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.
Empower your people to go above and beyond with a flexible platform designed to match the needs of your team — and adapt as those needs change.
The Smartsheet platform makes it easy to plan, capture, manage, and report on work from anywhere, helping your team be more effective and get more done. Report on key metrics and get real-time visibility into work as it happens with roll-up reports, dashboards, and automated workflows built to keep your team connected and informed.
When teams have clarity into the work getting done, there’s no telling how much more they can accomplish in the same amount of time. Try Smartsheet for free, today.
Posted on May 29, 2019
Constant disruption has become a hallmark of the modern workforce and organisations want problem solving skills to combat this. Employers need people who can respond to change – be that evolving technology, new competitors, different models for doing business, or any of the other transformations that have taken place in recent years.
In addition, problem solving techniques encompass many of the other top skills employers seek . For example, LinkedIn’s list of the most in-demand soft skills of 2019 includes creativity, collaboration and adaptability, all of which fall under the problem-solving umbrella.
Despite its importance, many employees misunderstand what the problem solving method really involves.
Effective problem solving doesn’t mean going away and coming up with an answer immediately. In fact, this isn’t good problem solving at all, because you’ll be running with the first solution that comes into your mind, which often isn’t the best.
Instead, you should look at problem solving more as a process with several steps involved that will help you reach the best outcome. Those steps are:
Let’s look at each step in a little more detail.
The first step to solving a problem is defining what the problem actually is – sounds simple, right? Well no. An effective problem solver will take the thoughts of everyone involved into account, but different people might have different ideas on what the root cause of the issue really is. It’s up to you to actively listen to everyone without bringing any of your own preconceived notions to the conversation. Learning to differentiate facts from opinion is an essential part of this process.
An effective problem solver will take the opinions of everyone involved into account
The same can be said of data. Depending on what the problem is, there will be varying amounts of information available that will help you work out what’s gone wrong. There should be at least some data involved in any problem, and it’s up to you to gather as much as possible and analyse it objectively.
Once you’ve identified what the real issue is, it’s time to think of solutions. Brainstorming as many solutions as possible will help you arrive at the best answer because you’ll be considering all potential options and scenarios. You should take everyone’s thoughts into account when you’re brainstorming these ideas, as well as all the insights you’ve gleaned from your data analysis. It also helps to seek input from others at this stage, as they may come up with solutions you haven’t thought of.
Depending on the type of problem, it can be useful to think of both short-term and long-term solutions, as some of your options may take a while to implement.
Each option will have pros and cons, and it’s important you list all of these, as well as how each solution could impact key stakeholders. Once you’ve narrowed down your options to three or four, it’s often a good idea to go to other employees for feedback just in case you’ve missed something. You should also work out how each option ties in with the broader goals of the business.
There may be a way to merge two options together in order to satisfy more people.
Only now should you choose which solution you’re going to go with. What you decide should be whatever solves the problem most effectively while also taking the interests of everyone involved into account. There may be a way to merge two options together in order to satisfy more people.
At this point you might be thinking it’s time to sit back and relax – problem solved, right? There are actually two more steps involved if you want your problem solving method to be truly effective. The first is to create an implementation plan. After all, if you don’t carry out your solution effectively, you’re not really solving the problem at all.
Create an implementation plan on how you will put your solution into practice. One problem solving technique that many use here is to introduce a testing and feedback phase just to make sure the option you’ve selected really is the most viable. You’ll also want to include any changes to your solution that may occur in your implementation plan, as well as how you’ll monitor compliance and success.
There’s one last step to consider as part of the problem solving methodology, and that’s communicating your solution . Without this crucial part of the process, how is anyone going to know what you’ve decided? Make sure you communicate your decision to all the people who might be impacted by it. Not everyone is going to be 100 per cent happy with it, so when you communicate you must give them context. Explain exactly why you’ve made that decision and how the pros mean it’s better than any of the other options you came up with.
Employers are increasingly seeking soft skills, but unfortunately, while you can show that you’ve got a degree in a subject, it’s much harder to prove you’ve got proficiency in things like problem solving skills. But this is changing thanks to Deakin’s micro-credentials. These are university-level micro-credentials that provide an authoritative and third-party assessment of your capabilities in a range of areas, including problem solving. Reach out today for more information .
Check Out the New Website Shop!
By Mary Montero
For many teachers, problem-solving feels synonymous with word problems, but it is so much more. That’s why I’m sharing my absolute favorite lessons and strategies for increasing critical thinking through problem solving below. You’ll learn six strategies for increasing critical thinking through mathematical word problems, the importance of incorporating error analysis into your weekly routines, and several resources I use for improving critical thinking – almost all of which are free! I’ll also briefly touch on teaching students to dissect word problems in a way that enables them to truly understand what steps to take to solve the problem.
This post is based on my short and sweet (and FREE!) Increasing Critical Thinking with problem Solving math mini-course . When you enroll in the free course you’ll get access to everything you need to get started:
According to the National Council of Teachers of Mathematics, “The term “problem solving” refers to mathematical tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development .)”
That’s a lot of words, but I’d like to focus in on the word POTENTIAL. I’m going to share with you strategies that move these tasks from having the potential to provide a challenge to actually providing that challenge that will enrich their mathematical understanding and development.
If you’re looking for an introduction to multi-step problem solving, I have a free multi-step problem solving starter kit for that!
I also highly encourage you to download and use my free Mathematician posters that help students see what their “jobs” are as mathematicians. Giving students this title of mathematician not only holds them accountable, but it gives them greater confidence and gives me very specific verbiage to use when discussing math with my students.
