The Dynamics of Action-Oriented Problem Solving: Linking Interpretation and Choice

Rudolph, Jenny W.; Morrison, J. Bradley; Carroll, John S.

doi:10.5465/amr.34.4.zok733

Cited by 88 publications

(131 citation statements)

References 58 publications

(82 reference statements)

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“…By describing the above applications, we hope to provide some approaches to creating and developing countermeasures to fixation. Awareness has been proposed as a general strategy to improve problem solving in anaesthetic practice [3]. By enhancing awareness of problem solving patterns, such as fixation, practitioners can assess their own tendencies toward fixation and thus develop appropriate measures against it.…”

Section: Resultsmentioning

confidence: 99%

“…The latter is an example of someone learning from error -intubation in this patient will be very difficult or impossible. It is not the persistent failure from each attempt but the additional information that one gains from action-oriented problem solving that may lead to a solution [3]. The aim of this experiment was to examine the extent to which participants remembered the principle behind the cheap necklace problem solution and whether they could apply it to a new variant, the 4-4-2-2 variant (referring to the number of links in each of the four chains of the new problem; Fig.…”

Section: Implicationmentioning

confidence: 99%

“…The case painfully demonstrates a fixation error. Fixation occurs when anaesthetists concentrate on a single aspect of the case to the detriment of other more relevant aspects [2,3]. Ironically, these are relatively easy to detect only in hindsight.…”

mentioning

confidence: 99%

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No simple fix for fixation errors: cognitive processes and their clinical applications

Fioratou¹,

Flin²,

Glavin³

2009

Anaesthesia

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SummaryFixation errors occur when the practitioner concentrates solely upon a single aspect of a case to the detriment of other more relevant aspects. These are well recognised in anaesthetic practice and can contribute significantly to morbidity and mortality. Improvement in patient safety may be assisted by development and application of countermeasures to fixation errors. Cognitive psychologists use ‘insight problems’ in a laboratory setting, both to induce fixation and to explore strategies to escape from fixation. We present some results from a series of experiments on one such insight problem and consider applications that may have relevance to anaesthetic practice.

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Section: Resultsmentioning

confidence: 99%

Section: Implicationmentioning

confidence: 99%

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No simple fix for fixation errors: cognitive processes and their clinical applications

Fioratou¹,

Flin²,

Glavin³

2009

Anaesthesia

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“…Engaging in problems helps leaders to reframe the context through questioning and this in turn triggers more productive conversations with their members in talking out (defining 'how') and talking through (discussing 'why') various underlying issues. Problem-driven conversations promote feedback loops and critical reflection that help both leaders and their members to delve deeper into the symptoms but at the same time maintain a broader perspective of the impact of these issues on the wider context of the organization (Rudolph et al, 2009).…”

Section: Leaders Could Potentially Be Asking: What Should Be Happeninmentioning

confidence: 99%

Becoming “leaderful”: leading forward in turbulent times

Yeo

Gold

Marquardt

2015

Industrial and Commercial Training

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Structured AbstractPurpose: The primary aim of the paper is to offer a practice-based understanding of leadership based on the concept of 'leaderful' practice. In supporting this concept, the paper describes the contexts that shape leadership capacity and introduces an integrative framework that further illustrates 'leaderful' practice. Methodology:The paper draws on prior research conducted by the authors in a variety of industries. Insights were gleaned from both theoretical perspectives and qualitative data drawn from a number of empirical studies. Findings:In order to lead confidently in turbulent times, leaders need to first unlearn the conventional wisdom of leadership. Three contextual enablers contribute to 'leaderful' practice, namely problem, action, and experience. Becoming 'leaderful' is being mindful of how these three enablers could be harnessed and integrated to facilitate change in meaningful ways.Practical Implications: In order to promote 'leaderful' practice, both reflective and conversational spaces are imperative. Such spaces help leaders to be mindful of their internal and external contexts, including a keen awareness of self and others in framing references of the past for the future. In doing so, leaders need to be 'present' to confront 'wicked' problems and take action through collective experience and intelligence.Originality/Value: Understanding how leaders think, feel, and act in actual practice helps us understand the genuine characteristics of leadership. The paper introduces a framework of 'leaderful' practice with a focus on leading with confidence. It extends current understanding of leadership practice by viewing 'leaderful' practice from the perspective of problem, action, and experience.

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“…Action learning processes are constructed through the exchange of meaning based on dialogue, feedback and reflection and emerge into shared cognitions that situate learning. The processes involve acting, interpreting and cultivating diagnoses of problems confronted by individuals, teams or the organisation (Rudolph et al, 2009) as part of a sensemaking process (Weick, 1995).…”

Section: Relevance Of Action Learning To Management Development Hrm mentioning

confidence: 99%

Action learning for middle manager development: the case of an Australian state-based large organisation

Nelson

Yeo

2012

IJHRDM

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This paper describes an action learning approach designed to assist a group of middle managers in an Australian public sector environment by enhancing their performance in the area of managing staff. The programme is described as an embedded action learning approach, where, in addition to a specific action learning project, the programme provided action learning skills development, mentoring support and ongoing evaluation of participants learning. The action learning process serves as a model for a management development programme, based around the action learning model of 'plan, act, reflect and re-act'. Learning primarily occurred through engagement in the form of action-by-doing as well as self and collaborative reflection. The learnings captured were largely spontaneous in nature occurring through role play and feedback loops. Learnings about the organisational context and requirements are discussed, with particular reference to the management development, HRM and the HRD relationship to an action learning methodology.

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The Dynamics of Action-Oriented Problem Solving: Linking Interpretation and Choice

Cited by 88 publications

References 58 publications

No simple fix for fixation errors: cognitive processes and their clinical applications

No simple fix for fixation errors: cognitive processes and their clinical applications

Becoming “leaderful”: leading forward in turbulent times

Action learning for middle manager development: the case of an Australian state-based large organisation

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