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The power of methodology
The power of methodology 150 150 Stéphane THION

For over twenty years, numerous observers have pointed out a persistent gap between management research and the realities of the business world. Various reasons have been cited for this disconnect, with practitioners often criticizing academic research for its lack of practical relevance or even clarity (Avenier, 2009; Glady, 2014). Despite notable progress in recent years, this divide remains.

Yet, in an increasingly unstable world—marked by volatility, uncertainty, complexity, and ambiguity—knowledge management is more crucial than ever. Today, uncertainty is no longer the exception but the rule. As a result, the acquisition, revision, and even creation of knowledge have once again placed learning at the center of our concerns.

Learning how to conduct research, however, is first and foremost about acquiring specific skills—such as analytical thinking and systems thinking—as well as mastering a methodology. This methodology, along with its associated methods, enables individuals to engage with the latest knowledge in a given field: to challenge it, refine it, and contribute to its evolution.

Such research methodology and the skills it develops can offer significant value to the business world. Ultimately, it enhances decision-making processes. Furthermore, mastering these skills provides access to a vast body of scientific literature in management—and beyond—allowing professionals to analyze, understand, and apply this work effectively.



N. Glady (2014), Comment réconcilier le monde de la recherche et celui de l’entreprise, Harvard Business Review.
M.J. Avenier (2009), Franchir un fossé réputé infranchissable : construire des savoirs scientifiques pertinents pour la pratique, Management & Avenir 2009/10 (n°30), pages 188 à 206.

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Cognitive skills
Cognitive skills 150 150 Stéphane THION

As part of its ‘Skills Revolution by 2030’ project, the World Economic Forum is working on a taxonomy of global skills. This taxonomy currently includes two main categories of skills: skills, knowledge and abilities, and attitudes.

Within the first category, cognitive skills stand out alongside managerial, technological and engagement skills.

According to the World Economic Forum’s ‘Future of Jobs’ 2025 report, cognitive skills are increasingly in demand by large companies. And they will become even more important in the years to come.

Hence the question: what do cognitive skills cover?

According to the World Economic Forum, cognitive functioning refers to multiple mental abilities, which are categorised into three groups:

(1) creativity and problem solving,

(2) mathematics and statistical thinking, and finally,

(3) speaking and writing languages.

Creativity and problem solving include analytical thinking and systems thinking, which we discussed in two previous videos, as well as creative thinking, i.e. the ability to come up with a new idea or concept.

Statistical and mathematical thinking encompasses the ability to handle numbers, calculate or estimate, use advanced mathematical techniques or solve equations, and finally data analysis and mathematical modelling.

Finally, speaking and writing languages includes the basic skills of reading, speaking, writing, editing, and finally communicating in foreign languages.

Which brings us to the second question: how can this set of skills be acquired?

Clearly, the set of cognitive skills identified by the World Economic Forum corresponds to the purpose of doctoral programmes.

These programmes, whether the academic PhD or the DBA, which aims to improve the decision-making process in organisations, generally integrate all these skills through action learning.

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Analytical Thinking
Analytical Thinking 150 150 Stéphane THION

The world is changing. Rapidly. The production of knowledge, for example, through academic publications, is evolving exponentially. Technology, of which AI is the most emblematic example, is also following this trend. And what about the proliferation of dubious or even false information?

Unfortunately, in this complex and uncertain world, we all suffer from many prejudices. Within organisations, decision-making is becoming increasingly complex and risky.

As early as 1973-74, the work of Tversky and Kahneman highlighted the cognitive biases to which decision-makers were subject. Hogarth identified some thirty of these in 1987. And the work of Eisenhardt and Zbaracki, in 1992, showed that rationality was not the norm in decision-making processes within large organisations.

In this context, a skill is emerging: analytical thinking.

According to the World Economic Forum’s ‘Future of Jobs’ 2025 report, analytical thinking is and will remain the skill most in demand by large companies. This report is based on a sample of more than 1,000 large international companies. This skill has thus become a training priority for half of them.

So, what is analytical thinking?

