Comments on: The problem with problems http://www.danpink.com/archives/2009/01/the-problem-with-problems The official site of author Daniel Pink Sat, 20 Mar 2010 03:25:18 -0500 http://wordpress.org/?v=abc hourly 1 By: Koen http://www.danpink.com/archives/2009/01/the-problem-with-problems/comment-page-1#comment-5497 Koen Thu, 19 Feb 2009 22:36:59 +0000 http://www.danpink.com/archives/2009/01/the-problem-with-problems#comment-5497 Re. Cheryl, Heather, Kirsti According to Tom Kelley, we should throw in some antropological skills in the curriculum. He was on one of our events recently and talked about the importance of people that could identify a problem to solve for all the engineers. He calls it a sense of Vuja De... check out: www.flandersdc.be/vujade Re. Cheryl, Heather, Kirsti

According to Tom Kelley, we should throw in some antropological skills in the curriculum.
He was on one of our events recently and talked about the importance of people that could identify a problem to solve for all the engineers.
He calls it a sense of Vuja De…
check out:
http://www.flandersdc.be/vujade

]]> By: Allen http://www.danpink.com/archives/2009/01/the-problem-with-problems/comment-page-1#comment-5393 Allen Thu, 05 Feb 2009 13:52:04 +0000 http://www.danpink.com/archives/2009/01/the-problem-with-problems#comment-5393 Most companies don’t want just a creative solution; they want a creative solution that doesn’t violate established policy or procedure. Creative worker are not valued because the act of creation creates change and change is ALWAYS disruptive. It's only the unusual business that doesn't treat change in the same way that the body treats an infection. Most companies don’t want just a creative solution; they want a creative solution that doesn’t violate established policy or procedure.

Creative worker are not valued because the act of creation creates change and change is ALWAYS disruptive. It’s only the unusual business that doesn’t treat change in the same way that the body treats an infection.

]]> By: Hayli @ Rise Smart http://www.danpink.com/archives/2009/01/the-problem-with-problems/comment-page-1#comment-5373 Hayli @ Rise Smart Mon, 02 Feb 2009 12:05:46 +0000 http://www.danpink.com/archives/2009/01/the-problem-with-problems#comment-5373 I agree that more team exercises are needed in school. Perhaps even more teacher-led discussions about "gray area" problems and the multiple solutions for that problem. This flexibility is so critical to success in the workplace. I agree that more team exercises are needed in school. Perhaps even more teacher-led discussions about “gray area” problems and the multiple solutions for that problem. This flexibility is so critical to success in the workplace.

]]> By: kirsti http://www.danpink.com/archives/2009/01/the-problem-with-problems/comment-page-1#comment-5371 kirsti Mon, 02 Feb 2009 03:04:38 +0000 http://www.danpink.com/archives/2009/01/the-problem-with-problems#comment-5371 As a college professor, creativity, especially as it relates to problem setting (quite the opposite to problem solving) and the notion of 'artistry' as discussed by Schein in his book, "the reflexive practitioner" are incredibly hard to come by. Blame it on the testing, on the schooling, on the lack of time parents have, something is wrong here. Not only that, but studies on gender and education suggest that assignment structure (as in the more detailed instructions, tell me what you want kind of worksheets) favor feminine styles of learning over more masculine. That is, boys seem to do better with the more ambiguous assignment. Which poses an interesting question == if employers favor problem setting, and vague task orientations, and we educate for problem solving and detailed assignments, who are we doing a disservice to and when? As a college professor, creativity, especially as it relates to problem setting (quite the opposite to problem solving) and the notion of ‘artistry’ as discussed by Schein in his book, “the reflexive practitioner” are incredibly hard to come by. Blame it on the testing, on the schooling, on the lack of time parents have, something is wrong here. Not only that, but studies on gender and education suggest that assignment structure (as in the more detailed instructions, tell me what you want kind of worksheets) favor feminine styles of learning over more masculine. That is, boys seem to do better with the more ambiguous assignment. Which poses an interesting question == if employers favor problem setting, and vague task orientations, and we educate for problem solving and detailed assignments, who are we doing a disservice to and when?

]]> By: Heather http://www.danpink.com/archives/2009/01/the-problem-with-problems/comment-page-1#comment-5354 Heather Thu, 29 Jan 2009 15:35:55 +0000 http://www.danpink.com/archives/2009/01/the-problem-with-problems#comment-5354 Re: Cheryl's question: What would a curriculum that stressed problem identification look like? An educator could incorporate case studies into the curriculum where learners would need to first IDENTIFY the problem...(a rubric could be developed to assist the learner in what to look for in identifying problems i.e. questions to ask, cues to look for, etc.), then as a collaborative effort, work through developing a solution. Not only is identifying a problem critical to real world applications, but working as a team, collaboratively is essential as well. Re: Cheryl’s question: What would a curriculum that stressed problem identification look like?

