Identify Goal
Define Problem
Define Problem
Gather Data
Define Causes
Identify Options
Clarify Problem
Generate Ideas
Evaluate Options
Generate Ideas
Choose the Best Solution
Implement Solution
Select Solution
Take Action
MacLeod offers her own problem solving procedure, which echoes the above steps:
“1. Recognize the Problem: State what you see. Sometimes the problem is covert. 2. Identify: Get the facts — What exactly happened? What is the issue? 3. and 4. Explore and Connect: Dig deeper and encourage group members to relate their similar experiences. Now you're getting more into the feelings and background [of the situation], not just the facts. 5. Possible Solutions: Consider and brainstorm ideas for resolution. 6. Implement: Choose a solution and try it out — this could be role play and/or a discussion of how the solution would be put in place. 7. Evaluate: Revisit to see if the solution was successful or not.”
Many of these problem solving techniques can be used in concert with one another, or multiple can be appropriate for any given problem. It’s less about facilitating a perfect CPS session, and more about encouraging team members to continually think outside the box and push beyond personal boundaries that inhibit their innovative thinking. So, try out several methods, find those that resonate best with your team, and continue adopting new techniques and adapting your processes along the way.
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5 steps (and 4 techniques) for effective problem solving.
Problem solving is the process of reviewing every element of an issue so you can get to a solution or fix it. Problem solving steps cover multiple aspects of a problem that you can bring together to find a solution. Whether that’s in a group collaboratively or independently, the process remains the same, but the approach and the steps can differ.
To find a problem solving approach that works for you, your team, or your company, you have to take into consideration the environment you’re in and the personalities around you.
Knowing the characters in the room will help you decide on the best approach to try and ultimately get to the best solution.
5 problem solving steps, 4 techniques to encourage problem solving, the bottom line.
No matter what the problem is, to solve it, you nearly always have to follow these problem solving steps. Missing any of these steps can cause the problem to either resurface or the solution to not be implemented correctly.
Once you know these steps, you can then get creative with the approach you take to find the solutions you need.
You must define and understand the problem before you start, whether you’re solving it independently or as a group. If you don’t have a single view of what the problem is, you could be fixing something that doesn’t need fixing, or you’ll fix the wrong problem.
Spend time elaborating on the problem, write it down, and discuss everything, so you’re clear on why the problem is occurring and who it is impacting.
Once you have clarity on the problem, you then need to start thinking about every possible solution . This is where you go big and broad, as you want to come up with as many alternative solutions as possible. Don’t just take the first idea; build out as many as you can through active listening, as the more you create, the more likely you’ll find a solution that has the best impact on the team.
Whichever solution you pick individually or as a team, make sure you think about the impact on others if you implement this solution. Ask questions like:
At this stage of problem solving, be prepared for feedback, and plan for this. When you roll out the solution, request feedback on the success of the change made.
Making a change shouldn’t be a one time action. Spend time reviewing the results of the change to make sure it’s made the required impact and met the desired outcomes.
Make changes where needed so you can further improve the solution implemented.
Each individual or team is going to have different needs and may need a different technique to encourage each of the problem solving steps. Try one of these to stimulate the process.
The 1-2-4-All is a good problem solving approach that can work no matter how large the group is. Everyone is involved, and you can generate a vast amount of ideas quickly.
Ideas and solutions are discussed and organized rapidly, and what is great about this approach is the attendees own their ideas, so when it comes to implementing the solutions, you don’t have more work to gain buy-in.
As a facilitator, you first need to present the group with a question explaining the problem or situation. For example, “What actions or ideas would you recommend to solve the company’s lack of quiet working areas?”
With the question clear for all to see, the group then spends 5 minutes to reflect on the question individually. They can jot down their thoughts and ideas on Post-Its.
Now ask the participants to find one or two other people to discuss their ideas and thoughts with. Ask the group to move around to find a partner so they can mix with new people.
Ask the pairs to spend 5 minutes discussing their shared ideas and thoughts.
Next, put the group into groups of two or three pairs to make groups of 4-6. Each group shouldn’t be larger than six as the chances of everyone being able to speak reduces.
Ask the group to discuss one interesting idea they’ve heard in previous rounds, and each group member shares one each.
The group then needs to pick their preferred solution to the problem. This doesn’t have to be voted on, just one that resonated most with the group.
Then ask for three actions that could be taken to implement this change.
Bring everyone back together as a group and ask open questions like “What is the one thing you discussed that stood out for you?” or “Is there something you now see differently following these discussions?”
By the end of the session, you’ll have multiple approaches to solve the problem, and the whole group will have contributed to the future solutions and improvements.
The Lightning Decision Jam is a great way to solve problems collaboratively and agree on one solution or experiment you want to try straight away. It encourages team decision making, but at the same time, the individual can get their ideas and feedback across. [1]
If, as a team, you have a particular area you want to improve upon, like the office environment, for example, this approach is perfect to incorporate in the problem solving steps.
The approach follows a simple loop.
Make a Note – Stick It on The Wall – Vote – Prioritize
Using sticky notes, the technique identifies major problems, encourages solutions, and opens the group up for discussion. It allows each team member to play an active role in identifying both problems and ways to solve them.
