Consultant Problem Understanding as a Function of Training in Interviewing to Promote Accessible Reasoning

Monsen, Jeremy J.; Frederickson, Norah

doi:10.1016/s0022-4405(02)00097-3

Cited by 6 publications

(2 citation statements)

References 16 publications

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“…This is particularly relevant within a telemedicine context, in which patient (client) health information, primarily in the forms of medical history and present illness, contributes the most relevant diagnostic data to clinicians (consultants) in medical consultations (Hampton et al 1975, Peterson et al 1992. Moreover, in expert consultations, one of the primary objectives of the information exchange between the client and consultant is for the consultant to accurately understand the problem facing the client (Monsen and Frederickson 2002). This may require convergence communication processes, which are facilitated by "rapid, back and forth information transmission" (i.e., synchronous) communication media (Dennis et al 2008, p. 580).…”

Section: Technology Capabilities: Representationmentioning

confidence: 99%

The Compensatory Interaction Between User Capabilities and Technology Capabilities in Influencing Task Performance: An Empirical Assessment in Telemedicine Consultations

Serrano

Karahanna

2016

MISQ

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Extant individual-level information systems (IS) research that investigates task performance has primarily emphasized characteristics of the technology and task, rather than the user, in shaping performance outcomes. Given that both technology and people have inherent limitations, a worthwhile research pursuit is to examine how one might compensate for the limitations of the other in order to achieve successful system use outcomes. We propose a new conceptualization of user abilities, task-relevant user capabilities, and examine their compensatory effects with technology capabilities in shaping task-performance outcomes. We develop and examine this in the context of e-consultations (i.e., technology-mediated expert consultations). Specifically, we theorize the user capabilities of presentation (information giving) and elicitation (information seeking) as the task-relevant user capabilities in this context. Drawing upon the theory of compensatory adaptation, we propose that these user capabilities can also overcome the limitations of technology and result in successful task performance outcomes. We employ mixed methods (qualitative field study, survey field study, and a lab experiment) to develop and test our model within the context of telemedicine consultations, a form of e-consultations. Convergent findings across the studies suggest that both user capabilities and technology capabilities are important facilitators of task performance and that these capabilities interact in a compensatory manner. We discuss implications of our findings to theories examining technology-mediated expert consultations and, more broadly, to theories of system use outcomes.

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Section: Technology Capabilities: Representationmentioning

confidence: 99%

The Compensatory Interaction Between User Capabilities and Technology Capabilities in Influencing Task Performance: An Empirical Assessment in Telemedicine Consultations

Serrano

Karahanna

2016

MISQ

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“…The use of Accessible Dialogue which, along with the IFF, has become another key supporting strategy within the problem-analysis approach, is critical, especially during the intervention planning phase (Monsen & Frederickson, 2002). Accessible Dialogue -originally developed by Argyris and Schön (1974) and then evolved by Robinson (1993), Monsen and colleagues ) -is an approach to communication that emphasises the demonstrable application of a specific set of principles: (1) ensuring valid information is available and accessible to all, (2) promoting free and informed choice, (3) vigilant monitoring of choices to detect and correct error and (4) embedding such a dialogue within an interpersonal and communication style which encourages people to be open about their views and those of others (Argyris, , 1993b(Argyris, , 1999(Argyris, , 2004.…”

Section: Educational Psychology In Practice 85mentioning

confidence: 99%

Further iterations on using the Problem-analysis Framework

Annan

Chua

Cole

et al. 2013

Educational Psychology in Practice

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2013) Further iterations on using the Problem-analysis Framework, Educational Psychology in Practice: theory, research and practice in educational psychology, 29:1, 79-95, A core component of applied educational and child psychology practice is the skilfulness with which practitioners are able to rigorously structure and conceptualise complex real world human problems. This is done in such a way that when they (with others) jointly work on them, there is an increased likelihood of positive outcomes being achieved for clients. The Problem-analysis Framework as discussed in this paper offers one way of working with such complexity which is grounded in a sound knowledge based in applied psychology. This paper provides further clarity on using the framework within applied practice. The authors were all trained in and use the Problem-analysis Framework and now work in many different types of applied settings within Australia, Iceland, New Zealand, Singapore and the United Kingdom. This paper illuminates important aspects of the problem-analysis approach itself for those currently learning it, as well as providing an aide-mémoire to those using it and those who want to develop their skills in this area.

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The Role of Executive Problem-Solving Frameworks in Preparing for Effective Change in Educational Contexts

Monsen¹,

Woolfson²

2012

Handbook of Implementation Science for Psychology in Education

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Consultant Problem Understanding as a Function of Training in Interviewing to Promote Accessible Reasoning

Cited by 6 publications

References 16 publications

The Compensatory Interaction Between User Capabilities and Technology Capabilities in Influencing Task Performance: An Empirical Assessment in Telemedicine Consultations

The Compensatory Interaction Between User Capabilities and Technology Capabilities in Influencing Task Performance: An Empirical Assessment in Telemedicine Consultations

Further iterations on using the Problem-analysis Framework

The Role of Executive Problem-Solving Frameworks in Preparing for Effective Change in Educational Contexts

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