about fostering growth.