Stages Of Problem Solving Research Articles

A Model of Organizational Learning and the Diagnostic Process Supporting It

The ability to think organizationally helps an organization′s members to manage the organization′s environments more effectively and to link results to the strategic direction. Describes the organization level learning (OLL) model and the organizational diagnostic survey (ODS) process developed to support it. Identifies two major categories of organizational problems and integrates the ten‐step ODS process with five stages of organizational problem solving. Effective organizational learning is an organization‐level process which occurs when four key learning processes described in the OLL model are managed with purpose, discipline and persistence. Associates in effective learning organizations think organizationally.

Teacher Responses to Two Types of Consultative Special Education Services

Elementary general education teachers who had students with learning disabilities in their classes received consultation from experienced special education teachers using one of two models: a model combining teacher consultation and direct instruction (C/D, n = 20), or an indirect services model consisting solely of consultation (C/I, n = 14). The teachers completed pre/post questionnaires and an interview assessing their responses to the two models. A third group of teachers from the same schools who did not receive consultation also responded to the questionnaires (control, n = 13). Results indicated that teachers (a) preferred a consultation model that involved collaboration between the general education teacher and special education teacher across all stages of problem solving; (b) preferred consultation over referral, although those receiving C/I tended to lose this preference over time; (c) saw students' problems as more severe after receiving C/D, but not C/I; and (d) had different views of C/D and...

Ten Aggressive Bargaining Tactics of Industrial Buyers

Examines the tactics used by purchasers when re‐negotiating repeat buys of component parts. Illustrates buyers and sellers co‐operating during the problem solving stage of the contract, e.g. identifying cost savings, however bargaining techniques tend to be more unilateral. Describes the use of imposed time pressures, supplier comparison etc. to unsettle the seller and give the buyer a competitive advantage. Concludes that sellers need to be more aware of the prevailing market in order to counteract the buyers tactics and improve their own bargaining position.

The recognition and non‐recognition of problem‐solving stages in nursing practice

A requirement for high-quality individualized nursing care is that nurses must recognize and attempt to solve patients' health problems. In this study, it was decided to investigate problem solving using a model similar to the nursing process derived from the general literature. Insight into nurses' perceptions and understanding of problem solving was gained by interviewing 116 nurses using vignettes of clinical problem solving. Data analysis revealed that many informants failed to discuss some problem-solving stages, in particular planning and evaluation. Conversely, problem assessment and implementation attracted more comment. The implications for these variations in nurses' problem-solving behaviour are examined in relation to contemporary nursing issues.

An implementation approach for local area networks

Abstract Technologically spoken local area networks are nowadays well developed and commercially available in a wide variety of topologies, transmission media and network access methods. Problems arise however with the implementation and the acceptance by the user. A systems analysis procedure is proposed, involving the network user in all stages of problem solving, systems development, network choice and implementation. Especially the selection part is worked out, again from a users viewpoint: first the application-oriented criteria followed by the technological criteria. As any data-communication project cannot lead to a real implementation if it is not cost beneficious, the economic aspects are also touched, stressing the importance of hidden costs which are inherent in the installation, maintenance and operation of a local area network.

Use of legal counsel: Avoiding problems

AbstractUniversity legal counsel can be an invaluable source of advice and help to the student affairs administrator at all stages of policy development and problem solving.

Short texts to explain problem ? Solution structures ? and vice versa

Linguistic analysis of short published reports leads to the presentation of an aigorithm that depicts the problem-solving process in terms of a series of evaluative questions. The work shows how reports enable us to define in detail the various stages of problem solving, and it shows that an understanding of these various stages enables us to recognise information structures in written texts; the writing of brief reports of high-priority information on which the whole thinking process is based is thus seen as a vital part of the problem-solving process. One report is analysed in detail to demonstrate the close relationship between information structures in the text and the real-life thought'action process it describes. There is discussion of how paragraphs, sentences and signals within the sentences enable the writer to communicate the information in a conceptual array that represents the actual thought/action process it describes. Educational implications for inter-sentential coherence, discourse analysis, and writing structures, and control of research through written reports are all discussed.

