European Journal of Operational Research 59 (1992) 9-27 9
North-Holland
Executive knowledge, models
and learning *
John
D.W.
Morecroft
London Business School, Sussex Place, Regent’s Park, London NW1 4SA, UK
Received November 1990; revised July 1991
Abstract:
Over the last decade modelling and simulation have come of age, extending their influence
beyond the mind and desktop of the analyst into the boardroom and the mental models of managers. In
the past, business computer models were thought of as technical tools for tightly structured problems of
prediction, optimization, or financial planning. But increasingly models are seen to have a different and
more subtle role as
instruments
to support strategic thinking, group discussion and learning in manage-
ment teams. In this respect they are quite similar to qualitative problem structuring approaches used by
strategy advisers and process consultants. In the paper, models are described in terms of three attributes
that support different cognitive and group processes in management teams. Models can be viewed as
maps that capture and activate knowledge. They can also be viewed as frameworks that filter and
organize knowledge. Finally, they can be viewed as microworlds for experimentation, cooperation and
learning. The paper explains how the modelling process fits into conventional management team
meetings, and then contrasts the value chain methodology and system dynamics in order to illustrate the
variety of group and cognitive support provided by different maps and frameworks. The final section
provides a brief review of the companion articles in this special issue of the
European Journal of
Operational Research,
‘Modelling for learning’.
Keywords:
Mental models; knowledge elicitation; mapping; behavioural simulation modelling; system
dynamics; systems thinking; group decision support
1. Introduction
Recent developments in system dynamics and
systems thinking have included group model-
building with management teams, the process of
eliciting knowledge and mental models, misper-
ceptions in dynamic decision making, learning,
and gaming simulation. All these developments
share in common a concern with the question,
* The author is grateful to two anonymous referees for their
very helpful comments and criticisms on an earlier draft of
the paper. The ideas presented here have been evolving for
some time. They first appeared in ‘Maps, frameworks and
microworlds for policy and strategy debate’, London Busi-
ness School discussion paper GS-24-87, presented at the
Inaugural Meeting of the British Academy of Management,
University of Warwick, UK, September, 1987.
how do models come to influence thinking and
actions in management teams? Increasingly, mod-
ellers have turned their attention to the mental
models of managers and the learning processes of
individuals and groups. From these concerns come
several basic messages. Management teams are
much more likely to use models when it is clear
to team members that their ideas and knowledge
are represented in the model, and when the mod-
els do not seem to overly restrict team thinking.
So, at some level, managers must build models.
Learning takes place when people discover for
themselves contradictions between observed be-
haviour and their perceptions of how the ‘world’
should operate. So, managers must experiment
with models, try their own what-ifs, and use simu-
lations to trigger wide-ranging discussion.
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