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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 rhayes@ou.edu. Explain Yourself. Freshman Orientation First year Experience Skill assessment and Placement Financial Aid Academic Advising

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Untangling Wicked Problems: Maintaining Hope When Dealing with Student Retention

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  1. Untangling Wicked Problems: Maintaining Hope When Dealing with Student Retention Rosemary Hayes, Ph.D. Director, CSRDE The University of Oklahoma rhayes@ou.edu Rosemary Hayes (rhayes@ou.edu)

  2. Rosemary Hayes (rhayes@ou.edu)

  3. Rosemary Hayes (rhayes@ou.edu)

  4. Explain Yourself Rosemary Hayes (rhayes@ou.edu)

  5. Freshman Orientation First year Experience Skill assessment and Placement Financial Aid Academic Advising Learning Communities Tighter Admission Criteria Summer Bridge Peer Mentoring Research Opportunities Leadership Community Involvement Student Engagement Focus Performance Budgeting Political Pressure Accountability reporting Interventions Rosemary Hayes (rhayes@ou.edu)

  6. No Solution? No! However, we do need to rethink our strategy Rosemary Hayes (rhayes@ou.edu)

  7. Is there help? Yes! We can draw from research in engineering, urban planning, systems design, and psychology Rosemary Hayes (rhayes@ou.edu)

  8. Is there hope? Absolutely! We have the power to choose how we are going to respond. Rosemary Hayes (rhayes@ou.edu)

  9. Categories of MessKurtz, CF and Snowden, DJ (IBM Systems Journal 43, 3 Mar 2003) Rosemary Hayes (rhayes@ou.edu)

  10. Characteristics Wicked Problems Rosemary Hayes (rhayes@ou.edu)

  11. Characteristics Wicked Problems • The Problem is difficult to define. • Multi-causal. May itself contain problems. • No rules or markers for where to stop. • Each wicked problem is essentially unique. • Attempts to address may open cause unforeseen consequences. • No opportunity for trial and error learning with immunity. • The planner is held accountable. Rosemary Hayes (rhayes@ou.edu)

  12. Rosemary Hayes (rhayes@ou.edu)

  13. Characteristics Wicked Problems • The Problem is difficult to define. • Multi-causal. May itself contain problems. • No rules or markers for where to stop. • Each wicked problem is essentially unique. • Attempts to address may open cause unforeseen consequences. • No opportunity for trial and error learning with immunity. • The planner is held accountable. Rosemary Hayes (rhayes@ou.edu)

  14. Rosemary Hayes (rhayes@ou.edu)

  15. Characteristics Wicked Problems • The Problem is difficult to define. • Multi-causal. May it self contain problems. • No rules or markers for where to stop. • Each wicked problem is essentially unique. • Attempts to address may open cause unforeseen consequences. • No opportunity for trial and error learning with immunity. • The planner is held accountable. Rosemary Hayes (rhayes@ou.edu)

  16. Characteristics Wicked ProblemsSummary Rosemary Hayes (rhayes@ou.edu)

  17. Typical Approaches to Tame Problems:Linear Rosemary Hayes (rhayes@ou.edu)

  18. Waterfall Lifecycle Gather Info Problem Analyze data Formulate solution Implement Solution Time Rosemary Hayes (rhayes@ou.edu)

  19. Rapid Prototype Lifecycle with Wicked Problem Gather Info Problem Analyze data Formulate solution Implement Solution Time Rosemary Hayes (rhayes@ou.edu)

  20. Freshman Orientation First year Experience Skill assessment and Placement Financial Aid Academic Advising Learning Communities Tighter Admission Criteria Financial Aid Summer Bridge Peer Mentoring Research Opportunities Leadership Community Involvement Student Engagement Focus Performance Budgeting Political Pressure Accountability reporting Interventions Rosemary Hayes (rhayes@ou.edu)

  21. Spiral Lifecycle Rosemary Hayes (rhayes@ou.edu)

  22. Higher-Order Strategies • Declare- the mess and your intent • Learn- Become a scholar • Question the paradigms • Think Together- Collaborate • Lead • Disguise • Manage Expectations (Denning, 2007) Rosemary Hayes (rhayes@ou.edu)

  23. Personal Strategies The role of hardiness and resilience Rosemary Hayes (rhayes@ou.edu)

  24. Vital Attitudes • Commitment- stay engaged • Control-try to positively influence • Challenge –See change as an opportunity to learn Rosemary Hayes (rhayes@ou.edu)

  25. Vital Skills • Transformational coping- • Place change and stress in a broader context. • Not personal • Social Support –strengthen relationship, minimize isolation Rosemary Hayes (rhayes@ou.edu)

  26. Personal Strategies Three Cs + Skills Support courage and motivation Rosemary Hayes (rhayes@ou.edu)

  27. Conclusion • There is no silver bullet • It is a process rather than a solution • We are building critical mass for the next breakthrough • Both success and failures bring us closer to understanding the problem • Just because we won’t see the tree it doesn’t mean we shouldn’t plant the sapling. Rosemary Hayes (rhayes@ou.edu)

  28. References • Conklin, J. (2006). Dialogue Mapping: Building Shared Understanding of Wicked Problems. Wiley. • Denning, P.J. (2007) Mastering the mess. Communications of the ACM, 50, 4. 21-25. • Kuhn, T. (1962). Structure of Scientific Revolutions. Chicago Press. • Kurtz, C.F. and Snowden, D.J. (2003). The new dynamics of strategy: Sense making in a complex and complicated world. IBM Systems Journal, 43, 3, 462-483 • Maddi, S. and Khoshaba, D. (2005). Resilience at Work. MJF Books, New York • Rittel, H. and Webber, M. (1973). Dilemmas in a General Theory of Planning. Policy Sciences. 4, 155-159. Elsevier Scientific Publishing: Amsterdam. Rosemary Hayes (rhayes@ou.edu)

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