This article by Sandra Fowler "defines cross-cultural training and briefly traces its history. The power of using simulation games for cross-cultural training is described.  The history of the author is intertwined with the use of simulation games for cross-cultural training. Personal history with specific games...is traced, and trainers who have influenced the author's development as a simulation gamer are cited" (Fowler, p. 464).

Williamson, D. (2002). Forward from a critique of Hofstede’s model of national culture. Human Relations, 55(11): 1373-1395. https://doi.org/10.1177/00187267025511006

According to Lederman (1992), "The process of debriefing is not ancillary to the educational experience to which it is tied. Debriefing is an integral part of any learning experience that is designed to be experience based.... Although a good debriefing may look as it if is natural and spontaneous, it is a predictable process with necessary parts and elements..."

Orr, L. M. & Hauser, W. J. (2008). A re-inquiry of Hofstede's cultural dimensions: A call for 21st century cross-cultural research. The Marketing Management Journal, 18(2), 1-19. 

"The point of the debrief is not necessarily to make sure all the participants take away the exact same thing—they won’t. That’s the beauty of intercultural learning. However, you do want to ensure most of your learners take away something of value—a new way of seeing things, a connection they hadn’t made before, or a question to consider. And you want to ensure that you have a sense of what that is, and that it’s not completely contrary to the goals of the activity" (Harvey, 2019).

Tung, R. L. & Verbecke, A. (Oct. 2010). Beyond Hofstede and GLOBE: Improving the quality of cross-cultural research. Journal of International Business Studies, 41(8), 1259-1274. 

This is a special issue about culture and international business, specifically dealing with Hofstede and GLOBE. 

Experiencing,

Publishing

Processing

Generalizing

Applying

Jones, M. (2007). Hofstede – Culturally questionable? Oxford Business & Economics Conference. Oxford, UK, 24-26 June, 2007. Retrieved from https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1389&context=commpapers

Hofstede, G. (Oct-Nov. 2003). "What is culture? A reply to Baskerville." Accounting, Organizations and Society, 28(7-8), 811-813. ISSN 0361-3682. 
https://doi.org/10.1016/S0361-3682(03)00018-7.
 

McSweeney, B. (2015). Hall, Hofstede, Huntington, Trompenaars, GLOBE: Common foundations, common flaws. In Transculturalism and business in the BRIC states: A handbook. New York: Routledge.

Richard B. Powers' entire article is interesting. Along toward the end, he makes some observations about the importance of the debrief.

Thiagi’s six-phase model to structure debriefing questions

This stimulation is designed to improve teamwork and features three stages: vision, design, and drawing (p. 217). 

This is a simulation about trade negotiations. 

This is a "framework for creating discussions in synthetic culture roles" (p. 176). It is not a simulation. 

In this role-playing activity, groups act out conflicting scenarios (p. 174). 

This activity asks participants to both recall a cross-cultural exchange and to perform synthetic culture analysis (p. 173). 

In this activity, participants will name words with positive connotations for synthetic cultures and compare them to other choices. 

This chapter teaches readers about how Hofstede's six dimensions can affect dialogue and to identify some strategies for dialoguing across some of these dimensions. 

This book section explains synthetic and real cultures and offers examples (p. 126). 

This activity presents seven different workplace situations (p. 120).

This activity tests participants' knowledge of synthetic cultures (p. 118).

This is an awareness exercise that asks participants to try to understand another person's reactions (p. 116). 

"An Ohio school superintendent has apologized for a class exercise that asked middle school students to choose from a list of racially, ethnically and religiously diverse candidates to save or leave behind if Earth were 'doomed for destruction.'

"The assignment presented 12 potential spaceship passengers, including 'a militant African-American medical student,' 'a Hispanic clergyman who is against homosexuality,' 'an Asian, orphaned 12-year-old boy,' 'a homosexual male professional athlete,' and a '60-year-old Jewish university administrator.' The students were instructed to select eight to take to safety on another planet, ranking them from the most deserving to the least..." (Caron, 2018).

In this activity, participants will examine personal attributes for cultural or personal preferences (p. 83).