When I made the shift to incorporate problem solving into my everyday instruction intentionally, I saw a distinct increase in student understanding and application of mathematical concepts, more authentic connections to real-world mathematics scenarios, greater student achievement, and notably increased engagement. There are also ripple effects observed in other areas, as students learn grit and a growth mindset after tackling some more challenging problem-solving situations. I hope that by implementing some of these ideas, you see the very same shift.
Here’s an overview of some problem solving essentials I use to teach students to solve problems.
Routine problems comprise the vast majority of the word problems we pose to students. They require using an algorithm through one or more of the four major operations, have relevance to real-world situations, and often have a distinct answer. They are solvable, and students can use several concrete strategies for solving, like “make a table” or “draw a picture” to solve.
Conversely, non-routine problem-solving focuses on mathematical reasoning. These are often more open-ended and allow students to make generalizations about math and numbers. There isn’t usually a straight path leading to the answer, there isn’t an algorithm readily available for finding the solution (or students are going to have to come up with the algorithm), and it IS going to require some level of experimentation and manipulation of numbers in order to solve it. In non-routine problems, students learn to look for patterns, work backwards, build models, etc.
Incorporating both routine and non-routine problems into your instruction for EVERY student is critical. When solving non-routine problems, students can use some of the strategies they’ve learned for solving routine problems, and when solving routine problems, students benefit from a deeper understanding of the complexity of numbers that they gained from non-routine problems. For this training, we will focus heavily on routine problems, though the impacts of these practices will transition into non-routine problem solving.
When tackling a problem, students need to be able to determine WHAT to do and HOW to do it. Knowing the HOW is what you likely teach every day – your students know how to add, subtract, multiply, and divide. But knowing WHAT to do is arguably the most essential part of solving problems – once students know what needs to be done, then they can apply the conceptual skills – the algorithms and strategies – they’ve learned and will know how to solve. While dissecting word problems is an excellent starting point, exposing students to various ways to examine problems can help them figure out the WHAT.
Being faced with a lengthy, complex word problem can be intimidating to even your most adept students. Having a toolbox of strategies to use when you tackle problems and seeing problems in various ways can enable students to get to the point where they feel comfortable knowing where to begin.
While it isn’t best practice to rely solely on operation “keywords” to determine what operation needs to occur when solving a problem, I’m not ready to fully ditch keyword-based instruction in math. I think there’s a huge difference between teaching students to blindly rely on keywords to determine which operation to use for a solution and using words found in the text to guide students in figuring out what to do. For that reason, I place heavy emphasis on using precise mathematical vocabulary , including specific operation keywords, and when students become accustomed to using that precise mathematical vocabulary every day, it really helps them to identify that language in word problems as well.
I also allow my students to dissect math word problems using strategies like CUBES , but in a way that is more aligned with best practice.
Here are six super quick “outside the box” word problem, problem solving lessons to begin implementing into your classroom. These lessons shouldn’t replace your everyday problem solving, but are instead extensions that will help students tackle those tricky problems they encounter everyday. As a reminder, we look at all of these lessons in the FREE Increasing Critical Thinking with problem Solving math mini-course .
In this lesson, we’ll encourage students to see. just how many different questions can be asked about the same statements or information. We start with a typical, one-step, one-operation problem. Then we cross out or cover up the answer and ask students to generate possible questions.
After students have come up with a variety of questions, ask them to determine HOW they would solve for each one.
Reveal the question and ask students how they would solve this one and see if any of the questions they came up with match.
This activity is important because it demonstrates to students just how many different questions can be asked about the same statement or information. It’s perfect for your students who automatically pick out numbers and start “operating” on them blindly. I’ve had students come up with 5-8 questions with a single statement!
I like to do this throughout the year using different word problems based on the skill we’re focused on at the time AND skills we’ve previously mastered, but be careful not to only use examples based on the skill you’re teaching right then so their brains don’t automatically go to the same place.
These 32 What’s My Operation? task cards will help your student learn and review which operations to use for different types of word problems! They’re perfect to use as a quick assessment, game of SCOOT, math center activity, or homework.
In this lesson, students will evaluate similar scenarios to determine the appropriate operations. Start with three similar scenarios requiring different operations and identify what situation is happening in each scenario (finding total, determining an amount, splitting or combining, etc.).
Read all three-word problems on a similar topic. Determine the similarity of all of them and determine which operation would be used to solve them. How does the situation/action of the problem help you determine what step to take?
I also created these differentiated word problem task cards after noticing my students struggling with which operation to choose, especially when given multiple problems from a similar scenario. They encourage students to select the appropriate operation for each word problem.
In this lesson, students will determine relevant information from a set of facts, which requires a great deal of critical thinking to determine which operation to use. Give students a scenario and a variety of facts/information relating to the scenario as well as several questions to answer based on the facts . Students will focus on determining HOW they will solve each question using only the relevant information.
These Operation Fascination task c ards engage students in critical thinking about operations. Each card has a scenario, multiple clues and facts to support the scenario, and four questions to accompany each scenario. The questions are a variety of operations so that students can see how using the same information can solve multiple problems.
In this lesson, we’ll take numberless word problems to the next level by developing a strong conceptual understanding of word problems. Give students scenarios without numbers and have them write a question and/or insert numbers using a specific operation and purpose . This requires a great deal of thinking to not only determine the situation, but to also figure out numbers that fit into the situation in a way that makes sense.
By integrating these types of math problems into your daily lessons, you can significantly enhance your students’ comprehension of word problems and problem-solving. These numberless word problem task cards are the ideal to improve your students’ critical thinking and problem-solving skills. They offer a variety of numbered and numberless word problems.
