Developing a Model of Distributed Sensemaking: A Case Study of Military Analysis

Abstract

In this paper, we examine the role of representational artefacts in sensemaking. Embodied within representational media, such as maps, charts and lists, are a number of affordances, which can furnish sensemakers with the ability to perform tasks that may be difficult to do inside the head. Presented here is a study of sensemaking in action. We conducted a study of military intelligence analysts carrying out a training exercise, the analysis of which focuses on the use of external task-specific representations. We present a discussion of the findings of our study in the form of a model of distributed sensemaking. Our model concentrates on the interaction of information and various representational artefacts, leading to the generation of insights and a situation picture. We also introduce a number of levels of description for examining the properties and affordances offered by representational artefacts and their role in the sensemaking process.

Willing but Unable? Teachers’ Sense-making of Curriculum-reform Policy in the Early Implementation Stage

“…The paper uses cognitive sense-making as the lens for exploring history teachers' interpretation and understanding of the 2017 curriculum reforms and how their understanding of policy shapes (or fails to shape) their classroom practices. Sense-making is used in this article to mean the way in which individuals gather, organise and reorganise information to build a plausible understanding of an aspect that is puzzling or troubling (Wheat, Attfield and Fields, 2016). Garfinkel coined the term 'sense-making' in 1967 in his ethnographic study on how film actors interact, interpret and construct reality in their daily experiences (Maitlis and Christianson, 2014, 60).…”

“…Sense-making was also popularised by Weick (1995) when he looked at how changes in organisations make implementers react cognitively as they seek to construct meaning of how reforms are likely to affect their workloads, working style and self-image. Other scholars who have used sense-making as a theoretical framework for their studies include Fullan and Pomfret (1977), McLaughlin (1987), Cohen (1990), Spillane, Reiser and Reimer (2002), Coburn (2006), Maitlis and Christianson (2014), Wheat, Attfield and Fields (2016) and Ganon-Shilon and Schechter (2017).…”

A resources model for distributed sensemaking

“…These lay ground for (and to some extent preview) the theoretical ideas we develop in section 4. The studies include a study of a Military Signals Intelligence (SigInt) training exercise reported by Attfield et al (2015) and Wheat et al (2016) and a study of Crime Scene Examination reported by Smith et al (2008), Baber (2009Baber ( & 2010 and Baber & Butler (2016). Some other studies will be discussed in passing.…”

“…Attfield et al 2015and Wheat et al (2016) report a military Signals Intelligence (SigInt) training exercise in which Analysts were tasked with assessing the identity and location of opposing military units based on intercepted radio communications. The exercise was based on a simulated, enemy beach landing.…”

“…In our experience of studying sensemaking tasks in intelligence analysis, investigative journalism, crime analysis, and e-discovery, assessments of a prevailing situation can emerge over time and be complex. Wheat, Attfield and Fields (2016) showing the evolution of a situation picture based on resources representing generic concepts (frames) and specific piece of information (data).…”