...Assignment Problem Solving Simulation Beh 225 April 3, 2011 University of Phoenix I interpreted the problem by reading the situation. I knew that was going to be difficult. According to Morris and Maisto (p.274), the first step in solving a problem is called problem representation. I had to find out what the problem was and fix it. After reading the situation I knew that the raft was only big enough for the man and one animal at a time and the cat could not be left alone with the dog or the mouse. The obstacle was to get them all on the same side. The strategies that I used were trial and error and algorithms. Trial and error is where you try different ways to come up with a solution. Algorithms are where a problem-solving method guarantees a solution if it is appropriate for the problem and is properly carried out (Morris and Maisto, p.276). At first I tried moving the cat over first and that left the dog and the mouse together, then I tried moving the dog over but of course they fought when I sent the raft back. I was not getting anywhere. So I kept going back to the text and reading over the chapter. I encountered many obstacles while solving the problem. It took me a while to figure out how to isolate the cat from the dog and the mouse because the cat was the trouble maker. Yes I was aware of this thought process but it did not come to me until the end that I could move the cat to the other side then send the raft back and get the dog and bring him to the...
Words: 430 - Pages: 2
...is considered formal as they are structured and planned to facilitate the job description. As for the manager’s training in particular, formal settings, such as classroom lectures at the tertiary level or the organization’s own training institution providing coaching by outsourced professionals or the company’s own executives, seminars, workshops and meetings of company’s executives fostering networking and management development are recommended. Whatever the setting are the methodologies applied therein are conceptually the same as they are essentially structured to improve skills and knowledge. The contents of management training normally target issues facing the company as well as bench marking or leaning “best practice”/scenario simulation that...
Words: 1396 - Pages: 6
...process and thus, do not have to deal with many of the variables that come with working in groups of people. In my journey I have certainly not mastered working with people; however, I do find that working in groups provides the best overall solution to any organization’s effectiveness. The synergistic decision making process, where rational and interpersonal aspects are used, provides an organization or group with the best possible outcomes. Last week during class, our professor divided us into small groups between three to four people. My group had four people in total. Our task was to use the Desert Survival simulation and decide whether we would as a team stay or leave the crash site. After we had determined that, we then were asked to decide as a group, what order to label the fifteen items which were salvaged from the crash site. The Desert Survival simulation was certainly more than just any exercise. It is a tool that forces each person in the group to interact one with another. Whether an individual agrees or disagrees with the person to his or her left or right in the group, a decision has to be made. The question then becomes, how will the group come to a decision? What will be the process in which they will decide on any particular course of action? How will they treat others within their group they do not agree with? These are all real-life...
Words: 1098 - Pages: 5
...The Effect of “Front-Loading” Problem-Solving on Product Development Performance Stefan Thomke and Takahiro Fujimoto In recent years, there has been a growing interest in the link between problemsolving capabilities and product development performance. In this article, the authors apply a problem-solving perspective to the management of product development and suggest how shifting the identification and solving of problems—a concept that they define as front-loading—can reduce development time and cost and thus free up resources to be more innovative in the marketplace. The authors develop a framework of front-loading problem-solving and present related examples and case evidence from development practice. These examples include Boeing’s and Chrysler’s experience with the use of “digital mock-ups” to identify interference problems that are very costly to solve if identified further downstream—sometimes as late as during or—after first full-scale assembly. In the article, the authors propose that front-loading can be achieved using a number of different approaches, two of which are discussed in detail: (1) projectto-project knowledge transfer—leverage previous projects by transferring problem and solution-specific information to new projects; and (2) rapid problemsolving—leverage advanced technologies and methods to increase the overall rate at which development problems are identified and solved. Methods for improving project-to-project knowledge transfer include the effective...
