Explaining Levels of Customer Satisfaction with First Contact with Jobcentre Plus: results of qualitative research with Jobcentre Plus Staff

This report is a follow up to the First Contact Customer Survey (Research Report 504). As a result of ongoing difficulties accessing data for sampling purposes, the initial plan to undertake qualitative follow-up research with customers was abandoned in favour of research with staff to explore process-related issues which might explain customer responses. The research was undertaken in September and October 2008 and included telephone interviews with senior staff combined with face-to-face interviews and structured observations with staff in Contact Centres, Jobcentres and Benefit Delivery Centres in four Jobcentre Plus regions. Findings relate specifically to staff perceptions of customer satisfaction with first contact

Use and effectiveness of decision support systems (DSS): Study of the Saudi private sector

In the industrialized world today, management is characterized by extensive use of computers to manage rapid change, information overload, and complex decision-making. Literature suggests that Decision Support Systems, computer packages offering information retrieval, problem-structuring models, decision alternatives, and other types of decision support, are effective extensions of human decision-making and offer substantial benefits to organizations utilizing them. In spite of overwhelmingly positive reviews for DSS, empirical literature has produced inconsistent results regarding DSS effectiveness, and definitions of “effectiveness” and of DSS itself are varied and sometimes contradictory. Distinguishing DSS from MIS (management information systems) and other types of managerial computer support has proven to be an essential part of DSS research. An additional gap in DSS research to date is that little is known about DSS use in developing countries and the potential of DSS to improve decision-making and overall organizational effectiveness. The present empirical study surveyed one member from each of Saudi Arabia\u27s largest corporations to determine to what extent DSS has been incorporated into the companies\u27 decision-making procedures. A second purpose was to determine decision-makers\u27 perceptions of the effectiveness of DSS in terms of their decision processes (time savings, availability of more alternatives, cognitive effort) as well as decision outcomes (decision accuracy and overall quality). The research revealed a high degree of use and enthusiasm for DSS, but revealed gaps in Saudi utilization of the systems. The research identified specific obstacles to more pervasive adaptation and enjoyment of benefits, including a lack of research stemming from researchers\u27 misperceptions of the private sector\u27s interest in and ability to understand Decision Support Systems

Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load

This study examined how practicing instructional designers manage cognitive load in a standardized scenario as they select and implement instructional strategies, message design, content sequencing, and delivery media within various domains with learners at different levels of expertise. The study employed a quasi-experimental, mixed methods design to gain insight into how practicing instructional designers perceive their awareness of strategies to manage cognitive load and implement those strategies within a standardized design scenario. The research design involved the collection of quantitative data from the participants during an initial web-based questionnaire and a second collection of both quantitative and qualitative data as the participants completed a design activity using a think-aloud protocol. The triangulation of data through observation of activity and debriefing interviews was used to clarify data gathered through the protocol. The results of the study indicated that both novice and expert practitioners frequently used several strategies to manage extraneous load (worked examples, completion tasks, and dual modality) as prescribed by theory, as well as the simple-to-complex presentation strategy to manage intrinsic load. They also exhibited a moderate use of the variability strategy to manage germane load as recommended by theory, but overall use of strategies to address germane load was infrequent across all participants. While participants frequently acknowledged differences in the levels of learner expertise within the instructional scenario, few employed strategies prescribed to address the expertise reversal effect as outlined by theory. Participants described a number of barriers preventing them from using additional strategies to manage cognitive load, ranging from those common to all instructional strategies (such as time constraints and lack of formative evaluation) to those specific to cognitive load strategies (such as lack of instructor buy-in regarding cognitive load and the extra design effort to create worked examples)

The place of expert systems in business now and over the next decade

Information technology has entered a new generation. In recent years, considerable interest has been focussed on the commercialisation of expert systems, which represent an important application of Artificial Intelligence in the field of Information Technology. Expert systems are now in a crucial stage of development because, although in business computerised systems are not new, expert systems still need time for their applicability and usefulness to be proved. The market for expert systems will not develop if such systems are unable to cope with the demanding applications of business; for example with top management problem-solving and decision-making. This thesis is principally concerned with determining the position of expert systems in business by looking at these major business related issues. [Continues.

