Teaching for "Complicated Understanding"

Weathersby, Rita; Bartunek, Jean M.; Gordon, Judith R.

doi:10.1177/105256298200700403

Cited by 10 publications

(3 citation statements)

References 16 publications

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“…Hazy vision occurs when low depth is combined with poor focus or inability to take a perspective. Thus, students may fail to develop a complicated understanding of their discipline (Cunha, Cunha, & Cabral-Cardoso, 2004; Gallos, 1989, 1992; Weathersby, Bartunek, & Gordon, 1982) and feel overwhelmed, unable to detect cues in the material that appears to them as undifferentiated mass of information.…”

Section: Incompetence Traps Of Perceptionmentioning

confidence: 99%

“…Learning to take a perspective represents a stage of human development as children gradually learn this skill (Piaget, 1932; Piaget & Inhelder, 1968). Even adult learners, though, may systematically fail to take a perspective and, consequently, develop a simplified rather than complicated understanding of the subject (Bartunek, Gordon, & Weathersby, 1983; Weathersby et al, 1982). Perspective taking is often defined as taking the perspective of the other or empathizing with the other (Parker, Atkins, & Axtell, 2008; Parker & Axtell, 2001).…”

Section: Disentangling Incompetence Traps: the Role Of Complicating Smentioning

confidence: 99%

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Helping Learners Recognize, Diagnose, and Unravel Incompetence Traps to Achieve Synergistic Exploration–Exploitation in Classroom

Gnanlet

Khanin

2015

Journal of Management Education

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Sensemaking theory suggests that sensemaking may collapse when perception fails to detect weak signals of changes in the environment, cognition fails to appropriately categorize the new data coming from perception, and action fails to test the applicability of new concepts and schemas. Mindfulness-mindlessness theory warns us that routine practices based on low levels of exploration and exploitation may hinder performance. Finally, the theory of learning failure distinguishes between the traps of failure or overexploration and the traps of success or overexploitation. Combining and advancing these insights, we offer a typology of incompetence traps: (a) underexploration-underexploitation or mindlessness, (b) overexploration-underexploitation, and (c) overexploitation-underexploration. We examine their manifestations in perception, cognition, and action. Based on our analysis of how incompetence traps may hamper learning in management education, we give examples of how instructors may help students achieve synergistic explorationexploitation via informed vision (combining depth and multiple perspectives); perceptive thinking (combining theoretical, constraint-savvy knowledge and practical, context-savvy knowledge); and mindful action (developing and refining new and existing capabilities). Original languageEnglish Pages (from-to)

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Section: Incompetence Traps Of Perceptionmentioning

confidence: 99%

Section: Disentangling Incompetence Traps: the Role Of Complicating Smentioning

confidence: 99%

Helping Learners Recognize, Diagnose, and Unravel Incompetence Traps to Achieve Synergistic Exploration–Exploitation in Classroom

Gnanlet

Khanin

2015

Journal of Management Education

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“…Instead, it should focus on methods for observing, diagnosing, theorizing, sharing, and applying such content to situations as well. Such an approach enables students to develop what Weick (1979) has referred to as “complicated understanding” which improves their ability to apply multiple, complementary perspectives in describing and analyzing events (Weathersby, Bartunek, and Gordon 1982).…”

Section: Four Rubber Bullets …mentioning

confidence: 99%

RATHER THAN SEARCHING FORTHESILVER BULLET, USE RUBBER BULLETS: A VIEW ON THE RESEARCH–PRACTICE GAP^*

Dess¹,

Markóczy²

2008

J Supply Chain Manag

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Predicting Organization Development Consulting Competence from the Myers-Briggs Type Indicator and Stage of Ego Development

Bushe

Gibbs

1990

The Journal of Applied Behavioral Science

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A 77-item Consulting Competence Survey was developed and tested for reliability and validity. During a six-month course designed to help members of a corporate quality staff develop organization development (OD) skills, 64 trainees were each assessed by two of their peers using this instrument. The trainees were also assessed by two trainers using a five-item trainer rating instrument. Two dependent measures-peer rating and trainer rating-were used to test hypotheses about the predictive validity of the eight Myers-Briggs Type Indicator (MBTI) scales and the Washington University Sentence Completion Test (SCT) of ego development. Only the intuition scale of the MBT1 and the stage of ego development were found to predict consulting competence as rated by the subjects `peers and trainers. When these two measures were entered into the same structural equation, only stage of ego development was found to remain a significant, positive predictor. The study's implications for research and for selecting and training OD consultants are discussed.

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Teaching for "Complicated Understanding"

Cited by 10 publications

References 16 publications

Helping Learners Recognize, Diagnose, and Unravel Incompetence Traps to Achieve Synergistic Exploration–Exploitation in Classroom

Helping Learners Recognize, Diagnose, and Unravel Incompetence Traps to Achieve Synergistic Exploration–Exploitation in Classroom

RATHER THAN SEARCHING FORTHESILVER BULLET, USE RUBBER BULLETS: A VIEW ON THE RESEARCH–PRACTICE GAP^*

Predicting Organization Development Consulting Competence from the Myers-Briggs Type Indicator and Stage of Ego Development

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Teaching for "Complicated Understanding"

Cited by 10 publications

References 16 publications

Helping Learners Recognize, Diagnose, and Unravel Incompetence Traps to Achieve Synergistic Exploration–Exploitation in Classroom

Helping Learners Recognize, Diagnose, and Unravel Incompetence Traps to Achieve Synergistic Exploration–Exploitation in Classroom

RATHER THAN SEARCHING FORTHESILVER BULLET, USE RUBBER BULLETS: A VIEW ON THE RESEARCH–PRACTICE GAP*

Predicting Organization Development Consulting Competence from the Myers-Briggs Type Indicator and Stage of Ego Development

Contact Info

Product

Resources

About

RATHER THAN SEARCHING FORTHESILVER BULLET, USE RUBBER BULLETS: A VIEW ON THE RESEARCH–PRACTICE GAP^*