Words: 10111 - Pages: 41
...Thinking Critically Simulation Maurice Smith Critical Thinking: Strategies in Decision Making /MGT 350 Cyndie Shadow, M.B.A. January 28, 2008 Abstract Business company owners and store managers in the retail industry must ensure their businesses are competitive to the industry, in order to maintain their store doors open. In the following scenario a problem evaluation and decision making process is simulated to assist in evaluating a specific retail stores current state. A description of the types of evaluation tools and techniques used and how they assisted with the evaluation of the decision-making process and outcomes will be outlined. A consideration if other types of tools and techniques would have generated better results will be evaluated. The purpose of this paper is to demonstrate the decision-making process and how different tools and techniques assist with critical thinking. Credenhill is a competitive retail business which is the subject of a simulation. At this time one of Credenhill’s local stores is dealing with problems which range from low sales, unhappy employees to other issues affecting their current operations. During the simulation we went through a problem evaluation and decision-making process intended to identify Credenhill’s current state, suggest corrective actions and measurements to ensure that the outcome of the corrective actions are beneficial to the store. In the following we will discuss the...
Words: 1502 - Pages: 7
...Critically Simulation Review Joslynn Smith Jill Clayton Brenda Robinson Bernadette Brandhagen-Mayor Leon Crutcher Bill Schmelzle MGT/350 7/6/10 Melvin Jeppson Thinking Critically Simulation Review Problem solving tools and techniques As a group we decided on using a couple of problem-solving tools, brainstorming and cause and effect/fishbone method. The first step we did was to define some of the problems facing Credenhill’s. The biggest problems were; sales falling continuously for the past eight weeks, (especially in the high-end product categories), legal action notice from the city, regarding a disability access law, high competition with a new store a block away, and a loss of a manager and employees to the competition, $80,000 unsold inventory, problems with the Wide Area Network (WAN), and unhappy employees. We use the Man-Method-Material-Machine format to help us organize our brainstorming solutions into categories. [pic] We started using brainstorming, all ideas presented were discussed and considered. Ideas were then added them to the fishbone under the correct category. It helped for all of us to brainstorm, generating numerous ideas to help fix the problems. After we were done with our brainstorming of ideas, each team member presented their idea more thoroughly. A letter was assigned a letter to each idea on the diagram, and each group member was given a piece of paper. On the paper we categorized the problems, causes...
Words: 1023 - Pages: 5
...1 Semester 1 Course: EDDHODJ Assignment No. 597534 Table of Contents: Question 1: Behaviourism Question 2: Cognitively guided instruction Scaffolding Simulation Problem-solving Discussion Question 3: Strategic school planning Phase planning Planning per grade/ lesson planning Example of a lesson plan References and bibliography: Pg 2 Pg 3 Pg 4 Pg 4-5 Pg 5 Pg 6 Pg 7 Pg 8 Pg 9 Pg 10 Pg 11 2 Question 1 According to the behaviourist perspective, people are moulded according to their environment. This can be via either positive or negative reinforcement. If behaviour is reinforced, either positively or negatively, then the likelihood of that behaviour happening again increases. If behaviour is punished, the possibility of that behaviour happening again is reduced. Behaviourism can be classified into two different groups, classical conditioning and operant conditioning :(Alberto & Trout-man, 2003; Cooper et al., 2007; Miltenberger, 2008): Classical conditioning: Is the process of reflex learning-investigated by Pavlovthrough which an unconditioned stimulus (e.g. food) which produces an unconditioned response (salivation) is presented together with an unconditioned stimulus (a bell), such that the salivation is eventually produced on the presentation of the conditioned stimulus alone, thus becoming a conditioned response. Operant conditioning: Operant conditioning is another form of learning by association. The learning that takes place...
Words: 2140 - Pages: 9
...company is a person who can analyze and execute decisions. In this simulation our team had to establish ways to overcome adversity that happens in everyday business. Establishing a value to these problems helps the understanding of how to solve intricate problems in business. Using several tools and techniques helps to develop a clear concise simulation outcome to better business. Evaluation Tools and Techniques The problem solving tools and techniques used in the simulation are importance weighting, criteria matrix, and benchmarking. In the beginning of the simulation the user is asked to categorize the problems of the store into four different categories. These categories are: urgent and critical, non-urgent and critical, urgent and non-critical, and non-urgent and non-critical. This is both an example of importance weighting and criteria matrix because the user is asked to place importance on the problems faced and then asked to place them into a matrix based on that importance. Benchmarking came in at the end of the simulation when we’re being asked to choose the metrics that will be used to measure the impacts of the decisions made previously. The problem solving tools that I would have chosen are histograms, mind mapping, and cause-and-effect (fishbone) diagrams. First I would use the histograms to measure the previous trends and try to pinpoint when loss of sales and the other problems began to occur. Next I would use mind mapping to attempt to think...
