Article ID: | iaor20082820 |
Country: | United Kingdom |
Volume: | 58 |
Issue: | 8 |
Start Page Number: | 983 |
End Page Number: | 995 |
Publication Date: | Aug 2007 |
Journal: | Journal of the Operational Research Society |
Authors: | Powell S.G., Willemain T.R. |
Keywords: | soft systems |
Teaching novices how to formulate mathematical models for ill-structured problems is a challenging task. Little is known about how novices approach ill-structured problems and how their performance differs from that of experts. We audiotaped 28 MBA students while they worked through four ill-structured modelling problems. The task in each problem was to begin to develop a model that could ultimately be used for forecasting or analysis of alternative courses of action. We analysed transcripts of these think-aloud protocols both quantitatively and qualitatively. We observed five behaviours that are not typical of experts and that limit the effectiveness of our subjects. These include: over-reliance on given numerical data, taking shortcuts to an answer, insufficient use of abstract variables and relationships, ineffective self-regulation, and overuse of brainstorming relative to structured problem solving. We conclude that an effective modelling pedagogy should teach how to: formulate models both in the presence and the absence of data, abstract variables and relationships, employ control strategies for self-regulation, and use structured problem-solving methods.