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This chapter provides an in-depth understanding of the cognitive processes that facilitate creativity from a multi-level perspective. Because cognitive processes are viewed as residing within the individual and as an individual-level phenomenon, it is not surprising that a plethora of research has focused on various cognitive processes involved in creative production at the individual level and the factors that may facilitate or hinder the successful application of these processes. Of course, individuals do not exist in a vacuum, and many organizations are utilizing teams and groups to facilitate creative problem solving. We therefore extend our knowledge from the individual to the team level and group level, providing more than 50 propositions for testing and discussing their implications for future research.

The purpose of this paper is to explain how the users' information need could be compared with a learning, knowledge and research need where the purpose of information seeking is to find relevant information in relation to the fulfilment of a specific goal and information need in order to become information literate.

By theoretical considerations and studies of research literature an analysis and comparison of Kuhlthaus's ISP‐model and Dewey's problem solving model are presented. According to epistemological pragmatism information seeking is primarily a process of finding relevant and useful information in relation to the fulfilment of a specific research need. This can be accomplished by a combination between rationalistic thinking and action. Therefore the paper stats that pragmatism is a fruitful epistemological view for library and information science research and practice

This paper presents, compares, and discusses Kuhlthau's ISP‐model and Dewey's problem solving model. First, it is clear that both Kuhlthau and Dewey are focusing on the close relationship between thinking and action where both information seeking and problem solving is considered a learning process. Second, both Kuhlthau and Dewey find that information seeking is easier when the problem is more focused or the hypothesis more verified. However, when Kuhlthau rather extensively pays attention to the feelings of uncertainty during the ISP, Dewey finds only that problem solving initiates uncertainty and perplexity.

This paper may provide guidelines for academic libraries interested in developing their information literacy program.

This paper points out that further epistemological, theoretical and empirical investigations of the relationship between Kuhlthau's ISP‐model and Dewey's problem solving model are necessary. In particular, further investigations of specific user groups of Research Libraries and their information seeking and problem solving are important in order to optimize Research Libraries' educational programmes.

Learning-via-gaming is an emerging area of interest and research within kindergarten to grade 12 (k-12), in US schools. As a vital part of the k-12 instructional mission, school libraries are exploring the potential role of videogames in mediating information-oriented skills development. Although the general concept of learning-via-gaming is not new to school libraries (e.g., library review card games), empirical knowledge of videogames’ representational landscapes is needed to assist school librarians in developing instructional programming. This study examined representations of information across three distinct genres of mainstream videogames (shooters, action-adventure, and role-playing). Specifically, qualitative content analysis was used to examine the types of inscribed, information resources that players could use to generate solutions during problem-solving events. Across the three video gaming genres studied, there were seven strata of information: socially constructed, interpersonal, environmental, process, resource, task, and symbolic stratums. The results of this study could assist school librarians in (1) designing instructional lessons around videogames and/or (2) guiding students through the process of transporting meanings from the domain of gaming to other domains (e.g., academic, community, and everyday information problem-solving).

This paper aims to add to the current knowledge about conflict management by examining the relationships between conflict type, conflict expression intensity and the use of the conflict management approach.

The authors test theory-based hypotheses using a field study of new product development teams in an interdisciplinary Masters program (Study 1) and an experimental vignette study (Study 2).

Results show that people are more likely to respond to task conflict and conflicts expressed with less intensity using collectivistic conflict management approaches (i.e. problem-solving, compromising and yielding), and to relationship conflicts and conflicts expressed with higher intensity through forcing, an individualistic conflict management approach. Information acquisition and negative emotions experienced by team members mediate these relationships.

Knowing how the characteristics of the conflict (type and expression intensity) affect conflict management, managers can counteract the tendency to use dysfunctional, forcing conflict management approaches in response to high intensity conflicts, as well as to relationship conflicts and support the tendency to use collectivistic conflict management approaches in response to low intensity conflict, as well as task conflicts.

The authors examine an alternative to the prevailing view that conflict management serves as a moderator of the relationship between conflict and team outcomes. The research shows that conflict type and intensity of conflict expression influence the conflict management approach as a result of the information and emotion they evoke. The authors open avenues for future research on the complex and intriguing relationships between conflict characteristics and the conflict management approach.

The purpose of this paper is to study the influence of problem‐solving tasks on mentoring received, peer mentoring and mentoring provided.

This cross‐sectional survey was based on a questionnaire that was sent to a total of 435 employees from 29 pre‐schools in Norway. A total of 284 responses were returned, a response rate of 65.3 per cent. Exploratory factor analysis (EFA) was used to assess the validity and reliability of measurement scales. Research questions were formulated. Stepwise regression analysis was recommended to assess the magnitude and direction of the independent variable on the three dependent variables, when controlled for by demographic and career variables.

The results revealed that problem‐solving tasks have a positive and significant influence on mentoring received, peer mentoring and mentoring provided. This means that performing unfamiliar tasks increases the occurrence of the three mentoring roles.

