Executive views concerning decision support tools

Stenfors, Sari; Tanner, L H; Syrjänen, Mikko; Seppälä, Tomi; Haapalinna, Ilkka

doi:10.1016/j.ejor.2006.06.024

Cited by 60 publications

(58 citation statements)

References 16 publications

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“…Using a cut off point of 40%, a list of 20 typically taught strategy tools was established as the basis of our survey. The list derived from this survey, included as Appendix Table A1, reflects tools that have been used in previous surveys (Glaister & Falshaw, 1999;Hodgkinson et al, 2006;Stenfors, Tanner, Syrjänen, Seppälä, & Haapalinna, 2007) and so provides confirmation that our study has captured those typically taught strategy tools.…”

Section: Data and Samplementioning

confidence: 81%

“We Don’t Need No Education”—Or Do We? Management Education and Alumni Adoption of Strategy Tools

Jarzabkowski

Giulietti

Oliveira

et al. 2012

Journal of Management Inquiry

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Section: Data and Samplementioning

confidence: 81%

“We Don’t Need No Education”—Or Do We? Management Education and Alumni Adoption of Strategy Tools

Jarzabkowski

Giulietti

Oliveira

et al. 2012

Journal of Management Inquiry

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“…This paper makes three contributions. First, it demonstrates that a broad range of tools can be used to support the strategy process, thus supporting the findings of previous surveys of practitioners' 5 use of tools to support the strategy process (Rigby and Bilodeau 2007, Stenfors et al 2007, O'Brien 2011. Second, it presents details and experiences concerning how such tools can actually be taught, something that is missing from the literature, particularly in the context of a course that covers multiple tools.…”

Section: Introductionmentioning

confidence: 53%

“…The courses combine both hard and soft tools, with more emphasis on the soft. We use the generic term tool to cover frameworks, methods, modelling approaches and techniques be they quantitative or qualitative, used in their original or modified form or combined with other tools to suit the user's needs (Stenfors et al 2007). Henceforth we refer to tools rather than approaches, methods, models, frameworks, etc.…”

Section: Introductionmentioning

confidence: 99%

Teaching Operational Research and Strategy at Warwick Business School

O’Brien

Dyson

Kunc

2011

INFORMS Transactions on Education

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T his paper describes the development of three courses that have run for more than 30 years at Warwick Business School in the United Kingdom. The courses focus on supporting the strategy process, which consists of activities such as: setting direction and goals; creating, rehearsing, and evaluating strategic initiatives; exploring the external environment; and measuring and learning from organisational performance. We present the structure of the three courses (for undergraduate, Specialist Masters, and Executive MBA students) taught during the 2009-2010 academic year, highlighting the frameworks, methods and models, or tools, covered on the different courses. A key contribution of this paper is that it demonstrates how tools drawn from the operational research/management science field, but also other fields, including strategic management, can be brought together to support the strategy process. The tools are typically but not exclusively qualitative, or soft, and participative in nature. We describe how we teach five particular tools in some depth: visioning, scenario planning, SWOT/TOWS analysis, system dynamics, and the balanced scorecard. We also highlight how these tools are combined with other approaches covered in the courses. This paper ends with reflections on our experiences of teaching the courses and signposts potential future developments.

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“…Gunn and Williams (2007) argue that companies should employ a range of strategic tools and avoid, if possible, limiting their The International Journal of Human Resource Managementchoice of approaches. Stenfors, Tanner, Syrjänen, Seppälä and Haapalinna (2007) investigated the role of operational research and management tools in the decision-making process of Finland's largest 500 companies. They noted that executives claimed that tool usage was advantageous and called for additional tool to enhance creativity.…”

Section: Strategic Tool Case Usage Patterns and Performancementioning

confidence: 99%

Strategic toolkits: seniority, usage and performance in the German SME machinery and equipment sector

Wagner

Paton

2013

The International Journal of Human Resource Management

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This paper examines the strategic tool kit, from a human resource management (HRM) perspective, in terms of usage and impact. Research to date has tended to consider usage, assuming to a certain extent that knowledge and understanding of particular tools suggest that practitioners value them. The research on which this paper is based builds upon the idea that usage indicates satisfaction, but develops the usage theme to investigate which decision-makers are actually engaged in both tool appliance and the strategic process. Of particular interest to the researchers are the educational background, age and seniority of the decision-makers. In addition, potential links with HRM and organizational performance are also explored. The context of the research, the German machinery and equipment sector, provides an insight into the industry's ability to sustain growth in face of increasing international competition. The paper calls for a greater awareness, from a human resource perspective, and utilization of strategic management practice and associated decision-making aids.

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Executive views concerning decision support tools

Cited by 60 publications

References 16 publications

“We Don’t Need No Education”—Or Do We? Management Education and Alumni Adoption of Strategy Tools

“We Don’t Need No Education”—Or Do We? Management Education and Alumni Adoption of Strategy Tools

Teaching Operational Research and Strategy at Warwick Business School

Strategic toolkits: seniority, usage and performance in the German SME machinery and equipment sector

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