Skill Development - Solving Problems Analytically and Creatively - Coursework Example

Skill Development: Solving Problems analytically and creatively Institution Name [WORDS 2999] Table of Contents Table of Contents 2 PART A 3 Articles Review 3 Introduction and study objectives 3 Literature review 5 Theories 6 Research methods 7 Limitations 8 Results and discussion 9 PART B 11 Reflective Essay 11 1. GOALS 11 2. Timeline (October 1 to October 22) 11 2.1) Goal 1: 11 2.2) Goal 2: 11 2.3) Goal 3 12 3. Implementation 12 4. Recommendation 13 4.1 GOAL 1: Communication Skills 13 4. 2 Goal 2: Conflict management 13 4.3 GOAL 3 – Critical analysis skills 14 References 15 Introduction Creative problem-solving (CPS) refers to the process of engaging original ways to attain a goal in situations where the means to undertake the task are viewed as not been readily clear or apparent. Part A of this paper reviews four peer reviewed articles on problem-solving. Part B deals with implementation and reflection on activities taken to develop problem-solving skills. PART A Articles Review Introduction and study objectives Four articles by Zabeline (2013), Atuahene-G and Wei's (2010), Borins (2000) and Brophy (2006) were selected for review. In general, the articles have strong introductions that justify the significance of the study. They also link to previous researchers through references. For instance, Brophy’s (2006) article indicates that the researchers had to compare individual and group efforts in order to creatively solve contrasting problems. Atuahene-G and Wei's (2010) title and introduction indicate that the researchers sought to examine the vital roles of problem-solving in new product success. The introductions provided by Zabeline (2013), Atuahene-G and Wei's (2010), Borins (2000) and Brophy (2006) sought to motivate the reader as they all addressed the objectives of their specific areas of research. Indeed, all the researchers clarified the purposes and objectives of their researches in the introduction. For instance, Atuahene-G and Wei's (2010) study argued that translating competitor and customer competencies into the competencies in problem-solving may become complex and challenging in a high turbulent environment compared to the low turbulent environment. The objective of the study was to examine the role of problem-solving competence and its implications on development of products, in addition to its market knowledge competence. On the other hand, Brophy (2006) aimed to predict that people and organisations can work efficiently and effectively to solve different types of problem. On the other hand, Zabelina’s et al. (2013) objective was to examine the limitations of semantic processing without consciousness. The researchers used remote associate problems where three unrelated words formed a common compound with one solution word. The objective of Borins’s (2000) study was to use a body of research evidence on entrepreneurial public servants to determine whether they fit the image of 'rule breaker' and 'lose canon,' who bend rather than break the rules, and, as a result, push the limits of what is possible. However, a major weakness of all the researches is that they failed to provide definitions of key terms. Indeed, it’s only Zabeline (2013) who provided a definition of continuous flash suppression (CFS), which was also consistently applied in the study. However, Borins (2000) and Zabelina (2013) should have deepened the description through inclusion of research questions or hypothesis. The technique is effectively used by Atuahene-G and Wei's (2010) and Brophy (2006). This enabled them to structure their writings and thoughts. Borins (2000) also failed to describe objectives in the introduction. In the four articles, the introduction employed the use of logical funnel format. The technique requires that more general aspects -- or a broad view – of what the study entails, before narrowing to more specific aspects of the study. The format makes it easy to quickly understand what the article addresses and to compare the research to previous researches. Literature review The four articles have all managed to achieve objectivity based on their nature of being empirical. Atuahene-G and Wei's (2010), Zabeline (2013) and Brophy (2006) reinforced objectivity by documenting their researches based on rigorous research processes. The four articles used current and past published articles as bases for expanding on review of related studies. This enabled the researchers to promote understanding of the research topic, as well as, a frame for the theoretical section of the article. In citing current and past studies, the article appeared as authentic, since the processes promoted their objectiveness and comprehensiveness. Overall, there are no errors of interpretations and facts. On further critical analysis of the works the researchers cited, in addition to their corresponding references, it could be argued that the researchers did not misrepresent or misinterpret the previous works as their discussions were relevant and in context. For instance, Atuahene-G and Wei's (2010) and Brophy (2006) used relevant literature relatable to their research topics. In which case, there is