HOME CONTENTS PREVIOUS NEXT RESOURCES FOR LEADERSHIP | ORDER

Chapter 15 - Problem-Solving

This competency, sometimes also called Planning, enables the learner to:1

The basic outline for this competency has not changed in over 30 years. Additional information is added, layers of complexity are introduced, but the basic scheme remains: Analyze, Design, Develop, Implement, and Evaluate.

About Problem-Solving

Problem-Solving has six "phases":

  1. Consider the Task
  2. Analysis
  3. Generate Alternatives
  4. Implementation
  5. Evaluation Feedback.

Problem-solving includes:

Along with Evaluation and Manager of Learning, this competency is one of the most critical and complex in leadership development. Skilled use of this competency positively influences the leader's ability to get the job done and keep the group together in all kinds of situations. See Figure 15-1 for a graphical description of problem-solving process described in this chapter.

The effective use of problem-solving will do more than any other competency to advance both getting the job done and keeping the group together. It is an "umbrella" competency in its effect on a variety of issues. Problem-solving is useful both in group situations and one-on-one.

It is the same competency as planning, useful for outlining a course of action in order to achieve an objective. Problem-solving can serve as a "core curriculum." It offers a general conceptual framework to integrate different skills, such as Planning, Scheduling, Time Management, Performance Appraisal, Negotiation, and Conflict Resolution.

Principles of Problem-Solving

When making decisions, applying a few key principles will enhance the problem-solving process.

Five Phases Of Problem-Solving

As shown in Figure 15-1, there are five key phases to problem-solving.

Consider the Task

Purpose

Methods

(Words in "quotes" are suggested phrases for a facilitator or leader.)

How Does it Feel?

Best/Worst/Most Probable

Backing in to the issue: "What is the absolute worst thing that could happen as a result of solving the problem?...The best outcome you can think of?...What's most likely? Can we try for n minutes to tackle this problem? We might still come up with something new."

Ownership

Getting the right people committed: "Should this group tackle this problem at all?...today or later on?...at this meeting? Who else should be involved? Who has responsibility? Is this a challenge our group can handle?

State Problem as a Question

Asking open-ended (vs. Yes/No) questions. "Could you put that in terms of 'How to...'?" "You mean, how the group can be more sensitive to...?"

Problem as Given/Problem as Understood (PAG/PAU)

"How do I define it vs. how does he define it?" "That's the problem as described by the hurdle card. Is there anything it left out?"

Lasso
"Could you clarify what you mean by, `The True White Stag Experience?'"
Is/Is not
Eliminate assumptions: "What do we know is definitely not affected by the situation?"
Diagram
Moving from verbal to visual: "Maria, why don't you draw a sketch of the bridge you have in mind?"
Seeing connections, relationships
"So if we apply the new organization structure it will affect all the groups you've diagrammed here? Did we leave any groups out?"

Consider the Resources

Purpose

To determine the basic facts of the situation.

Methods

(Words in "quotes" are suggested phrases for a facilitator or leader.)

Ask the basic questions:

Break it Down

To help reduce a problem to a manageable size:

Reducing problems into parts "It seems we've identified two distinct issues. Can we tackle one at a time? This will make it more manageable."
Force Field Analysis Sustaining/Restraining forces. "What are all the aspects of the situation that keep it from changing?...that are helping create change? How can we lessen the former and build up the latter?"
Generalize/Exemplify Moving from general to specific to general: "Could you given us an example of poor communication?" "You've mentioned a lot of examples. How would you describe the general problem?"
Ask the Expert Avoid rumors and reinventing the wheel: "Is there anyone here who can answer that questions?" "Has anyone done that kind of thing before?"
Resources Group skills, competencies: "Do we have all the skills needed within our group? Who can do this lashing? Who's managed building a bridge before? Are there any skills we're going to need some help on from outside the group?" Things in the environment: "let's be creative for a moment. Are there things around us we might use instead of rope to fasten the poles together?" Money, time. "How much money in the budget is allocated for the task? there isn't any?" "We have three hours to hike five miles to the top of Pico Blanco. Is it feasible?"

Consider the Alternatives

Purpose

Methods

(Words in "quotes" are suggested phrases for a facilitator or leader.)

Brainstorming

Brainstorming is useful in a variety of settings.

Withholding judgment "Before leaping to any conclusions, let's try brainstorming. The idea is quantity, not necessarily quality. Piggy-back, flip-flop your ideas, but don't offer any judgments yet."
Checkerboard Cross-checking alternatives: "Let's compare each alternative against each other. Perhaps we'll see some new ideas we hadn't thought of."
Cross-checking against criteria "We earlier defined a number of points any solution we propose must meet. What do you say we look at each criteria and see if that stimulates any new ideas?"
Cross-checking task elements "There are three different peaks we could hike to, and we could take two or three days. Why don't we see what routes there are for all these combinations?"
Cut Up and Move Around For dealing with physical relationships or sequences: "Why doesn't each of us individually list on cards all the activities between now and the end of the project? Then we'll try to rank order them as a group."
Experience Build on past; adapt, modify, etc. '"Who knows what hurdles have been used in this situation in the past?"
Rank Order Pick the best of the bunch: "Out of the seven solutions proposed, let's each choose three."
Sort by Category Breaking down the alternatives: "There are about 25 ideas here. Can someone suggest some categories they might fit into?"
Evaluating categories "Are there a few people who would like to sift these ideas into categories and prepare an evaluation of the categories?"
Advantage/Disadvantage Plus/minus: "We've come down to two basic plans. Why don't we first list the pluses and minuses of Plan A, then do the same for Plan B?"
"What I like about..." Give positive feedback first: "If we say what we like first about each of the ideas, it will help us see the positive aspects of each idea and make it easier to find a solution."

Write Plan Down

Purpose

Methods

(Words in "quotes" are suggested phrases for a facilitator or leader.)

Concurrent Evaluation Check in with group: "Keeping in mind the original criteria or objectives for the choice, how are we doing?"
Monitoring performance "Are all group members actively involved? What is the deviation from the plan? Is it positive/negative?"
Sharing Leadership "Who exercises authority? Is it a shared group function--or have they chosen to vest it in a particular person? "What style of leadership is the de facto leader exercising? Is it appropriate to the situation?"
Keeping Group Together/Getting the Job Done Striking a balance: "Is someone/Are group members continually sensitive to group process? Who's checking to make sure there's a positive balance between group and task priorities?"

Put Decision Into Effect

Carry out the plan as developed. Keep track of your progress and be ready to implement alternative plans when unexpected events occur. Take notes during the implementation so your evaluation to follow can be quickly completed and accurate.

Evaluation

Purpose

To purposefully examine what happened and how lessons learned can be passed on within the group and to other groups. Evaluation is a competency in its own right. See Chapter 16 - "Evaluation" for detailed information on evaluating how the task was accomplished and how the group worked together to get it done.

Method

(Words in "quotes" are suggested phrases for a facilitator or leader.)

Feedback Try for both a group discussion, a record of the results, and a chance for individual members to contribute written comments.
Strengths/Weaknesses What to look for: "What does the group feel are the strengths of the project as implemented?" "The weaknesses...?"
Improvements/
Feed-forward
Making it better: "Is there anything we might have done better? How can we improve it next time?" Passing it on: "Now we're finished. How can we make sure that future groups will benefit from our experience?"


HOME CONTENTS PREVIOUS NEXT RESOURCES FOR LEADERSHIP | ORDER