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How novices formulate models. Part II: a quantitative description of behaviour

Author

Listed:
  • T R Willemain

    (Rensselaer Polytechnic Institute)

  • S G Powell

    (Dartmouth College)

Abstract

Since the creation and use of operations research (OR) models is no longer the province of experts, attention must be given to educating novice modellers so that they can be more effective practitioners. This paper provides a quantitative description of the behaviour of novice modellers working ill-structured problems of the type they are likely to face in their careers. Our results suggest that when compared to experts, novices focus attention on different modelling topics, switch attention among topics differently, and concentrate on different concepts. The paper also reports an experimental assessment of the impact of a course designed to improve novices' ability to make and use models. The experiment produced indications that the course helped novices act more like experts.

Suggested Citation

  • T R Willemain & S G Powell, 2007. "How novices formulate models. Part II: a quantitative description of behaviour," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 58(10), pages 1271-1283, October.
    • Handle: RePEc:pal:jorsoc:v:58:y:2007:i:10:d:10.1057_palgrave.jors.2602279
    DOI: 10.1057/palgrave.jors.2602279
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    References listed on IDEAS

    as
    1. Stephen G. Powell, 1995. "The Teachers’ Forum: Six Key Modeling Heuristics," Interfaces, INFORMS, vol. 25(4), pages 114-125, August.
    2. Thomas R. Willemain, 1995. "Model Formulation: What Experts Think About and When," Operations Research, INFORMS, vol. 43(6), pages 916-932, December.
    3. William T. Morris, 1967. "On the Art of Modeling," Management Science, INFORMS, vol. 13(12), pages 707-717, August.
    4. Michael Pidd, 1999. "Just Modeling Through: A Rough Guide to Modeling," Interfaces, INFORMS, vol. 29(2), pages 118-132, April.
    5. Thomas R. Willemain, 1994. "Insights on Modeling from a Dozen Experts," Operations Research, INFORMS, vol. 42(2), pages 213-222, April.
    6. Stephen Powell, 1998. "The studio approach toteaching the craft of modeling," Annals of Operations Research, Springer, vol. 82(0), pages 29-48, August.
    7. Stephen G. Powell, 1995. "The Teachers’ Forum: Teaching the Art of Modeling to MBA Students," Interfaces, INFORMS, vol. 25(3), pages 88-94, June.
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    Cited by:

    1. Franco, L. Alberto & Hämäläinen, Raimo P., 2016. "Behavioural operational research: Returning to the roots of the OR profession," European Journal of Operational Research, Elsevier, vol. 249(3), pages 791-795.
    2. Thomas A. Grossman & Vijay Mehrotra & Mouwafac Sidaoui, 2016. "A Student-Centered Approach to the Business School Management Science Course," INFORMS Transactions on Education, INFORMS, vol. 16(2), pages 42-53, January.
    3. S G Powell & T R Willemain, 2007. "How novices formulate models. Part I: qualitative insights and implications for teaching," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 58(8), pages 983-995, August.
    4. Franco, L. Alberto & Hämäläinen, Raimo P. & Rouwette, Etiënne A.J.A. & Leppänen, Ilkka, 2021. "Taking stock of behavioural OR: A review of behavioural studies with an intervention focus," European Journal of Operational Research, Elsevier, vol. 293(2), pages 401-418.
    5. W Hobbs & N J Curtis, 2011. "Theory and application of perceptual positions to data collection and analysis in military environments," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 62(9), pages 1753-1764, September.

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