Developing strategic leaders: Three studies of wicked problem‐solving

Abstract

Those charged with developing and educating leaders need to look beyond current theories about thinking and learning, the tenets of action learning and situated learning, and Bloom's taxonomy of learning domains. An examination of three cases involving strategic problem‐solving in virtual environments provides empirical evidence of high‐level learning in situations involving seemingly unsolvable, or wicked, problems. It also offers guidance for the creation of lesson plans that encourage the self‐understanding, group collaboration, and critical thinking skills that are essential to success in addressing the challenges of contemporary business.

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