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Chapter 3: Solving Problems Analy8cally and Crea8vely

Developing Management Skills

Learning Objec8ves

1.  Increase proficiency in analy9cal problem solving

2.  Recognize personal conceptual blocks

3.  Enhance crea9vity by overcoming conceptual blocks

4.  Foster innova9on among others

A Model of Problem Solving

•  Step 1: Define the Problem –  Differen9ate fact from opinion –  Specify underlying causes –  Tap everyone involved for informa9on –  State the problem explicitly –  Iden9fy what standard is violated –  Determine whose problem it is –  Avoid sta9ng the problem as a disguised

solu9on

A Model of Problem Solving

•  Step 2: Generate Alterna9ve Solu9ons –  Postpone evalua9ng alterna9ves –  Be sure all involved individuals generate

alterna9ves –  Specify alterna9ves that are consistent with

goals –  Specify both short-‐ and long-‐term solu9ons –  Build on others’ ideas –  Specify alterna9ves that solve the problem

A Model of Problem Solving

•  Step 3: Evaluate and Select an Alterna9ve –  Evaluate rela9ve to an op9mal standard –  Evaluate systema9cally –  Evaluate rela9ve to goals –  Evaluate main effects and side effects –  State the selected alterna9ve explicitly

A Model of Problem Solving

•  Step 4: Implement and Follow Up on the Solu9on

–  Implement at proper 9me and in the right sequence

–  Provide opportuni9es for feedback –  Engender acceptance –  Establish ongoing monitoring system –  Evaluate based on problem solu9on

Constraints on the Analy8cal Problem-‐ Solving Model

•  Step 1: Defining the problems –  Lack of consensus on the problem –  Acceptance of problem defini9on –  Symptoms are oTen confused

with the real problem –  Confusing informa9on

Constraints on the Analy8cal Problem-‐ Solving Model

• Step 2: Genera9ng Alterna9ves –  Alterna9ves are evaluated as they

are proposed –  Few possible alterna9ves are

usually known –  The first acceptable solu9on is

usually accepted –  Alterna9ves are based on what

was successful in the past

Constraints on the Analy8cal Problem-‐ Solving Model

•  Step 3: Evalua9ng and Selec9ng an Alterna9ve

–  Informa9on on alterna9ves is limited –  Search for informa9on occurs close to

home –  The type of informa9on is constrained by

other factors –  Gathering informa9on is costly –  Preferences for the best alterna9ves are

not always known

Constraints on the Analy8cal Problem-‐ Solving Model

•  Step 4: Implementa9on and Follow up –  Acceptance is not always forthcoming –  Resistance to change –  Uncertainty about what part of

solu9on to monitor –  Poli9cal and organiza9onal processes

must be managed –  It may take a long 9me to implement a

solu9on

Impediments to Crea8ve Problem Solving

• Most people assume crea9vity is one dimensional

• Almost everyone has created blocks that inhibit our crea9vity

Four Types of Crea8vity

Key Dimensions of the Four Types

Insert Figure 3.2

Examples for Four Types

Conceptual Blocks Mental obstacles that constrain the way problems are defined. Examples of overcoming blocks: 1.  Percy Spencer’s Magnetron led

to the inven9on of the microwave

2.  Spence Silver’s Glue led to the development of the enormously popular Post-‐It Notes

Conceptual Blocks

1.  Constancy 2.  Commitment 3.  Compression 4.  Complacency

deBono’s Ways of Thinking

• Ver9cal Thinking –  Con9nuity –  Chooses –  Stability –  Searches for

what is right –  Analy9c –  Where the idea

came from –  Develops an idea

•  Lateral Thinking –  Discon9nuity –  Changes –  Instability –  Searches for what is different

–  Provoca9ve –  Where the idea is going

–  Discovers the idea

Mul8ple Thinking Languages The more languages available to problem solvers, the more crea9ve the solu9on will be: •  Words •  Symbols •  Sensory (i.e. smell) •  Feelings and emo9ons •  Visual imagery

The Matchs8ck Configura8on

Perceptual Stereotyping

When individuals define present problems in terms of problems that they have faced in the past.

Shakespeare Riddle

Insert figure 3.5

Ignoring Commonali8es

Crea9vity is blocked when individuals fail to find the common thread that exists between dissimilar problems.

Name That Ship!

Insert figure 3.6

Examples of Compression

Ar9ficial Constraints

Separating Figure From Ground

Examples of Complacency

• Noninquisi9veness: Unwillingness to ask ques9ons

• Bias against thinking: Inclina9on to avoid doing mental work

Insert Table 3.4

Stages in Crea8ve Thought

• Prepara9on • Incuba9on • Illumina9on • Verifica9on

Ways to Improve Problem Defini8on

• Make the strange familiar and the familiar strange – Synec9cs –  Use analogies: personal, direct

symbolic, and fantasy

• Elaborate the defini9on • Reverse the defini9on

The Five-‐Figure Problem

Ways to Generate More Alterna8ves

1.  Defer judgment – Brainstorming 2.  Expand current alterna9ves 3.  Combine unrelated a`ributes

Rules of Brainstorming

1.  No evalua9on of ideas is permi`ed

2.  Wild ideas are encouraged 3.  Quan9ty before quality 4.  Build on ideas of others

Morphological Synthesis

1.  The problem is wri`en down 2.  A`ributes of the problem are

listed 3.  Alterna9ves to each a`ribute are

listed 4.  Different alterna9ves from the

a`ributes are combined

Rela8onal Algorithm

Applying connec9ng words that force a rela9onship between two elements in a problem.

Hints to Facilitate Crea8ve Problem Solving

•  Give yourself relaxa9on 9me •  Find a place where you can think •  Talk to other people about ideas •  Ask other people for their sugges9ons about your problems

•  Read a lot •  Protect yourself from idea-‐killers

A Model of Analy8c and Crea8ve Problem Solving

Insert figure 3.10

Three Principles for Fostering Crea8vity

1.  Pull people apart; put people together

2.  Monitor and prod 3.  Reward mul9ple roles

Enabling Crea8vity in Others

Behavioral Guidelines • Follow the four-‐step procedure for analy9cal decision-‐making

• Employ the four types of crea9ve decision-‐making

• Try to overcome conceptual blocks • Elaborate problem defini9ons • Elaborate possible alterna9ves • Foster crea9vity with coworkers