Aligning Problem Solving and Gameplay : A Model for Future Research and Design

Problem solving is often discussed as one of the benefits of games and game-based learning (e.g., Gee, 2007a, Van Eck 2006a), yet little empirical research exists to support this assertion. It will be critical to establish and validate models of problem solving in games (Van Eck, 2007), but this will be difficult if not impossible without a better understanding of problem solving than currently exists in the field of serious games. While games can be used to teach a variety of content across multiple domains (Van Eck, 2006b, 2008), the ability of games to promote problem solving may be more important to the field of serious games because problem solving skills cross all domains and are among the most difficult learning outcomes to achieve. This may be particularly important in science, technology, engineering, and math (STEM), which is why serious game researchers are building games to promote problem solving in science (e.g., Gaydos & Squire, this volume; Van Eck, Hung, Bowman, & Love, 2009). This is perhaps why serious game researchers are building games to promote problem solving in science Current research and design theory in serious games are insufficient to explain the relationship between problem solving and games, nor do they support the design of educational games intended to promote problem solving. Problem solving and problem-based learning (PBL) have been studied intensely in both Europe and the United States for more than 75 years, and while the focus of that study and conceptualization of problem solving have evolved during that time, there is a tremendous body of knowledge to draw from. Most recently, researchers (e.g., Jonassen, 1997, 2000, & 2002; Hung, 2006a; Jonassen & Hung, 2008) have made advances in both the delineation and definition of problem types and models for designing effective problems and PBL. Any models and research on the relation of games and problem solving must build on the existing research base in problem solving and PBL rather than unwittingly covering old ground in these areas. In this chapter, the authors present an overview of the dimensions upon which different problems vary, including domain knowledge, structuredness, and their associated learning outcomes. We then propose a classification of gameplay (as opposed to game genre) that accounts for the cognitive skills encountered during gameplay, relying in part on previous classifications systems (e.g., Apperley, 2006), Mark Wolf’s (2006) concept of grids of interactivity (which we call iGrids), and our own cognitive analysis of gameplay. We then use this classification system, the iGrids, and example games to describe eleven different types of problems, the ways in which they differ, and the gameplay types most likely to support them. We conclude with a description of the ability of problems and games themselves to address specific learning outcomes independent of problem solving, including domain-specific learning, higher-order thinking, psychomotor skills, and attitude change. Implications for future research are also described. We believe that this approach can guide the design of games intended to promote problem solving and points the way toward future research in problem solving and games

Assessing the Impact of a Geospatial Information System for Improving Campus Emergency Decision-Making of Novice Crisis Managers

A significant increase in campus-based emergencies warrants the investigation into emergency management information systems that serve a novice crisis decision-maker. Institutions of higher education that are not large enough to have dedicated emergency management offices generally press novice decision-makers into emergency management roles. An investigation was conducted to assess the impact of an emergency management geospatial information system on the decision performance of novice crisis managers through the use of a scenario-based simulation. A mixed method sequential explanatory method was used to collect quasi-experimental data on decision time, decision accuracy and situational awareness. Qualitative analysis was conducted through interviews with participants. Statistical results indicate the decision accuracy is positively affected by the use of an emergency management geospatial information system. Data Envelopment Analysis (DEA) is non-parametric linear programming method used to identify decision-making units in a data set that are optimal in their use of single or a set of resources (inputs) in delivering a set of expected results (outputs). DEA indicated that efficiency ratios from the geospatial information system group outperform the traditional group. Geospatial information systems hold much promise in providing systems that are easy to use, promote heightened levels of situational awareness and decision support

