Weitere Kapitel dieses Buchs durch Wischen aufrufen
A major objective of this study is to design developmental interventions or combinations of causal conditions (used interchangeably with “teaching methods”) that include managers’ use of appropriate heuristics and other decision-making tools to ensure decision competency and decision confidence. This study investigates the impact of four different tools, namely: role-play or simulated interactions in goal based scenarios; using inter-active decision-making strategies; employing a devil’s advocate to cause dissent and in-depth discussion; and, knowledge-based decision aids in competency and incompetent decision-making. Furthermore, this research aims to improve understanding of why managers make incompetent decisions and explores how they can be educated or supported to make competent decisions. The study extends the work of Armstrong (2003), Armstrong and Green (2005), Gigerenzer (2008), Gigerenzer and Brighton (2009) and Schank, Berhman, and Macpherson (1999) and illuminates, through data gathering and critical analysis, the conceptual deductions in developing a new theory of Decision-Competency Development Interventions (DCDI) by testing several theories with the same model.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Anderson, L., Boud, D., & Cohen, R. (2000). Experience-based learning. In G. Foley (Ed.), Understanding adult education and training (2nd ed., pp. 225–239). St. Leonards, NSW: Allen and Unwin.
Andrew, T. (2010). Importance of role play learning activities in technology classes. http://www.suite101.com/content/importance-of-role-play-learning-activities-in-technology
Armstrong, J. S. (1991). Prediction of consumer behavior by experts and novices. Journal of Consumer Research, 18(2), 251–256. CrossRef
Armstrong, J. S., & Green, K. C. (2005). Demand forecasting: Evidence-based method. In L. Moutinho & G. Southern (Eds.), Strategic marketing management: A business process approach. Hampshire: Cengage Learning.
Armstrong, J. S., & Green, K. C. (2007). Competitor-oriented objectives: Myth of market share. International Journal of Business, 12(1), 116–136.
Beaver, D. (1999). NLP for lazy learning. Shaftesbury, England: Element Books.
Bloom, B. S. (1956). Taxonomy of educational objectives: The cognitive domain. New York: David McKay.
Bloom, B. S., Englehart, M. D., First, E. D., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals (Handbook 1: The cognitive domain). New York: David McKay.
Bosse, H. M., Nickel, M., Huwendiek, S., Jünger, J., Schulz, J. H., & Nikendei, C. (2010). Peer role-play and standardised patients in communication training: A comparative study on the student perspective on acceptability, realism, and perceived effect. BMC Medical Education, 10(1), 27. doi: 10.1186/1472-6920-10-27. CrossRef
Braumoeller, B. F., & Goertz, G. (2000). The methodology of necessary conditions. American Journal of Political Science, 44(4), 844–858. CrossRef
Bray, D. W., & Grant, D. L. (1966). The assessment center in the measurement of potential. Psychological Monographs, 80(17). doi: 10.1037/h0093895.
Brennan, R., & Pearce, G. (2008). Educational drama: A tool for promoting marketing learning? International Journal of Management, 8(1), 1–9. doi: 10.3794/ijme.81.237.
Burns, R. B., & Burns, R. A. (2008). Business research methods and statistics using SSPS. London: Sage.
Byrne, D., & Ragin, C. C. (2009). The Sage handbook of case-based methods. London: Sage. CrossRef
Campbell, D. T., & Stanley, J. C. (1963a). Experimental and quasi-experimental designs for research. Boston: Houghton Mifflin.
Campbell, D. T., & Stanley, J. C. (1963b). Experimental and quasi-experimental designs for research on teaching. In N. L. Gage (Ed.), Handbook on research on teaching (pp. 171–246). Chicago: Rand McNally.
Castleberry, S. B. (1990). An in-basket exercise for sales courses. Marketing Education Review, 1, 51–56. CrossRef
Chan, H., Levitt, R. L., & Garvin, M. J. (2010, November 4–6). Collective effect of strategic, cultural and institutional factors on concession renegotiations. Paper presented at the meeting of the Engineering Project Organization Conference, South Lake Tahoe, CA.
Cohen, M. (2005). Wittgenstein’s beetle and other classic thought experiments. Oxford: Blackwell. CrossRef
Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis for field settings. Boston: Houghton Mifflin.
Cooper, B. (2005). Applying Ragin’s crisp and fuzzy-set QCA to large datasets: Social class and educational achievement in the National Child Development Study. Social Research Online, 10(2). www.socresonline.org.uk/10/2/cooper.html
Day, N. E. (2003). Can performance raters be more accurate? Investigating the benefits of prior knowledge on performance dimensions. Journal of Managerial Issues, 7, 323–343.
de Bono, E. (1985). The CoRT thinking program. In J. W. Segal, S. F. Chipman, & F. Glaser (Eds.), Thinking and learning skills volume 1: Relating instruction to research. New York, NY: Routledge.
De Bono, E. (1999). Six thinking hats. New York: Little, Brown and Company.
De Meur, G., Rihoux, B., & Yamasaki, S. (2008). Addressing the critiques of CQA. In B. Rihoux & C. Ragin (Eds.), Configural comparative methods, qualitative comparative analysis (CQA) and related techniques. Thousand Oaks, CA: Sage.
