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This study concerned aspiring educational leaders’ problem-solving skill development, specifically through classroom instruction with real-world scenarios. Professional educators obtaining an advanced degree in educational administration at a public university were surveyed in the fall and spring about their problem-solving abilities. Participants were also asked to respond to real-world principal scenarios. Focus group interviews were conducted in the spring. Results indicated that participants’ confidence in their problem-solving abilities did improve, though their ability to address the real-world problems did not improve significantly. Participants identified the value of learning from real-world scenarios and professors who had experience as administrators, and they also recognized the importance of learning from one another during discussions of the scenarios. Participants indicated that they still needed experience working in actual administrative contexts.

Current research has theorized that developing dynamic capability can be viewed as a problem-finding and problem-solving process in terms of a firm’s resource reconfiguration. However, there continues to be a scarcity of empirical research on how firms and managers solve innovation problems to develop capabilities. Building on the theoretical lens of problem-solving perspective (PSP) and dynamic capability literature, the purpose of this paper is to address this gap by examining how a large automobile company developed different types of capabilities (combining capability, replacing capability and evolving capability) and their underlying problem-solving processes.

An inductive multi-case design was used to investigate the problem-solving process in different types of capability development in the context of NPD. This methodology has a number of benefits, including accommodation of the rich data used to compare the inferences among cases, thus enabling researchers to extend the emergent theory.

The findings of a multi-case study show that managers tend to direct their attentions to searching for solutions among external resources when the problem is framed as a combination of existing capabilities. Conversely, managers direct their attention to facilitating organizational learning when the problem is framed as an extension of an existing capability. However, managers need to direct more attention to gaining legitimacy when the problem is framed as a replacement of existing capabilities. The findings thus respond to increasing calls for more investigations into the microfoundations underlying firms’ capabilities, by revealing different instances of PSP, and their connections with different actions that take to capability development.

By comparatively examining the unique problem-solving process underlying an established firm’s innovative challenges in developing capabilities, the findings identify different instances of PSP, and their connections with different actions that take to capability development. Thus, the findings respond to increasing calls for more investigation into the microfoundations of dynamic capabilities for organizational outcomes. The findings also add to the new product development literature by examining how a product innovation can be framed differently depending on the attributes of an innovation problem. As PSP is particularly useful in offering guidance to firms’ innovative search, it is important for managers to pay attention to the attribute of each product and its domain of solution in considering the effectiveness of value creation.

Adopting the dynamic capability perspective, this study aims at exploring which problem-solving capabilities result in fundamental solutions with a potentially low likelihood for problems to recur. This can also shed light on why, despite many attempts, process improvement programs often fail to produce such long-term solutions.

A case study is carried out to inductively describe and classify problem-solving in companies and to indicate why problem-solving efforts are typically bounded to short-term solutions. The empirical findings are triangulated with findings from the extant literature.

First, the authors propose three problem-solving modes with different characteristics and potential impacts on operational performance: intuitive problem-solving, semi-structured problem-solving and systematic problem-solving. Second, by emphasizing dynamic capabilities' micro-foundations and with the focus on learning mechanisms, the authors show that, among these modes, only systematic problem-solving can serve as a dynamic capability with fundamental solutions. Third, based on insights from the case study, the authors address behavioral and organizational impediments that curb dynamic capabilities and limit systematic problem-solving adoption.

This study is an empirically informed attempt to understand systematic problem-solving as a dynamic capability. The authors uncover the micro-foundations and the learning mechanisms through which systematic problem-solving becomes a dynamic capability. By highlighting problem-solving orientation as a hardly investigated dimension of improvement programs, the authors show that a mixture of a static problem-solving approach and a set of impediments at both individual and organizational levels is the major reason of failures of improvement programs over time.

Design problems are unique, complex, and ambiguous. They are considered to be non-routine and ill-structured. Since these kinds of problems require the production of innovative solutions, design problem-solving involves creative thinking. Creativity is concerned with the capacity to restructure old ideas to produce novel solutions, and the ability to search for unusual design alternatives that transcend the known and familiar. In the recent years, there were attempts to gain insight in problem-solving activities that demand creativity, such as design. A question addressed in the current empirical research is how design students assess creativity in architectural design while solving housing problems. Redefining the role of housing in the contemporary city was a main concern. Major factors of design problem-solving, and their contribution to creativity are analyzed.

Results revealed that restructuring of housing design problems was the most significant factor of design problem-solving, followed by search of design solutions. Retrieval of prior knowledge from memory was the weakest factor. Furthermore, innovation was the most significant factor characterizing design creativity, followed by utility and aesthetics. Additional findings showed that restructuring of housing problems was the most correlated factor, and the predictor that had a unique contribution to all creativity factors. Search of housing solutions was a predictor that contributed mainly to innovation.

The purpose of this paper is to analyse event management by using three value creation logics, value chain, value network and value shop. In event management, value is generated through intermediation where the dominant creation logic is a value network. However, the complexity of events and danger of unexpected problems is increasing, which, in the worst case, leads to event failure. This fact makes it necessary to change the general attitude towards this topic from risk management to uncertainty management and use the value shop in order to solve problems efficiently.