In this lesson, we’ll discuss the importance of students generating their own word problems with a given set of information. This requires a great deal of quantitative reasoning as students determine how they would use a given set of numbers to create a realistic situation. Present students with two predetermined numbers and a theme. Then have students write a word problem, including a question, using the given information.
Engage your students in additional practice with these differentiated division task cards that require your students to write their OWN word problems (and create real-world relevance in their learning!). Each task card has numbers and a theme that students use to guide their thinking and creation of a word problem.
In this lesson, we’ll decontextualize problem solving and require students to create the situation, represent it numerically, and solve. It’s a cognitively demanding task! Give students an operation and a purpose (joining, separating, comparing, etc.) with no other context, numbers, numbers, or theme. Then have students generate a word problem.
For additional practice, have students swap problems to identify the operation, purpose, and solution.
Error analysis is an exceptional way to promote thinking and learning, but how do we teach students to figure out which type of math error they’ve made? This error analysis starter kit can help!
First, it is very rare that I will tell my students what error they have made in their work. I want to challenge them to figure it out on their own. So, when I see that they have a wrong answer, I ask them to go back and figure out where something went wrong. Because I resist the urge to tell them right away where their error is, my students tend to get a lot more practice identifying them!
Second, when I introduce a concept, I always, always, always create anchor charts with students and complete interactive notebook activities with them so that they have step-by-step procedures for completing tasks right at their fingertips. I have them go back and reference their notebooks while they are looking at their errors. Usually, they can follow the anchor chart step-by-step to make sure they haven’t made a conceptual error, and if they have, they can identify it.
Third, I let them use a calculator. When worst comes to worst, and they are fairly certain they haven’t made a conceptual mistake to identify, I let them get out a calculator and start computing, step-by-step to see where they’ve made a mistake.
IF, after taking these steps, a student can’t figure out their mistake (especially if I find that it’s a conceptual mistake), I know I need to go back and do some individual reteaching with them because they don’t have a solid understanding of the concept.
This FREE addition error analysis is a good place to start, no matter the grade level. I show them the process of walking through the problem and how best to complete an error analysis task.
Once students show proficiency in the standard algorithm (or strategies), I take it a step further and have them dive into error analysis where they can show a “reverse” understanding as they evaluate mistakes made and fix them. Being able to identify an error in someone else’s work requires higher order thinking not found in most other projects or activities and certainly not found in basic math fact completion.
First, teach students the difference between a computational error and a conceptual error.
Once we’ve introduced the types of errors they should be looking out for, we move on to actually analyzing these errors in someone else’s work and fixing the mistake.
I have created error analysis tasks for you to use with you students so they can identify the errors, types of errors, rework the problem, and create their own version of the problem and solve it. I have seen great success with incorporating these tasks into ALL of my math units. I even have kids beg to take their error analysis tasks out to recess to finish! These are great resources to start:
The final step in using error analysis is actually having students correct their OWN mistakes. Once I have instructed on types of errors, I will start by simply telling them, Oops! You’ve made a computational error here! That way they aren’t furiously looking through the procedure for a mistake, instead they are looking to see where they computed wrong. Conversely, I’ll tell them if they’ve made a procedural mistake, and that can guide them in figuring out what they need to look for.
Looking at the different types of errors students are making is essential to guiding my instruction as well, so even though it takes a bit longer to grade things like this, it is immensely helpful to me as I make adjustments to my instruction.
I’ve compiled a collection of websites for complex tasks with multiple, open-ended answers and scenarios. The majority of these tasks are non-routine and so easy to implement. I often post these tasks and allow students short bursts of time to strategize and plan for a solution. Consider using the tasks and problems from these sites as warm-ups, extensions of your morning meeting, during enrichment groups, or on a Problem of the Week board. I also highly encourage you to incorporate these non-routine problems into your core instruction time for all students at least once or twice a month.
I’m so glad you are here. I’m a current gifted and talented teacher in a small town in Colorado, and I’ve been in education since 2009. My passion (other than my family and cookies) is for making teachers’ lives easier and classrooms more engaging.
Your email address will not be published. Required fields are marked *
©2023 Teaching With a Mountain View . All Rights Reserved | Designed by Ashley Hughes
Username or Email Address
Remember Me
Lost your password?
No products in the cart.
[email protected]
16 Min Read
prob·lem-solv·ing noun
-the process of finding solutions to difficult or complex issues.
It sounds so simple, doesn’t it?
But in reality problem-solving is hard. It’s almost always more complex than it seems. That’s why problem-solving can be so frustrating sometimes. You can feel like you’re spinning your wheels, arguing in circles, or just failing to find answers that actually work.
And when you’ve got a group working on a problem, it can get even muddier …differences of opinions, viewpoints colored by different backgrounds, history, life experiences, you name it. We’re all looking at life and work from different angles, and that often means disagreement. Sometimes sharp disagreement.
That human element, figuring out how to take ourselves out of the equation and make solid, fact-based decisions , is precisely why there’s been so much written on problem-solving. Which creates its own set of problems.
Whose method is best? How can you possibly sift through them all? Are we to have one person complete the entire problem-solving process by themselves or rely on a larger team to find answers to our most vexing challenges in the workplace ?
Today, we’re going to make sense of it all. We’ll take a close look at nine top problem-solving methods. Then we’ll grab the best elements of all of them to give you a process that will have your team solving problems faster, with better results , and maybe with less sharp disagreement.
Ready to dive in?