The independent variables only explained 14 per cent, 30 per cent and 38 per cent of mentoring received, peer‐mentoring and mentoring provided, respectively. Thus, other job characteristics, for example specialization, need further investigation to uncover the influence of job characteristics on mentoring.

Problem‐solving tasks will be a challenge for educational leadership to coordinate the mentoring roles according to the changing nature of work in pre‐schools.

There is no previous research that investigates how job characteristics in general and problem‐solving tasks in particular influence the occurrence of mentoring relationships.

Applications for tracking and managing classroom behavior have become increasingly commonplace, thus making it possible to incorporate nonacademic data into collaborative problem-solving and school improvement. Whether or how these platforms might support such aims, however, is not known. Accordingly, this study explores practices involving these applications, focusing especially on problem-solving among educators and with students' families.

This comparative case study took place in three schools. In total, 34 semistructured interviews were conducted with teachers and school leaders. Analysis included qualitative coding as well as the development of within- and cross-case summaries.

Schools varied greatly when it came to using behavior management platforms as a part of problem-solving. At a basic level, it was not uncommon for educators to use behavioral data for classroom troubleshooting or check-ins with students and transactional communications with families. However, only two schools attempted to use behavioral data for more systemic, “big picture” problem-solving, such as to make discipline policies more equitable or to improve teacher practices. The richness of collaboration with families seemed especially shaped by how and how frequently data were shared (e.g. automated notifications and paper printouts).

Empirical research about behavior management applications has been limited and focused only at the classroom level. The present study contributes new knowledge about the school-level implications of these platforms, while also expanding conversations about how behavioral data may be incorporated into data-informed problem-solving. Implications for leadership and theory are also discussed.

This study analyzes the relationship between two elements of the management control systems (MCSs) (performance measurement systems (PMSs) and socialization processes) and four dimensions of the theory of cooperation (information sharing, problem-solving, adaptability to changes and restraint from the use of power) and how this translates into performance in contracts of strategic supply relationships (SSRs).

A survey was carried out to investigate the theoretical model of Mahama (2006) in the empirical field. The population investigated is composed of service stations dealers affiliated with a union of southern Brazil, and the sample consists of 75 questionnaires.

The structural equation show that the two elements of the management control systems (PMS and socialization processes) do not influence performance when their direct effects are evaluated. However, when evaluated together with the cooperation, the results indicate that information sharing and problem-solving reflect into improved performance in contracts of SSRs.

The results are partially similar to Mahama's study (2006). In this study, direct association between socialization processes and cooperation dimensions, related to adaptability to changes and restraints from the use of power, was not identified. Furthermore, the use of PMSs is not associated with the improvement of performance in SSRs.

The distinction of this and Mahama's (2006) study focuses on the types of contracts, to identify whether the dimensions of cooperation imply in the contractual relationship.

The purpose of this paper is to propose a theory of information security intelligence and examine the effects of managers’ information security intelligence (MISI) on employees’ procedural countermeasure awareness and information security policy (ISP) compliance intention.

A survey approach and structural equation modeling is utilized. Partial least squares (WarpPLS 6.0) and nonlinear algorithm are employed to analyze and examine the hypotheses. In total, 324 employees from companies in South Korea participated in the survey, which was conducted by a professional survey service company.

MISI positively affects employees’ awareness of information security procedural countermeasures; information security knowledge and problem-solving skills have positive effects on procedural countermeasures awareness; MISI increases employees’ compliance intention through procedural countermeasure awareness; and information security procedural countermeasures positively affect employees’ ISP compliance intention.

This study proposes a theory of information security intelligence and examines its impacts on employees’ compliance intentions. The study highlights the mediating role of information security procedural countermeasures between information security intelligence and employees’ compliance intentions.

Managers should improve and explicitly demonstrate information security knowledge and problem-solving skills to increase employees’ ISP compliance intention. To protect the organization’s intellectual capital, managers should champion the development and promotion of PCM, rather than leave these functions to the information security group.

This is the first empirical study to propose and validate MISI.

The purpose of this paper is to report on the findings of a study designed to understand how management accounting changes when an organization evolves in a more network‐oriented direction, informed by an experiential or integrated approach to learning.

This paper draws on a longitudinal case study initiated by the findings from a previous action research study at a manufacturing plant, the Volvo Floby factory.

By introducing and elaborating on the concept of local management accounting system (LMAS), this paper contributes to the debate about how management accounting reacts to new organizational forms and technologies. Two types of management accounting information are identified: one corresponds to the accountability aspect of accounting – Type 1 information, while Type 2 information refers to problem solving and control. A LMAS is supportive of both local accountability, which draws on valuing skills, and of local problem solving, which relies on decision skills.

One of the research implications of this study is that a LMAS may function as an important mechanism for innovation by explicitly integrating the holistic and the analytic dimensions of experiential learning.

The reported case illustrates how management accounting may facilitate process innovation in a practical setting.

By adopting an experiential learning methodology to develop new knowledge, the production plant studied has succeeded in creating an environment characterized by continuous innovation.