The Learning Experience
of Tough Cases
Dr. Ralph Soule
The George Washington University
OLKC 2016 27 April 2016
[email protected]
www.ralphsoule.com
1
1. Problem
Outline
2. Research Question
3. Key Terms-Conceptual Frame
4. Study Design
5. Findings
6. Conclusions
7. Questions
[email protected]
www.ralphsoule.me
2
The Problem
• The transition of the baby boom
generation from the workforce presents
an urgent challenge for organisational
and individual learning
• Generation X is half the size of the baby
boom
• Organisations need to develop
professional expertise faster in the future
26 April 2016 OLKC
[email protected]
www.ralphsoule.me
3
Research Question
• How is learning experienced in tough
cases aimed at accelerating expertise in
a cognitively complex work environment?
•
Sub-question a) what happens during the tough case
learning process?
•
Sub-question b) how does the tough case learning process
provide value to participants?
•
Excludes expert performance involving physical skills or
dexterity
•
Study focused on the learning experience of tough cases,
not whether expertise was actually accelerated (important
limitation)
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Key Terms-1
• Tough cases are rare, challenging
problems previously faced by experts,
conveying novel learning challenges that
require learners to make decisions with
imperfect information (proposed by
Hoffman and Klein, 1987)
• Accelerating Expertise: achieving expert
performance faster than the norm-varies
by domain
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Key Terms-2
• Cognitively complex work environments
are “systems composed of psychological
(cognitive), social, and technological
elements, all embedded in a broader
team, organizational, and social context”
(Hoffman & Militello, 2008, p. 216).
•
Ex: nuclear power plants, air transport and air traffic
control systems, hospital intensive care units, military
operations, and emergency response centers
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Conceptual Frame
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Study Design
• A qualitative, single, descriptive case
study with an embedded design
conducted at the individual level of
analysis at an organization that conducts
tough cases.
• Data collection: interviews of case
leaders, learners, and organizational
leaders; document review, observations
26 April 2016 OLKC
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www.ralphsoule.me
8
Tough Case Features
• Real problems
• Role playing (historical protagonist)
• Cold calling
• Decisions and critiques
• Revoicing
• Review of historical protagonist decisions
26 April 2016 OLKC
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www.ralphsoule.me
9
Findings: Tough Case Process Steps
and Value Added
26 April 2016 OLKC
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10
Findings: Eight Themes
1. Tough cases are dynamic learning experiences
that are interactive and concrete, while
simultaneously confusing and disorienting;
2. The use of real events and complex problems
grabs learner attention and interest;
3. Making and defending quick decisions draw out
learner beliefs and theories, stimulating focus
and a tremendous sense of enthusiasm;
26 April 2016 OLKC
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11
Findings: Eight Themes
4. Cold-calling mimics the stress of high stakes
situations common to cognitively complex work
environments;
5. Role-playing forces participation with the
learning environment while reducing stress by
making the learning experience more enjoyable
and entertaining (passing is an option);
6. Individual reflection and observation provide
continual opportunities for re- examining
decisions;
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Findings: Eight Themes
7. Interaction and dialogue during role-play
expose learners to other ways of thinking and
can lead to refinement of their mental models;
8. Hearing "the rest of the story” provides an
opportunity for learner self-assessment and can
build their confidence.
26 April 2016 OLKC
[email protected]
www.ralphsoule.me
13
Conclusions
1. The tough case learning process incorporates
multiple experiential learning cycles and social
cognitive learning in a single process;
2. The tough case learning process is substantially
different from what has been previously written
about expertise development;
3. Tough case learning is a departure from processes
described in the adult learning literature;
4. Tough case learning leverages everything
considered foundational about adult learning.
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Discussion and Questions
Dr. Ralph Soule
The George Washington University
OLKC 2016 27 April 2016
[email protected]
www.ralphsoule.com
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