scholarly journals Optimal team composition for tool‐based problem solving

2019 ◽  
Vol 28 (4) ◽  
pp. 734-764
Author(s):  
Jonathan Bendor ◽  
Scott E. Page
Keyword(s):  
Problem Solving ◽  
Team Composition

Creative problem-solving techniques, paradigm shift and team performance

2020 ◽  
Vol 26 (7/8) ◽  
pp. 451-466
Author(s):  
Tony Proctor
Keyword(s):  
Problem Solving ◽  
Team Performance ◽  
Paradigm Shift ◽  
Relevant Literature ◽  
Thinking Styles ◽  
Team Composition ◽  
Creative Problem Solving ◽  
Content Type ◽  
Team Members ◽  
Creative Problem

Purpose This paper aims to consider why creative problem-solving techniques may not always produce useful results and sets out to explain why this might be and what steps should be taken to avoid it happening. The paper provides an understanding of how different creative problem-solving techniques are best suited to gaining insights into problems requiring different degrees of paradigm shift. It argues that team members’ personalities and thinking styles and team composition should be taken into account when using the techniques. It examines the role the facilitator plays in planning and conducting the ideation process. Design/methodology/approach The paper provides simple illustrations of some of the creative problem-solving techniques. It reviews relevant literature and argues how individual differences of team members along with team composition can influence team performance in using the creative problem-solving techniques. Findings Personality, thinking styles and learning styles are relevant to the effective use of creative problem-solving techniques. Team composition, team motivation and mood factors should also be taken into account. The facilitator is key in ensuring the efficacy of the problem-solving process. Originality/value This paper will be helpful to academics who study creative problem-solving as well as informing management practitioners and trainers about the procedures and potential pitfalls to avoid.

Evolution of Design Thinking Capabilities

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Stefano MAGISTRETTI ◽  
Claudio DELL’ERA ◽  
Roberto VERGANTI
Keyword(s):  
Problem Solving ◽  
Competitive Advantage ◽  
Design Thinking ◽  
Service Providers ◽  
Team Dynamics ◽  
Team Composition ◽  
Creative Problem Solving ◽  
Italian Market ◽  
Creative Problem

Design and especially design thinking are becoming a strategic source of competitive advantage. From its business theorization in early 2000s the adoption and awareness in both academics and practitioners’ world is unmeasurable. Todays the attention of academics is no more only on the process and its phases, inspiration, ideation and implementation but more and more attentions are positioned on the team dynamics and the more hidden aspects of such methodology. As a matter of fact, literature shows that design thinking is not unique but it can be framed in at least four different kinds creative problem solving, sprint execution, creative confidence and innovation of meaning. The investigation aims at discovering which are the different capabilities characterizing the different kinds of design thinking. Through a survey on the Italian market of service providers of design thinking services the paper shows the different skills, competences and attitudes that are more relevant for each of the four kinds of design thinking. This is valuable for both practitioner and academics because it enriches the knowledge on the team composition in terms of capabilities, a still blurred element of the design thinking literature.

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

Sign in / Sign up

Export Citation Format

Share Document