Words: 864 - Pages: 4
...Ethical Problem Solving Ethical Problem Solving Problem solving in the workplace forces managers to handle issues ethically and morally. In this simulation it was helpful to prioritize business needs and employee needs. In the first simulation the manager was faced with harassment on the job between two of his employees. An employee was sent roses on several occasions by an unknown person and it was becoming uncomfortable. The harasser had not been identified; however, the harassed wanted to keep the concern confidential. There were several other factors that needed to be eliminated, like people who were not directly involved. The immediate parties of any dilemma are the stakeholders. They are directly impacted by the decisions made. The manager had to decide how to keep the trust between his employee which he was friends with and how to handle the situation in a matter that the company would not be at risk. In the next dilemma the research manager was faced with false or altered documents on a drug study for Type 2 Diabetes. This information would have been presented to drug reps by the company with untrue results. The research manager was faced with the option of whistle blowing which could damage the company or simple holding an in house investigation. This simulation was very helpful in identifying the decision making steps to handle these issues ethically. First gather all needed information. Collect the facts and identify the main issue. Determine who is and should...
Words: 613 - Pages: 3
...Thinking Critically Simulation Thinking Critically Simulation Several problem evaluation tools and techniques were encountered in the simulation. As each team member completed the simulation, each was able to understand the differences of the tools and techniques that were used, and how they were applied. Discussed here are how these techniques assisted with the evaluations of decision-making processes and outcomes. Further, each team member was able to understand the outcomes that were reached from the simulations, and how the changes of those decision-making techniques offer better results. Many problem evaluation tools and techniques are applied to the Critical Thinking Simulation. The simulation provides a variety of information gathered from both market research and employee interviews. In addition, the founder of Credenhill Industries, Linda James, provides advice and recommendations to assist in the decision-making process. Another problem evaluation tool found within the simulation is the Urgency-Criticality Matrix. An Urgency-Criticality (UC) Matrix is a tool that helps in the decision-making process to sort or sift through current issues and problems. The UC Matrix assists in prioritizing and sorting possible solutions according to the urgency and criticality of each situation. Urgent problems require immediate attention and critical problems are the activities necessary to achieve the objective. The UC Matrix facilitates in classifying...
Words: 1096 - Pages: 5
...Virginia Board of Nursing The Use of Simulation in Nursing Education Introduction This document provides information and guidance to schools of nursing (both PN and RN) in Virginia on the use of simulation in lieu of direct client care hours in the fulfillment of the clinical hour requirements for nursing education programs. As of April 2008, all RN nursing education programs approved in Virginia shall provide a minimum of 500 hours of direct client care supervised by qualified faculty, and all PN nursing education programs approved in Virginia shall provide a minimum of 400 hours of direct client care supervised by qualified faculty [18 VAC 90-20-120.E]. This document will outline the essential components and major concepts that are necessary when using simulation in lieu of direct client care. Background in Simulation Technological innovations are advancing practice across all domains of education and industry, and the same is true in nursing education. Simulation is gaining popularity as a means to provide innovative learning experiences and foster a richer understanding of didactic content. As nursing programs prepare to integrate simulation into nursing education, the Virginia Board of Nursing has prepared this outline of major concepts that need to be addressed when preparing and integrating simulation into nursing curricula. Simulated experiences provide the student with the opportunity to be involved in patient care experiences they may otherwise...
Words: 2175 - Pages: 9
...Ethical Perspectives: The Ethics Game Many situations arise in the workplace that require employees (managers and subordinates) to sit down and think about the best solution. Sometimes solutions are unclear and what seems to be the most obvious answer, is not always the best choice. The Ethics Game simulation presented two different cases: the case of the mysterious rose and the case of the cold feet. Both cases bring the “manager” through different thought processes to make them understand the importance of analyzing the situation in different ways. In the case of the mysterious rose, the simulation presented the dilemma of a woman employee receiving flowers from another anonymous employee. I, as her director, know about this situation. The employee sends an e-mail asking for my confidence in a meeting. The problem that presents itself is how I should answer the employee’s request for confidentiality in a meeting. Since I know of the flowers and the possibility of harassment, I know that I cannot give her my word on 100% confidentiality. The simulation goes through a series of steps guiding the user to look at the situation from different ethical lenses. Both the rights and responsibilities lens and the results lens take the first step in identifying the primary stakeholders. The following steps differed for the two lenses. Although the steps I took through the two lenses were different, I actually came about the same decision in the end. End the end, I chose to tell Gayle...
