2204. Scenario thinking as a potential intervention to address cognitive bias in students
Invited abstract in session TD-61: Behavioural aspects of strategic planning, stream Behavioural OR.
Tuesday, 14:30-16:00Room: Maurice Keyworth G.31
Authors (first author is the speaker)
| 1. | John McCarthy
|
| Business and Accounting, Mary Immaculate College, Limerick | |
| 2. | Barry Prendergast
|
| Department of Business and Accounting., Mary Immaculate College |
Abstract
In recent times, there has been a notable increase in what scholars and practitioners have termed "wicked problems." These problems are characterized by exceptional interdependence, unpredictable and chaotic volatility, and contradictions that make them difficult or sometimes seemingly impossible to solve. Because of this, strategic management programs have come under criticism for not providing the correct tools and learning opportunities to equip future managers to address these increasingly complex environmental challenges. Consequently, identifying and overcoming cognitive biases has been recognized as an important aspect of tackling these issues. In this proposed study, we aim to investigate the role of scenario planning training as a potential intervention to address cognitive bias in students. By adopting a quasi-experimental design, the study seeks to target long-standing gaps in the strategic management literature, including increased calls for experimental approaches within the field (Bolinger et al, 2022), a shift in the unit of analysis from firms to individuals (McKiernan, 2017), and a deeper exploration of the mechanisms of cognitive change in scenario planning participants (Frith & Tapinos, 2020). Additionally, it aims to provide interdisciplinary insights by contributing to the fields of prospection in psychology, and problem based learning and authentic assessment in education.
Keywords
- Behavioural OR
- Strategic Planning and Management
- OR in Education
Status: accepted
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