Dewey, J. (1963). Experience and education. New York: Collier.
Easterby-Smith, M., Thorpe, R., & Lowe, A. (1991). Management research: An introduction 1. London: Sage.
Evans, G. J., McGuire, M., & Thanyi, D. (2010). Using environmental consulting as a team design project: Role play to reality. http://library.queensu.ca/ojs/index.php/PCEEA/article/view/3099/3037
Gaugler, B. B., Rosenthal, D. B., Thornton, G. C., III, & Bentson, C. (1987). Meta-analysis of assessment center validity. Journal of Applied Psychology, 72, 493–551. CrossRef
Gigerenzer, G. (2004). Fast and frugal heuristics: The tools of bounded rationality. In D. Koehler & N. Harvey (Eds.), Blackwell handbook of judgment and decision making (pp. 62–88). Oxford: Blackwell. CrossRef
Gigerenzer, G., & Selten, R. (2001). Bounded rationality—the adaptive toolbox. Massachusetts, MA: MIT Press.
Gilovich, T. (1991). How we know what isn’t so. New York: Free Press.
Gladwell, M. (2001). The tipping point: How little things can make a big difference. London: Little, Brown Book Group.
Gladwell, M. (2005). Blink: The power of thinking without thinking. New York: Little Brown Company.
Gooding, C., & Zimmerer, T. (1980). The use of specific industry games in the selection, orientation and training of managers. Human Resource Management, 20(3), 300–318. doi: 10.1002/hrm.3930190105.
Green, K. C. (2002). Forecasting decisions in conflict situations: A comparison of game theory, role-playing and unaided judgment. International Journal of Forecasting, 18, 321–344. CrossRef
Green, K. C. (2010). Forecasting methods. Retrieved November 19, 2012, from http://www.forecastingprinciples.com/index.php?option=com_content&task=view&id=16&Itemid=16
Green, K. C., & Armstrong, J. S. (2009). Role-thinking: Standing in other people’s shoes to forecast decisions in conflicts. MPRA Paper, 16422 (July), 1–8.
Gross, M. E. (2010). Aligning public-private partnership contracts with public objectives for transportation infrastructure. PhD thesis. Virginia Technicon, Virginia, VA. http://scholar.lib.vt.edu.ezproxy.aut.ac.nz/theses/available/etd-08242010-173605/unrestricted/Gross_ME_D_2010.pdf
Hackney, N. (1971). The fine art of management make-belief. Management Review, 60(11), 44–47.
Hemphill, J. K. (1961). Why people attempt to lead. In L. Petrulo & B. Bass (Eds.), Leadership and interpersonal behavior (pp. 201–215). New York, NY: Holt Rhinehart & Wilson.
Jeanneret, R., & Silzer, R. (Eds.). (1998). Individual psychological assessment: Predicting behavior in organizational settings. San Francisco: Jossey-Bass.
Kent, R. (2009). Case-centred methods and quantitative analysis. In D. Bryne & C. C. Ragin (Eds.), The Sage handbook of case-based methods. London: Sage.
Kesselman, G. A., Lopez, F. M., & Lopez, F. E. (1982). The development and validation of a self-report scored in-basket test in an assessment center setting. Public Personnel Management Journal, 11, 228–238. CrossRef
Kibbee, J. M. (1961). Model building for management games. Paper presented at the meeting of the Simulation and gaming: A symposium, New York.
Knowles, M. (1998). The adult learner: The definitive classic in adult education and human resource development. Houston, TX: Gulf Publishing.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Kolb, D. A., & Kolb, A. (2008). Experiential learning theory: A dynamic holistic approach to management learning, education and development. In S. J. Armstrong & C. Fukami (Eds.), Handbook of management learning, education and development. London: Sage.
Lambert, S. J., & Fairweather, J. R. (2010). The socio-technical networks of technology users’ innovation in New Zealand: A fuzzy-set qualitative comparative analysis. Canterbury, New Zealand: Lincoln University. http://hdl.handle.net/10182/3339.
Lant, T. K. (1989). Simulation games: A research method for studying organizational behavior. Unpublished manuscript, New York University.
Lazarsfeld, P. F. (1937). Some remarks on the typological procedures in social research. Festschrift fur Sozialforschung, 6, 119–139.
Lopez, F. M. (1966). Evaluating executive decision-making: The in-basket technique (AMA Research Study, Vol. 75). New York: American Management Association.
MacCrimmon, K., & Wehrung, D. A. (1984). The risk in-basket. Journal of Business, 57(July), 367–387.
McGrath, J. E. (1982). Dilemmatics: The study of research choices and dilemmas. In J. E. McGrath, J. Martin, & R. A. Kulka (Eds.), Judgment calls in research. Beverly Hills, CA: Sage.
Meier, F. C., Newell, W. T., & Pazer, H. L. (1969). Simulation in business and economics. Englewood Cliffs, NJ: Prentice-Hall.
Pearce, G. (2004). The advantages (benefits) and disadvantages (weaknesses) of educational drama. International Journal of Management Education, 4(2), 29–45.