Words: 1057 - Pages: 5
...social construct eg learners are able to solve problems without direct instruction by drawing upon informal knowledge of everyday situations and through dialogue. CGI may be used as an approach to for eg teach Maths with the main focus on the practice of listening to learners mathematical thinking and using it as a basis for instruction Scaffolding - Builds learning bridges Requires the teacher to provide learners with the opportunity to extend their current skils and knowledge The teacher must engage the learners interest, simplify task so that they are manageable and motivate learners to follow the instructional goal The teacher must also look for discrepancies between learners efforts and the solution Scaffolding is a teaching strategy that can be used to help the teacher understand the learners way of thinking. Knowing how a learner thinks gives the teacher an advantage in predicting ho the learner will react to questions in the assessment process. Scaffolding provides a temporary, supportive and adjustable framework for a learner which enables him to participate in a task that is beyond his reach. Learnin happens when scaffolding is used as a process of support and guidance to help learners construct new meaning & knowledge on the basis of existing knowledge. The ultimate aim of scaffolding is to develop specific skills and to achieve a more advanced level of understanding. Language, socioeconomic problems,...
Words: 1507 - Pages: 7
...Benefits of DSS Decision support systems are computer systems that assist the user in complex problem solving or decision-making. They are an integrated approach to the age-old problem of helping people make better decisions. Decision support sys-tems typically have quantitative output and place emphasis on the end user for final problem solving and decision-making. An expert system (ES) is another computer tool used for decision-making. Expert systems use qualitative rather than quantitative reasoning. They perform at a level generally recognized as equivalent to that of a human expert or special-ist in a particular field. Often, ES are developed around very specific and highly detailed “domains” and thus tend to be narrow in their range of knowledge. The use of DSS within animal production allows produc-ers to integrate information into more useable forms and enhances management skills through improved decision-making and increased capacity for benefit:cost and risk analyses, and DSS allows comparisons of the cost-effectiveness of various production alternatives. They can reduce costs of production and improve productivity and sustainability by matching livestock requirements to feed inputs. As well, they can be used as education tools to in-crease the effectiveness of educating current and future gen-erations of primary producers and service agents. In addition, DSS can be used to test alternative animal production strate-gies that would take years to determine using traditional...
Words: 422 - Pages: 2
...Disaster Prevention and Management: An International Journal Emergency response preparedness: small group training. Part 2 – training methods compared with learning styles Henry C. Wilson Article information: To cite this document: Henry C. Wilson, (2000),"Emergency response preparedness: small group training. Part 2 – training methods compared with learning styles", Disaster Prevention and Management: An International Journal, Vol. 9 Iss 3 pp. 180 - 199 Permanent link to this document: http://dx.doi.org/10.1108/09653560010335112 Downloaded on: 09 December 2015, At: 11:19 (PT) References: this document contains references to 15 other documents. To copy this document: permissions@emeraldinsight.com The fulltext of this document has been downloaded 1307 times since 2006* Downloaded by Arab Open University Kuwait At 11:19 09 December 2015 (PT) Users who downloaded this article also downloaded: Henry C. Wilson, (2000),"Emergency response preparedness: small group training. Part I – training and learning styles", Disaster Prevention and Management: An International Journal, Vol. 9 Iss 2 pp. 105-116 Piyali Ghosh, Rachita Satyawadi, Jagdamba Prasad Joshi, Rashmi Ranjan, Priya Singh, (2012),"Towards more effective training programmes: a study of trainer attributes", Industrial and Commercial Training, Vol. 44 Iss 4 pp. 194-202 http:// dx.doi.org/10.1108/00197851211231469 Charles W. Read, Brian H. Kleiner, (1996),"Which training methods are effective?", Management...
Words: 13539 - Pages: 55
