Networked thinking is a Dimension of cognitive ability. It describes a person's tendency to find unexpected and more difficult to understand solutions instead of solutions that are more obvious and easier to understand.
New problems can often be solved by working on similar experiences oriented and transfers this to the new problem (English, 1997). The more complex problems become, the more interconnected thinking requires comprehensive rather than pragmatic comparisons in order to to find successful solution strategies.
A person's ability to think interconnected can therefore be based on a continuum between the two poles pragmatic comparisons and comprehensive comparisons Classify. The value of each person can therefore be located at one point on the following scale:
Pragmatic comparisons
People who Good solutions to problems rather with pragmatic comparisons find, prefer working environments in which they are usually confronted with manageable or recurring problems.
This applies to jobs that are looking for obvious and pragmatic solutions, such as in Administrationor industrial production.
Comprehensive comparisons
People who good solutions to problems rather with comprehensive comparisons find, prefer working environments in which they are usually confronted with very complex and complex problems for which there are rarely obvious solutions.
This applies to jobs that seek unexpected and creative solutions, such as in science or business consulting.
Benefits in a professional context
In many places, drawing comprehensive comparisons is not part of daily work — instead, pragmatic comparisons are required to solve problems. That is why the ability to think in a networked way is Different occupational groups have different degrees of importance.
It is therefore less important to express an applicant's networked thinking than the A fit between this version and the requirement the spot.
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Sources
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- English, L.D. (1997). The development of fifth-grade children's problem-posing abilities. Educational studies in mathematics, 34 (3), 183-217.
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- Greiff, S., Fischer, A., Wüstenberg, S., Sonnleitner, P., Brunner, M., & Martin, R. (2013). A multitrait—multimethod study of assessment instruments for complex problem solving. Intelligence, 41 (5), 579-596.
- Mainert, J., Niepel, C., Murphy, K.R., & Greiff, S. (2019). The incremental contribution of complex problem-solving skills to the prediction of job level, job complexity, and salary. Journal of Business and Psychology, 34 (6), 825-845.
- Salovey, P., & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9 (3), 185-211.
- Tulving, E. (1972). Episodic and semantic memory. Organization of Memory, 1, 381-403.
- Zeidner, Moshe, Gerald Matthews, and Richard D. Roberts. “Emotional Intelligence in the Workplace: A Critical Review.” Applied Psychology 53.3 (2004): 371-399.
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