scholarly journals Development of Perceived Complex Problem-Solving Instrument in Domain of Complex Systems

Systems ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 51
Author(s):  
Morteza Nagahi ◽  
Alieh Maddah ◽  
Raed Jaradat ◽  
Mohammad Mohammadi
Keyword(s):  
Problem Solving ◽  
Complex Systems ◽  
Systems Thinking ◽  
21St Century ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Final Model ◽  
Complex Problems ◽  
High Level ◽  
The Relationship

The ability to solve modern complex systems becomes a necessity of the 21st century. The purpose of this study is the development of an instrument that measures an individual’s perception toward solving complex problems. Based on literature and definitions, an instrument with four stages named perceived complex problem-solving (PCPS) was designed through exploratory and confirmatory stages. The instrument is validated and scaled through different models, and the final model is discussed. After completing validation and scale development of the PCPS instrument, the final model of the PCPS instrument was introduced to resolve the gap in the literature. The final model of the PCPS instrument is able to find and quantify the degree of perception an individual holds in dealing with complex problems and can be utilized in different settings and environments. Further research about the relationship between Systems Thinking and CPS revealed individuals with a high level of systems thinking have a better understanding of the characteristics of complex problems and so better perception of CPS.

Assessing 21st Century Skills: Competency Modeling to the Rescue

2015 ◽  
Vol 8 (2) ◽  
pp. 284-289 ◽  
Author(s):  
Katherine A. Sliter
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
Complex Problem ◽  
Skill Assessment ◽  
Collaborative Problem Solving ◽  
Complex Problem Solving ◽  
Business World ◽  
Collaborative Problem ◽  
Competency Modeling ◽  
External Consultant

Neubert, Mainert, Kretzschmar, and Greiff (2015) rightly argue that today's business world requires employees to frequently engage in nonroutine, creative, and interactive tasks. The authors go further to describe two potentially important skills—complex problem solving and collaborative problem solving—which they believe can address gaps in our current understanding of employee skill assessment. I contend however that the authors might be reinventing the wheel with this framework, given that the already popular practice of competency modeling satisfies the very deficiencies that the authors argue exist. To expand on this argument, I will first provide a brief history and discussion of what competency modeling is, followed by an explanation of several key benefits of this approach in terms of addressing the authors’ concerns. Then, on the basis of my applied experience as an external consultant, I will discuss how I might use competency modeling to address one of the authors’ own example scenarios, which should help identify ways in which competency modeling subsumes Neubert and colleagues’ approach.

Assessing complex problem-solving skills with multiple complex systems

2014 ◽  
Vol 21 (3) ◽  
pp. 356-382 ◽  
Author(s):  
Samuel Greiff ◽  
Andreas Fischer ◽  
Matthias Stadler ◽  
Sascha Wüstenberg
Keyword(s):  
Problem Solving ◽  
Complex Systems ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Problem Solving Skills

scholarly journals Interdisciplinarity and transdisciplinarity

2021 ◽  
Vol 45 (1) ◽  
pp. 67-73
Author(s):  
Igor Toš
Keyword(s):  
Problem Solving ◽  
Scientific Knowledge ◽  
Interdisciplinary Collaboration ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Cultural Traditions ◽  
Research And Practice ◽  
Complex Problems ◽  
Transdisciplinary Collaboration ◽  
General Culture

The production of new scientific knowledge and practical solutions to complex problems require increasing amounts of interdisciplinary collaboration, while requirements for transdisciplinary cooperation have recently likewise become more frequent. In practice, however, they are rarely implemented adequately; what occurs instead is merely multidisci­plinary collaboration. True implementation of inter- and/or transdisciplinary collaboration is often met with certain difficulties and obstacles: problems due to limited disciplinary competence, problems due to protecting knowledge and power, the problem of competence required for inter- and transdisciplinary collaboration, complexity problems, method­ological problems and problems caused by differences in cultural traditions. It is necessary to acquire clear general defi­nitions of the concepts of multidisciplinarity, interdisciplinarity and transdisciplinarity, to define and implement general guidelines for the development of multidisciplinary and transdisciplinary practice and to develop a new general culture of collaboration in research and practice of complex problem-solving.

On Some Lessons from Modeling Contexts in Complex Problem Solving in Information Technology

2013 ◽  
Vol 6 (4) ◽  
pp. 55-70 ◽  
Author(s):  
D. Petkov ◽  
O. Petkova ◽  
T. Andrew
Keyword(s):  
Information Technology ◽  
Problem Solving ◽  
Software Engineering ◽  
Systems Thinking ◽  
Complex Problem ◽  
Problem Structuring Methods ◽  
Two Dimensional ◽  
Complex Problem Solving ◽  
Problem Structuring ◽  
Management Interventions

This paper reviews current research on context in problem solving and existing two-dimensional frameworks for expressing project contexts in Systems Thinking and Software Engineering. It makes the case for modeling of context with Problem Structuring Methods. The authors present lessons learnt from applying such methods in the context of their experience with several complex management interventions in Information and Telecommunications Technologies. The paper aims to contribute to the understanding of project contexts in complex problem solving in Information Technology.

