CIICPD 2023

Varied approaches to data collection were used. First, the trainer tandems took active notes while alternating in the training lead, focusing on recording details of individual experiences and related stories seen as critical incidents. Second, materials completed through individual activities in the laboratories were saved and used for reporting and analysis. These included: a. collection of typical situations when facing unconscious biases (called pitfall situations) specific to the participants’ workplace, including ways of how such situations are usually handled; b. a collection of nudges the participants had used in their practice before the workshop; c. participant analyses of model scenarios from corporate practice using chess figure simulations in PowerPoint; d. critical incidents seen as participant pitfall situations revisited with adjusted solutions choosing suitable nudges; e. the trainer’s final reports from the Lab1 training; f. the participant contributions of further incidents of pitfall situations from their workplace or teams as written accounts submitted to the organisers as feedback; g. Lab2 final test data containing further incidents of pitfall situations and participant applied experience. Instances of critical incidents (CIs) experienced by the participants in their management practice were located in the data and analysed using the critical incident cycle (CIC) model (Sieglová, 2023) (Figure 2). This model allows for distinctions between the participant’s subconscious, impulsive reactions, i.e. unconscious biases as first-hand reactions at the emotional, cognitive and behavioural level. Plus their conscious reflections and realisations, i.e. the metacognitive and meta-behavioural re-evaluation of their experiences, including conscious decisions and steps taken as a result. Consequently, by being able to understand one’s own emotional reactions, momentary interpretations, and actions in response to critical situations occurring in a diverse setting, the participants could better reflect and re-evaluate their decisions, project better-suited plans and strategies for the future, and adequately adjust their behaviours and actions in their managerial practices. In addition, the participants learned how to use a toolbox of nudges and interventions preventing, positively removing and transforming dysfunctional behaviours into desired forms of cooperation.

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