Rosemary Hayes ([email protected]Rosemary Hayes ([email protected]) 1 Untangling Wicked Untangling Wicked Problems: Problems: Maintaining Hope When Maintaining Hope When Dealing with Dealing with Student Retention Student Retention Rosemary Hayes, Ph.D. Rosemary Hayes, Ph.D. Director, CSRDE Director, CSRDE The University of Oklahoma The University of Oklahoma [email protected][email protected]
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Untangling Wicked Problems: Maintaining Hope When Dealing with Student Retention
Untangling Wicked Problems: Maintaining Hope When Dealing with Student Retention. Rosemary Hayes, Ph.D. Director, CSRDE The University of Oklahoma [email protected]. Explain Yourself. Freshman Orientation First year Experience Skill assessment and Placement Financial Aid Academic Advising - PowerPoint PPT Presentation
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InterventionsInterventions Freshman OrientationFreshman Orientation First year ExperienceFirst year Experience Skill assessment and Skill assessment and
Categories of MessCategories of MessKurtz, CF and Snowden, DJ (IBM Systems Journal 43, 3 Mar 2003)Kurtz, CF and Snowden, DJ (IBM Systems Journal 43, 3 Mar 2003)
CategoryCategory QualitiesQualities
II Solution knowledge exists Solution knowledge exists in your domainin your domain
IIII Solution knowledge in Solution knowledge in another domainanother domain
IIIIII No solution exists. No solution exists. Complex, but responds Complex, but responds consistently to same consistently to same stimulistimuli
IV (Wicked)IV (Wicked) No solution exist. Chaotic No solution exist. Chaotic and adaptiveand adaptive
The Problem is difficult to define. The Problem is difficult to define. Multi-causal. May itself contain problems.Multi-causal. May itself contain problems. No rules or markers for where to stop.No rules or markers for where to stop. Each wicked problem is essentially unique.Each wicked problem is essentially unique. Attempts to address may open cause Attempts to address may open cause
unforeseen consequencesunforeseen consequences.. No opportunity for trial and error learning No opportunity for trial and error learning
with immunity.with immunity. The planner is held accountableThe planner is held accountable..
The Problem is difficult to define. The Problem is difficult to define. Multi-causal. May itself contain problemsMulti-causal. May itself contain problems.. No rules or markers for where to stop.No rules or markers for where to stop. Each wicked problem is essentially unique.Each wicked problem is essentially unique. Attempts to address may open cause Attempts to address may open cause
unforeseen consequences.unforeseen consequences. No opportunity for trial and error learning No opportunity for trial and error learning
with immunity.with immunity. The planner is held accountableThe planner is held accountable..
The Problem is difficult to define. The Problem is difficult to define. Multi-causal. May it self contain problems.Multi-causal. May it self contain problems. No rules or markers for where to stop.No rules or markers for where to stop. Each wicked problem is essentially unique.Each wicked problem is essentially unique. Attempts to address may open cause Attempts to address may open cause
unforeseen consequences.unforeseen consequences. No opportunity for trial and error learning No opportunity for trial and error learning
with immunity.with immunity. The planner is held accountable.The planner is held accountable.
InterventionsInterventions Freshman OrientationFreshman Orientation First year ExperienceFirst year Experience Skill assessment and Skill assessment and
Higher-Order StrategiesHigher-Order Strategies Declare- the mess and your intentDeclare- the mess and your intent Learn- Become a scholarLearn- Become a scholar Question the paradigmsQuestion the paradigms Think Together- CollaborateThink Together- Collaborate LeadLead DisguiseDisguise Manage ExpectationsManage Expectations
ConclusionConclusion There is no silver bulletThere is no silver bullet It is a process rather than a solutionIt is a process rather than a solution We are building critical mass for the We are building critical mass for the
next breakthroughnext breakthrough Both success and failures bring us Both success and failures bring us
closer to understanding the problemcloser to understanding the problem Just because we won’t see the tree Just because we won’t see the tree
it doesn’t mean we shouldn’t plant it doesn’t mean we shouldn’t plant the sapling.the sapling.
Conklin, J. (2006). Conklin, J. (2006). Dialogue Mapping: Building Shared Dialogue Mapping: Building Shared Understanding of Wicked ProblemsUnderstanding of Wicked Problems. Wiley.. Wiley.
Denning, P.J. (2007) Mastering the mess. Denning, P.J. (2007) Mastering the mess. Communications Communications of the ACMof the ACM, 50, 4. 21-25., 50, 4. 21-25.
Kuhn, T. (1962). Structure of Scientific Revolutions. Chicago Kuhn, T. (1962). Structure of Scientific Revolutions. Chicago Press.Press.
Kurtz, C.F. and Snowden, D.J. (2003). The new dynamics of Kurtz, C.F. and Snowden, D.J. (2003). The new dynamics of strategy: Sense making in a complex and complicated strategy: Sense making in a complex and complicated world. world. IBM Systems JournalIBM Systems Journal, , 43, 3, 462-48343, 3, 462-483
Maddi, S. and Khoshaba, D. (2005). Maddi, S. and Khoshaba, D. (2005). Resilience at WorkResilience at Work. . MJF Books, New YorkMJF Books, New York
Rittel, H. and Webber, M. (1973). Dilemmas in a General Rittel, H. and Webber, M. (1973). Dilemmas in a General Theory of Planning. Theory of Planning. Policy SciencesPolicy Sciences. 4, 155-159. Elsevier . 4, 155-159. Elsevier Scientific Publishing: Amsterdam.Scientific Publishing: Amsterdam.