An educator could incorporate case studies into the curriculum where learners would need to first IDENTIFY the problem…(a rubric could be developed to assist the learner in what to look for in identifying problems i.e. questions to ask, cues to look for, etc.), then as a collaborative effort, work through developing a solution.

Not only is identifying a problem critical to real world applications, but working as a team, collaboratively is essential as well.

]]> By: Cheryl http://www.danpink.com/archives/2009/01/the-problem-with-problems/comment-page-1#comment-5352 Cheryl Wed, 28 Jan 2009 19:43:28 +0000 http://www.danpink.com/archives/2009/01/the-problem-with-problems#comment-5352 It's interesting the business leaders rank identifying a problem as number 1 and problem solving as number 9, but educators rank the two skills almost exactly opposite. What would a curriculum that stressed problem identification look like? It’s interesting the business leaders rank identifying a problem as number 1 and problem solving as number 9, but educators rank the two skills almost exactly opposite. What would a curriculum that stressed problem identification look like?

]]> By: Heather http://www.danpink.com/archives/2009/01/the-problem-with-problems/comment-page-1#comment-5351 Heather Wed, 28 Jan 2009 18:22:40 +0000 http://www.danpink.com/archives/2009/01/the-problem-with-problems#comment-5351 Here is a great article emphasizing the need to educate our students differently... http://www.thejournal.com/articles/23872 Here is a great article emphasizing the need to educate our students differently…

http://www.thejournal.com/articles/23872

]]> By: Heather http://www.danpink.com/archives/2009/01/the-problem-with-problems/comment-page-1#comment-5350 Heather Wed, 28 Jan 2009 16:04:17 +0000 http://www.danpink.com/archives/2009/01/the-problem-with-problems#comment-5350 Business leaders would be correct...we need to be teaching our children AND even adults the ability to problem solve. There is no set right or wrong outcome, a solution which may be good for one problem may not be viable for another. There is a lot of literature on Problem-based learning and is most definitely on the minds of educators, educators who believe in this type of teaching and learning. There are still a lot of educators who believe in the tried and true method of rote learning, standardized testing. Learners (the future workforce) needs to be able to remember, understand, analyze, apply, and create solutions to all types of real world situations. So, to answer your question...Are timed, standardized tests the way to ready youngsters for real-world problem-solving? NO. Business leaders would be correct…we need to be teaching our children AND even adults the ability to problem solve. There is no set right or wrong outcome, a solution which may be good for one problem may not be viable for another.

There is a lot of literature on Problem-based learning and is most definitely on the minds of educators, educators who believe in this type of teaching and learning. There are still a lot of educators who believe in the tried and true method of rote learning, standardized testing.

Learners (the future workforce) needs to be able to remember, understand, analyze, apply, and create solutions to all types of real world situations.

So, to answer your question…Are timed, standardized tests the way to ready youngsters for real-world problem-solving?

NO.

]]> By: Jeffrey Cufaude http://www.danpink.com/archives/2009/01/the-problem-with-problems/comment-page-1#comment-5348 Jeffrey Cufaude Wed, 28 Jan 2009 15:42:11 +0000 http://www.danpink.com/archives/2009/01/the-problem-with-problems#comment-5348 Great study to post. Thanks. I have to delve into the original studies. Research on cognitive development in young people asserts a general progression from dualism (black and white, right and wrong answers), to relativism (there are no right answers so no worries) and finally to commitment in relativism (some answers are better than others and here's how I defend my choice). I studied all that long ago in grad school, but can't remember if you can reach the final stage without working through the earlier ones, or the implications of introducing ambiguity to individuals in the dualism stage of development. I basically recall that too much ambiguity introduced too soon causes learners to shut down and disengage from learning. Great study to post. Thanks. I have to delve into the original studies.

Research on cognitive development in young people asserts a general progression from dualism (black and white, right and wrong answers), to relativism (there are no right answers so no worries) and finally to commitment in relativism (some answers are better than others and here’s how I defend my choice).

I studied all that long ago in grad school, but can’t remember if you can reach the final stage without working through the earlier ones, or the implications of introducing ambiguity to individuals in the dualism stage of development. I basically recall that too much ambiguity introduced too soon causes learners to shut down and disengage from learning.

]]> By: Pixie Stevenson http://www.danpink.com/archives/2009/01/the-problem-with-problems/comment-page-1#comment-5345 Pixie Stevenson Wed, 28 Jan 2009 12:22:03 +0000 http://www.danpink.com/archives/2009/01/the-problem-with-problems#comment-5345 Does that mean work is starting to imitate life? I agree with Sir Ken Robinson's talk on TED about schools killing our children's creativity. As it relates to your post, how would schools/educators be able to measure or grade a student's success and accept ambiguity? Wouldn't that be interesting? It would blow the grading curve! Does that mean work is starting to imitate life?

I agree with Sir Ken Robinson’s talk on TED about schools killing our children’s creativity.

As it relates to your post, how would schools/educators be able to measure or grade a student’s success and accept ambiguity? Wouldn’t that be interesting? It would blow the grading curve!

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