Summary

In organizational settings, effective planning is critical in obtaining a broad range of outcomes ranging from profitability to teamwork. However, this process is extremely complex and loaded with potential hazards. Considering these factors, prior research has offered instruction in metacognitive processes, including forecasting and proactive error management, as a means to improve planning performance. However, results from these efforts are mixed at best. This study examines the feasibility of using content-based instruction as an alternative approach to improving planning performance. Specifically, participants were given instruction in planning definitions, concepts, and processes, and trained to identify and articulate a combination of key causes, key resources, or key goals before developing plans to address an organizational problem. Results demonstrate the feasibility of using content-based instruction as an effective alternative to process-based training to facilitate planning performance. Findings also illustrated that effective content-based training protocols vary according to various individual difference constructs, with more intensive training needed to facilitate performance of individuals with fewer requisite planning skills. The importance of understanding planning definitions, concepts, and processes, and articulating key causes, key goals, and key resources is discussed in terms of their importance in developing effective template, revised, and contingency plans.

Notes

Adviser: Michael D. Mumford. Source: Dissertation Abstracts International, Volume: 66-01, Section: B, page: 0603. Thesis (Ph.D.)--The University of Oklahoma, 2005. Electronic reproduction.Ann Arbor, MI :ProQuest Information and Learning Company,[200-]System requirements: Adobe Acrobat Reader.Available via World Wide Web.

Book Details

• Language: eng
• Physical Description: 141 p.

Subjects

• Business Administration, Management
• Psychology, Industrial

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