This paper is based on the methodology of phenomenological hermeneutics which analyzes the object of study by interpreting the facticity and provides basics to generate a conceptual model.

The dominant value creation logic must be changed to prevent the value network from failure in generating value, since only the value shop provides high quality problem solving. Trust not only in planning but also in the own problem-solving competence and available tools is a major part of the value shop. As a practical example of high quality problem solving, the performance of high reliability organisations can be used by event managers.

Using these hermeneutical gained logic, additional empirical research projects in event management, leadership and problem-solving competence of top managers, are promptly intended. Additionally, studies concerning competences and structures of the uncertainty management team have to be determined and developed as well as education and coaching has to be generated in order to achieve best results in problem solving.

Practical implications of this paper are: considering the value shop as the dominant value creation logic in uncertainty management; establishing a specially trained Complex Problem-Solving Team; and considering trust to be an essential element of the value shop.

The basic job requirements a successful value net (event-) manager has to provide in such a complex system are: acting as integrator, mediator and problem solver simultaneously. Additionally event managers need to be trained to rethink the value creation logic and use the value shop within the value net to stay flexible and work successfully during their events.

Derived from this new perspective the necessity of enhancing the implemented value creation logic according to uncertainties allows event managers to solve unexpected problems faster and more efficiently.

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.

We propose that research on problem‐solving behavior can provide critical insight into mechanisms through which organizations resist learning and change. In this paper, we describe typical front‐line responses to obstacles that hinder workers’ effectiveness and argue that this pattern of behavior creates an important and overlooked barrier to organizational change. Past research on quality improvement and problem solving has found that the type of approach used affects the results of problem‐solving efforts but has not considered constraints that may limit the ability of front‐line workers to use preferred approaches. To investigate actual problem‐solving behavior of front‐line workers, we conducted 197 hours of observation of hospital nurses, whose jobs present many problem‐solving opportunities. We identify implicit heuristics that govern the problem‐solving behaviors of these front‐line workers, and suggest cognitive, social, and organizational factors that may reinforce these heuristics and thereby prevent organizational change and improvement.

The purpose of this paper is to report on a pilot study of the emotional states associated with educational leadership students’ attempts at problem solving “on the fly” in their schools and organizations.

Experience sampling methodology (ESM) was used to study 375 “problem-perceiving moments” in leadership students using iPod touches, followed by individual cognitive interviews (CIs).

Students reported higher levels of intrinsic motivation and cognitive engagement when solving new vs old problems. Students experienced both more positive and more negative emotions when attempting to problem solve than when reporting that they were not solving problems, yet lower levels of self-efficacy coupled with insufficient time to reflect on their leadership goals while at work. Consistent with previous research, students reported engaging in metacognitive and reflective activities more frequently while with supervisors and colleagues. In the CIs, students’ narrative descriptions generally supported the quantitative analysis. For example, students described “putting out fires,” and discussed multi-tasking as a deterrent to problem solving. They also talked about balancing the emotional “highs and lows” throughout their day as well as the role of social affirmation in the problem solving process.

While the limitations of this small pilot study include a small sample using self-report data, the implications for educational leadership faculty are to explicitly integrate psychological research into leadership courses to expand students’ knowledge of creative problem solving and focus on building their self-efficacy.

Even though students might not perceive they are good at problem solving, faculty can help them learn how to regulate their emotions and create teamwork conditions for constructively vetting problems. In turn, this kind of instruction and research can enhance leadership students’ persistence as problem solvers, which may help prevent leadership burnout and turnover.

To date, many of the models and theories that seek to explain problem solving and decision making, have tended to adopt an overly reductionist view of the processes involved. As a consequence, most theories and models have proved unsuitable in providing managers with a practical explanation of the dynamics that underpin problem solving. A substantial part of a manager’s time is taken up with problem solving and decision making issues. The question of whether managers possess the necessary problem solving skills, or have access to “tools”, which can be used to manage different types of problems, has become an issue of some importance for managers and organisations alike. This paper seeks to contribute to the current literature on problem solving and decision making, by presenting a conceptual model of problem solving, which is intended to assist managers in developing a more holistic framework for managing problem solving issues.

The purpose of this paper is to develop a quantitative model of problem solving performance of students in the computer-based mathematics learning environment.

Regularized logistic regression was used to create a quantitative model of problem solving performance of students that predicts whether students can solve a mathematics problem correctly based on how well they solved other problems in the past. The usefulness of the model was evaluated by comparing the predicted probability of correct problem solving to the actual problem solving performance on the data set that was not used in the model building process.

The regularized logistic regression model showed a better predictive power than the standard Bayesian Knowledge Tracing model, the most frequently used quantitative model of student learning in the Educational Data Mining research.

Providing instructional scaffolding is critical in order to facilitate student learning. However, most computer-based learning environments use heuristics or rely on the discretion of students when they determine whether instructional scaffolding needs be provided. The predictive model of problem solving performance of students can be used as a quantitative guideline that can help make a better decision on when to provide instructional supports and guidance in the computer-based learning environment, which can potentially maximize the learning outcome of students.