While there are loads of methods to choose from, we are going to focus on nine of the more common ones. You can use some of these problem-solving techniques reactively to solve a known issue or proactively to find more efficient or effective ways of performing tasks. If you want to explore other methods, check out this resource here .
A helpful bit of advice here is to reassure people that you aren’t here to identify the person that caused the problem . You’re working to surface the issue, solve it and make sure it doesn’t happen again, regardless of the person working on the process. It can’t be understated how important it is to continually reassure people of this so that you get unfiltered access to information.
Without this, people will often hide things to protect themselves . After all, nobody wants to look bad, do they?
With that said, let’s get started…
Alex Osborn coined the term “Creative Problem Solving” in the 1940s with this simple four-step process:
Source: http://www.davidcooperrider.com/ai-process/
This method seeks, first and foremost, to identify the strengths in people and organizations and play to that “positive core” rather than focus our energies on improving weaknesses . It starts with an “affirmative topic,” followed by the “positive core (strengths).” Then this method delves into the following stages:
This method simply suggests that we ask “Why” at least five times during our review of the problem and in search of a fix. This helps us dig deeper to find the the true reason for the problem, or the root cause. Now, this doesn’t mean we just keeping asking the same question five times. Once we get an answer to our first “why”, we ask why to that answer until we get to five “whys”.
Using the “five whys” is part of the “Analyze” phase of Six Sigma but can be used with or without the full Six Sigma process.
Review this simple Wikipedia example of the 5 Whys in action:
The vehicle will not start. (the problem)
While many people have at least heard of Lean or Six Sigma, do we know what it is? Like many problem-solving processes, it has five main steps to follow.
Compared to other methods, you’ll more often find this technique in a reactive problem-solving mode, but it is helpful nonetheless. Put simply, it requires a persistent approach to finding the highest-level cause , since most reasons you’ll uncover for a problem don’t tell the whole story.
Most of the time, there are many factors that contributed to an issue. The main reason is often shrouded in either intentional or unintentional secrecy. T aking the time to drill down to the root of the issue is key to truly solving the problem.
Named for W. Edwards Deming and Walter A. Shewhart, this model follows a four-step process:
While this is named “8D” for eight disciplines, there are actually nine , because the first is listed as step zero. Each of the disciplines represents a phase of this process. Its aim is to implement a quick fix in the short term while working on a more permanent solution with no recurring issues.
The US Army has been solving problems for more than a couple of centuries , so why not take a look at the problem-solving process they’ve refined over many years? They recommend this five step process:
Tim Hurson introduced this model in 2007 with his book, Think Better. It consists of the following six actions.
Now that we’ve reviewed a number of problem-solving methods, we’ve compiled the various steps into a straightforward, yet in-depth, s tep-by-step process to use the best of all methods.
“Elementary, my dear Watson,” you might say.
This is true, but we often forget the fundamentals before trying to solve a problem. So take some time to gain understanding of critical stakeholder’s viewpoints to clarify the problem and cement consensus behind what the issue really is.
Sometimes it feels like you’re on the same page, but minor misunderstandings mean you’re not really in full agreement.. It’s better to take the time to drill down on an issue before you get too far into solving a problem that may not be the exact problem . Which leads us to…
This part of the process involves identifying these three items :
You’ll usually need to sort through a series of situations to find the primary cause. So be careful not to stop at the first cause you uncover . Dig further into the situation to expose the root of the issue. We don’t want to install a solution that only fixes a surface-level issue and not the root. T here are typically three types of causes :
When searching for the root cause, it is important to ensure people that you aren’t there to assign blame to a person but rather identify the problem so a fix can prevent future issues.
So far, you’ve approached the problem as a data scientist, searching for clues to the real issue. Now, it’s important to keep your eyes and ears open, in case you run across a fix suggested by one of those involved in the process failure. Because they are closest to the problem, they will often have an idea of how to fix things. In other cases, they may be too close, and unable to see how the process could change.
The bottom line is to solicit solution ideas from a variety of sources , both close to and far away from the process you’re trying to improve.
You just never know where the top fix might come from!
Evaluating solutions to a defined problem can be tricky since each one will have cost, political, or other factors associated with it. Running each fix through a filter of cost and impact is a vital step toward identifying a solid solution and hopefully settling on the one with the highest impact and low or acceptable cost.
Categorizing each solution in one of these four categories can help teams sift through them:
Formalize a document that all interested parties (front-line staff, supervisors, leadership, etc.) agree to follow. This will go a long way towards making sure everyone fully understands what the new process looks like, as well as what success will look like .
While it might seem tedious, try to be overly descriptive in the explanation of the solution and how success will be achieved. This is usually necessary to gain full buy-in and commitment to continually following the solution. We often assume certain things that others may not know unless we are more explicit with our communications.
Arriving at this stage in the process only to forget to consistently apply the solution would be a waste of time, yet many organizations fall down in the execution phase . Part of making sure that doesn’t happen is to communicate the fix and ask for questions multiple times until all parties have a solid grasp on what is now required of them.
One often-overlooked element of this is the politics involved in gaining approval for your solution. Knowing and anticipating objections of those in senior or key leadership positions is central to gaining buy-in before fix implementation.
Next, doing check-ins with the new process will ensure that the solution is working (or identity if further reforms are necessary) . You’ll also see if the measure of predefined success has been attained (or is making progress in that regard).
Without regularly monitoring the fix, you can only gauge the success or failure of the solution by speculation and hearsay. And without hard data to review, most people will tell their own version of the story.
