Imprecise-directed

Characterized by a lack of exactness or clarity in the guidance or focus provided, resulting in a general sense of intention rather than specific instructions. It implies a broad or unfocused approach, where the intended objective exists, but the means to achieve it are not clearly defined or controlled. This approach often leaves room for interpretation, adaptation, and potential deviation from a predefined path, leading to outcomes that may be variable, yet potentially open to creative exploration.

Imprecise-directed meaning with examples

• The artist's 'imprecise-directed' brushstrokes allowed the colours to blend naturally. She did not have a specific picture in mind at the start, she just wanted to see where the brush and paint would take her, to see where the flow went, she had a vague picture in her mind and followed that until the picture was finished. This contrasted with his tightly controlled, precise methods. This made each painting unique.
• The project followed an 'imprecise-directed' methodology, which caused some issues with timelines. Despite the team having a vision, they lacked specific milestones and guidelines. The lack of specificity sometimes made it difficult to manage expectations, however this approach allowed for organic problem-solving and resulted in novel solutions. With some tweaking to the model it may succeed well.
• The leader offered 'imprecise-directed' advice. Instead of outlining a specific solution, the leader provided general principles to allow the team to explore different options. She offered a wide range of ideas to explore that may help. This gave team members autonomy and encouraged independent thinking, however, this lack of clear direction sometimes slowed down the team's initial progress.
• The writer used an 'imprecise-directed' structure in the novel's narrative. The writer let the story evolve naturally, with characters guiding the plot rather than a strict, pre-determined plan. The writer knew where the story started and where it should end but didn't know how it would get there, this allowed for surprising character developments and plot twists.
• The teacher gave 'imprecise-directed' instructions to the class. She preferred to foster a 'let them find their own way' philosophy and a lot of free rein for children to experiment. This gave students freedom to explore and use their creativity to create their own projects, but created a bit of chaos and confusion in the classroom at times. This may have been a good thing.