Engaged decision making:From team knowledge to team decisions

In the knowledge economy, teams play a central role in decisions made within and across organisations. The reason why teams with diverse compositions are often used is arguably their ability to develop solutions that none of their members could have produced alone. Systems design, strategy and policy development, risk management, and innovation are just a few of the areas that call for team decisions. Unfortunately, a considerable number of behavioural research studies show that teamwork is fraught with difficulties. Teams often underestimate their fallibility, struggle with conflict, or are unable to share and integrate critical information effectively. Indeed, the evidence shows that two out of three teams do not achieve their goals and half of organisational decisions – many of which are team decisions – fail.In this book, the authors draw from research in psychology, decision and systems sciences – as well as their own research and consulting work that spans more than 20 years – to show how designed interventions can enable team decision making to become rigorous, transparent, and defensible. They cover theory and practice regarding the design, delivery, and evaluation of interventions to support team decision making in situations of varied complexity. Written as an applied resource for researchers and advanced students in particular, this book offers a guide to proven interventions that enhance the process of making team decisions and increase the chances of superior team results

Can involving clients in simulation studies help them solve their future problems? A transfer of learning experiment

It is often stated that involving the client in operational research studies increases conceptual learning about a system which can then be applied repeatedly to other, similar, systems. Our study provides a novel measurement approach for behavioural OR studies that aim to analyse the impact of modelling in long term problem solving and decision making. In particular, our approach is the first to operationalise the measurement of transfer of learning from modelling using the concepts of close and far transfer, and overconfidence. We investigate learning in discrete-event simulation (DES) projects through an experimental study. Participants were trained to manage queuing problems by varying the degree to which they were involved in building and using a DES model of a hospital emergency department. They were then asked to transfer learning to a set of analogous problems. Findings demonstrate that transfer of learning from a simulation study is difficult, but possible. However, this learning is only accessible when sufficient time is provided for clients to process the structural behaviour of the model. Overconfidence is also an issue when the clients who were involved in model building attempt to transfer their learning without the aid of a new model. Behavioural OR studies that aim to understand learning from modelling can ultimately improve our modelling interactions with clients; helping to ensure the benefits for a longer term; and enabling modelling efforts to become more sustainable

Attending boarding school: a longitudinal study of its role in students’ academic and non-academic outcomes

Attending boarding school has long been a part of the educational culture in Australia. For a significant number of students, boarding is a necessity due to distance from suitable schools or potential lack of resources in remote or regional areas. For other students, attending boarding school represents a choice and access to greater educational resources. Research conducted to date has been limited to relatively few boarding schools or to relatively narrow outcome measures. As a result, this research has not comprehensively assessed the role of boarding school in the outcomes of students. Guided by theories and perspectives of ecological systems, positive youth development (PYD), extracurricular activity, attachment, and experiential education, it is proposed that boarding school represents a unique socialisation setting in comparison to home or day school experiences. In the current study, structural equation modelling was used to explore the extent to which boarders—relative to day students—may gain or decline in academic (e.g., motivation, engagement) and non-academic (e.g., life satisfaction, interpersonal relationships, self-esteem) outcomes. Quantitative survey data were collected from high school students at 12 schools across Australia in each of two successive years. Cross-sectional data, controlling for socio-demographic, prior achievement, personality, and school-level factors, showed general parity in outcomes between day and boarding students; however, where significant effects emerged, they tended to favour boarders. Longitudinal analysis, which controlled for prior variance, socio-demographic, prior achievement, personality, and school-level factors, also revealed general parity in day and boarding students’ gains and declines in academic and non-academic outcomes. In fact, any differences between day and boarding students appeared to be due to personality traits, prior achievement, and some socio-demographic features. Unlike historical accounts of predominantly negative experiences of attending boarding school, the current study found no such negative effects on outcomes measured. Taken together, these findings hold implications for boarders, parents considering boarding school for their children, staff involved with day and boarding students, and researchers investigating the effect of school structures on students’ academic and non-academic development. Importantly, given the lack of rigorous research and theory in this area, the current study provides a foundation for more detailed and well-designed longitudinal research into residential education settings in the future

Engaged decision making:From team knowledge to team decisions

In the knowledge economy, teams play a central role in decisions made within and across organisations. The reason why teams with diverse compositions are often used is arguably their ability to develop solutions that none of their members could have produced alone. Systems design, strategy and policy development, risk management, and innovation are just a few of the areas that call for team decisions. Unfortunately, a considerable number of behavioural research studies show that teamwork is fraught with difficulties. Teams often underestimate their fallibility, struggle with conflict, or are unable to share and integrate critical information effectively. Indeed, the evidence shows that two out of three teams do not achieve their goals and half of organisational decisions – many of which are team decisions – fail.In this book, the authors draw from research in psychology, decision and systems sciences – as well as their own research and consulting work that spans more than 20 years – to show how designed interventions can enable team decision making to become rigorous, transparent, and defensible. They cover theory and practice regarding the design, delivery, and evaluation of interventions to support team decision making in situations of varied complexity. Written as an applied resource for researchers and advanced students in particular, this book offers a guide to proven interventions that enhance the process of making team decisions and increase the chances of superior team results

