Problem solving in everyday office work—a diary study on differences between experts and novices

Abstract

Contemporary office work is becoming increasingly challenging as many routine tasks are automated or outsourced. The remaining problem solving activities may also offer potential for lifelong learning in the workplace. In this study, we analyzed problem solving in an office work setting using an Internet-based, semi-standardized diary to collect data close to the process. Thirteen employees in commercial departments of an automotive supplier participated voluntarily; they recorded 64 domain-specific problem cases in total. Typical problems were moderately complex but rather urgent. They were detected by means of monitoring, augmented feedback or feedback from others. The problems detected provoked states of high arousal, including both negative and positive emotions. We found that seeking support from others was the most common approach to problem solving, and that in general problem solving offered considerable learning possibilities. Experts were confronted with more complex problems than novices, they more often solved problems using their domain-specific knowledge, but they also preferred social support. Surprisingly, experts reported higher negative emotional states after having detected a problem than novices. The results, the diary method and the limitations of the study are discussed.

Keywords:

• problem solving
• workplace learning
• expertise
• diary method

Acknowledgements

Our thanks go to our former Master students Benjamin Brosi, Matthias Hoffmann and Sebastian Schubert who were able assistants in this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the German Federal Ministry of Education and Research [grant number 01DB1119].

Notes on contributors

Andreas Rausch

Andreas Rausch is a postdoctoral research fellow at the department of Business Education at the University of Bamberg (Germany). His research interests are in learning and emotions in the workplace, methodological issues in research on work and learning as well as in modelling and measuring problem solving competence in the business domain. Correspondence: Department of Business Education and Educational Management,University of Bamberg, Germany. Email: [email protected]

Thomas Schley

Thomas Schley is a research associate and Ph.D. student at the department of Business Education at the University of Bamberg (Germany). His research interests include in learning and reflection in the workplace and in modelling and measuring problem solving competence in the business domain. Correspondence: Department of Business Education and Educational Management, University of Bamberg, Germany. Email: [email protected]

Julia Warwas

Julia Warwas is a postdoctoral research fellow at the department of Business Education at the University of Bamberg (Germany). Her research interests cover professional identity and competence, schools as workplaces and vocational education and training. Correspondence: Department of Business Education and Educational Management, University of Bamberg, Germany. Email: [email protected]