Mind mapping is a fantastic visual thinking tool that allows you to bring problems to life by building out the connections and visualizing the relationships that make up the problem.
You can use a mind map to quickly expand upon the problem and give yourself the full picture of the causes of the problem, as well as solutions [2] .
The goal of a mind map is to simplify the problem and link the causes and solutions to the problem.
To create a mind map, you must first create the central topic (level 1). In this case, that’s the problem.
Next, create the linked topics (level 2) that you place around and connect to the main central topic with a simple line.
If the central topic is “The client is always changing their mind at the last minute,” then you could have linked topics like:
Adding these linking topics allows you to start building out the main causes of the problem as you can begin to see the full picture of what you need to fix. Once you’re happy that you’ve covered the breadth of the problem and its issues, you can start to ideate on how you’re going to fix it with the problem solving steps.
Now, start adding subtopics (level 3) linking to each of the level 2 topics. This is where you can start to go big on solutions and ideas to help fix the problem.
For each of the linked topics (level 2), start to think about how you can prevent them, mitigate them, or improve them. As this is just ideas on paper, write down anything that comes to mind, even if you think the client will never agree to it!
The more you write down, the more ideas you’ll have until you find one or two that could solve the main problem.
Once you run out of ideas, take a step back and highlight your favorite solutions to take forward and implement.
The five why’s can sound a little controversial, and you shouldn’t try this without prepping the team beforehand.
Asking “why” is a great way to go deep into the root of the problem to make the individual or team really think about the cause. When a problem arises, we often have preconceived ideas about why this problem has occurred, which is usually based on our experiences or beliefs.
Start with describing the problem, and then the facilitator can ask “Why?” fives time or more until you get to the root of the problem. It’s tough at first to keep being asked why, but it’s also satisfying when you get to the root of the problem [3] .
As a facilitator, although the basic approach is to ask why, you need to be careful not to guide the participant down a single route.
To help with this, you can use a mind map with the problem at the center. Then ask a why question that will result in multiple secondary topics around the central problem. Having this visual representation of the problem helps you build out more useful why questions around it.
Once you get to the root of the problem, don’t forget to be clear in the actions to put a fix in place to resolve it.
Learn more about how to use the five why’s here .
To fix a problem, you must first be in a position where you fully understand it. There are many ways to misinterpret a problem, and the best way to understand them is through conversation with the team or individuals who are experiencing it.
Once you’re aligned, you can then begin to work on the solutions that will have the greatest impact through effective problem solving steps.
For the more significant or difficult problems to solve, it’s often advisable to break the solution up into smaller actions or improvements.
Trial these improvements in short iterations, and then continue the conversations to review and improve the solution. Implementing all of these steps will help you root out the problems and find useful solutions each time.
[1] | ^ | UX Planet: |
[2] | ^ | Focus: |
[3] | ^ | Expert Program Management: |
Explore the time flow system.
Great businesses don’t exist to simply grow and make money. Instead, they solve the world’s problems , from tiny issues to giant dilemmas. Problem-solving is essentially the main function of organizations. An effective organization will have systems and processes in place to reach their goals and solve problems. If a company has team members and leaders who have poor problem-solving skills, that means they’re ineffective at one of the core functions of a business.
What is the general process of problem-solving, 1. define the problem, 2. brainstorm possible solutions, 3. research several options.
After you’ve come up with several possible alternative solutions, pick two or three that seem the most promising using your analytical skills. Then you’ll need to buckle down and do some research to see which one to pursue. Conduct your research using primary and secondary resources.
In order to make the most objective decision:
When the right choice is made, and the solution is placed into the overall strategy, start developing an action plan . Lay out the “who,” “what,” “when,” “why,” and “how.” Visualize exactly what success looks like with this new plan. When working through the problem-solving process, write all the details down. This helps leaders construct action items and delegate them accordingly. Never leave this part of the process empty-handed. Your team needs a clear picture of expectations so they can properly implement the solution. And if everything works, you can use this problem-solving model in the future.
One of the best ways to discover the root cause of a problem is by utilizing the 5 Whys method. This strategy was developed by Sakichi Toyoda, founder of Toyota Industries. It’s as simple as it sounds. When a problem occurs, ask why it happened five times. In theory, the last answer should get to the heart of the issue.
When one engages in first principles thinking , they end up questioning what everyone just assumes to be true. It effectively removes those assumptions , breaking things down into their most basic elements that are probably true. It’s all about getting to that core foundation of truth and building out from there. Problem-solving skills should always include first principles thinking.
What to do when a problem feels too big to solve.
Tackling a problem that feels too big to solve requires a can-do, positive mindset. In order to improve your problem-solving, you’ll need to take remember these steps. Imagine what is possible instead of focusing on what seems impossible. As you do so, you’ll become skilled in solving all sorts of problems while also improving your decision-making.
Building future workplaces
The ability to solve problems is a crucial skill in the modern workplace. It can make the difference between success and failure, and it can help you navigate the complexities of a fast-paced environment. But what exactly is effective problem solving? And how can you develop the skills needed to solve problems efficiently and effectively?
Effective problem solving involves several key steps that can help you identify the root cause of a problem, develop a plan of action, and implement that plan to achieve a successful outcome . Here are five simple steps you can take to develop your problem-solving skills and tackle any challenge that comes your way in the workplace.