Psychological Processes in Stages of Problem Solving: Production and Revision Stages Administered under Quantity-Stressing and Criteria-Cued Instructions, Respectively

Summary Volunteer male and female college students (N = 156) rated themselves on Sciortino's Inventory of Psychological Processes (IPP-3), immediately after the production and revision stages of Sciortino's Solutions Test. The production stage was administered under “quantity-stressing” instructions and the revision stage under “criteria-cued” instructions. Ss' combined scores on the IPP-3, from both the production and revision stages, were, first, subjected to a principal components analysis and, then, rotated according to the equamax procedure. Seven equamax factors were extracted: that is, accomplishment, frustration, evaluated modification, variegated thinking, insightful thinking, motivated associative thinking, and freewheeled thinking. Ss' scores on each of the above seven equamax factors were then subjected to an analysis of variance for repeated measures. The results show that the mean values of factors frustration, variegated thinking, motivated associative thinking, and freewheeled thinking were significantly higher (either at the .05 or at .01 level) in the production than in the revision stage. Moreover, the mean values of factors accomplishment and evaluated modification were significantly higher (at the .01 level) in the revision than in the production stage. However, the difference between the mean values of factor insightful thinking in the production and revision stages was not significant at the .05 level.

Four-chip microprocessor family reduces system parts count : D. Chung. Electronics. March, 6th, 1975. p. 87

Technologically spoken local area networks are nowadays well developed and commercially available in a wide variety of topologies, transmission media and network access methods. Problems arise however with the implementation and the acceptance by the user. A systems analysis procedure is proposed, involving the network user in all stages of problem solving, systems development, network choice and implementation. Especially the selection part is worked out, again from a users viewpoint: first the application-oriented criteria followed by the technological criteria. As any data-communication project cannot lead to a real implementation if it is not cost beneficious, the economic aspects are also touched, stressing the importance of hidden costs which are inherent in the installation, maintenance and operation of a local area network.

A man-machine synergistic approach to planning and creative problem solving: Part II

This paper describes a proposed system, Gaku, as a step toward man-machine synergism. Characteristics of planning processes are described in terms of the levels of planning (conceptual, definitional, developmental, and operational) and the stages of problem solving (goal setting, alternative generation, consequence estimation, and evaluation and alternative selection). Structural attributes extracted from these characteristics constitute the basic framework and guiding mechanism for man's interaction with Gaku. An example of man-machine interaction is presented, suggesting desirable capabilities of Gaku. Features of Gaku are then described in terms of both built-in caPabilities that are relatively problem independent, and man-machine actions for dynamic extension of these capabilities that are problem dependent and user oriented. The latter can be seen to make the system increasingly useful and powerful as a “co-evolving” man-machine team.

Influence of timing of hints on their effectiveness in problem solving.

To determine whether the receptivity and effectiveness of hints was related to the length of time Ss had spent on a problem before receiving them, a good and a poor hint were used in the Hatrack Problem (Maier, 1945) with 383 male college students, who were individually tested. Three stages of problem solving were selected for each hint in order to measure the importance of timing. These were as follows: (1) at the outset, before problem-solving activity had started, (2) at a point when Ss were about to give up after experiencing a variety of failures, and (3) at an intermediate stage when S might be actively involved in exploring his own ideas. (1) Differences attributable to the stages at which the hints were introduced were not significant for either hint. This similarity seemed to result from the manner in which the hints interrupted ongoing activity. Ss were told that the hint was applicable. (2) The analysis of activity following the hint supported an earlier study demonstrating that the effect of the hint was to eliminate activity incongruous with it. Thus the value of each hint depended upon the incorrect activity it eliminated. (3) The timing of the hint did not influence subsequent problem-solving activity.