Search results

Expertise in designing organizations is an important construct for scholars interested in studying the micro-foundations of organizational performance. We investigate the existence and nature of this expertise in this chapter. Conceptualizing the designing of organizations as a problem-solving process, we describe the underlying structure of this problem space. Further, we propose that this process of problem solving should look different for “greenfield” design problems and for “brownfield” redesign problems. We test our arguments through a comparison of the think-aloud verbal protocols of 16 subjects with greater experience with organization design problems (experts) and 16 subjects with significantly lower experience with organization design problems (novices). The results suggest that the parts of the problem that experts focus on are different from those that novices focus on, and expertise matters differently for design and redesign problems.

The purpose of this study is to examine how trends in historical data influence two types of predictive judgments: territory selection and salesperson hiring. Sales managers are confronted frequently with decisions that explicitly or implicitly involve forecasting with limited information. In doing so, they conceptualize how the magnitude of these trend effects may be affected by the experience managers have in making these types of judgments. Study 1 provides evidence of a curvilinear relationship between experience and reliance on the trend data whereby the sales territory selections of novice sales managers exhibited greater susceptibility to informational trends than did the evaluations of naïve and expert decision-makers. A benchmark analysis in Study 2 further revealed that the salesperson selections made by novice and expert sales managers were equally biased, albeit in opposite directions, with novices overweighting and experts underweighting historical performance trends. Implications of these findings are discussed, as are avenues for future research.

The authors employ an online experimental design methodology of practicing managers. For Study 1, they use regression, whereas Study 2 uses a deterministic process to develop a priori predictive benchmark forecasts. Ordinary least squares is then used to estimate manager’s decisions, which are then compared to the predictive forecasts to determine accuracy.

Study 1 provides evidence of a curvilinear relationship between experience and reliance on the trend data whereby the sales territory selections of novice sales managers exhibited greater susceptibility to informational trends than did the evaluations of naïve and expert decision-makers. A benchmark analysis in Study 2 further revealed that the salesperson selections made by novice and expert sales managers were equally biased, albeit in opposite directions, with novices overweighting and experts underweighting historical performance trends.

The present inquiry is the first to provide insights into an important issue that has been the subject of equivocal findings, namely, whether experience in a judgmental domain exerts a facilitating or debilitating effect on sales manager decision-making. In this regard, some research supports the intuition that experience in making a particular type of decision can insulate managers from judgmental bias and, in doing so, improve decision quality (see Shanteau, [1992a] for a summary). In contrast, other work provides a more pessimistic view by demonstrating that the quality of decision-making is either unaffected by or can erode with additional experience (Hutchinson et al., 2010). To help reconcile these conflicting findings, the authors presented and tested a theoretical framework conceptualizing how trends may influence predictive judgments across three levels of decision-maker experience.

This study explores how experts and novices in pedagogics expanded queries supported by the ERIC thesaurus, and how this was connected to the search effectiveness in an easy and a difficult search task. The expert group consisted of 15 undergraduates in pedagogy and the novice group of 15 students with no previous studies in this field. Their search logs were recorded and a pre‐ and post‐search interview was conducted. The results show that the number and type of terms selected from the thesaurus for expansion by experts improved search effectiveness, whereas there were no connections between the use of thesaurus and improvement of effectiveness among novices. The effectiveness of expansions varied between the facets of the queries. Thus, a vital condition for benefiting from a thesaurus in query expansion to improve search results is sufficient familiarity with the search topic. The results suggest also that it is not in the first place the number of terms used in expansion, but their type and quality that are crucial for search success.

This chapter aims to present a methodology to address the construct validity of the NBPTS standards, exercises, and decisions to identify accomplished teachers, by asking whether National Board Certified Teachers (NBCTs) teach differently in their classrooms such that they have a greater positive and worthwhile impact on their students. The critical attributes of expert teachers are identified via a synthesis of meta-analyses and a more traditional review of the literature on expert teachers. These attributes of expert teachers then form the basis of the study to identify the characteristics that discriminate between NBCTs and non-NBCTs.

The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups.

The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding.

This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants’ strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants.

