scholarly journals Pedagogy and Process in 'Organisational Problem-Solving'

10.28945/463 ◽  
2007 ◽  
Vol 10 ◽  
pp. D 097-125
Author(s):  
John Paul Kawalek
Keyword(s):  
Problem Solving ◽  
Organisational Problem

scholarly journals Pedagogy and Process in 'Organisational Problem-Solving'

10.28945/2984 ◽  
2006 ◽  
Author(s):  
John Paul Kawalek
Keyword(s):  
Problem Solving ◽  
Organisational Change ◽  
Critical Reflexivity ◽  
Tightly Coupled ◽  
Learning Set ◽  
Organisational Problem ◽  
And Performance ◽  
Development Objectives ◽  
Learning Sets ◽  
The Way

This paper outlines a case study in which a management development learning process was tightly coupled to organisational change and development objectives. The case discusses how a research and consulting team came together to develop highly reflexive pedagogy to support the work of internal managers who were organised into teams (‘learning sets’ of sorts, but which came to be known as 'ThinkTanks'). These were to undertake ‘organisational problem solving’, which involved the integration of various inquiring activities. These learning sets had as their objective, to help members become catalysts of organisational change and performance improvement within a large organisation, applying the inquiring principles. In order to structure the discourse amongst learning set members, a range of principles and constructs were used. Central to these was a form of process modelling, (termed ‘models of teleological human process’). These were carefully introduced to learning set members, and were used to provide a ‘basis for a discourse’ amongst set members about problematic organisational processes and how to change them. These were based on system theory, in a particular form, in which models were used as a component of inquiry into current and future processes, rather than to 'specify' a given process, in an absolute sense. The inquiring activities were facilitated by 'Set Advisers', whose role it was to keep the set focused on learning outcomes, and to encourage critical reflexivity in the process. Thus members were encouraged to 'think about the way they were thinking about action', which gave a much more dynamic intellectual basis for the learning set's activities. It also enabled a rich analytical discourse, in which members were expected to justify their perceptions rather than make assertions, or 'defend assertions'. The researchers were genuinely surprised by the way the set members were able to undertake this, and indeed, on reflection, how set members felt 'liberated' by the approach taken.

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.

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