Diagnostic Problem-Solving Process in Professional Contexts: Theory and Empirical Investigation in the Context of Car Mechatronics Using Computer-Generated Log-Files

Abele, Stephan

doi:10.1007/s12186-017-9183-x

Cited by 19 publications

(14 citation statements)

References 32 publications

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“…In order to pursue related research efforts, the model presented in this article needs to be operationalized. For a standardized assessment, such as a situational judgement test (e.g., Abele, 2018;Kaspar et al, 2016;Rausch, 2017;Ștefӑnicӑ et al, 2017), operationalizing COCC involves relatively great effort because it requires the assessment designer to understand the occupational role of the collaboration partners to be depicted in the instrument within an activity system. Nevertheless, we argue that it is possible to operationalize the model, because activity theory offers valuable indicators for the specification of occupational roles, especially in the context of digital transformation, for instance, by making it possible to analyze changes in rules that emerge in the course of data protection or technological solutions as objects and outcomes.…”

Section: Discussionmentioning

confidence: 99%

Collaborating Across Occupational Boundaries: Towards a Theoretical Model

Striković

Wittmann

2022

Vocations and Learning

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The digital transformation leads to changing work contexts and new work objects that give rise to the necessity of collaboration across occupational boundaries. Yet there is a lack of theoretical models of cross-occupational collaboration, particularly with regard to individuals’ cross-occupational collaboration competency (COCC). In order to close this research gap, this article presents a theoretical model of COCC and associated indicators which can be subject to education and diagnostics in VET. In accordance with activity theory, cross-occupational collaboration is characterized as an activity system. While an activity is collective in nature, its role-constituting elements (e.g., division of labor) point to role-theoretical approaches. This paper reviews role-theoretical frameworks and applies structural symbolic interactionism as a framework for modeling an individual’s COCC. Using its conceptual apparatus, a hierarchical model of an individual’s capacity for cross-occupational collaboration within an activity system is developed. Its elements are (i) knowledge about one’s own occupational role, (ii) knowledge about the roles of the cooperation partners with other occupations, (iii) latent role distance, (iv) role-taking, and (v) object-oriented role coordination/role-making. This model can also be used as a basis for assessments that may lead to empirical investigations of how to promote individuals’ COCC.

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Section: Discussionmentioning

confidence: 99%

Collaborating Across Occupational Boundaries: Towards a Theoretical Model

Striković

Wittmann

2022

Vocations and Learning

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“…In terms of the task, we used fault diagnosis to study the effects of decision support systems. Fault diagnosis requires critical thinking and a careful analysis of different information sources (Abele, ). These task requirements seem incompatible with a common description of automation bias as “the use of automated cues as a heuristic replacement for vigilant information seeking and processing” (Mosier et al., , p. 48).…”

Section: Discussionmentioning

confidence: 99%

Case‐based decision support for fault diagnosis: Do salient ratings discourage situation analysis?

Müller

Ullrich

Dessel

et al. 2018

Hum Ftrs & Erg Mfg Svc

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In the processing industry, frequent faults call for assistance in diagnosis, and case‐based reasoning (CBR) can provide solutions applied by other operators in the past. This study investigated whether salient case ratings promote an uncritical acceptance of solutions. In 2 experiments, subjects diagnosed faults with a simulated CBR system, and ratings were presented in graphical or verbal format. In most trials, the case with the highest rating provided the correct solution, while in catch‐trials, it did not. Graphical ratings were hypothesized to speed up solutions but discourage cross‐checking and lead to errors in catch‐trials. These hypotheses were not confirmed, even though Experiment 2 maximized the incentive of relying on case ratings. While graphical ratings led subjects to start with the most highly rated case, they did not impair situation analysis and accuracy. The results suggest that during fault diagnosis people are not easily misled into overtrusting a CBR system.

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“…Because detecting faults on motor vehicles is a core task in the daily work of an automotive technician, the teaching of troubleshooting skills is an essential part of VET. However, there are further (problem-solving) tasks (e.g., repair, maintenance; Abele, 2023;Gschwendtner et al, 2017), and respective skills facets that we did not cover in the current study. Future research should take the complexity of problem-solving (skills) in the automotive domain into account and evaluate the effectiveness of VET in teaching a wide array of different problem-solving skills.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

“…If their respective needs are detected early, appropriate support can be given. To adequately address individual needs, measures must be based on valid and appropriate diagnostics (e.g., Abele, 2023Abele, , 2014. Diagnosing individual needs is not only relevant in vocational learning but also in the transition from school to VET (e.g.…”

Section: The Role Of Initial Cognitive Resources School-leaving Certi...mentioning

confidence: 99%

Differential Development of Professional Knowledge and Problem-Solving Skills During VET: The Role of Initial Cognitive Resources, School-Leaving Certificates, And Sociodemographic Background

Schauer,

Abele,

Etzel

2024

Preprint

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In this study, we investigated the development of apprentices’ professional knowledge and problem-solving skills in the second half of dual vocational education and training (VET). We analyzed (1) the average level of development, (2) interindividual differences in this development, and (3) the role of initial cognitive resources, school-leaving certificates, and sociodemographic background as covariates of the development. Our analyses were based on a cohort of automotive technician apprentices. Professional knowledge (n=473) and troubleshooting skills (n=322) were assessed towards the end of the second and third year of VET. Based on latent change score models, our analyses showed a moderate increase in professional knowledge but no significant change in troubleshooting skills. However, in both domains, there was a substantial variance in change indicating that apprentices differed in development. These differences were partly associated with the apprentices’ achievement at the end of the second year of VET. Furthermore, we found that initial cognitive resources at the beginning of VET partly explained differences in prior achievement and, to some extent, in subsequent development. There were no effects of school-leaving certificates and socioeconomic status beyond the effects of prior achievement and initial cognitive resources, but our analyses hinted at some disadvantages for apprentices with a migration background. In sum, our study reveals inconclusive findings on the effectiveness of dual VET programs in promoting learning, especially in the domain of problem-solving skills, and points out heterogeneity in learning that needs to be accounted for in VET practice to improve success for all apprentices.

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Diagnostic Problem-Solving Process in Professional Contexts: Theory and Empirical Investigation in the Context of Car Mechatronics Using Computer-Generated Log-Files

Cited by 19 publications

References 32 publications

Collaborating Across Occupational Boundaries: Towards a Theoretical Model

Collaborating Across Occupational Boundaries: Towards a Theoretical Model

Case‐based decision support for fault diagnosis: Do salient ratings discourage situation analysis?

Differential Development of Professional Knowledge and Problem-Solving Skills During VET: The Role of Initial Cognitive Resources, School-Leaving Certificates, And Sociodemographic Background

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