The study suggests using the ELA heuristic for instruction, which includes moving students beyond generating and weaving by asking them to do their own interpretive work of curation. This potential roadmap for instruction avoids a deficit mindset for students by recommending low-stakes opportunities that meet students where they are as they build their capacity for interpretive moves.

The findings help the field to gain an understanding of what novices and experts do when they read literary text, including both strategies and processes. This study also provide an ELA heuristic that has instructional implications. This study adds to the body of knowledge for disciplinary literacy in ELA in both theoretical and practical ways.

Expert searchers engage with information in a variety of professional settings, as information brokers, reference librarians, information architects and faculty who teach advanced searching. As my recent research shows, the expert searcher’s information experience is defined by profound discernment of critical concepts about information, and a fluid ability to apply this knowledge to their engagement with the information environment. The information experience of the expert searcher means active and intentional participation with the processes and players that created that information environment. Expert searchers become an integral and seamless part of their information environment and also play a role in facilitating the information experiences of others.

In this chapter, after discussing my understanding of the concept of information experience, I outline how I used threshold concept theory to explore the information experience of expert searchers. Through the findings, I identify four threshold concepts in the acquisition of search expertise that provide new perspectives on the information experience of the expert searcher. These new perspectives have implications for search engine design and how advanced search skills are taught. Finally, I consider how the fresh insights about the expert searcher’s experiences contribute to wider understanding about information experience.

The purpose of this paper is to investigate the relationship between novice and experienced English as a foreign language (EFL) teachers’ reflective teaching, and their burnout.

Participants who took part in this study included 158 (78 novice/80 experienced) EFL teachers of different ages (22-50) and teaching experience (1-25) from Tehran and Hamedan. They completed the English Language Teacher Reflective Inventory developed by Akbari et al. (2010), and the Maslach Burnout Inventory-Educator’s Survey developed by Maslach et al. (1996). The participants were selected via convenience sampling.

The results of two separate Pearson product-moment coefficients revealed that reflective teaching had a significant negative relationship with both novice and experienced EFL teachers’ burnout. Furthermore, the results of two separate regressions indicated that reflective teaching was a significant predictor of both novice and experienced EFL teachers’ burnout.

The findings of this study can help teacher educators and curriculum developers grasp a better picture of novice and experienced EFL instructors’ means of professional development (i.e. reflective teaching) and its relationship with educational and practical aspects of their career (i.e. burnout).

This study investigated the perceptions and attendant behavioural attitudes of stakeholders, including patients and visitors, to the built environments and supporting facilities provided by an NHS trust hospital. The study used a variety of methodologies to collect empirical data. This included an extensive literature survey and research review, one‐to‐one patient interviews, a large questionnaire survey, patients’ picture stories, a novice‐expert technique and a series of futures conferences. By these methods, the study assessed how stakeholders perceived the health‐care environment, including buildings, internal and external areas, and landscape and aesthetic considerations. It further identified their preferences for a range of services that were not typically provided by the NHS and established the extent of their willingness to pay.

Different images of teacher knowledge and of teaching are described using the conceptual structure of Cochran-Smith and Lytle (1999a), in which knowledge and practice are viewed as either formal, practical, or transformative. Instructional design (ID) represents a formal image of knowledge and frames the teacher as a problem-solver. Teachers, however, have been resistant to the use of ID. In a graduate ID course, students were given the task of drawing their own representation of the ID process. Two research questions framed the study, including How might these models be categorized? and What views of teaching were found in the models? From 13 deliveries of the course, 123 models and explanatory narratives were analyzed from students who were teachers. The course and ID model task are described. A recursive cycle of categorization and theme-building were used. Types of models included those characterized by Human Activity (51 models), Components (23), Artifacts (20), Organic (15), and Flow Charts (14). Views of teaching included Teacher-centered (47 models), Designer-centered (36 models), Co-centered (18), Learner-centered (16), and De-centered (6). Analysis revealed that for teachers ID activity is a human activity and the principal focus for design activity is teacher needs. Implications are summarized in terms of teacher knowledge and expertise, as well as limitations to our methodology.