Popper, K. (1963). Conjectures and refutations: The growth of scientific knowledge. London: Routledge.
Ragin, C. C. (1987). The comparative method: Moving beyond qualitative and quantitative Strategies. Berkeley, CA: University of California Press.
Ragin, C. C. (2000). Fuzzy-set social science. Chicago: University of Chicago Press.
Ragin, C. C. (2004). Redesigning social inquiry [Slide-show PPT]. http://eprints.ncm.ac.uk/379/1/RSDI-RMF.pdf
Ragin, C. C. (2006a). How case-orientated research challenges variable-orientated research. Comparative Social Research, 16, 27–42.
Ragin, C. C. (2006b). The limitations of net-effect thinking. In B. Rihoux & H. Grimm (Eds.), Innovative comparative methods for policy analysis. Beyond the quantitative-qualitative divide (pp. 13–41). New York: Springer. CrossRef
Ragin, C. C. (2008b). Redesigning social inquiry. London: University of Chicago Press.
Ragin, C. C. (2008c). Redesigning social inquiry: Fuzzy sets and beyond. Chicago: University of Chicago Press.
Randall, E. J., Cooke, E. F., & Smith, L. (1985). A successful application of the assessment center concept to the salesperson selection process. Journal of Personal Selling and Sales Management, 5, 53–62.
Rihoux, B., & Grimm, H. (2006). Innovative comparative methods for policy analysis. New York: Springer. CrossRef
Rihoux, B., & Lobe, B. (2008). The case for qualitative comparative analysis (QCA): Adding leverage for thick cross-case comparison. In D. Byrne & C. C. Ragin (Eds.), The Sage handbook of case-based methods (pp. 222–242). Thousand Oaks, CA: Sage.
Rihoux, B., & Ragin, C. C. (2009). Configurational comparative methods. London: Sage.
Schank, R. C. (1994). What we learn when we learn by doing. Evanston, IL: Northwestern University Press.
Schank, R. C. (1995). What we learn when we learn by doing. Evanston, IL: Institute for the Learning Sciences Northwestern University. http://cogprintes.org/637/1/LearnbyDoing_Schank.html.
Schank, R. C., Berhman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory. Mahwah, NJ: Erlbaum.
Schank, R. C., Fano, A., Jona, M., & Bell, B. (1993). The design of goal-based scenarios. Evanston, IL: Northwestern University Press.
Shimko, B. W. (1992). Pre-hire assessment of the new work force: Finding wheat (and work ethic) among the chaff. Business Horizons, 35(3), 60–66. CrossRef
Simon, H. A. (1976). Administrative behavior (3rd ed.). New York: Free Press.
Spanier, N. (2011). Competence and incompetence training, impact on executive decision-making capability: Advancing theory and testing. Doctoral thesis. Auckland University of Technology, Auckland, New Zealand.
Torbet, W. R. (1989). Leading organizational transformation. In R. Woodman & W. Pasmore (Eds.), Research in organizational change and development (Vol. 3, pp. 83–116). Greenwich, CT: JAI.
Tufte, E. R. (2000). Visual explanations: Images and quantities, evidence and narrative. Cheshire, CT: Graphics Press.
Wagemann, C., & Schneider, C. Q. (2007). Standards of good practice in qualitative comparative analysis (QCA) and fuzzy sets. Compasss working paper, WP2007-51.
Wagner, C. (2004). Teaching information systems via action memos. Journal of Information Systems Education, 15(1), 5–7.
Wolfe, J. (1985). The teaching effectiveness of games in collegiate business schools. Simulation and Games, 16, 251–288. CrossRef
Wollowick, H. B., & McNamara, W. J. (1969). Relationship of the components of an assessment center to management success. Journal of Applied Psychology, 53, 348–352. CrossRef
Woodside, A. G. (2011a). Case study research: Theory, methods, practice. Bingley, England: Emerald Group.
Woodside, A. G. (2012a). Consumer evaluations of competing brands: Perceptual versus predictive validity. Psychology & Marketing, 29(6), 458–466. CrossRef
Woodside, A. G. (2012c). Proposing a new logic for data analysis in marketing and consumer behavior: Case study research of large-N survey data for estimating algorithms that accurately profile X (extremely high-use) consumers. Journal of Global Scholars of Marketing Science: Bridging Asia and the World, 22(4), 277–289. doi: 10.1080/21639159.2012.717369. CrossRef
Woodside, A. G. (2013). Moving beyond multiple regression analysis to algorithms: Calling of adoption of a paradigm shift from symmetric to asymmetric thinking in data analysis and crafting theory. Journal of Business Research, 10. doi: 10.1016/j.jbusres.2012.12.02
Yanow, D. (2001). Learning in and from improvising. Reflections on Society for Organizational Learning and MIT, 2, 58–62.
Yin, R. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
- Understanding and Modeling Configural Causality
Rouxelle de Villiers
- Chapter 3
Neuer Inhalt/© Stellmach, Neuer Inhalt/© Maturus, Pluta Logo/© Pluta, digitale Transformation/© Maksym Yemelyanov | Fotolia