Have you ever found yourself in a situation where you’re faced with a workplace problem, and you’re not sure where to start? Whether it’s a customer complaint, a team conflict, or a project delay, it’s essential to address it promptly to maintain productivity and morale. In this article, we’ll provide practical steps that can help you effectively solve problems at your workplace.
Step 1: Define the Problem
The first step in effective problem solving is to define the problem clearly. Take the time to analyze the issue and gather as much information as possible. It’s crucial to identify the cause of the problem and its impact on your team or organization. For example, if a team member is underperforming, it’s essential to understand the root cause of the issue and how it’s affecting the team’s productivity. Is it a lack of training, motivation, or resources? Are there external factors, such as personal issues or workload, that are affecting their performance?
Once you have a clear understanding of the problem, you can begin to develop a plan of action to address it. It’s important to involve all stakeholders in this process, including those who are directly affected by the problem, to ensure that you have a complete picture of the situation. Involving others in the process can also help you gain different perspectives and insights, which can be valuable in developing an effective solution.
Step 2: Brainstorm Possible Solutions
After identifying the problem, the next step is to brainstorm possible solutions. It’s important to be creative and come up with as many solutions as possible, even if they seem unrealistic or impractical. Brainstorming can be done individually or in a group setting, where team members can bounce ideas off each other. In a group setting, it’s important to create an open and safe environment where everyone feels comfortable sharing their ideas. Remember to focus on generating ideas, without evaluating or criticizing them during the brainstorming session.
Once you have a list of possible solutions, evaluate each one based on their feasibility, potential impact, and costs. It’s important to consider the pros and cons of each solution before selecting the most appropriate one. Keep in mind that the solution may not be perfect, but it should be the best one available given the resources and constraints. By considering different options, you can increase the chances of finding an effective solution that addresses the problem.
Step 3: Evaluate the Solutions
When evaluating the solutions, it’s important to keep an open mind and consider different perspectives. Seek feedback from other team members or colleagues who may have a different point of view. It’s also important to consider the long-term effects of each solution, rather than just the immediate impact. For instance, while changing the project scope may seem like a quick fix to a delayed project, it could cause further delays or even impact the project’s success in the long run.
During the evaluation process, it’s essential to prioritize solutions based on their impact on the problem and their feasibility. Consider the resources, time, and effort required to implement each solution. Some solutions may be quick fixes that can be implemented immediately, while others may require more planning and preparation. It’s important to choose a solution that addresses the problem effectively while also being feasible to implement within the given resources and timeframe.
It’s also important to remember that not all solutions may work as expected. Be prepared to modify or pivot to a different solution if the initial solution does not yield the desired results. Additionally, ensure that the chosen solution aligns with the company’s policies and values and does not violate any ethical standards.
Step 4: Implement the Solution
Implementing the chosen solution requires careful planning and execution. The team needs to work together to ensure that the solution is implemented smoothly and efficiently. The plan should include a timeline, specific tasks, and deadlines. Assigning roles and responsibilities to each team member is crucial to ensure that everyone understands their role in the implementation process.
Effective communication is also essential during the implementation phase. The team should communicate regularly to discuss progress, identify any obstacles, and adjust the plan if necessary. For example, if the team decides to implement a new customer service strategy, they should train the customer service team, provide them with the necessary tools, and communicate the new strategy to customers.
It’s also important to track the progress of the implementation to ensure that everything is on track. Regular check-ins can help identify any problems early on and provide an opportunity to address them before they become bigger issues.
Step 5: Monitor and Adjust
Monitoring and adjusting the solution is crucial in ensuring that the problem is fully resolved. It’s essential to track the progress of the solution and evaluate its effectiveness. If the solution is not working as planned, it’s important to adjust it accordingly. This step requires flexibility and open communication among team members.
For example, if the team decided to adjust the project timeline, they should monitor the progress regularly and make adjustments if necessary. They should also communicate any changes to the stakeholders involved in the project. If the new timeline is not working, the team should be open to making further adjustments, such as revising the project scope or adding more resources.
Feedback plays a vital role in this step. It’s important to gather feedback from team members and stakeholders to ensure that the solution is meeting their needs. Feedback can also help identify any potential issues that may arise and allow the team to address them promptly.
Learning from mistakes is also an important aspect of effective problem solving. Every problem presents an opportunity to learn and grow. By reflecting on the process and the outcome, team members can identify areas for improvement and apply them in future problem-solving situations.
So, there you have it – a five-step process to solve any workplace problem like a pro! Whether it’s a pesky customer complaint, a tricky team conflict, or a stubborn project delay, you can tackle it with ease.
Remember, the first step is to define the problem – analyze it, gather information, and understand the root cause. Next, brainstorm possible solutions, even if they seem unrealistic or impractical. Get creative and come up with as many solutions as possible!
After that, evaluate the solutions by identifying their pros and cons, and choose the one that’s most feasible and practical. Make sure to consider the potential risks and benefits of each solution. Then, it’s time to implement the most practical solution. Develop a plan, communicate it to everyone involved, and assign roles and responsibilities.
Last but not least, monitor the progress and adjust the solution if necessary. Keep track of the progress and be open to feedback. Remember, learning from your mistakes is the key to success!
