Problem-Solving Styles Author(s): J. W. Fripp Source: The Journal of the Operational Research Society, Vol. 33, No. 1 (Jan.

, 1982), pp. 77-79 Published by: Palgrave Macmillan Journals on behalf of the Operational Research Society Stable URL: http://www.jstor.org/stable/2581874 Accessed: 08/10/2008 17:18
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J. Opl Soc. 33pp.77to 79.1982 Res. Vol. in All reserved Printed Great Britain. rights

0160-5682/82/010077-03S03.00/0 Research Ltd ? Copyright 1982 Operational Society

PROBLEM-SOLVING STYLES J.W. Ashridge The Pripp College is introduced as a

Management style emphasis Data

means

of problem-solving concept of understanding the of the O.R. process. aspects

major differences of Operational of implications This note reports

in problem-solving and line Research these are discussed. carried

upon different placed are presented showing between Fellows style managers, and the

on research

out in of

to two

establish groups

whether

there

are

in approach differences to problem-solving of line short residential attending managers of O.R. professionals who are all Fellows The instrument used to indicate measure Model. as

management Operational

of subjects: and courses, Research. was based the

a group a group

problem-solving learning This style model

Kolb to developed by Daniel called Experiential Learning as having four stages process Concrete These Experience observations

style and is conceives

originally on the learning

so

follows:for Reflective Observation of (RO). Abstract to

Conceptualisation which are tested new experiences, Readers models of the to problem-solving instructive proposed Formulate Construct Devise Test model will

the basis (CE) forms into are assimilated From this (AC). process out and be

a theory by a process new hypotheses can (AE). repeated. between made same the the model of the coin. this point For of These

by Active Exper imentation is so the cyclic process struck by the similarity Kolb the with consists

be developed, lead in turn

model that our the

and

various and is as

decision-making are but two contrast and the Sasieni.^

process. sides of Kolb

learning it purpose O.R. process stages:-

model This

by Ackoff problem model solution and

following

evaluate

solution

Implement Kolb ability require Evaluation requires Many to

and maintain. makes reflect of Abstract concrete writers a similar on the comparison. problem (RO). and Active Problem Model active formulation construction the requires and solution

Conceptualisation for solution calls experience. have see claimed whether

skills. experimentation and Implementation Experimentation,

that there

O.R. and

on problem emphasis Our purpose was to problem-solving go some way

formulation4

on

often practitioners the implementation were any significant and line

put too little of solutions. differences which in might

as between O.R. workers style towards these tendencies. explaining 77

managers

Journal

of the Operational

Research

Society

Vol. 33, No. 1

Methodology Kolb individual's described Each Style (a) a developed relative above. ability Inventory group of is (LSI), 269 within the scored was administered line at range to two 6-24. groups This the test, of subjects:residential Learning a simple emphasis self description on each of inventory the four which learning measures abilities an

management (b) a group The functions first and of

courses 61 Fellows

attending managers Ashridge Management of Operational managers types of

short College

general

Research. from the entire range of business

group comprised from many different

organisations. a subset were those of who senior responded O.R. to

The second as representing were chosen group The 61 by their practitioners, recognised peers. a postal the LSI. which included questionnaire It background necessary emphasis significant Table dimensions, significant was

believed that of their educational the because Fellows, and occupation, on the would activity emphasis place greater for model-building, and less Abstract namely Conceptualisation, no reasons to on Concrete There were any Experience. expect in RO or AE. changes 1 shows the mean for both groups differences, Table 1. so Means on and standard of subjects. t-tests were and four standard learning deviations Variance used to test of of ratio the scores tests above for all four no

indicated hypthesis.

deviations dimensions

scores

78

J. W. Fripp?Problem-Solving The skills AE, data less the hypothesis uphold on CE. There is also latter is not that a slight Fellows

Styles place away more from emphasis RO and on AC towards

and although

shift

the

significant. Implications

on managers1 demands environment Today's rapidly places changing great to 'learn' abilities to respond and adapt to these the ability changes: who are in becomes to those, like vital. This also O.R. specialists, applies of any natural a position to advise more aware They too must become managers. to solve tendencies or inhibit their have which enhance ability they may may problems Kolb be able totally learning at hand. unduly effectively, emphasises to call upon balanced is Kolb narrow being particularly that all in four order novel to be ones. fully abilities mode is effective, as and the dependence The data best. individuals when The need Even to a

is style in whatever competent out that excessive points treatment of the problem. do indeed mathematical have

learning not necessarily

appropriate on one mode here reported

required. key to effective to the situation

to an can lead show that O.R.

most are which skills the problem-solving the also but highlight they model-building, Kolb states which other modes of learning and problem-solving, the essential however are Thus, equally important, may be undervalued. excessive Abstract is to model-builders, skill dependence Conceptualisation to attention to poor on this formulation (RO) and scant may lead problem of solutions once developed (CE). implementation professionals appropriate that danger to The LSI own to also provides insight for O.R. and practitioners how differing be engaged made more in on individual

managers1 accommodated research

problem-solving more effectively.

styles We are

recognising Style Inventory

in which ways study and coping with individual is an important

currently can O.R.

indicator References

styles. problem-solving of those styles.

may be styles of a programme effective by The Learning

1D.A.

KOLB,

I.M.

RUBIN and

J.M.

McINTYRE

(1971)

Organisational

Psychology.

An

Experiential 2D.A. Review 3R.L. Wiley. 4R.N.

Approach.

Prentice-Hall. and the learning process. California Management

KOLB (1976) 18, No.3. ACKOFF and

Management

M.W. SASIENI

(1968)

Fundamentals

of

Operations

Research.

WOOLLEY and M. PIDD a review of the literature. Paper No. 111. and

(1978)

Problem

University

structuring of Aston

in

Management

operational Centre

research: Working

5R.L.

SCHULTZ

Research/Management

D.P. SLEVIN (Eds) Science. Elsevier.

(1975)

Implementing

Operations

O.R.S. 33/1?F

79