Chapter 4 - Problem Solving

Just some extra info: http://bellinghamschools.org/sites/default/files/studentgal/onlineresearch/oldonline/mod8team.htm

Chapter 4 - Problem Solving and Action Planning

In an effort for teams to identify students needing intervention, examining data, using the data to improve instruction and ensure consistency in implementation and to problem-solve any relevant issues, effective problem solving methods must be embraced.

Problem Solving methods range from simple to complex.  The basic process includes repeating a multiple-step cycle to reach and refine a solution:

·         Identify concerns (define the problem)

·         Watch and talk (gather and share info)

·         Throw out ideas (brainstorm)

·         Say whether each idea sounds good or won’t work (evaluating the ideas)

·         Give the best idea a try

·         Watch and talk more (evaluating the solution, refining it, and beginning the cycle again)

The following sections provide guidelines for solving concerns teams have about student progress.

Steps 1 – Identify the problem

·         Take a divergent/convergent approach – 1.  List visible problem(s)      2.  Converge on one                  3. Define or restate problem to reflect the group’s view    

·         Prioritize – rank concerns from high to moderate to low in an effort to determine the priority

·         Re-write the problem in observable language-write down member’s view of the problem to condense and identify the problem

·         Categorize – determine the type of problem

·         Apply consensus-reaching method – compare the problem with student data

Step 2 – Brainstorm Possible Solutions - Generating as many alternative or potential solutions as possible.  Rules, when brainstorming, include:

1.       No negative reactions or comments

2.       Freewheeling(stating ideas as quickly as possible without taking turns thus promoting spontaneity and enthusiasm), round robin (taking turns in an around-the-circle fashion), slip method (team members write out ideas on paper and pass to recorder, mixed up and displayed for everyone), brainwriting (write on slips of paper and place in pile in middle of table, read it and add on) is welcomed; save criticism for later

3.       Withhold discussion and judgment

4.       Focus on quantity, not quality

5.       Set a short time limit; generate ideas quickly

6.       Assign a recorder who writes fast and translates ideas into phrases or key words

Step 3 – Evaluate the Possible Solutions – You must narrow your ideas down to those that will make the best solution.  To do this effectively and efficiently you must have criteria in which to apply each solution to.   Some common sense criteria includes feasibility, team consensus, peer approval, and cost. 

Step 4 – Choose a Solution – Choose a tentative one until it proves workable.

Step 5 – Write an action Plan – Team agendas need to include enough time to write action plans.  Primary elements include an issue, action, member’s responsibilities, timeline.

Step 6 – Evaluate the Plan and Make Needed Changes –

Problem Solving Techniques/Approaches and Methods:

Webpages with ideas:

http://www.unce.unr.edu/publications/files/cd/other/fs9726.pdf

http://www.reliasoft.com/newsletter/v7i1/team_based.htm

http://www.optimistleaders.org/TeachingMaterials/PersonalDevelopment-TeachingMaterials/Creative_problem_solving-instructor.pdf

Stages of the Osborn–Parnes Creative Problem-Solving process

Stage 1: Visionizing or Objective-Finding At this initial stage, the problem solvers

heighten their awareness through imagining potential challenges. First, they are

divergent, considering a variety of possible challenges. Then, they converge by

selecting one to begin solving.

Stage 2: Fact-Finding Problem solvers gather as much information as possible about

the selected challenge by using all of their perceptions and senses. By asking “who,

what, where, when, why, and how” questions, problem solvers are divergent in considering

multiple perspectives regarding the challenge.They finish this stage by identifying

facts they believe to be most relevant to the challenge.

Stage 3: Problem-Finding The purpose of this stage is to clarify the challenge or

problem by redefining it in new and different ways; by rephrasing the challenge as

a question, “In what ways might I/we . . . ?”; and by asking the question “Why?” or

“What do I/we really want to accomplish?” This process is repeated until the problem

solvers restate the problem in a way that makes the most sense and is most

appealing to them.

Stage 4: Idea-Finding At this stage, the objective is to defer judgment while generating

as many ideas as possible to potentially solve the challenge. Playfulness and wild

ideas are encouraged.To come up with ideas beyond the obvious, problem solvers

attempt to make new connections between ideas through analogies, manipulation

of ideas (e.g., magnifying, minifying, reversing, eliminating), and hitchhiking (i.e., making

new associations by building on someone else’s idea).

Stage 5: Solution-Finding At this stage of the process, a variety of criteria are considered

and ultimately selected for evaluating the merit of ideas. Problem solvers

use the criteria to assist in selecting the best solution.

Stage 6: Acceptance-Finding The problem solvers refine the solutions to make them

more workable.The objective is to turn ideas into action through the development

and implementation of an action plan. Regular evaluation of the solution helps

problem solvers discover new challenges and ways of addressing them as the action

plan is carried out.

Based on Osborn (1953/1993) and Parnes (1985, 1988, 1992).