According to the taxonomy of skills created by the World Economic Forum, analytical thinking is the ability to break down complex concepts and ideas into basic or fundamental principles. This skill encompasses critical thinking, which allows one to make judgements by analysing and interpreting facts and information.

The world of research has, of course, taken an interest in this skill. According to Facione (1990), analytical thinking involves skills such as classification, relating concepts and organising information, with the aim of identifying solutions or solving problems in a systematic way. According to Paul and Elder (2006), critical thinking covers skills such as clarifying concepts, analysing arguments and evaluating evidence and counter-arguments. It involves the ability to identify biases, prejudices and logical flaws.

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Why does methodology matter?
Why does methodology matter? 150 150 Stéphane THION

John D. Sterman (2000) wrote: “People are poor intuitive scientists, generally failing to reason in accordance with the principles of scientific method”. Sterman then goes on to explain his thinking with examples:

  • We do not generate sufficient alternative explanations or consider enough rival hypotheses.
  • Our judgements are strongly affected by the frame in which the information is presented.
  • We suffer from overconfidence in our judgements, wishful thinking and the illusion of control.
  • We violate basic rules of probability, do not understand basic statistical concepts such as regression to the mean or Bayes’ rule.
  • Memory is distorted by hindsight, the availability and salience of examples, and the desirability of outcomes.”

In other words, data can be biased because people are biased. Even scientists are biased. For instance, Hogarth (1987) discusses 30 different biases and errors documented in decision-making research.

Further evidence that highlights the importance of methodology in the difficult process of managerial decision-making.

This is probably why analytical thinking is the skill that will be most in demand in the business world between now and 2027, according to WEF Future of Jobs 2023 and 2025.

  1. Sterman, J. D., 2000, Business Dynamics, Systems Thinking and Modelling for a Complex World, Boston, McGraw Hill, p.30.
  2. Hogarth, R. M., 1987, Judgment and choice, 2nd Edition, New York: Wiley.
  3. World Economic Forum (2023), Future of Jobs Report 2023: Insight report, Figure 4.6 p.43

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Systems thinking
Systems thinking 150 150 Stéphane THION

According to Sterman (2002), “In a world of accelerating complexity and change, thoughtful leaders increasingly recognize that the tools we have been using have not only failed to solve the persistent problems we face but may in fact be causing them. All too often, well-intentioned efforts to solve pressing problems create unanticipated side effects. (…) For many, the solution lies in systems thinking, the ability to see the world as a complex system, to understand how ­everything is connected to everything else.”

Indeed, Systems Thinking is an approach to understand the complexity of the world by focusing on wholes and relationships rather than breaking it down into individual parts. It is used to explore and develop effective actions in complex situations, promoting systems change.

Interestingly, Systems Thinking complements analytical thinking, whose aim is to process and break down complex information, by identifying cause and effect relationships.

This specific top skill is a core skill for 1/3 of companies in the world, an increasingly important skill for 60% Of companies and a reskilling priority for 15% of them (WEF, Future of Jobs report 2023).

System dynamics forms a complete module within the TBS Educations executive DBA, and it is possible to study it in greater depth as part of one’s thesis.

According to John D. Sterman (2002), “In a world of accelerating complexity and change, thoughtful leaders increasingly recognize that the tools we have been using have not only failed to solve the persistent problems we face but may in fact be causing them. All too often, well-intentioned efforts to solve pressing problems create unanticipated side effects. (…) For many, the solution lies in systems thinking, the ability to see the world as a complex system, to understand how ­everything is connected to everything else.”

Systems Thinking is an approach to understand the complexity of the world by focusing on wholes and relationships rather than breaking it down into individual parts. It is used to explore and develop effective actions in complex situations, promoting systems change.

Interestingly, Systems Thinking complements analytical thinking, whose aim is to process and break down complex information, by identifying cause and effect relationships.

This specific top skill is a core skill for 1/3 of companies in the world, an increasingly important skill for 60% Of companies and a reskilling priority for 15% of them (WEF, Future of Jobs report 2023).

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