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Sensemaking or sense-making is the process by which people give meaning to their collective experiences. It has been defined as "the ongoing retrospective development of plausible images that rationalize what people are doing" ( Weick, Sutcliffe, & Obstfeld, 2005, p. 409 ).
Gary A. Klein and colleagues (Klein et al. 2006b) conceptualize sensemaking as a set of processes that is initiated when an individual or organization recognizes the inadequacy of their current understanding of events. Sensemaking is an active two-way process of fitting data into a frame (mental model) and fitting a frame around the data ...
From 1962 to 1965, Weick was an assistant professor of psychology at Purdue University in West Lafayette, Indiana.Six months after arriving at Purdue, he received a letter from John C. Flanagan congratulating him on being the 1961-62 Winner of the Best Dissertation of the Year Award in Creative Talent Awards Program sponsored by the American Institutes for Research.
In brief, sensemaking is viewed more as "a motivated, continuous effort to understand connections (which can be among people, places, and events) in order to anticipate their trajectories and act effectively", [65] rather than the state of knowledge underlying situation awareness. Endsley points out that as an effortful process, sensemaking is ...
Sketch of the Cynefin framework, by Edwin Stoop. The Cynefin framework (/ k ə ˈ n ɛ v ɪ n / kuh-NEV-in) [1] is a conceptual framework used to aid decision-making. [2] Created in 1999 by Dave Snowden when he worked for IBM Global Services, it has been described as a "sense-making device".
Information behavior is a field of information science research that seeks to understand the way people search for and use information [1] in various contexts. It can include information seeking and information retrieval, but it also aims to understand why people seek information and how they use it.
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By the end of the 1970s, the term "meaning-making" was used with increasing frequency. [10] The term came to be used often in constructivist learning theory which posits that knowledge is something that is actively created by people as they experience new things and integrate new information with their current knowledge. [4]