On evaluating the performance of problem structuring methods:an attempt at formulating a conceptual model

In the past decade there has been a discussion on the need for and degree of empirical evidence for the effectiveness of problem structuring methods (PSMs). Some authors propose that PSMs are used in unique situations which are difficult to study, both from a methodological and a practical perspective. In another view experimental validation is necessary and, if not obtained, PSMs remain substantially invalidated and thus ‘suspect’ with regard to their claims of effectiveness. Both views agree on one point: the necessity of being clear about the important factors in the context in which a method is used, the method’s aims and its essential elements through which these aims are achieved. A clear formulation of central variables is the core of a theoretical validation, without which empirical testing of effects is impossible. Since the process of PSMs is sometimes referred to as ‘more art than science’, increased clarity on the PSM process also supports the transfer of methods. In this article we consider goals important to most PSMs, such as consensus and commitment. We then focus on outcomes of group model building, and expectations on how context and group modeling process contributes to outcomes. Next we discuss the similarity of these central variables and relations to two sets of theories in social psychology: the theory of planned behavior and dual process theories of persuasion. On the basis of these theories we construct a preliminary conceptual model on group model building effectiveness and address its practical applicability for research on PSM

Decision development in facilitated modelling workshops

While the facilitated modelling literature recognises the importance of the group process within facilitated modelling workshops, published empirical research rarely examines their dynamic nature. In this paper, we address this gap in the literature in two ways. First, we propose to locate facilitated modelling workshops as the main focus of investigation, and adopt decision development as the analytical lens. Second, we provide guidance regarding how to implement a research strategy that is informed by such a focus. We start by mapping the different conceptualisations of decision development that seem embedded within the facilitated modelling tradition, and contrast them with theoretical models from the group communication field. Our analysis identifies a number of potentially useful areas for the study of facilitated modelling workshops from a decision development perspective, and articulates a number tentative research questions and testable propositions amenable to empirical research. Central to our proposal are research methods for the study of dynamic group processes. We thus discuss the steps required to extract group process data from facilitated modelling workshops that are usable and open to analysis. This includes a review of issues regarding research design, coding scheme development, data coding and choice of analytical techniques. Finally, we offer conclusions and briefly discuss some feasibility issues related to the implementation of our proposal

Using Group Model Building to Describe the System Driving Unhealthy Eating and Identify Intervention Points: A Participatory, Stakeholder Engagement Approach in the Caribbean

Many Small Island Developing States of the Caribbean experience a triple burden of malnutrition with high rates of obesity, undernutrition in children, and iron deficiency anemia in women of reproductive age, driven by an inadequate, unhealthy diet. This study aimed to map the complex dynamic systems driving unhealthy eating and to identify potential points for intervention in three dissimilar countries. Stakeholders from across the food system in Jamaica (n = 16), St. Kitts and Nevis (n = 19), and St. Vincent and the Grenadines (n = 6) engaged with researchers in two group model building (GMB) workshops in 2018. Participants described and mapped the system driving unhealthy eating, identified points of intervention, and created a prioritized list of intervention strategies. Stakeholders were also interviewed before and after the workshops to provide their perspectives on the utility of this approach. Stakeholders described similar underlying systems driving unhealthy eating across the three countries, with a series of dominant feedback loops identified at multiple levels. Participants emphasized the importance of the relative availability and price of unhealthy foods, shifting cultural norms on eating, and aggressive advertising from the food industry as dominant drivers. They saw opportunities for governments to better regulate advertising, disincentivize unhealthy food options, and bolster the local agricultural sector to promote food sovereignty. They also identified the need for better coordinated policy making across multiple sectors at national and regional levels to deliver more integrated approaches to improving nutrition. GMB proved to be an effective tool for engaging a highly diverse group of stakeholders in better collective understanding of a complex problem and potential interventions

Different paths to consensus? The impact of need for closure on model-supported group conflict management

Empirical evidence on how cognitive factors impact the effectiveness of model-supported group decision making is lacking. This study reports on an experiment on the effects of need for closure, defined as a desire for definite knowledge on some issue and the eschewal of ambiguity. The study was conducted with over 40 postgraduate student groups. A quantitative analysis shows that compared to groups low in need for closure, groups high in need for closure experienced less conflict when using Value-Focused Thinking to make a budget allocation decision. Furthermore, low need for closure groups used the model to surface conflict and engaged in open discussions to come to an agreement. By contrast, high need for closure groups suppressed conflict and used the model to put boundaries on the discussion. Interestingly, both groups achieve similar levels of consensus, and high need for closure groups are more satisfied than low need for closure groups. A qualitative analysis of a subset of groups reveals that in high need for closure groups only a few participants control the model building process, and final decisions are not based on the model but on simpler tools. The findings highlight the need to account for the effects of cognitive factors when designing and deploying model-based support for practical interventions