Problem Solving in Everyday Office Work--A Diary Study on Differences between Experts and Novices

Autor/inn/en	Rausch, Andreas; Schley, Thomas; Warwas, Julia
Titel	Problem Solving in Everyday Office Work--A Diary Study on Differences between Experts and Novices
Quelle	In: International Journal of Lifelong Education, 34 (2015) 4, S.448-467 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2015.1060023
Schlagwörter	Problem Solving; Office Occupations; Diaries; Expertise; Novices; Internet; Data Collection; Workplace Learning; Feedback (Response); Arousal Patterns; Social Support Groups; Difficulty Level; Psychological Patterns; Emotional Response; Likert Scales; Foreign Countries; Comparative Analysis; Qualitative Research; Content Analysis; Questionnaires; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Problemlösen; Clerical occupations; Büroberuf; Diary; Tagebuch; Expert appraisal; Data capture; Datensammlung; Social support; Soziale Unterstützung; Schwierigkeitsgrad; Emotionales Verhalten; Likert-Skala; Ausland; Qualitative Forschung; Inhaltsanalyse; Fragebogen; Statistische Analyse; Deutschland
Abstract	Contemporary office work is becoming increasingly challenging as many routine tasks are automated or outsourced. The remaining problem solving activities may also offer potential for lifelong learning in the workplace. In this study, we analyzed problem solving in an office work setting using an Internet-based, semi-standardized diary to collect data close to the process. Thirteen employees in commercial departments of an automotive supplier participated voluntarily; they recorded 64 domain-specific problem cases in total. Typical problems were moderately complex but rather urgent. They were detected by means of monitoring, augmented feedback or feedback from others. The problems detected provoked states of high arousal, including both negative and positive emotions. We found that seeking support from others was the most common approach to problem solving, and that in general problem solving offered considerable learning possibilities. Experts were confronted with more complex problems than novices, they more often solved problems using their domain-specific knowledge, but they also preferred social support. Surprisingly, experts reported higher negative emotional states after having detected a problem than novices. The results, the diary method and the limitations of the study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01