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USW1_WLDN_2010_6WK_Week_1_Problem_Solving_Guidance_Handout.pdf

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Problem-Solving Guidance Handout

There is no one-size-fits-all approach to problem solving. Problems have a unique set of circumstances and issues that you must consider when developing an appropriate solution. There are patterns and transferable ideas between many types of problems but there is no algorithm (step-by-step procedure) that will work when applied to all types and categories of problems. This handout offers general tips on how to define a problem and consider the areas you need to address in order to create a viable solution for the problem. Keep in mind as you read this handout and as you develop your problem-solving skills throughout this course, you are likely to—and should—adapt the problem-solving process described here. What is most important is that you develop the skill to analyze a problem to create a viable solution—and to be able to provide a solid rationale for your decisions. Definition Problems are defined in various ways. A simple problem definition is: the present circumstance is undesirable and you desire a more favorable future circumstance. Present Undesirable Circumstance Favorable Future Circumstance Insufficient money each month Overweight with low energy Insufficient clean water for your town

Adequate money to pay bills and live comfortably Ideal weight with more energy Potable water that meets the needs of your town

Different Perspectives and Approaches to Problems As you consider a problem you are facing, you must consider other individuals’ or organizations’ perspectives of the problem. For example, your understanding of a workplace problem may differ from that of a coworker or a manager. Different perspectives lead to different approaches for addressing the problem—that is, the steps you would take to create potential solutions. For example, consider a workplace scenario in which employees make repeated errors when completing a particular form. From your perspective as an employee, the problem is the form—its bad design causes the frequent errors. Your approach would be to address the form’s design. You want to gather the information you need and then, vet your idea through the appropriate channels to have a better form created. On the other hand, your manager who created the form is convinced that her employees were not properly trained in how to complete the form. Her approach is

to contact the training department to analyze the mistakes her employees are making and to address them in a training session. As you can imagine, considering others’ perspectives may reveal blind spots or bias in your thinking. You may decide that you need further information before clarifying the problem. Formulating a Problem Statement A problem statement is a statement that clearly identifies the problem. As you continue your problem-related research, you may adapt the problem statement based on new information. Formulating a Hypothesis The hypothesis is a statement that relates to what you think creates or influences the problem. It helps in developing a solution to the problem. Depending on the type of problem and your experience addressing similar problems, you may or may not create a hypothesis quickly. Whether or not you formulate a hypothesis quickly, you should expect to adapt it throughout the problem-solving process as you acquire new information related to the problem. Considerations When Approaching a Problem There are three categories to consider when approaching a problem.

1. What the problem influences: What areas of life does the problem affect, and how does it affect them?

2. What influences the problem: What caused the problem, and what factors affect the problem now?

3. How to achieve a favorable future circumstance: How do you get from the present undesirable circumstance to a more favorable future circumstance?

The following pages explain a way to use visual tools to better analyze what a problem influences and what influences a problem. Organizing and analyzing this information supports your ability to create solid problem statements and plausible

hypotheses. You may want to create a personalized visual tool that works better for you. Refer to the course text Visual Tools for Transforming Information into Knowledge for visual tool ideas.

What the Problem Influences

Gather information about the people affected by the problem, including those most affected (primary) and those outside the problem’s influence. Consider areas affected by the problem. These areas may include any sphere of influence. Also, consider how, or if, the problem should be addressed immediately, as well as for the short term or long term.

People affected

Primary

Secondary

Beyond the

affected

Areas affected

Directly affected

Indirectly affected

Beyond the

affected

Timeframe of the

problem

Immediate

Short term

Long term

What Influences the Problem

Gather information about what affects the problem. Consider the resources related to the problem, which may include people, information, or things. Consider if the resources needed to solve the problem are available, how much the resources will cost, and whether the cost makes the solution a feasible one. Consider what skills and abilities are needed for the solution and from whom they can be obtained. Finally, consider the various origins of the problem and how you might address each.

Once you have organized relevant information in a type of visual tool like the ones above, you should have enough information to create a problem statement and a hypothesis. Keep in mind that you may have developed the problem statement and hypothesis quickly, but you will likely need to adapt these once you have gathered more information. For some problems, you may not need to gather all the data listed above. For other problems, you may be able to develop a problem statement and hypothesis with less information. For others, you may need to add additional tiers to your visual tool. Begin with a simple problem statement and keep going back to the information in your visual tool to determine whether you have captured the essentials of the problem. Edit and revise the problem statement until you have fully described it. Be ready to take an entirely new approach if you recognize that what you thought was the problem—for example, malnutrition among children in a village—is actually another problem altogether, such as diarrhea caused by lack of clean water.

Resource evaluation

Abundant or

scarce Cost factor

Resource/i mpact ratio

Origin of the

problem

New

Deep

rooted

Individual or systemic

Available skills and abilities

Within the group

Outside the group

An advantage to this process is that once you have created a hypothesis, you may evaluate it by reviewing your visual tool to ensure that you have considered all of the information. Once you are satisfied with your hypothesis, you test it. If your test is unsuccessful, you may revisit the process described here to adapt your hypothesis and try a different solution. Example The example that follows identifies the types of information you might include in the visual tool described in this handout. SCENARIO: An urban family consisting of two parents and two high school students has recently relocated to a more rural area on the edge of the suburbs. The small town is halfway between both sets of the couple’s long retired parents. Previously, they used public transportation in the city. None is available in their new town. One spouse takes the family car to the city for a full-time job the spouse has held over the last 7 years. When needed, the spouse with the full-time job commutes to the city by train. Taking the train doubles the commute time and is extremely inconvenient for everyone. There are part-time job opportunities for the other spouse and the oldest child, but these require an available car. It is October and seasonal holiday work will be available soon.

The problem: Will purchasing a second car be beneficial to this family? The Impact of the Problem People affected:

Primary: husband, wife, two children Secondary: parents [to doctors, store, etc.] Beyond affected groups: volunteer opportunities and church functions

Areas affected: Direct: income, both positive and negative; assistance to parents Indirect: schedules sharing a car; free time, both positive and negative; commute; and maintenance] Beyond affected groups: increase contacts in the town, greater flexibility to participate in activities

Time frame of the problem: Immediate: near guarantee of a seasonal job, time to research and select an appropriate affordable car

Short term: down payment and rules for car usage Long term: monthly payments and car maintenance

What Influences the Problem? Resource evaluation:

Abundant/scarce: will use ¾ of savings; parents have offered some minor assistance; potential jobs can fund this Cost factor: purchase/rent tools to work on the car Resource/impact ratio: no vacation if money is used for down payment; maintenance costs are uncertain and unstable

Available skills and abilities: Within the group: minimal mechanical skills for primary

maintenance; YouTube assistance Outside of the group: parent’s mechanic is old friend; oldest child in mechanic’s class in high school

Origin of the problem: New: brought on by need to relocate; boredom of spouse and high school student; lack of social interactions Deep rooted: children are now old enough that they do not need constant attention; parents’ needs have increased over time Individual or systemic: lack of public transportation other teens have jobs and share rides to school