So, the next time you face a workplace problem, take a deep breath and follow these simple steps. You’ll be able to find a solution that works for everyone and become a valuable asset to your team or organization. With effective problem solving skills, you can maintain productivity, boost morale, and achieve success!
Version | Summary | Created by | Modification | Content Size | Created at | Operation |
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1 | This study proves that long-term embedded whole-task instruction can help students to develop information problem solving skills that could lead to a better use of internet information for learning and solving digital learning tasks. | + 4810 word(s) | 4810 | 2020-09-25 07:59:37 | | | |
2 | Format correct | -75 word(s) | 4735 | 2020-10-10 06:07:43 | | | | |
3 | Format correct | -9 word(s) | 4726 | 2020-10-14 11:47:02 | | | | |
4 | Format correct | Meta information modification | 4726 | 2020-10-14 11:48:02 | | | | |
5 | Format correct | Meta information modification | 4726 | 2020-10-14 11:58:57 | | | | |
6 | Format correct | -3122 word(s) | 1604 | 2020-10-21 04:47:51 | | | | |
7 | Format correct | Meta information modification | 1604 | 2020-10-27 07:31:45 | | |
Information problem solving (IPS) is a complex cognitive process considered as an important 21st century skill in combination with critical thinking [15].
The impact of the Internet Age has prompted a paradigm shift in education. Nowadays most of our everyday learning is characterized by drawing knowledge from a wide variety of electronic resources. Learners from different levels are required to search, collect, and understand information from digital external sources and construct a solution to solve a task. This shift has never been more noticeable than amidst the current coronavirus pandemic. In this context, it is important to remember that educational research has identified information problem solving (henceforth IPS) as a complex process that requires the unfolding of complex higher-order cognitive skills, e.g., [ 1 ] [ 2 ] [ 3 ] .
Although it is undeniable that younger generations of students appear to master the skills needed to navigate online digital resources, educational research confirms that, without explicit instruction, students underuse or even lack the IPS skills to find correct and reliable online resources and construct knowledge from them [ 4 ] [ 5 ] [ 6 ] [ 7 ] . Therefore, educational research sees the need to provide students with adequate IPS skills to learn from online and digital resources. Furthermore, [ 8 ] claim that IPS skills instruction is crucial to promote quality, equality, and sustainable education because it has been found that students’ performance in digital skills is initially associated with their socio-economic background, academic achievement and residence location.
Various theoretical models have been proposed to characterize the phases and the cognitive processes involved in IPS that are needed to transform the retrieved web information into knowledge [ 9 ] . However, these models describe the stages and cognitive competences involved in the process, but fail to show which the students’ specific activities are in each stage and how to best support them. As a consequence, educational institutions and teachers find it difficult to teach the key IPS skills that could help students take full advantage of the opportunities the Internet provides for learning and building knowledge autonomously from online digital resources and in finding a suitable place and time in the curriculum [ 3 ] [ 5 ] .
In recent years, research has been carried out to analyse the effectiveness of teaching IPS using the Internet, e.g. [ 10 ] [ 11 ] [ 12 ] [ 13 ] . However, further research is still needed to tailor the existing IPS models to specific groups of students and in specific learning contexts [ 3 ] [ 9 ] and, by so doing, promote quality and sustainable education for all students.
Information problem solving (IPS) is a complex cognitive process considered as an important 21st century skill in combination with critical thinking [ 14 ] . [ 1 ] [ 2 ] [ 3 ] have defined a five-step approach to solving information problems based on a decomposition of the IPS process into constituent skills and subskills. This approach highlights the fact that during the implementation of all skills it is essential to activate regulation activities, such as orientation, monitoring, steering, and evaluating [ 15 ] [ 16 ] .
Figure 1 shows this IPS model. Basically, it represents that, when students are confronted with an information problem or challenge. Considering that the resolution of the task as the solution to an information problem from online sources implies a complex cognitive process [ 12 ] [ 15 ] , in which secondary students face many challenges, it is essential for them to receive guidance and supervision through a well-designed educational intervention.
It is often claimed that the IPS skills are underdeveloped or absent without explicit instruction, even among “digital natives” [ 1 ] [ 3 ] [ 4 ] [ 5 ] [ 6 ] [ 15 ] . However, educational research shows that students can be instructed to define better the problem and the information needed, generate more relevant search queries, adopt more evaluation criteria, select higher quality resources and deeply processed and presented information to answer an informational problem [ 10 ] [ 17 ] .
Over the last decades much effort has been made to investigate efficient instructional approaches for IPS and incorporate effective support for guiding students’ activity in searching, retrieving, evaluating and integrating information from multiple web sources (e.g., [ 3 ] [ 4 ] [ 10 ] [ 11 ] [ 12 ] [ 13 ] [ 15 ] [ 18 ] ). However, despite the researchers’ efforts made so far, their attempts have proved insufficient and further research is still needed in order to face and shed light on how formal IPS skills training could be designed in order to have a positive impact on student’s learning.
Our study is built on the basis of the four-component instructional design (4C/ID, for short) model [ 19 ] to design, implement and empirically test an innovative IPS instruction in secondary education. The 4C/ID model advocates the design of four components:
In the arena of IPS instruction these four components have been translated according to the following principles: whole-task, embedded, and long-term instruction.
