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I use this learning activity after a lecture component on avoiding the bias of irrational escalation of committment during new product development. I have found that students easily understand the bias when it is described in a lecture. However, I believe that in practice, students will be more resistant to the bias if they have a better understanding of the types of arguments that are often given in support of escalating committment. Furthermore, I believe students will be more resistant to this bias if they have some practice in refuting these supporting arguments. My thinking here is consistent with inoculation theory -- the classic model of persuasion that proposes people are more resistant to counter-persuasion if they are given weak versions of counter-arguments and then given practice in refuting them (McGuire 1961). Initially, this learning activity appears to be a vivid example (a best-practices example). However, in the last part of the activity I give students examples of the different types of arguments that are sometimes offered in support of escalating committment in NPD, and in a class discussion I give students practice in analyzing and refuting the arguments. |
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