Going into any problem-solving process, we should take note that we will not be done once the solution is implemented (or even if it seems to be working better at the moment). Any part of any process will always be subject to the need for future iterations and course corrections . To think otherwise would be either foolish or naive.
There might need to be slight, moderate, or wholesale changes to the solution previously implemented as new information is gained, new technologies are discovered, etc.
Want to test your problem-solving skills?
Take a look at these twenty case study scenario exercises to see how well you can come up with solutions to these problems.
Still have a desire to discover more about solving problems? Check out these 14 articles and books…
This book is like a Bible for Lean Six Sigma , all in a pocket-sized package.
The American Society for Quality has a short article on how it’s important to focus on the problem before searching for a solution. Wondering if you are solving the right problems? Check out this Harvard Business Review article. Looking for a fun and easy problem-solving book that was written by a McKinsey consultant? Take a look!
If you want a deeper dive into the seven steps of Creative Problem Solving , see this article. Appreciative Inquiry has been proven effective in organizations ranging from Roadway Express and British Airways to the United Nations and the United States Navy. Review this book to join the positive revolution. The Seattle Police Department has put together nine case studies that you can practice solving . While they are about police work, they have practical application in the sleuthing of work-related problems. Need a resource to delve further into Root Cause Analysis? Look no further than this book for answers to your most vexing questions .
This solid case study illustrates the complexities of solving problems in business. Learn all about the “8Ds” with this concise primer. Need to reduce groupthink in your organization’s problem-solving process ? Check out this article from the Harvard Business Review.
Tim Hurson details his own Productive Thinking Model at great length in this book from the author. This simple five-step process will help you break down the problem, analyze it, prioritize solutions, and sell them internally.
Looking for assistance with your problem-solving process.
There’s a lot to take in here, but following some of these methods are sure to improve your problem-solving process. However, if you really want to take problem-solving to the next level, InitiativeOne can come alongside your team to help you solve problems much faster than you ever have before.
There are several parts to this leadership transformation process provided by InitiativeOne, including a personal profile assessment, cognitive learning, group sessions with real-world challenges, personal discovery, and a toolkit to empower leaders to perform at their best.
There are really only two things stopping good teams from being great. One is how they make decisions and two is how they solve problems. Contact us today to grow your team’s leadership performance by making decisions and solving problems more swiftly than ever before!
Originally published at www.initiative-one.com
Kaizen is about changing the way things are. If you assume that things are all right the way they are, you can’t do kaizen. So change something! —Taiichi Ohno
Inspect & adapt: overview.
The Inspect and Adapt (I&A) is a significant event held at the end of each PI, where the current state of the Solution is demonstrated and evaluated. Teams then reflect and identify improvement backlog items via a structured problem-solving workshop.
The Agile Manifesto emphasizes the importance of continuous improvement through the following principle: “At regular intervals, the team reflects on how to become more effective, then tunes and adjusts its behavior accordingly.”
In addition, SAFe includes ‘relentless improvement’ as one of the four SAFe Core Values as well as a dimension of the Continuous Learning Culture core competency. While opportunities to improve can and should occur continuously throughout the PI (e.g., Iteration Retrospectives ), applying some structure, cadence, and synchronization helps ensure that there is also time set aside to identify improvements across multiple teams and Agile Release Trains .
All ART stakeholders participate along with the Agile Teams in the I&A event. The result is a set of improvement backlog items that go into the ART Backlog for the next PI Planning event. In this way, every ART improves every PI. A similar I&A event is held by Solution Trains .
The I&A event consists of three parts:
Participants in the I&A should be, wherever possible, all the people involved in building the solution. For an ART, this includes:
Additionally, Solution Train stakeholders may also attend this event.
The PI System Demo is the first part of the I&A, and it’s a little different from the regular system demos after every iteration. This demo shows all the Features the ART has developed during the PI. Typically the audience is broader; for example, Customers or Portfolio representatives are more likely to attend this demo. Therefore, the PI system demo tends to be a little more formal, and extra preparation and setup are usually required. But like any other system demo, it should be timeboxed to an hour or less, with the level of abstraction high enough to keep stakeholders actively engaged and providing feedback.
Before or as part of the PI system demo, Business Owners collaborate with each Agile Team to score the actual business value achieved for each of their Team PI Objectives , as illustrated in Figure 1.
The achievement score is calculated by separately totaling the business value for the plan and actual columns. The uncommitted objectives are not included in the total plan. However, they are part of the total actual. Then divide the actual total by the planned total to calculate the achievement score illustrated in Figure 1.
In the second part of the I&A event, teams collectively review any quantitative and qualitative metrics they have agreed to collect, then discuss the data and trends. In preparation for this, the RTE and the Solution Train Engineer are often responsible for gathering the information, analyzing it to identify potential issues, and facilitating the presentation of the findings to the ART.
Each team’s planned vs. actual business value is rolled up to create the ART predictability measure, as shown in Figure 2.
Reliable trains should operate in the 80–100 percent range; this allows the business and its external stakeholders to plan effectively. (Note: Uncommitted objectives are excluded from the planned commitment. However, they are included in the actual business value achievement, as can also be seen in Figure 1.)
The teams then run a brief (30 minutes or less) retrospective to identify a few significant issues they would like to address during the problem-solving workshop . There is no one way to do this; several different Agile retrospective formats can be used [3].
Based on the retrospective and the nature of the problems identified, the facilitator helps the group decide which issues they want to tackle. Each team may work on a problem, or, more typically, new groups are formed from individuals across different teams who wish to work on the same issue. This self-selection helps provide cross-functional and differing views of the problem and brings together those impacted and those best motivated to address the issue.
