Synthesis 5: Solving work-based problems
The course has been a successful in instilling viable processes of solving work-based problem for example dissatisfaction in the workplace. This is because it offers more insight on solving problems that are beyond the spheres of school or everyday encounters. This means that I have been able to practice my problem-solving competencies, evaluate and review them. This method is achieved by critiquing traditional conceptions aimed at solving work-based problems and adopting a different framework of theorizing methods of solving any problems (Marriot, Moore & Spence, 2007).
Moreover, the course is an innovative designed curriculum informed by new viable conceptions coupled by problem solving case studies that require extensive collaborative discussions. The paper will explore how I was able to problematize my work-based subject and discuss the impacts of my problematizing process to my final statement.
Redefining my work-based problem
Every student needs to be adequately prepared to face his or her everyday life after completing his or her college education. This is a primary concern by many learning institutions and in particular this module. My former conception was that every student would eventually transfer to his or her specific domain as far as the related knowledge is concerned. However, the module has redefined work-based problems by offering me knowledge and further insights on general problem and solutions skills that I may have to face in my work place.
Therefore, I have successfully understood how professional individuals are able to pay more attention to ways of solving problems using various practical methods. My problem solving skills have been redefined, as I am able to use my cognitive abilities as well as adopt self-regulated solving mechanisms. The module offers knowledge that goes beyond limited class of problems that can effectively function in a complex working environment.
Support from critical literature review
Critical literature review indicates that traditional problem solving skills are highly structured and had well defined knowledge domains (Marriot et al., 2007). However, modern method use identifiable approaches that lets the problem solver evaluate terms such as ‘best’, ‘right’ or ‘correct’ that can easily transform the initial state of the problem been approached (Kirkman & Rosen, 2000). This means that any viable solution can be mapped between the ideal solution and the solver’s solution. Such a process allows comparisons that can be easily quantified by getting the difference between the ideal and actual solution (Marriot et al., 2007). However, there are always the risks of running into deficits or misconceptions by the problem solvers, which may lead an individual to obtaining poor achievements in terms of the solving process.
Problem-solving process begins with deriving a statement that spells out a specific initial problem. Nevertheless, there is always a likelihood of having several problems emerge according to the particular realm or arrangement of a work place (Marriot et al, 2007). In this regard, literature materials propose that the first task is to identify a specific problem that is unique by scrutinizing my work place arrangement. This is achieved by overlooking all work place aspects including other people’s and own understanding of the workplace problems (Kirkman & Rosen, 2000).
Evolution of my desired outcomes
It is critical to accurately frame a problem in the work place as problems change, get abandoned or may be proceeded by yet other problems. Such a process eliminates the possibility of encountering problem-solving negotiations or skills that are disorderly (Marriot et al., 2007). This may be characterized by different contra posed and checked knowledge or skills. This means that a particular outcome positive or negative will depend highly on the persuasive and expert abilities of the problem solver. Hence, there is little or no theoretical knowledge in the process of solving such work-based problems. This module indicates that built up practical knowledge that can be achieved through experience is a critical ingredient of success.
Understanding, resolving and implementing solutions to your work-based problem
My desired outcomes have evolved overtime and have allowed me to review my own understanding to the problem-solving techniques. In my organization, the process of solving the identified work-based problem was highly characterized by the principle of late sitting by employees or the concerned parties. This presents yet another problem in my organization where individuals are forced or obligated to work for the organization by sitting extra hours without any kind of reimbursements leading to dissatisfaction (Fisher, 2000).
Many employees whether efficient or not in their work, do not approve or take it contentedly my organization’s principle of late sitting. This module provided me with enough tools to solve this particular work based problem where a meeting was set up. The management came to learn that reinforced late sitting normally depresses and frustrates employees (Kirkman & Rosen, 2000). In the end, this lead to employee dissatisfaction, that has direct impact to the organization’s performance.
Problem-solving process for my final CAL report
Understanding that problem-solving processes are more complex as compared to cynical problem-solving processes and model that is important to my CAL report (Fisher, 2000). This is because there are many instances where solutions may precede problems. Hence, practical and theoretical knowledge will be insufficient in framing particular problems (Kirkman & Rosen, 2000). Moreover, any set out plans may not be the true determinant of my actions during such processes. Therefore, to move forward with my CAL report I will need to develop sufficient knowledge that is practical or usable across varying contexts of the working environment.
Marriot E. H., Moore T., Spence B. R. 2007. Learning Discourses and the Discourses of Learning. Los Angeles. SAGE publishers.
Fisher, K. 2000 �The role of the team leader�. In: Leading self-directed work teams: a guide to developing new team leadership skills. New York: McGraw-Hill, pp.121-135.
Kirkman, B.I. & Rosen, B. 2000 �Powering up teams�, Organizational Dynamics, 28 (3), pp.48-66, [Online].