a connection between the ideas, hence allowing their arguments to come out coherent. However, in the case of Borins (2000), some of the statements he used are either difficult to interpret or ambiguous basing on their complexity. Indeed, this made Borins (2000) work to be very complex and difficult to understand. An example includes: “…One problem with the debate is that it has been conducted on the basis of small number of examples given by either side of the laudatory or blameworthy behaviour about which they generalise…” (Borins, 2000 p.499). In contrast, Atuahene-G and Wei's (2010), Zabeline (2013) and Brophy (2006) achieved clarity by use of simple and precise sentences, and by avoiding complex ones. Theories While some researchers employed theories to support their objectives and hypothesis of their studies, other did not. For instance, Atuahene-G and Wei's (2010) theoretically examined and empirically tested current assumptions that problem-solving competence is a significant variable that connects market knowledge competence with product success. The research was led by resource-based view (RBV), which sees the firm as consisting of a collection of resources and skills, which substantially influence organizational strategies and performance. Consistent with the theory, Atuahene-G and Wei's (2010) study was premise on the idea that heterogeneity in the unique valuable resources, specifically in the process of knowledge accumulation are instrumental in effective product performance and competitive advantage. Indeed, the hypotheses used in the research are built on the theory. Examples of Atuahene-G and Wei's (2010) hypotheses include: the speed of problem-solving positively correlates to the product quality and product advantage, and second, the correlation between product quality and performance of new product is mediated by product advantage. On the other hand, Brophy’s study used a trilevel matching theory to perceive CPS tasks are ranging in the required thought styles, knowledge domains and processing step. The theory also regards problem solvers as ranging in ways that are parallel. The trilevel matching theory hypothesised that particular groups, persons and organisation with particular attribution can function best at certain tasks. However, Zabelina’s et al. (2013) and Borins’s (2000) study did not follow any theory. Additionally, no hypothesis was created to guide in the direction of the study. From this, it could be argued that while theories may not be regarded as customary in description of the development of the research topic, it explains what has been investigated from previously studies. Additionally, it gives the article more relevance and credibility. Research methods All the researchers described the research methods and the set-up. This makes it easy to evaluate the scientific basis of the researches and to validate their results. Atuahene-G and Wei's (2010) used cross-sectional study to examine new product projects from 396 companies within the high-technology sector in China to test the theoretical model of the study. The samples consisted of 750 high-tech firms in Shangahi and Beijing, China. Research questionnaires were used as data collection tools. The questionnaire was given to the onsite participants. Onsite data-collection ensured validity and reliability. The onsite interviewing is essential for gaining access in evaluating the participant's suitability, interviewing the respondents and ensuring their understanding of the issues. This can as well improve their response rates. Usable questionnaires were however obtained from 396 firms, showing a response rate of 53.2 percent. Brophy (2006) tested several cognitive traits of 326 students. The measurements were used to develop 102 diverse interactive and nominal groups who were asked to solve actual problems that faced a small college. The study confirmed the 6 proposed hypotheses concerning the matches between problem and the problem-solver attributes. This was after the solution originality, utility, and quality were measured. The study was also complemented by a document analysis of 92 published articles that examined group CPS performance. Zabelina’s et al (2013) research methodology consisted of a case study research design. 21 undergraduate students participated in the study. However, the fact that participants were paid to take part in the study implies that the respodents did not participate out of their own free will or motivation. The findings may therefore be unreliable. The cross-sectional nature of the study also implies that the limited study sample makes the findings have limited generalisability. Borins’s (2000) study used semi-structured research design, where research questionnaires were used in collection of data. Of the 359 questionnaires distributed, the researcher obtained 217, showing more than 50 percent response rate. Limitations The research methodologies used are robust and relevant to the studies. However, except for Borins (2000) who failed to state the research methodology used, Atuahene-G and Wei's (2010), Zabeline (2013) and Brophy (2006) effectively described the dimensions of their research methods, which succinctly indicate the empiricism of their