Chapter 15 - Problem-Solving

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

• Identify problem-solving as one of they key techniques in developing the group's capability.
• Gain knowledge of a definite technique for problem-solving and planning.
• Understand the value of problem-solving in group commitment to the task and to group unity.

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
   • What is the task? Legitimize it. How does it feel? What's the real problem? What's the best/worst/most probable result likely if we solve this problem? Who has ownership? State as a question. Problem as given/Problem as understood (PAG/PAU). Lasso. Is/Is not. Diagram.
2. Analysis
• Why is it a problem? (Basic questions).
• Break it down/component parts.
• Force Field analysis (forces for sustaining the problem/forces against/restraining the problem).
• Generalize/exemplify.
• Ask the Expert.
3. Generate Alternatives
   • Win/Win (consensus)
   • Both/And
   • Build up/synthesize
   • Straw voting
   • Negative voting
   • Focus on Agreements
   • Back off
4. Implementation
   • Concurrent evaluation.
   • Sharing leadership.
   • Keeping group together.
   • Getting the job done.
5. Evaluation Feedback.
   • Strengths/Weaknesses.
   • Improvements.
   • Feed-forward.

Problem-solving includes:

• Using specified skills to identify the nature of a given situation or task.
• Alternative methods for determining the appropriate solution
• Applying guidelines for analyzing a task or problem in order to solve it.

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.

• Present a win/win attitude.
• Legitimize all perceptions, problems, misunderstandings, and bad feelings in the early phases.
• Establish ownership and responsibility for the problem.
• Get agreement on the problem before going on to solutions.
• Be explicit about each phase of problem solving.
• for little successes first, before tackling the "big" problem.
• Look for ways of breaking fixation and redefining the problem/solution space.
• Seek agreement on criteria before evaluating the alternatives.
• Keep backing up to the phase and level of generality where a foundation of agreements can be developed.
• Avoid premature motions.
• Use formal "majority" voting as a last resort, for it is a win/lose approach.

Five Phases Of Problem-Solving

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