Key ART stakeholders—including Business Owners, customers, and management—join the retrospective and problem-solving workshop teams. The Business Owners can often unblock the impediments outside the team’s control.
The ART holds a structured, root-cause problem-solving workshop to address systemic problems. Root cause analysis provides a set of problem-solving tools used to identify the actual causes of a problem rather than just fixing the symptoms. The RTE typically facilitates the session in a timebox of two hours or less.
Figure 3 illustrates the steps in the problem-solving workshop.
The following sections describe each step of the process.
American inventor Charles Kettering is credited with saying that “a problem well stated is a problem half solved.” At this point, the teams have self-selected the problem they want to address. But do they agree on the details of the problem, or is it more likely that they have differing perspectives? To this end, the teams should spend a few minutes clearly stating the problem, highlighting the ‘what,’ ‘where,’ ‘when,’ and ‘impact’ as concisely as possible. Figure 4 illustrates a well-written problem statement.
Effective problem-solving tools include the fishbone diagram and the ‘5 Whys.’ Also known as an Ishikawa Diagram , a fishbone diagram is a visual tool to explore the causes of specific events or sources of variation in a process. Figure 5 illustrates the fishbone diagram with a summary of the previous problem statement written at the head of the ‘fish.’
For our problem-solving workshop, the main bones often start with the default categories of people, processes, tools, program, and environment. However, these categories should be adapted as appropriate.
Team members then brainstorm causes that they think contribute to solving the problem and group them into these categories. Once a potential cause is identified, its root cause is explored with the 5 Whys technique. By asking ‘why’ five times, the cause of the previous cause is uncovered and added to the diagram. The process stops once a suitable root cause has been identified, and the same process is then applied to the next cause.
Pareto Analysis, also known as the 80/20 rule, is used to narrow down the number of actions that produce the most significant overall effect. It uses the principle that 20 percent of the causes are responsible for 80 percent of the problem. It’s beneficial when many possible courses of action compete for attention, which is almost always the case with complex, systemic issues.
Once all the possible causes-of-causes are identified, team members then cumulatively vote on the item they think is the most significant factor contributing to the original problem. They can do this by dot voting. For example, each person gets five votes to choose one or more causes they think are most problematic. The team then summarizes the votes in a Pareto chart, such as the example in Figure 6, which illustrates their collective consensus on the most significant root cause.
The next step is to pick the cause with the most votes and restate it clearly as a problem. Restating it should take only a few minutes, as the teams clearly understand the root cause.
At this point, the restated problem will start to imply some potential solutions. The team brainstorms as many possible corrective actions as possible within a fixed timebox (about 15–30 minutes). The rules of brainstorming apply here:
The team then cumulatively votes on up to three most viable solutions. These potential solutions are written as improvement stories and features, planned in the following PI Planning event. During that event, the RTE helps ensure that the relevant work needed to deliver the identified improvements is planned. This approach closes the loop, thus ensuring that action will be taken and that people and resources are dedicated as necessary to improve the current state.
Following this practice, problem-solving becomes routine and systematic, and team members and ART stakeholders can ensure that the train is solidly on its journey of relentless improvement.
The above describes a rigorous approach to problem-solving in the context of a single ART. If the ART is part of a Solution Train, the I&A event will often include key stakeholders from the Solution Train. In larger value streams, however, an additional Solution Train I&A event may be required, following the same format.
Due to the number of people in a Solution Train, attendees at the large solution I&A event cannot include everyone, so stakeholders are selected that are best suited to address the problems. This subset of people consists of the Solution Train’s primary stakeholders and representatives from the various ARTs and Suppliers .
Last update: 22 January 2023
No matter what kind of job you have, the chances of a problem arising at some point is almost inevitable. If the problem isn’t taken care of immediately with proper action, it could potentially get worse. No one wants to be in a hostile work environment, so it’s crucial to be aware of how to properly solve an issue.
Before we can even begin to explain what problem-solving is, we need to define what a problem is. A problem is any type of disturbance from normality that is hindering progress. A problem can be time-consuming and energy wasting. They can be as little as a disagreement, to as big as a miscommunication that costs millions of dollars to fix.
One problem-solving technique is determining whether it prevents you from reaching your goal. No matter the issue’s size, it can be solved by identifying it, gathering possible solutions, choosing the best possible one, and implementing it. That’s commonly known as the problem-solving process. If a company neglects any problems in the workplace, they could potentially get worse and cause significant problems.
Problem-solving can be the difference between a business succeeding or failing. According to Forbes.com , some common barriers that will prevent companies from being successful problem-solvers include the inability to see a problem, lack of respect, and failure to include all parts involved with the problem, among others.
Problem-solvers need some specific skills, like being able to do research and make both rational and emotionally intelligent decisions. Risk management is another skill that’s imperative to making a successful decision. Your team should all be able to work together in the problem-solving process.
In fact, in 2013, the Association of American Colleges and Universities released a report claiming that 93 percent of employers agree, “a candidate’s demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than their undergraduate major.”
Here are a few more problem-solving skills:
There are many benefits to problem-solving in an organization. For one thing, it creates a hostility-free environment that encourages everyone to speak their mind when a problem occurs. Resolving problems together as a team can foster team building. Problem-solving can also empower a workforce and make its members more confident. If an entire organization can problem-solve efficiently, they can spend their time more wisely.
Step 1: identify the problem.
