Overcoming the obstacles to cross-functional decision making: Laying the groundwork for collaborative problem solving

There are many different definitions of critical thinking (CT). Some type of the concept is taught in all higher education disciplines. Academia teaches teamwork and critical thinking (Cathcart & Samovar, 1992) because the professional world requires small-group decision making (Jonassen & Kwon, 2001). Critical thinking is taught by precept and practice (Facione, 1995; Wilkinson, 2001; Winningham, 2000). Constructivists recommend dialogue because meaningful discussion enhances experiential learning through social negotiations and reflection (Vrasidas & McIsaac, 1999). Collaborative problem solving is often utilized in nursing education to increase critical thinking (Collis, Andernach, & Van Diepen, 1997; Cragg, 1991; Crooks, Klein, Savenye, & Leader, 1998; Krothe, Pappas, & Adair, 1996).

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Skills Matter: Modeling the relationship between decision making processes and collaborative problem-solving skills during Hidden Profile Tasks

LAK21: 11th International Learning Analytics and Knowledge Conference ◽

10.1145/3448139.3448180 ◽

2021 ◽

Author(s):

Yiwen Lin ◽

Nia Dowell ◽

Andrew Godfrey

Keyword(s):

Decision Making ◽

Problem Solving ◽

Collaborative Problem Solving ◽

Problem Solving Skills ◽

Collaborative Problem ◽

Decision Making Processes ◽

Hidden Profile ◽

The Relationship

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MODELS OF GOVERNMENTAL CRISIS COMMUNICATIONS AND INFORMATION MANAGEMENT

MGIMO Review of International Relations ◽

10.24833/2071-8160-2013-6-33-225-229 ◽

2013 ◽

pp. 225-229

Author(s):

E. A. Gryzunova

Keyword(s):

Decision Making ◽

Problem Solving ◽

Information Management ◽

Communicative Action ◽

Social Systems ◽

Social Groups ◽

Negotiation Process ◽

Collaborative Problem Solving ◽

Crisis Communications ◽

Collaborative Problem

The research deals with the information system of public administration aimed at decision-making and communication with the society in a crisis. The system’s functionality depends on adequacy of goal-setting and on correspondence of the chosen strategy to a crisis type which differ by social response. The author substantiates traditional model of crisis communications and information management for solving conflict crises, while consensus crises require participative model, and polemic crises are recommended to be managed by negotiation and dialogue facilitation model. The negotiation and dialogue facilitation model for managing polemic crises is aimed at realization of a communicative action concept advocated by J. Habermas. As long as modern complex crises require participation of multiple actors which have different visions of a crisis situation and specific interests, “crisis decision making in such context can be seen as a negotiation process” [16]. On the level of information processing the primary step is to discover both major crisis tendencies in each of the core social systems, and social groups whose opinions and interests should be considered. After that definition of possible crisis triggers, forecasting and crisis planning are realized taking into consideration interests and expert recommendations of different social groups’ representatives. Two basic ways of coordination are suggested: public discussion of issues, or collaborative problem-solving. The first way requires organization of a public dialogue in a form of discussion, citizen jury, or negotiations. Coordination through collaborative problem-solving implies fragmentation of a complex subject which means reducing it into concrete practical questions that require discussion and decision-making. Communication within the framework of the described model is remarkable for the supra-communicative practice of facilitating the interaction of the crisis management participants.

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Problem Solving

Art & Science in the Choral Rehearsal ◽

10.1093/oso/9780190863760.003.0001 ◽

2020 ◽

pp. 1-26

Author(s):

Sharon J. Paul

Keyword(s):

Decision Making ◽

Problem Solving ◽

Collaborative Problem Solving ◽

Socratic Method ◽

Collaborative Problem ◽

Autonomous Decision ◽

Natural Tendency ◽

Rehearsal Strategies ◽

Tuning Forks

This chapter examines how to design rehearsal strategies that take advantage of the brain’s natural tendency to learn efficiently through problem solving. After a brief discussion of the science of learning, this chapter offers pragmatic exercises and ideas to increase singer engagement through the embedding of problem solving throughout the rehearsal process. Areas explored include how to begin rehearsal with a problem to solve, encouraging autonomous decision-making from your singers, experimentation with tuning forks, and teaching your students to self-monitor. It also looks at ways to allow for singer analysis and experimentation, create provisions for follow up, incorporate reflective exercises, use the Socratic method, and utilize collaborative problem-solving techniques in rehearsal.

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