Cue-centric model of the fireground incident commander's decision making process

Pattern recognition based models propose that in highly routine situations, the FireGround Incident Commanders (FGC) make decisions using experiences of the past similar incidents (Klein et al, 1986), which are stored in memory as schemas (Klein et al, 2006). Due to the nonsystematic development of schemas that guide pattern recognition (Beach & Mitchell, 1978) and the biases attached with pattern recognition (Tversky & Kahnmen, 1974), this approach is least favorable candidate for decision making in nonroutine situations. The nonroutine situations are characterized by: failure to clearly recognize relevant past episodes (Bousfield & Sedgewick, 1944), deliberate avoiding of recalling the past episodes (Jacoby et al, 1989) or time constraint and ambiguity of available information for decision making. This research proposes that in nonroutine situations, the FGCs rely on thorough search and assessment of diagnostic, relevant, and important cues. Therefore, one aim of this research is to propose a model of the FGCs' decision making process for nonroutine situations; the model will base on the use of cues rather than the pattern recognition approach. This research also aims to provide a robust and coherent definition of the FGC’s decision making process and will subsequently specify the structure and the underlying phases of it. The context of the research is the decisions made by the FGCs during large fires, involving at least 5 fire appliances. 20 FGCs from 2 of the UK’s large firebrigades with at least 7 years of experience in command position participated in a fieldwork carried over a period of 1 year. For the data collection, multiple case studies in the form of critical incident reports are obtained from the participants. Each critical incident is explored further through semi-structured interviews. For the data analysis, theoretical or deductive thematic approach and process reconstruction method (Nutt, 1983) are used. Results indicate that the current definition of the term ‘FGC’s decision making process’ is incomplete. The definition of the FGC’s decision making process proposed in this research now, recognizes that each process of selection and evaluation of a course of action to solve a problem (Klein et al, 1986) is preceded by a process of identification of a problem. This definition commensurate with the widely acceptable definition of decision making process proposed in Nutt (1984). This research also found that the FGCs make decisions in 2 cyclic and distinguishable phases, which are the ‘problem recognition’ phase, and the ‘solution generation’ phase. Finally, a cue-centric model of the FGC's decision making process is proposed. The model showed that in nonroutine situations, when pattern recognition fails to guide the decision making process, the FGCs develop a mental model of a situation through thorough search and assessment of the valuable cues based on their diagnosticity, importance and relevance. The mental model assists in identifying problems and selecting a course of action to solve that problem. This research fulfills the need of developing descriptive models for clarifying issues arising in the areas of training, selection, and in developing decision support systems (Klein et al, 1986)

Computerized Brainstorming and Decision Making

Abstract Computers are widely used in business and industry toda y and are frequently considered essential to efficient job performance. A great deal of research has been generated over the past decade regarding computer use in the work place. However, research has lagged regarding computer technology and group performance. The purpose of this study is to determine empirically if there are enhancements in the performance of groups and individuals when they use a computer to facilitate the problem solving process. It is hypothesized that the quality of solutions generated to a complex problem will be a function of the interaction between use of computer and whether participants work independently or in groups. In addition, number of new factors generated and time taken for completion of the problem solving task will also be a func tion of this same interaction. One hundred and sixty-one participants were randomly assigned to one of four treatment conditions: group computer, group non-computer, individual computer and individual non-computer. All participants were asked to generate factors which might contribute to a final solution of the complex problem and to generate an initial and final solution to the problem. The group computer condition utilized Group Systems (GS) software to network computers for group interaction and to facilitate individual work on the computer. The other two treatment conditions (group non-computer and individual non-computer) employed paper and pencil. The problem solutions were rated for appropriateness, originality and resolving power. In addition, number of new factors generated were counted and time taken for task completion was recorded

Management advisory services by CPAs : a study of required knowledge

https://egrove.olemiss.edu/aicpa_guides/1217/thumbnail.jp