The Open UniversitySkip to content
 

Learning from all sides: Triple Task as a new approach to problem solving

Bell, Simon and Morse, Stephen (2010). Learning from all sides: Triple Task as a new approach to problem solving. In: Conference of the Operational Research Society (OR52), 07-09 Sep 2010, London, UK.

Full text available as:
[img]
Preview
PDF (Accepted Manuscript) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (1509Kb)
URL: http://www.orsoc.org.uk/conf/or52/or52_ExtendedAbs...
Google Scholar: Look up in Google Scholar

Abstract

This paper introduces the rationale behind a new approach to problem solving – Triple Task (TT) – and discusses how this adds new dimensions to problem solving. TT provides a means for groups to engage together in purposeful work and, at the same time, for facilitators to understand what may be influencing the outputs generated by groups; in particular the role of the group dynamic. The latter should help with the process of facilitation but could also help groups appreciate their own functioning. TT thus moves away from envisioning problem solving only as a means to an output but to a better understanding of process that arrived at the output.

Item Type: Conference Item
Copyright Holders: 2010 The Authors
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetEuropean Union FP7
Keywords: Triple Task Method; problem solving; workshops
Academic Unit/Department: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Engineering and Innovation
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Item ID: 24613
Depositing User: Simon Bell
Date Deposited: 23 Nov 2010 13:05
Last Modified: 05 Oct 2016 00:06
URI: http://oro.open.ac.uk/id/eprint/24613
Share this page:

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

▼ Automated document suggestions from open access sources

Actions (login may be required)

Policies | Disclaimer

© The Open University   + 44 (0)870 333 4340   general-enquiries@open.ac.uk