2010
DOI: 10.1016/j.techfore.2010.06.015
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Strategic foresight and organizational learning: A survey and critical analysis

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Cited by 89 publications
(82 citation statements)
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“…Our aim was neither to predict the future [14], nor to provide direct policy directions as in the Anticipatory Democracy tradition [15], nor to access disparate sources of knowledge, provide consultation and add depth, breadth and length [16] to a decision-making process via public participation as in the fully-fledged foresight tradition [17]. While we did not plan to foster any specific foresight attitude as in strategic foresight and organizational learning [18], our aim was to learn. We hoped our audience could benefit from the experience, from sharing ideas with other team members, and from the learning which arises from participating in a Futures exercise.…”
Section: Introductionmentioning
confidence: 99%
“…Our aim was neither to predict the future [14], nor to provide direct policy directions as in the Anticipatory Democracy tradition [15], nor to access disparate sources of knowledge, provide consultation and add depth, breadth and length [16] to a decision-making process via public participation as in the fully-fledged foresight tradition [17]. While we did not plan to foster any specific foresight attitude as in strategic foresight and organizational learning [18], our aim was to learn. We hoped our audience could benefit from the experience, from sharing ideas with other team members, and from the learning which arises from participating in a Futures exercise.…”
Section: Introductionmentioning
confidence: 99%
“…Among authors who analysed foresight in an organisation mostly as human or organisational competences are Major et al [44], Cunha et al [42], and Bootz [45].…”
Section: Bibliometric Analysismentioning
confidence: 99%
“…Bootz [45] explicitly links organisational foresight with organisational learning. The author investigates the ambivalence between foresight Battitude^(of managers) and foresight Bactivity.^Foresight attitude refers to the cognitive dimensions of an anticipation and individual learning, whereas foresight activity means a collective process, which mobilises several actors and involves more interactive learning forms.…”
Section: Bibliometric Analysismentioning
confidence: 99%
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“…While the primary purpose of scenario planning is to develop strategy, advocates also stress its value as an educational and potentially transformational exercise-including its ability to persuade participants to dislodge preexisting views [1,6], improve understanding of the organizational context [7], provide a common instrument of communication among disparate actors [8][9][10], and encourage relationships among participants [11,12]. In particular, the scenario planning process may be a means of building networks and initiating collaboration [11][12][13].…”
Section: Introductionmentioning
confidence: 99%