This paper addresses the impact of feedback information and facilitation on a decision-making process supported by a system dynamics model. We conducted the Solomon Four-Group Experiment under four conditions: (a 1 ) interrupted individual determination of a strategy supported by a simulation model and a facilitator; (a 2 ) interrupted individual determination of a strategy supported by a simulation model and a facilitator plus group information feedback (GIF); (a 3 ) continuous individual determination of a strategy supported by a simulation model; and (a 4 ) continuous individual determination of a strategy supported by a simulation model plus GIF. The observed variables were criteria function (CF), frequency of simulation runs (FSR), and insight into GIF. The hypotheses that a simulation model supports individual learning and additional GIF contributes to faster learning were confirmed. The importance of the facilitator and structure of feedback information was demonstrated and a model explaining learning in the decision process was developed. expensive and dangerous, Sterman and other authors argue that system dynamics (SD) and simulation are essential for effective learning (Forrester, 1961;Checkland, 1994;Checkland and Haynes, 1994;Sterman, 1994). Warren and Langley (1999) even state that the ideal of learning organizations can be approached with the application of SD models. Single-loop learning, by definition, can be efficiently supported by a simulation model, where an individual explores the model and approaches the goal through a tryobserve-adjust cycle. Since this type of learning is restricted to an individual, it is called individual learning, and the feedback information provided by the simulation model individual information feedback. In contrast, with double-loop learning the sharing of ideas (and reflection upon them) can change an individual's mental models, visions and beliefs. In theory, double-loop learning can be found on an individual level, but empirical evidence suggests it is usually associated with a group setting (Škraba et al., 2007). We called the information concerning the work of the group the group information feedback (GIF).Learning at an individual level, supported by simulation, was explored in the experiments of Gopinath and Sawyer (1999), Morecroft (2004), andJennings (2002). The results of all three experiments agree that simulation is effective in decision support. The results of Langley and Morecroft (2004) suggest that structure feedback positively influences an understanding of the problem and the time for task completion. According to Edmondson (1999), team learning is characterized by asking questions, seeking feedback, experimenting, and reflecting on the results. Wang (1997) describes the decision-making process as a complex process involving the systematic processing of knowledge needed for appropriate decision making that should minimize the possibility of making a mistake. It is, in fact, a learning process that should provide sufficient knowledge for efficient d...