Whole-task instruction proposes the resolution of ill-structured, authentic and complex real-life situations in which students have to perform all the steps of the IPS process, from beginning to end, and students can find different ways to solve the task. A whole-task instruction has proved more effective to teach IPS complex skills than part-task fragmented instruction [ 10 ] [ 19 ] . Whole-task instruction offers the possibility to provide support for all the IPS skills and practise them as a whole process in which one skill relates to and impacts on the others. By contrast, instructional approaches that focus only on practising specific searching or evaluating skills, e.g. [ 20 ] , offer students very few occasions to coordinate and integrate all of the five IPS skills [ 19 ] , and also to transfer [ 21 ] .
Regarding the support needed, research provides evidence that it is possible to build on whole-task support to improve students’ IPS skills in demanding learning and learning that is difficult to be achieved successfully [ 11 ] [ 12 ] [ 22 ] [ 23 ] [ 24 ] . The main approaches for giving support in IPS instruction and the outcomes obtained are the following five: driving questions, prompting, content representations tools, processing worksheets, and writing and communicating support.
Embedding IPS training within a meaningful context with domain-specific instruction has proved more effective than standalone courses [ 25 ] [ 26 ] [ 27 ] . Embedding instruction has the potential to increase engagement, motivation, transfer, and deep learning [49]. Previous studies investigating embedded instruction have shown good results in primary education [ 28 ] [ 29 ] , secondary education [ 12 ] [ 21 ] [ 30 ] , and higher education [ 13 ] [ 31 ] .
A literature review offers theoretical and empirical evidence on the effectiveness of whole-task and embedded IPS instruction. However, there are still scarce studies combining these two key instructional approaches. For instance, [ 10 ] investigated an embedded IPS course designed according to a whole-task approach and instructed ten student teachers in a quasi-experimental intervention research, finding positive results in the development of IPS skills and task performance. In another study, [ 20 ] successfully applied an embedded IPS instruction with psychology students. In this study, students obtained good learning outcomes and increased their frequency in some of their IPS constituent skills and regulation activities. More recently, [ 32 ] investigated student teachers' IPS skills through an embedded whole-task instruction in a 20-week course and reported that the instruction succeeded in developing cognitive strategies to tackle an information problem.
Long-term instruction for learning has been considered as the instruction that lasts over a quarter of the academic year [ 33 ] , or even as the instructional course that may take place over two or three weeks [ 34 ] . In the specific field of IPS, a long-term instruction has been related with a curriculum-wide approach [ 6 ] [ 18 ] [ 32 ] . Most IPS intervention studies apply short term instructions and these studies report that some of the improvements on IPS skills reached by the participants disappeared after completing the course [ 10 ] . In this vein, researchers claimed the need of “a scaled-up version with more content, more task classes containing tasks of increasing complexity, offered over a longer period of time and embedded in a multitude of contexts, might prove very effective.” [ 3 ] (p. 101). This claim is also shared by other studies, in which it is assumed that the whole-task approach to complex learning requires more learning tasks over longer periods than other kinds of instruction, but such practice will lead to better transfer to new settings when designed and conducted adequately [ 10 ] [ 35 ] .
In summary, despite the existence of studies confirming that embedded whole-task IPS instruction improves the students’ IPS skills, there is still the need to know to what an extent the period of instruction of the IPS skills might have a positive impact on students’ learning and performance results [ 36 ] [ 22 ] [ 37 ] . Furthermore, while most educational institutions acknowledge that IPS is an essential academic skill in this digital and knowledge era, they struggle with its implementation, and specifically in finding a suitable place and sizeable time in the curriculum for IPS integration [ 3 ] [ 38 ] . IPS skills require domain-specific knowledge and in order to guarantee their transfer to daily activities, long-term, embedded, and supported IPS practice throughout the whole curriculum is needed [ 13 ] [ 39 ] .
Notwithstanding this necessity, most IPS instruction is often implemented as a separate course and loosely connected to the curricular contents (e.g. [ 11 ] ) and secondary education students still face difficulties in their daily school activities [ 40 ] [ 41 ] . Therefore, it is desirable to further investigate how to embed IPS research and instruction in real secondary classrooms and learn curricular contents to provide best practices, approaches and conclusive results of quality education for all students. To this end, this paper tackles this objective and provides answers to this educational challenge by discussing the design, development and empirical testing of a long-term, embedded, whole-task IPS instruction in secondary education. Specifically, our research investigates the longitudinal effects of a three-year IPS instruction on students’ task-performance when solving complex digital problems.
Aug 31, 2024
Posted by: Regine Fe Arat
Crafting a clear and concise problem statement is an essential skill in project management. It’s a powerful tool that you can use for effective problem-solving as it guides teams toward innovative solutions and measurable outcomes.
Whether you’re a seasoned project manager or a newcomer to the field, being able to write problem statements can significantly enhance your ability to tackle complex challenges and drive meaningful change.
A problem statement concisely describes an issue or challenge that needs to be addressed. An effective problem statement frames the issue in a way that facilitates a deeper understanding and guides the problem-solving process.
At its core, a well-crafted problem statement should capture the essence of the challenge at hand, providing enough context for stakeholders to grasp the issue’s significance. It helps you find the most appropriate solution and ensures that all team members are aligned in their understanding of the problem’s scope and implications.
