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.
Problem-Solving has six "phases":
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.
When making decisions, applying a few key principles will enhance the problem-solving process.
As shown in Figure 15-1, there are five key phases to problem-solving.
(Words in "quotes" are suggested phrases for a facilitator or leader.)
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."
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?
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...?"
"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?"
To determine the basic facts of the situation.
(Words in "quotes" are suggested phrases for a facilitator or leader.)
Ask the basic questions:
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?" |
(Words in "quotes" are suggested phrases for a facilitator or leader.)
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." |
(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?" |
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.
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.
(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?" |
|
|