B. Brehmer

Bio: B. Brehmer is an academic researcher. The author has contributed to research in topics: Decision engineering & Dynamic decision-making. The author has an hindex of 2, co-authored 2 publications receiving 312 citations.

Distributed decision making. Cognitive models for cooperative work

Abstract: Partial table of contents: INTRODUCTION: AN OVERVIEW OF THE FIELD. Distributed Decision Making: Some Notes on the Literature (B. Brehmer). APPROACHES TO MODELING THE ORGANIZATION OF COOPERATIVE WORK AND DECISION MAKING. Cooperative Work: A Conceptual Framework (K. Schmidt). SPECIAL PROBLEMS IN MODELING DECISION MAKING IN SOCIAL SYSTEMS. Responsibility Allocation in Modern Technology (F. Rapp). FIELD STUDIES OF COOPERATIVE WORK. A Method for Tactical Reasoning (MTR) in Emergency Management: Analysis of Individual Acquisition and Collective Implementation (R. Samurcay & J. Rogalski). EXPERIMENTAL STUDIES IN SIMULATED TASK ENVIRONMENTS. Dynamic Decision Making: The Effects of Task Complexity and Feedback Delay (B. Brehmer & R. Allard). SIMULATION OF DECISION PROCESSES. Decision Models and the Design of Knowledge-Based Systems (M. Lind). METHODOLOGICAL CONCLUSION. Use of Simulation in the Study of Complex Decision Making (B. Brehmer, et al.). Author Index. Subject Index.

Building a Practically Useful Theory of Goal Setting and Task Motivation

Abstract: University of TorontoThe authors summarize 35 years of empirical research ongoal-setting theory. They describe the core findings of thetheory, the mechanisms by which goals operate, modera-tors of goal effects, the relation of goals and satisfaction,and the role of goals as mediators of incentives. Theexternal validity and practical significance of goal-settingtheory are explained, and new directions in goal-settingresearch are discussed. The relationships of goal setting toother theories are described as are the theory’s limitations.

Building a practically useful theory of goal setting and task motivation. A 35-year odyssey.

Abstract: The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory's limitations.

Perspective Making and Perspective Taking in Communities of Knowing

Abstract: Knowledge-intensive firms are composed of multiple communities with specialized expertise, and are often characterized by lateral rather than hierarchical organizational forms. We argue that producing knowledge to create innovative products and processes in such firms requires the ability to make strong perspectives within a community, as well as the ability to take the perspective of another into account. We present models of language, communication and cognition that can assist in the design of electronic communication systems for perspective making and perspective taking. By appreciating how communication is both like a language game played in a local community and also like a transmission of messages through a conduit, and by appreciating how cognition includes a capacity to narrativize our experience as well as a capacity to process information, we identify some guidelines for designing electronic communication systems to support knowledge work. The communication systems we propose emphasize that narratives can help construct strong perspectives within a community of knowing, and that reflecting upon and representing that perspective can create boundary objects which allow for perspective taking between communities. We conclude by describing our vision of an idealized knowledge intensive firm with a strong culture of perspective making and perspective taking, and by identifying some elements of the electronic communication systems we would expect to see in such a firm.

Constructivism: Implications for the Design and Delivery of Instruction

Abstract: Constructivism! The increase in frequency with which this word appears in the discourse of educational research, theory, and policy is truly remarkable. Unfortunately much of the discussion is at the level of slogan and cliche even bromide. "Students should construct their own knowledge" is being reverentially chanted throughout the halls of many a school/college/department of education these days, and any approach that is other than constructivist is characterized as promoting passive, rote, and sterile learning. For example, consider Rogoff's (1994) description of what she calls the adult-run model of how learning occurs: