An idealised depiction of collaborative problem solving could follow a PISA-like sequential process. Collaborative problem solving requires that the collaborating parties recognise a problem and identify which elements of the problem space theycan each control or monitor. Usually, each group member identifi es a problem space and elements of that space, and additionally informs collaborators about the discrepancy between current and desired problem states (Larson and Christensen
1993 ). Successful collaborative problem solving activities presuppose some kind of representation that is shared among participants. Research on so-called shared2 A Framework for Teachable Collaborative Problem Solving Skills mental models has shown that teams demonstrate better problem solvingperformances if the individual problem representations (the individual mental models
of the problem) are similar among group members (Klimoski and Mohammed1994 ). Similarity among representations can be achieved through communication. In contrast to a shared mental model approach that just looks at similarities among individual representations, Roschelle and Teasley ( 1995 ) have proposed the concept of a joint problem space. This problem space is created and maintained through constant coordination and communication among collaborators, and serves as a basis for collaborative action. Collaborators need a shared plan on how to achieve a goal state. Collaborative planning needs to include the management of resources. Research on transactive memory systems (Wegner 1986 ) has shown that groups benefi t if members know who knows what or who has identified specific elements of the problem space in a group. In the case of groups composed of members with different problem-relevant knowledge (i.e., consistent with the requisite features of problems that might justify collaboration), the management of resources ideally takes into account that group members share all available information. The occurrence of information sharing is
far from guaranteed: social psychological research has demonstrated that group members tend to mention shared information but neglect unshared information that is unique to only one group member (Stasser and Titus 1985 ). Resource allocation
is not limited to knowledge. It also needs to include the identifi cation of capacity to perform processing and the monitoring of processes. Plans must be executed by the group. In some collaborative problem solving situations this requires an orchestrated effort by several group members in parallel. One of the pitfalls of collaborative action is that groups typically suffer from process
losses (Steiner 1972 ), i.e., groups perform worse than they ideally could, given the members’ abilities and resources. Process losses can be caused by group members’ reduced task motivation (social loafi ng; Karau and Williams 1993 ), by additional
social goals resulting from the group situation that are taking away resources rom the task (Wittenbaum et al. 2004 ), and by reduced cognitive capacity due to thesocial situation (Diehl and Stroebe 1987 ). Progress and courses of action must be evaluated, plans must be reformulated if necessary.
Source:www.springer.com/cda/content/.../cda.../9789401793940-c2.pdf