studies. Atuahene-G and Wei's (2010), Zabeline (2013) and Brophy (2006) also discussed the validity and reliability of their researches. To ensure this, they outlined the limitations of the studies. Atuahene-G and Wei's (2010) study has a number of limitations. For instance, while the study is premised on RBV theory that pointed in the hypothesized directions, it is difficult to infer reliable cause-effect relationships. The study also had a low response rates, which in addition to the small sample from restricted locations in china makes the findings to have limited genaralisability. Additionally, while the study depended on published literature to draw the measures for the market knowledge competence and problem-solving creativity, the average variance derived failed to meet the threshold. This therefore indicates that further research is needed. Brophy’s (2006) study had a small sample. This is since the scope of the study was restricted to one organization. Additionally, the study was limited to one set of problems. This means that the findings have limited generalisability. At the same time, generalization of the findings will be dependent on duplicating them in organizations that face diversity of problems. On the other hand, while Zabelina et al (2013) promoted the use of CFS, it is critical to argue that it remains uncertain how effectively any semantic processing that happens under CFS can be applied for use in higher-level tasks, such as problem-solving tasks. Results and discussion The results of the studies by Atuahene-G and Wei's (2010), Zabeline (2013) and Brophy (2006) match the authors’ original ideas and hypothesis. This shows that the studies were effectively conducted. This is however not reflected in Borin’s (2000) study, as the research failed to provide hypothesis for his study. The findings and results are however presented clearly and logically by the four researchers. This makes it easy to understand the problem. Atuahene-G and Wei's (2010) found that creativity and problem-solving speed is essential in new production innovation performance. The two play the mediator roles between gaining strategic positions in the market and market knowledge competence. Atuahene-G and Wei's (2010) results confirmed all proposed hypothesis. These results show that theoretically, activating some dimensions of market knowledge competence generates problems with problem-solving, while other dimensions enhance it. It is therefore perceivable that there is a need of a more balance approach in creating problem-solving competence and market knowledge competence. At any rate, Borin’s (2000) discussions and presentation of results were weak. This is since readers who quickly riffle through the article are not able to get the key results automatically. On the other hand, the four authors should have used visual elements, including tables, illustrations, and lists. The research discussions are also presented logically. This makes it easy to identify the reasoning of the researchers from the research facts. Brophy’s (2006) findings provide support for the trilevel matching theory. Additionally, the findings support further tests of the theory between a range of part-tasks performed by the groups, as well as other part-tasks undertaken by organizations since the number of parts may not be the major cause of a good match. Zabelina et al. (2013) found that correct solutions require individuals to concentrate on the word that occurs most in the problem. However, the participants could not explain how they arrived at the solutions. This implies that several critical processing that support insight solutions happen below the level of consciousness. Conversely, the participants were able to report the steps they used to arrive at the solutions. Borins (2000) found that the public entrepreneurship is essentially a debate on tradeoffs. The proponents of the reinvention require a relaxation of central affects controls. They also advocate experimentations. PART B Reflective Essay 1. GOALS Goal 1: Develop communication skills by attending language learning centres three times a week, from Monday to Wednesday. Goal 2: Develop critical conflict management and resolution skills, by attending conflict management workshops 3 days a week. Goal 3: Develop analytical thinking skills at the workplace by attending the “Relay for Life” program 2 days a week at the workplace. 2. Timeline (October 1 to October 22) 2.1) Goal 1: Attend 1-hour communications class online to learn verbal and nonverbal communication skills on Mondays, Tuesdays, and Wednesdays. 2.2) Goal 2: Attend conflict management workshops on Thursdays and Fridays Help at the customer-care desk Practiced skilled questioning Coach the team members 2.3) Goal 3 Attend the ‘Relay for Life” program at work on Wednesdays and Fridays in the evening. Go for a walk in the park and pay attention to what's happening around you Read an article, online or on paper, or industry reports. On the next day, after you had a good night of sleep, think back. 3. Implementation A critical lesson learnt is that in order to become skilled in fundamental problem-solving skills, I had to develop critical thinking skills, learn how to cope with conflicting situations in the rapidly changing world and develop better communication skills. These three formed the three key areas of concern that needed improvement. Among the difficulties I experienced involved reversing my evening routines. For instance, taking the daily classes was vital to my success. I had to reduce the time I spend physically interacting with others, watching television and listening to music, and use more time practicing meditation, and attending conflict management workshops and language learning classes. However, since I had poor skills in meditation, it affected my capacity to complete the 1 hour of meditation in the mornings throughout the three weeks. Additionally, I had to examine my thought patterns and communication to monitor the changes. I learnt that time management was crucial in problem-solving. Striking a balance between the activities to take was a challenge. However, I found that fitting all the days tasks into a daily schedule to prioritise on what activities to undertake was helpful. 4. Recommendation 4.1 GOAL 1: Communication Skills I learnt that there are two types of communication that are fundamental despite my different culture: Verbal and nonverbal communication. During the three weeks, I attended language learning programs, where I met people from different cultures. What was obvious was that verbal communication is different because of language barrier. However, the most difficult part was applying the right colloquialisms and metaphoric phrases. A challenge difference in communication styles was the nonverbal aspect. For instance, I learnt that different cultures, such as Americans, tend to speak at an arm’s length, while Asians have a different concept of personal space. Personal space was a critical nonverbal aspect. Despite the many topics I covered in communication, I selected communicating in the face of cultural diversity as I have had personal experiences with it and expected to apply it more in my lifetime, especially during conflict management. 4. 2 Goal 2: Conflict management A critical experience I gathered during the learning moments at the conflict management workshops included problem-solving strategies for managing conflicts at workplace. I learnt that managing conflicts can be tricky in situations where one of the conflicting parties refuses to participate in mediation. I understood that in order to learn the critical conflict management skills, I had to first acknowledge that conflict is a situation where a party in the conflict has strongly believes that his interests negatively affect the interests of the other party. From the learning moments, I learnt about a systematic method that can be applied, such as Problem Solving for one (PS1). In using the PS1 method, I found that I had to pose as a coach so as to outline the PS1 process and to clarify to the conflicting party the expectations. Afterwards, I have to request the individual to describe the conflict situation. This would enable me to establish the important facts the person perceives. Later, I would have to make inferences on the individual’s frame of mind. Later, I would have to lead the person into conflict analysis. The objective would be to enable the person client to establish a perspective and to generate alternatives. Lastly, I would have to lead the client through development of communication strategies to help him negotiate through the conflict. This process involved practical skills, where we engaged in role playing led by our group facilitator. 4.3 GOAL 3 – Critical analysis skills To improve my critical analysis skills, I learnt to list the advantages and disadvantages for various problems faced in class work and outside class. Afterwards, I would select the options with the least disadvantages. At this stage, I learn that sticking to the options selected was critical. Additionally, I learnt that the concept of systems thinking, which describes the ability to perceive the synergy of the team rather than just the separate elements of a system, was essential. I participated in a ‘Relay for Life’ program at work, where I had to lapse in serving my position’s goals. This resulted to huge rift in my team at workplace, as I appeared placing emphasis on achieving short term goals. I learnt that emotional intelligence was crucial, where I had to step back and meditate on the problems. I managed to retreat my past mistakes and learnt to forego them. As a team, we created strong identity and increased trust by meaningful exercised. References Atuahene – Gima & Yinghong (2011). The Vital Role of Problem-Solving Competence in New Product Success. Journal of Product Innovation Management, 28(1), 81(18) Borins, S. (2000). Loose Cannons and Rule Breakers, or Enterprising Leaders? Some Evidence About Innovative Public Managers. Public Administration Review, 60(6), 498-507 Brophy, D. (2006). A Comparison of Individual and Group Efforts to Creatively Solve Contrasting Types of Problems. Creativity Research Journal, 18(3), 293-315 Zabelina, D. Guzman-Martinez, E., Ortega, L., Grabowecky, M., Suzuki, S., & Beeman, M. (2013). Suppressed semantic information accelerates analytic problem solving. Psychonomic Bulletin & Review, 20(3), 581-585 Read More