As obvious as it may sound, the first step in the problem-solving process is to identify the root of the issue. However, the problem isn’t always easily identifiable and might require some extra analysis to get the source. One way you can identify a problem is by using Toyota’s “Five Whys” technique . In the event of a problem, ask yourself the five whys:
By asking yourself these questions, you’ll discover where the problem is coming from. If that isn’t enough, here are three steps you can take to better identify a problem:
Explore the situation : Expand on the problem to try to get to the bottom of it. If an individual is the problem’s source, try putting yourself in their shoes.
Draft a problem statement : Reduce the problem into the simplest of terms and put it down on paper. This can help you gather and organize your thoughts.
Try to answer the question : “Why is this current situation a problem?” Once you’ve boiled it down to one source, you’ll be able to better assess the situation.
Let’s use a coffee shop as an example. Say the coffee shop has slowly been losing business in the last quarter, despite being very successful in the past few months. The owner wants to better understand why they’re suddenly losing business.
First, they explore the situation and look at all the possible reasons for why this is happening. They look at their employees, their daily routines, and training procedures. They also observe the local competition and the regional factors, like the fact that they’re located in a college town.
After looking at every single possible reason, the owner figures out what’s causing the problem and writes it down: It’s the summer and most of their student clientele are away for the summer. Finally, the owner answers the question, “Why is this current situation a problem?” Then after further evaluation, they realize the problem is a limited market and that they must expand to get more business.
The next step is to create a list of possible solutions. Start by brainstorming some potential answers, either individually or in a group setting. The latter is recommended, because when you have more input, you get more perspectives that can lead to unique solutions.
Here are some other methods to create solutions:
Means-End Analysis : An artificial intelligence analysis that finds the best possible way of attaining a goal.
Plan Do Study Act Model : Also known as the PDSA Model. This is the shorthand version of the problem-solving method, where you start with planning, test the theory, study the results, and act based upon observations . This process is done several times.
Root Cause Analysis : This method is used to get to the root of the problem. Its four steps are to identify the problem, establish a timeline, distinguish between root causes and other factors, and create a cause graph.
Lean Prioritization Method : This method is created within a two-by-two matrix, with the X and Y-axis ranging from low to high. The X-axis is labeled as “effort”, while the Y-axis is labeled “value.” Inside the matrix, label the four squares with:
Evaluate the problems and situations and put them in the appropriate categories to figure out where to focus your attention.
Once a list of possible solutions has been made, it’s time to put your decision-making skills to the test. To find the best solution for the problem, analyze every possible resolution and decide which is best for your situation.
Before making a decision, consider the potential solution’s efficacy, practicality, timeliness, resources, and cost. Narrow your choices down with the process of elimination and with a risk manager’s input. Like brainstorming, choosing a solution doesn’t have to be done alone.
Now that you’ve chosen a solution, it’s time to implement it throughout the necessary departments, areas, or people. On average, it takes about 66 days for a new habit to become automatic, according to a study published in the European Journal of Social Psychology. In other words, change doesn’t happen overnight. To make a new change to any business, planning, patience, and persistence are all required.
Planning : Timing is everything. When a company implements a new strategy, they often take a lot of time to implement the new idea. Decide on clear goals, address any issues or possible obstacles, and create a plan. It’s also critical to practice proper communication skills across the entire organization so that everyone knows what’s expected.
Patience : Change is scary and not everyone is going to accept it, that’s why it’s important to stay patient throughout this process. Try implementing the plan little by little so that employees aren’t overwhelmed. Encourage each other and make sure everyone understands the intention behind this change, and that everyone is participating in making it possible.
Persistence : Continuous application and monitoring of these changes are crucial. Make sure all of your employees are practicing the changes every week so they become the norm.
The final part of the problem-solving process is to analyze the results. This can be done after a couple of weeks, months, or years, depending on what you’re trying to achieve. It’s important to remember why this problem started in the first place and how it affected the company. Ask yourself any of the following questions to better evaluate results:
Sometimes, it’s necessary to start the process completely over. To make the problem-solving process easier, it’s best to simplify the solution as much as possible. Try to focus on the solution rather than the problem. Be positive, open-minded, and willing to make the change. With enough practice, any problem can be solved.
Problems will always occur no matter what situation you’re in, so it’s important to know how to conquer them before they get out of hand. Do you want to learn more about the process of problem-solving and how you can apply it to fix your company’s issues?
You can learn about different strategies that will help alleviate any workplace problems in KnowledgeCity’s course on Problem Solving in 5 Easy Steps . Use this information to take control of any problems that crop up at work.
Thanks for this terrific article! I am a mentor to undergraduate students and I was researching problem solving philosophies, methodologies, and techniques. This was a perfect resource! I like the way that you provided practical examples and also provided various methodologies and systems for problem solving. I think that’s always good to provide people options as certain methodologies may be best geared for certain disciplines, industries, or situations.
I took special note of these key quotes:
“because the more input, the better, simply because different perspectives can lead to different solutions.”
“It’s important to remember why this problem started in the first place and how it was affecting the company.”
Thanks again for making this great information publicly available.
Clifford Thornton
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
Join 80,000+ Fellow HR Professionals. Get expert recruiting and training tips straight to your inbox, and become a better HR manager.
Washington, DC
Winning moments in washington, dc.
Social-Emotional Learning Specialist Sarah Hensler and her colleagues at Washington, DC’s Arts and Technology Academy were heartbroken to learn their charter would not be renewed. Hensler was especially disappointed, because a Second Step kit had just been purchased for every classroom, and she envisioned the program “becoming a self-sustaining part of our positive school culture.” But rather than allowing the news of the charter school’s impending closure to immobilize her, Hensler rolled up her sleeves and got to work.