In this comprehensive guide, you’ll find out what problem statements are and what types you can use. You’ll also find practical examples and actionable tips to help you create impactful problem statements of your own.
Here are the three key components of a problem statement:
You should clearly state the core issue or challenge to be addressed. This is the heart of your problem statement. Articulate it in a way that’s easy to understand and free from ambiguity.
While the problem statement itself shouldn’t propose specific solutions, it can outline the general approach or methodology you’ll use to address the issue. For example, you might mention the type of research, analysis or problem-solving techniques your team will employ.
This component outlines why addressing the problem is important and what the desired outcome looks like. It should clarify the goals of the problem-solving effort and define the boundaries of what you’ll address. This helps focus efforts and set clear expectations for what the project or initiative aims to achieve.
A problem statement is a versatile tool that you can use across various scenarios in both professional and personal contexts. They are particularly valuable in the following cases:
Understanding different types of problem statements can help you choose the best approach for your specific situation.
Let’s explore three common types:
This type of problem statement focuses on the current state of affairs and highlights the gap between the existing situation and the desired outcome.
It’s particularly effective when you are addressing ongoing issues or systemic problems within an organization.
Example: “Our customer support team currently handles 150 tickets, on average, per day with a resolution time of 48 hours. This prolonged response time has led to a 15% decrease in customer satisfaction scores over the past quarter, potentially impacting our retention rates and brand reputation.”
A destination problem statement emphasizes the desired future state or goal.
It’s ideal for situations where you want to inspire change and motivate teams to work toward a specific vision.
Example: “We aim to create a seamless onboarding experience for new employees that reduces the time to full productivity from 12 to six weeks while increasing new hire satisfaction scores by 25% within the next fiscal year.”
This type of problem statement focuses on the impact of an issue on specific individuals or groups.
It’s particularly useful when you need to highlight the human element of a problem and garner support for change.
Example: “Junior software developers in our organization report feeling overwhelmed and unsupported, with 60% expressing dissatisfaction with their professional growth opportunities. This has resulted in a 30% turnover rate among this group in the past year, leading to increased recruitment costs and knowledge loss.”
Crafting an effective problem statement takes practice and attention to detail. Follow these steps to create impactful problem statements:
Before putting pen to paper, invest time in thoroughly understanding the issue at hand. Gather data, conduct interviews with stakeholders and observe the problem in action if possible. This deep understanding will form the foundation of your problem statement.
Articulate the problem in simple, straightforward language. Avoid jargon or overly technical terms that might confuse readers. Your goal is to ensure that anyone reading the statement can quickly grasp the core issue.
Include relevant background information that helps readers understand the problem’s significance. This might include historical data, industry benchmarks or organizational goals that the issue is affecting.
Dig deeper to uncover the underlying reasons for the problem. Avoid focusing on symptoms. Instead, strive to identify the fundamental issues that need to be addressed. Tools like the “5 whys” technique can be helpful in this process.
Use concrete details and quantifiable metrics whenever possible. Instead of saying, “Customer satisfaction is low,” specify, “Customer satisfaction scores have dropped by 15% in the past quarter.” This precision helps create a clear picture of the problem’s scope and impact.
Incorporate measurable elements that can be used to track progress and determine when the problem has been resolved. This might include specific metrics, timeframes or benchmarks.
Ensure the problem statement describes an issue the organization can actually address. You’ll need to be realistic.
Consider your organization’s resources and constraints. While ambition is important, an overly broad or unattainable goal can be demotivating and unhelpful.
Resist the temptation to propose solutions in the problem statement. The goal is to clearly define the problem, not to prescribe how it should be solved. This approach encourages creative thinking and enables you and your team to consider a range of potential solutions.
Tailor your problem statement to the intended audience. The level of detail and technical language may vary depending on whether you’re presenting to executives, team members or external stakeholders.
Share your draft problem statement with colleagues or stakeholders to gather their input. Fresh perspectives can help identify blind spots or areas that need clarification.
Refine your problem statement based on the feedback you receive. Don’t be afraid to go through multiple iterations to achieve the most clear and impactful statement possible.
Review your problem statement to ensure it remains objective and free from bias. Avoid language that assigns blame or makes assumptions about causes or solutions.
While problem statements can be a powerful tool for problem-solving, you may face several common challenges when writing yours. Being aware of these pitfalls can help you avoid them and create more effective problem statements.
One of the most frequent issues in problem statement writing is finding the right balance between detail and clarity.
Oversimplifying the problem can lead to a statement that’s too vague to be actionable. On the other hand, including too much detail can obscure the core issue and make the statement difficult to understand.
To overcome this challenge, focus on the essential elements of the problem. Start with a clear, concise statement about the issue, then add only the most relevant contextual details. Use specific, measurable criteria to define the problem’s scope and impact, but avoid getting bogged down in excessive technical jargon or minute, unhelpful details.
Another common pitfall is failing to consider the diverse perspectives of all the stakeholders the problem affects. This can result in a problem statement that doesn’t fully capture the issue’s complexity or fails to resonate with key decision-makers.
