The long and winding (and frequently bumpy) road to successful client engagement: one team's journey

Campbell, Deborah

doi:10.1002/sdr.214

Cited by 11 publications

(2 citation statements)

References 6 publications

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“…A facilitator enacts the behavior expected from group members and limits the need for face saving operations. Modeling also operates as a shared language, which can bridge the differences between separate functional departments (Richmond 1997;Campbell 2001). The mainstream of publications on system dynamics methodology is however not concerned with group decision making or facilitation, but instead focuses on model content: analysis of structure and behavioral patterns, validation and testing, and policy experimentation.…”

Section: Context Mechanism and Outcome Variables In The Group Model mentioning

confidence: 99%

On Evaluating the Performance of Problem Structuring Methods: An Attempt at Formulating a Conceptual Model

Rouwette¹,

Vennix²,

Felling³

2007

Group Decis Negot

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In the past decade there has been a discussion on the need for and degree of empirical evidence for the effectiveness of problem structuring methods (PSMs). Some authors propose that PSMs are used in unique situations which are difficult to study, both from a methodological and a practical perspective. In another view experimental validation is necessary and, if not obtained, PSMs remain substantially invalidated and thus 'suspect' with regard to their claims of effectiveness. Both views agree on one point: the necessity of being clear about the important factors in the context in which a method is used, the method's aims and its essential elements through which these aims are achieved. A clear formulation of central variables is the core of a theoretical validation, without which empirical testing of effects is impossible. Since the process of PSMs is sometimes referred to as 'more art than science', increased clarity on the PSM process also supports the transfer of methods. In this article we consider goals important to most PSMs, such as consensus and commitment. We then focus on outcomes of group model building, and expectations on how context and group modeling process contributes to outcomes. Next we discuss the similarity of these central variables and relations to two sets of theories in social psychology: the theory of planned behavior and dual process theories of persuasion. On the basis of these theories we construct a preliminary conceptual model on group model building effectiveness and address its practical applicability for research on PSM.

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Section: Context Mechanism and Outcome Variables In The Group Model mentioning

confidence: 99%

On Evaluating the Performance of Problem Structuring Methods: An Attempt at Formulating a Conceptual Model

Rouwette¹,

Vennix²,

Felling³

2007

Group Decis Negot

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“…Campbell, 2001). To overcome engagement issues in the educational context, for instance, various techniques have been used such as: active and cooperative learning, service learning, cooperative education, learning communities, inquiry and problem-based learning, and team projects (Smith et al, 2005).…”

Section: Preparing Athletes and Teams For The Olympics 30mentioning

confidence: 99%

Preparing athletes and teams for the Olympic Games: Experiences and lessons learned from the world's best sport psychologists

Arnold

Sarkar

2014

International Journal of Sport and Exercise Psychology

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As part of an increased effort to understand the most effective ways to psychologically prepare athletes and teams for Olympic competition, a number of sport psychology consultants have offered best-practice insights into working in this context. These individual reports have typically comprised anecdotal reflections of working with particular sports or countries; therefore, a more holistic approach is needed so that developing practitioners can have access to -and utilise -a comprehensive evidence-base. The purpose of this paper is to provide a panel-type article, which offers lessons and advice for the next generation of aspiring practitioners on preparing athletes and teams for the Olympic Games from some of the world's most recognised and experienced sport psychologists. The sample comprised 15 sport psychology practitioners who, collectively, have accumulated over 200 years of firsthand experience preparing athletes and/or teams from a range of nations for six summer and five winter Olympic Games. Interviews with the participants revealed 28 main themes and 5 categories: Olympic stressors, success and failure lessons, top tips for neophyte practitioners, differences within one's own consulting work, and multidisciplinary consulting. It is hoped that the findings of this study can help the next generation of sport psychologists better face the realities of Olympic consultancy and plan their own professional development so that, ultimately, their aspirations to be the world's best can become a reality. Winning an Olympic gold medal is typically recognised as the ultimate accolade of a successful athletic career and arguably the most demanding challenge an athlete can pursue (Fletcher & Sarkar, 2012;Gould, Dieffenbach, & Moffett, 2002). This is, in part, due to the unique occurrence of the Olympics which takes place only once every four years. It is this infrequency of the event, combined with its magnitude and the globalisation of the sport industry, that ensures worldwide interest in and fascination with athletes' performances. This intense scrutiny, however, brings with it enormous pressure and only those who can manage the stress that accompanies sport at this level will be successful. It is no surprise, then, that there has been an increased effort to understand the most effective ways to psychologically prepare athletes and teams for Olympic competition (see e.g. Gould & Maynard, 2009).Over the past three decades, there has been a growth in the number of sport psychologists helping athletes and teams prepare for the Olympic and Paralympic Games. Furthermore, research on the individual consultants has provided insight into different philosophies when working with Olympic athletes and teams, including an educational mental skills approach (Halliwell, 1989), a broad spectrum systems theory approach (May & Brown, 1989), and a preventative medicine model approach (Murphy & Ferrante, 1989).Although the sport psychology literature has greatly increased our best-practice knowledge of the most effective w...

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Forecasting turning points in shipping freight rates: lessons from 30 years of practical effort

Randers

Göluke²

2007

System Dynamics Review

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We argue that it is possible to explain much of the history of the world's shipping markets since 1950 as the interaction of two balancing feedback loops: a capacity adjustment loop which creates a roughly 20-year wave, and a capacity utilization adjustment loop which generates a roughly 4-year cycle. We show how this insight has been used rather successfully since the early 1980s for practical forecasting of turning points in freight rates and the "sentiment" in the shipping market 1-4 years ahead of time. The basic mechanisms in the shipping system create a strong "deterministic backbone" which is visible through the exogenous noise, and hence predictable with useful precision. Our experience leads to a number of questions concerning system dynamics best practice for future research.

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The long and winding (and frequently bumpy) road to successful client engagement: one team's journey

Cited by 11 publications

References 6 publications

On Evaluating the Performance of Problem Structuring Methods: An Attempt at Formulating a Conceptual Model

On Evaluating the Performance of Problem Structuring Methods: An Attempt at Formulating a Conceptual Model

Preparing athletes and teams for the Olympic Games: Experiences and lessons learned from the world's best sport psychologists

Forecasting turning points in shipping freight rates: lessons from 30 years of practical effort

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