Knowing her students—97 percent of whom come from low-income families—might have only one year of Second Step instruction, Hensler was determined to make the most of it. She especially wanted her students, many of whom were not accustomed to solving problems in a nonconfrontational manner, to learn the Problem-Solving Steps, which aren’t introduced until later in the program. “I wanted to introduce STEP problem solving as soon as possible and empower our students to practice it, use it, and be prepared to take it with them wherever they end up next year.”
So Hensler created a certification program for selected third- through fifth-graders to become STEP Problem-Solvers. By the end, 48 students had completed two 45-minute training sessions and an oral certification session with Hensler, where they were presented with common elementary-school problems to which they were asked to verbally apply each of the Problem-Solving Steps:
The STEP Problem-Solvers—as the name suggests—help their classmates “remove blame from a problem and think clearly about possible consequences,” explains Hensler. And the teachers like it, too: It’s “a really great way to open teachers’ eyes to student problems” and illuminate how teachers can “help students help themselves in becoming self-sufficient and successful problem-solvers.”
But the teachers also recognize the challenge involved. The most frequent comment Hensler hears from them about the STEP process is, “‘Gosh, it’s hard to state a problem without blame!’” Fortunately, the students are picking up on that part pretty quickly. Hensler often hears her problem solvers spontaneously identify blaming language in casual conversation: “‘That’s a blame word. Try again.’”
One of Hensler’s STEP Problem Solvers has a history of being “physically aggressive towards other students, especially if provoked in any small way.” This student recently approached her in the cafeteria to tell her that another student had pushed him out of the lunch line. Hensler reminded him to remove the blaming language and, after a “You’re not just gonna solve it for me?” eye roll, he calmly said, “[The student] and I disagree about where we should be in line.’” When Hensler asked him how he could solve the problem, he replied, “‘I’ll talk to him about it’ and walked away.” Hensler sums it up: “The moment was definitely a win.”
Learn more about Second Step Social-Emotional Learning.
See All Success Stories
IMAGES
VIDEO
COMMENTS
What is Problem Solving? Steps, Process & Techniques
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 ...
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 ...
Step 1: Define the Problem. The first step in the problem-solving process is to define the problem. This step is crucial because finding a solution is only accessible if the problem is clearly defined. The problem must be specific, measurable, and achievable. One way to define the problem is to ask the right questions.
Consider the problem-solving steps applied in the following example. I know that I want to say "I don't eat eggs" to my Mexican waiter. That's the problem. I don't know how to say that, but last night I told my date "No bebo alcohol" ("I don't drink alcohol"). I also know the infinitive for "eat" in Spanish (comer).
The process of problem-solving is a methodical approach that involves several distinct stages. Each stage plays a crucial role in navigating from the initial recognition of a problem to its final resolution. Let's explore each of these stages in detail. Step 1: Identifying the Problem. This is the foundational step in the problem-solving process.
40 problem-solving techniques and processes
The problem solving process typically includes: Pinpointing what's broken by gathering data and consulting with team members. Figuring out why it's not working by mapping out and troubleshooting the problem. Deciding on the most effective way to fix it by brainstorming and then implementing a solution. While skills like active listening ...
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.
How to master the seven-step problem-solving process
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.
The implementation of a solution requires planning and execution. It's often iterative, where the focus should be on short implementation cycles with testing and feedback, not trying to get it "perfect" the first time. Input: decision; planning; hard work. Output: resolution to the problem. 5.
Then this method delves into the following stages: Discovery (fact-finding) Dream (visioning the future) Design (strategic purpose) Destiny (continuous improvement) 3. "FIVE WHYS" METHOD. This method simply suggests that we ask "Why" at least five times during our review of the problem and in search of a fix.
Balance divergent and convergent thinking. Ask problems as questions. 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.
In general, effective problem-solving strategies include the following steps: Define the problem. Come up with alternative solutions. Decide on a solution. Implement the solution. Problem-solving ...
Step 1: Define the Problem. Differentiate fact from opinion. Specify underlying causes. Consult each faction involved for information. State the problem specifically. Identify what standard or expectation is violated. Determine in which process the problem lies. Avoid trying to solve the problem without data.
Problem solving techniques: Steps and methods
Introduction to Critical Thinking and Problem Solving. According to the National Council of Teachers of Mathematics, "The term "problem solving" refers to mathematical tasks that have the potential to provide intellectual challenges for enhancing students' mathematical understanding and development.)". That's a lot of words, but I'd like to focus in on the word POTENTIAL.
Named for W. Edwards Deming and Walter A. Shewhart, this model follows a four-step process: Plan: Establish goals and objectives at the outset to gain agreement. It's best to start on a small scale in order to test results and get a quick win. Do: This step is all about the implementation and execution of the solution.
Figure 3 illustrates the steps in the problem-solving workshop. Figure 3. Problem-solving workshop format. The following sections describe each step of the process. Agree on the Problem(s) to Solve. American inventor Charles Kettering is credited with saying that "a problem well stated is a problem half solved." At this point, the teams ...
Second Step Sample Lessons
Step 1: Identify the Problem. As obvious as it may sound, the first step in the problem-solving process is to identify the root of the issue. However, the problem isn't always easily identifiable and might require some extra analysis to get the source. One way you can identify a problem is by using Toyota's "Five Whys" technique.
P: Pick the best solution. The STEP Problem-Solvers—as the name suggests—help their classmates "remove blame from a problem and think clearly about possible consequences," explains Hensler. And the teachers like it, too: It's "a really great way to open teachers' eyes to student problems" and illuminate how teachers can "help ...