To address this challenge, make an effort to gather input from a wide range of stakeholders before finalizing your problem statement. This might include conducting interviews, surveys or focus groups with employees, customers, partners or other relevant parties.
Incorporate these diverse viewpoints into your problem statement to create a more comprehensive and compelling representation of the issue.
Sometimes, problem statements can be well-crafted but fail to align with broader organizational objectives. This misalignment can lead to wasted resources and efforts on issues that, while important, may not be critical to the company’s overall success.
To ensure your problem statement aligns with the organization’s goals, review your company’s mission statement, strategic plans and key performance indicators before you get started. Consider how the problem you’re addressing relates to these broader objectives.
If possible, explicitly link the problem and its potential resolution to specific goals or metrics in your statement.
An effective problem statement often requires multiple iterations and refinements. Many project managers make the mistake of treating their first draft as the final version, missing opportunities to improve clarity, precision and impact.
To overcome this challenge:
Being able to write problem statements is a valuable skill that can significantly enhance your problem-solving capabilities and drive meaningful change within your organization. They enable you to set the stage for innovative solutions and improved processes – but to do this, you’ll need to clearly articulate challenges, provide context and focus on measurable outcomes.
A well-crafted problem statement is a powerful tool for aligning teams, securing resources and guiding decision-making. It’s the foundation for effective problem-solving strategies. As you get better at writing problem statements, you’ll find that complex challenges become more manageable and your ability to drive positive change increases.
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by University of Geneva
The way we memorize information—a mathematical problem statement, for example—reveals the way we process it. A team from the University of Geneva (UNIGE), in collaboration with CY Cergy Paris University (CYU) and Bourgogne University (uB), has shown how different solving methods can alter the way information is memorized and even create false memories.
By identifying learners' unconscious deductions, this study opens up new perspectives for mathematics teaching. These results are published in the Journal of Experimental Psychology: Learning, Memory, and Cognition .
Remembering information goes through several stages: perception, encoding—the way it is processed to become an easily accessible memory trace—and retrieval (or reactivation). At each stage, errors can occur, sometimes leading to the formation of false memories .
Scientists from the UNIGE, CYU and Bourgogne University set out to determine whether solving arithmetic problems could generate such memories and whether they could be influenced by the nature of the problems.
When solving a mathematical problem , it is possible to call upon either the ordinal property of numbers, i.e., the fact that they are ordered, or their cardinal property, i.e., the fact that they designate specific quantities. This can lead to different solving strategies and, when memorized, to different encoding.
In concrete terms, the representation of a problem involving the calculation of durations or differences in heights (ordinal problem) can sometimes allow unconscious deductions to be made, leading to a more direct solution. This is in contrast to the representation of a problem involving the calculation of weights or prices (cardinal problem), which can lead to additional steps in the reasoning, such as the intermediate calculation of subsets.
The scientists therefore hypothesized that, as a result of spontaneous deductions, participants would unconsciously modify their memories of ordinal problem statements, but not those of cardinal problems.
To test this, a total of 67 adults were asked to solve arithmetic problems of both types, and then to recall the wording in order to test their memories. The scientists found that in the majority of cases (83%), the statements were correctly recalled for cardinal problems.
In contrast, the results were different when the participants had to remember the wording of ordinal problems, such as: "Sophie's journey takes 8 hours. Her journey takes place during the day. When she arrives, the clock reads 11. Fred leaves at the same time as Sophie. Fred's journey is 2 hours shorter than Sophie's. What time does the clock show when Fred arrives?"
In more than half the cases, information deduced by the participants when solving these problems was added unintentionally to the statement. In the case of the problem mentioned above, for example, they could be convinced—wrongly—that they had read: "Fred arrived 2 hours before Sophie" (an inference made because Fred and Sophie left at the same time, but Fred's journey took 2 hours less, which is factually true but constitutes an alteration to what the statement indicated).
"We have shown that when solving specific problems, participants have the illusion of having read sentences that were never actually presented in the statements, but were linked to unconscious deductions made when reading the statements. They become confused in their minds with the sentences they actually read," explains Hippolyte Gros, former post-doctoral fellow at UNIGE's Faculty of Psychology and Educational Sciences, lecturer at CYU, and first author of the study.
In addition, the experiments showed that the participants with the false memories were only those who had discovered the shortest strategy, thus revealing their unconscious reasoning that had enabled them to find this resolution shortcut. On the other hand, the others, who had operated in more stages, were unable to "enrich" their memory because they had not carried out the corresponding reasoning.
"This work can have applications for learning mathematics. By asking students to recall statements, we can identify their mental representations and therefore the reasoning they used when solving the problem, based on the presence or absence of false memories in their restitution," explains Emmanuel Sander, full professor at the UNIGE's Faculty of Psychology and Educational Sciences, who directed this research.
It is difficult to access mental constructs directly. Doing so indirectly, by analyzing memorization processes, could lead to a better understanding of the difficulties encountered by students in solving problems, and provide avenues for intervention in the classroom.
Provided by University of Geneva
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Problem-solving is a mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue. The best strategy for solving a problem depends largely on the unique situation. In some cases, people are better off learning everything ...
Finding a suitable solution for issues can be accomplished by following the basic four-step problem-solving process and methodology outlined below. Step. Characteristics. 1. Define the problem. Differentiate fact from opinion. Specify underlying causes. Consult each faction involved for information. State the problem specifically.
