Individual differences can have a great impact in a team’s ability to solve problems and make decisions. Cooperation in small learning groups is expected to promote active learning because the differing opinions, ideas, suggestions and knowledge of other team members draw each learners’ attention to more alternatives and force them more often to make decisions. Cooperation is an essential part of active learning (Slavin, 1997).
Researchers have studied the relationship between personality characteristics and problem-solving strategies (Heppner, Neal, & Larson, 1984; Hopper & Kirschenbaum, 1985; Myers, 1980), with Jung’s (1971) theory on psychological type serving as the basis for much of this work, especially as measured by the MBTI (Myers & McCaulley, 1985).
It is important to consider the individual differences in problem solving and decision making to adequately understand the dynamics of the team and these processes (Stice, 1987).
Two important considerations in problem solving and decision-making are personality type and temperament. Research has primarily focused on the relationship of Jung’s theory of individuals’ preferences and the approach to problem solving and decision- making (Myers & McCaulley, 1985).
Introverts take time to think and clarify their ideas before they begin talking. Extroverts want to talk through their ideas in order to clarify them, sensing individuals will pay attention to facts, details, and reality. They will use selections that worked in the past. Intuition individuals attend to the meaningfulness of the facts, the relationships among the facts, and the possibilities of future events that can be imagined from these facts. They will develop new, original solutions (Huitt, 1992).
The Term Paper on Responsibility to Solve Problem
It is critical that people take responsibility for solving problems that affect their community so that everyone will have a better world to live in. It is lucid through several examples from literature such as 1984 and historical figures such as Rosa Parks and Peter Benenson that people must take responsibility to solve problems in their communities. In the novel 1984 by George Orwell, the main ...
Thinkers tend to use logic and analysis during problem solving. They value objectivity and tend to be impersonal in drawing conclusions. They want things to make sense. Feelers are more likely to consider values and feelings. They will be more subjective in their decision-making and to consider how their decisions affect others. Judgers prefer structure and organization and want the problem-solving process to bring closure. Perceivers prefer flexibility and adaptability and want the process to consider a variety of techniques and provides for unforeseen change (Huitt, 1992).
Kiersey and Bates (1978) provide a different view of Jung’s theory, focusing on temperaments. These temperaments can also be useful in discussing individual differences related to problem solving and decision-making (Huitt, 1992).
The first dimension of temperament is related to differences in the perceptual processes used in gathering information (the Sensing – iNtuitive dimension).
The second dimension of temperament depends on the first dimension (Kiersey & Bates, 1978).
For individuals with a sensing preference, the second dimension to be considered relates to the utilization of data (the Judging – Perceiving dimension).
On the other hand, intuition preference individuals second dimension relates to the evaluation of data by logic and reason or by values and impact on people (the Thinking – Feeling dimension), therefore, the four temperaments are SP, SJ, NT, and NF (Kiersey & Bates, 1978).
The SP temperament is oriented to reality in a playful and adaptable style. An individual of the SJ temperament is oriented to reality in an organized manner, desires social value, and performs traditional duties within a structured agenda. The NT temperament approaches problem solving scientifically and is future oriented. Finally, an individual of the NF seeks self-discovery and also tends to be future oriented.
The Homework on How the Central Problems are Solved in a Capitalist Economy?
A capitalist economy has no central planning authority to decide as to what, how and for whom to produce and in the absence of any central authority; it looks like a miracle as to how such an economy functions. There can be confusion and chaos in the country when the producers choose to produce cloth and workers choose to work for the furniture industry, while the consumers are in need of cars. ...
Of the entire problem-solving techniques available (e.g., reasoning, task analysis, backwards planning, brainstorming, role-playing, incubation), the most powerful practices are those combined to activate both the logical/rational and intuitive/creative parts of the brain (Wonder & Donovan, 1984).
A proper combination allows individuals to consciously attend to both personal strengths and weaknesses, while groups are more likely to select solutions that will both solve the problem and be acceptable to individual group members (Huitt, 1992).
Using these combinations in the four phases of problem solving and decision making, individual differences of each member are utilized to satisfy the unique perspectives of individual members.
Both extraverts and introverts appreciate the process because it constantly allows them to utilize strengths. Sensing types appreciate the organization of information into manageable parts. Intuitives like having a model and a demonstration of the relationships among parts. They also appreciate having assistance in generating and analyzing specifics (Huitt, 1992).
In addition, feeling types appreciate the built in steps for considering values and affect, but often have the most difficulty with the process. Perceiving types like the process because it allows for systematic generation and consideration of a variety of alternatives, although some dislike the structure imposed on them. Judging types like the organization and structure of the process, although some become impatient with the long process (Huitt, 1992).
Using this type of process, concentrating on individual differences, has three major benefits to work teams. As stated previously, it allows members within the group to understand the problem thoroughly before considering alternatives by preventing a win-lose situation for participants. The common statement of positions in the initial stage of traditional problem-solving processes is eliminated in favor of brainstorming and other techniques that allow broader input of the team members (Huitt, 1992).
Second, because of this process the actual decision is less complicated and often more successful. Many other differences such as power roles and achievement/affiliation goals are reduced because of the careful analysis and outlined process (Huitt, 1992).
The Essay on Due Process for Faculty Members
In this article, I will discuss what due process for faculty is, what is its main purpose or what does it serve as. I will also discuss why it is made as to elaborate from its purpose, definitions and other facts (Affairs, 2000). The due process for faculty members is generally made to comprehend the policies and procedures to which a certain university may impose a certain act as to execute a ...
Finally, individuals learn to value alternative viewpoints or preferences by considering differences in others rather than as incorrect. Additionally, the development of an individual’s decision-making capacity can be enhanced by advancing through the process with others in a group situation (Huitt, 1992).