Questions About I-O Psychology's Future

2015 ◽  
Vol 8 (2) ◽  
pp. 269-276 ◽  
Author(s):  
Neil Morelli ◽  
A. James Illingworth ◽  
Charles Handler
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
New Technologies ◽  
Complex Problem ◽  
Collaborative Problem Solving ◽  
Complex Problem Solving ◽  
Research And Practice ◽  
Collaborative Problem ◽  
The Future ◽  
Research Questions

We find Neubert, Mainert, Kretzschmar, and Greiff's (2015) article to be worth discussing and embracing because it represents not only a pragmatic offering of two important constructs for 21st century work but also an important opportunity for industrial–organizational (I-O) scholars and practitioners to consider several questions related to the future of I-O psychology. Neubert et al. correctly identified the broad trends that are influencing the economic environment that we live in and made a compelling argument that I-O psychologists should join other researchers and policymakers from ancillary fields to identify and measure the unique competencies and skills that will determine success in the future of work. In our own research on new technologies and their use in talent assessment and selection (e.g., mobile device testing), we have often considered other future-related research questions, and we would like to offer them here as a supplement to this discussion in the hopes that it might spur further forward-thinking conversation, research, and practice. Below we offer five additional themes to organize the questions that we believe are important to consider as I-O psychologists evaluate the merits and uses of 21st century skills such as complex problem solving and collaborative problem solving (CPS and ColPS).

scholarly journals Advancing the Design of Self-Explanation Prompts for Complex Problem-Solving

2020 ◽  
Vol 19 (11) ◽  
pp. 88-108
Author(s):  
Hyun Joo ◽  
Jinju Lee ◽  
Dongsik Kim
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Outcomes ◽  
Interaction Effect ◽  
Conceptual Knowledge ◽  
Complex Problem ◽  
The Self ◽  
Complex Problem Solving ◽  
Low Level ◽  
High Level

This research investigated the effects of focus (inference vs. inference followed by integration) and level (low vs. middle vs. high) in self-explanation prompts on both cognitive load and learning outcomes. To achieve this goal, a 2*3 experiment design was employed. A total of 199 South Korean high school students were randomly assigned to one of six conditions. The two-way MANOVA was used to analyse the effects of the self-explanation prompts on learning outcomes. Results showed that there was an interaction effect between focus and level of self-explanation prompts on delayed conceptual knowledge, suggesting that the focus of self-explanation prompts could be varied depending on their level. Second, learners who were given a high level of prompts scored higher on the immediate conceptual knowledge test than those who received a low level of prompts. A two-way ANOVA was conducted to analyse the effects of the self-explanation prompts on cognitive load and showed no significant interaction effect. However, there was a main effect in the level of the prompt that a high level of self-explanation prompts imposed a lower cognitive load compared to a low level of prompts. In sum, the design and development of self-explanation prompts should consider both focus and level, especially to improve complex problem-solving skills.

Extending the Assessment of Complex Problem Solving to Finite State Automata

2015 ◽  
Vol 31 (3) ◽  
pp. 181-194 ◽  
Author(s):  
Jonas C. Neubert ◽  
André Kretzschmar ◽  
Sascha Wüstenberg ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Complex Problem ◽  
Assessment Instruments ◽  
Finite State Automata ◽  
Complex Problem Solving ◽  
Domain Specific ◽  
Complex Problems ◽  
Specific Subset ◽  
Formal Framework ◽  
Finite State

Abstract. Recent advancements in the assessment of Complex Problem Solving (CPS) build on the use of homogeneous tasks that enable the reliable estimation of CPS skills. The range of problems featured in established instruments such as MicroDYN is consequently limited to a specific subset of homogeneous complex problems. This restriction is problematic when looking at domain-specific examples of complex problems, which feature characteristics absent from current assessment instruments (e.g., threshold states). We propose to utilize the formal framework of Finite State Automata (FSA) to extend the range of problems included in CPS assessment. An approach based on FSA, called MicroFIN, is presented, translated into specific tasks, and empirically investigated. We conducted an empirical study (N = 576), (1) inspecting the psychometric features of MicroFIN, (2) relating it to MicroDYN, and (3) investigating the relations to a measure of reasoning (i.e., CogAT). MicroFIN (1) exhibited adequate measurement characteristics and multitrait-multimethod models indicated (2) the convergence of latent dimensions measured with MicroDYN. Relations to reasoning (3) were moderate and comparable to the ones previously found for MicroDYN. Empirical results and corresponding explanations are discussed. More importantly, MicroFIN highlights the feasibility of expanding CPS assessment to a larger spectrum of complex problems.

Sign in / Sign up

Export Citation Format

Share Document