The problem-solving process typically includes the following steps: Identify the issue: Recognize the problem that needs to be solved. Analyze the situation: Examine the issue in depth, gather all relevant information, and consider any limitations or constraints that may be present. Generate potential solutions: Brainstorm a list of possible ...
Several mental processes are at work during problem-solving. Among them are: Perceptually recognizing the problem. Representing the problem in memory. Considering relevant information that applies to the problem. Identifying different aspects of the problem. Labeling and describing the problem.
Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities. Problems in need of solutions range from simple personal tasks (e.g. how to turn on an appliance) to complex issues in business and technical fields. The former is an example of simple problem solving (SPS) addressing one issue ...
In insight problem-solving, the cognitive processes that help you solve a problem happen outside your conscious awareness. 4. Working backward. Working backward is a problem-solving approach often ...
The first step in solving a problem is understanding what that problem actually is. You need to be sure that you're dealing with the real problem - not its symptoms. For example, if performance in your department is substandard, you might think that the problem lies with the individuals submitting work. However, if you look a bit deeper, the ...
Step 1 - Define the Problem. The definition of the problem is the first step in effective problem solving. This may appear to be a simple task, but it is actually quite difficult. This is because problems are frequently complex and multi-layered, making it easy to confuse symptoms with the underlying cause.
7. Solution evaluation. 1. Problem identification. The first stage of any problem solving process is to identify the problem (s) you need to solve. This often looks like using group discussions and activities to help a group surface and effectively articulate the challenges they're facing and wish to resolve.
Problem-solving is an important part of planning and decision-making. The process has much in common with the decision-making process, and in the case of complex decisions, can form part of the process itself. We face and solve problems every day, in a variety of guises and of differing complexity. Some, such as the resolution of a serious ...
Impromptu huddles can be used to gather information on a specific issue and get each team member's input. To learn more about different problem solving strategies, choose an option below. These strategies accompany the outcomes of different decision paths in the problem solving exercise. View Problem Solving Strategies
Defer or suspend judgement. Focus on "Yes, and…" rather than "No, but…". According to Carella, "Creative problem solving is the mental process used for generating innovative and imaginative ideas as a solution to a problem or a challenge. Creative problem solving techniques can be pursued by individuals or groups.".
The McKinsey guide to problem solving. Become a better problem solver with insights and advice from leaders around the world on topics including developing a problem-solving mindset, solving problems in uncertain times, problem solving with AI, and much more.
4. Implement the Solution. At this stage of problem solving, be prepared for feedback, and plan for this. When you roll out the solution, request feedback on the success of the change made. 5. Review, Iterate, and Improve. Making a change shouldn't be a one time action.
Problem-solving is an essential skill in today's fast-paced and ever-changing workplace. It requires a systematic approach that incorporates effective decision-making. Throughout this course, we will learn an overarching process of identifying problems to generate potential solutions, then apply decision-making styles in order to implement and ...
Although problem-solving is a skill in its own right, a subset of seven skills can help make the process of problem-solving easier. These include analysis, communication, emotional intelligence, resilience, creativity, adaptability, and teamwork. 1. Analysis. As a manager, you'll solve each problem by assessing the situation first.
Learning problem-solving techniques is a must for working professionals in any field. No matter your title or job description, the ability to find the root cause of a difficult problem and formulate viable solutions is a skill that employers value. Learning the soft skills and critical thinking techniques that good problem solvers use can help ...
The key to cultivating excellent problem-solving skills is having a distinct process designed to produce solutions. While it may seem like problem-solving involves a complex strategy, it features several steps that are easy to follow. The following steps represent a general problem-solving process you can use when you need to find a solution. 1.
In this article, we'll provide practical steps that can help you effectively solve problems at your workplace. The first step in effective problem solving is to define the problem clearly. Take the time to analyze the issue and gather as much information as possible. It's crucial to identify the cause of the problem and its impact on your ...
Brainstorm options to solve the problem. Select an option. Create an implementation plan. Execute the plan and monitor the results. Evaluate the solution. Read more: Effective Problem Solving Steps in the Workplace. 2. Collaborative. This approach involves including multiple people in the problem-solving process.
A problem-solving strategy is a plan used to find a solution or overcome a challenge. Each problem-solving strategy includes multiple steps to provide you with helpful guidelines on how to resolve a business problem or industry challenge. Effective problem-solving requires you to identify the problem, select the right process to approach it and ...
Information problem solving (IPS) is a complex cognitive process considered as an important 21st century skill in combination with critical thinking [ 14]. [ 1][ 2][ 3] have defined a five-step approach to solving information problems based on a decomposition of the IPS process into constituent skills and subskills.
The information problem solving (IPS) process, involving the use of the internet (I), is delineated in the IPS-I model [18], which further elaborates on effective informationseeking strategies.
An effective problem statement frames the issue in a way that facilitates a deeper understanding and guides the problem-solving process. At its core, a well-crafted problem statement should capture the essence of the challenge at hand, providing enough context for stakeholders to grasp the issue's significance.
When solving a mathematical problem, it is possible to call upon either the ordinal property of numbers, i.e., the fact that they are ordered, or their cardinal property, i.e., the fact that they ...