6.11 PITFALLS AND POINTERS IDENTIFIED DURING ATTEMPTS AT SOLVING THREETWOONE’S PROBLEM
Pitfalls noted and pointers recorded during attempts at solving ThreeTwoOne’s problem are:
- Not defining each concept as a ‘call for action’. In an attempt to quickly produce a concept map, students frequently abbreviate concepts. Some forms of abbreviation are suitable: most are not. In particular, forms of abbreviation that do not include verbs create ambiguity. For those inexperienced in mapping, the advice is simple—state the concept in full as a call for action and rely on the template provided at Table 6-1.
- Not fully testing hypotheses depicted in maps. Each map is a set of hypotheses for the group or individual that produced the map. Before relying on any map, be it a cognitive map, concept map, causal loop diagram or influence diagram, testing of the hypotheses is needed. Care is needed that reliance is not placed on maps that have not been tested. The minimum requirement is to test that the map is logically correct and faithfully represents the views of those who developed it.
- Inconsistencies in depiction of direction of causality. One subgroup might show the direction of causality reversed, compared to another group’s perspective. This does not necessarily mean one group is right and one is wrong. But to minimise the chance of errors again, the template at Table 6-1 should be carefully applied. Maps of similar aspects of the same problem, but at different levels of aggregation, may show causality quite differently. For example, a nominal group working on ideas generated by a number of subgroups may interpret a problem situation somewhat differently. Again, to avoid the chance of errors, and to record rationale for a given choice, the template at Table 6-1 should be carefully applied.
- Selected conceptualisation techniques do not sit comfortably with everybody. Whether for reasons of choice styles, explained in Section 5.2.4.7, or because English is not their first language, some people are not comfortable with text-based concept mapping. Similarly, some people are uncomfortable with expressing views by drawing rich pictures, whilst others have difficulty thinking in strictly causal terms. A range of problem conceptualisation techniques may be needed.
- Proceeding directly to building a quantitative model. Unless forced to proceed systematically through a conceptualisation process, one which results in the production of a qualitative conceptual model, almost every student capable of building quantitative models proceeds directly to building such models. This was found to be the case for undergraduate and postgraduate students alike. This is also common in professional practice. The inevitable result of such haste is incorrectly defining the problem to be solved.