# Welcome to SMIRK Unit
2 - Problem solving

- Problem solving
- Problem solving styles
- Five steps to problem solving
- Defining the problem
- Defining the solution
- Gathering facts
- Check sheets
- Fishbone
- Scatter diagram
- Generate alternate options
- Generate alternate options - 2
- Implement and evaluate
- Monitor the solution
- Back to main index

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Problem solving

Regardless of what they do for a living or where they live, most people spend most of their waking hours solving problems. Most problems we face are small, some are large and complex, but they all need to be solved in a satisfactory way. (Robert Harris, 2002)

Having the support of others in solving problems is important. Diversity of thought and of problem solving style can result in better solutions.

The objectives for this section are to:

- Identify different problem solving styles
- Identify methods appropriate for solving problems
- Apply methods to specific problems

Most people have, through experience, developed an approach for solving problems that has worked for them. Some people use a very logical approach to solve problems and go step-by-step in a linear fashion. Others use an intuitive approach that usually results in arriving more quickly at a solution. However, sometimes that solution must later be adjusted to the reality of the situation. Three problem solving styles are included in the next section. There is no "right" style. Each of the styles has its own strengths and weaknesses.

###### Reference:
Harris, Robert. "Problem solving techniques", http://www.virtualsalt.com/crebook4.htm

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Problem solving styles

Idealist | The idealist takes a holistic view:
- Welcomes a broad range of perspectives
- Seeks the ideal solution
- Is interested in values
- Is receptive of others' ideas
- Sees data and theory of equal value
Activist | The activist takes a diverse view:
· Looks for whatever works
· Seeks the shortest route to solution
· Is interested in innovation
· Is adaptive
· Accepts any data or theory that "gets us there"
Realist | The realist takes a sensible view:
· Relies on facts and expert opinion
· Seeks solutions that meet current needs
· Is interested in concrete results
· Is corrective
· Takes data over theory

There is no right or wrong style. We should not expect that all people solve problems in the same way. If we listen to others and accept that there is more than one style or way to solve problems, we can generate more solutions to choose from.

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Five steps to
problem solving

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Generally there are five widely accepted steps in the problem solving process:

1. Define the problem - this is the hardest step and is covered on the next page.
2. Gather facts - who, what, when, and where.
3. Generate alternate options - bring in other people who might have a different problem solving style.
4. Evaluate and implement most appropriate option
5. Monitor the solution and evaluate the results

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Defining the problem

In almost every problem solving methodology the first step is defining or identifying the problem. It is the most difficult and the most important of all the steps. It involves diagnosing the situation so that the focus on the real problem and not on its symptoms.

For example, fear of speaking in public only becomes a problem when your job is dependent on public speaking.

Frequently finding or identifying a problem is more important than the solution. For example, Galileo recognized the problem of needing to know the speed of light, but did not come up with a solution. It took advances in mathematics and science to solve this measurement problem. Yet Galileo still received credit for finding the problem.
Sometimes problem definition may be nothing more than the art of asking the right questions at the right time.

#### Identifying the problem:

Instructors at a large university do not show up for technology training sessions. What do you think is the problem?

- The time frame for the training sessions does not meet the instructors' schedules
- There is no reward for investing time in training sessions
- The notifications for the training are sent in bulk mailings to all email accounts.

Any and all options could be correct, However, these different options will define the problem as either one of time, one of rewards or one of ignorance.

#### A better definition of the problem:

Instructors who teach online are required to use certain technologies but have not received training in the technologies despite the fact that training is offered on various days of the week and at multiple times during the day. In this case the problem might be defined as:

- Lack of motivation - No, they are required to attend this training
- Lack of reward - No, their reward is their position as an online instructor
- Lack of notification - Aha!, this might be part of the problem and requires some investigation

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Defining the solution

We often think of "solving a problem" in the sense of making it go away, so that the problem no longer exists. This is one kind of solution, but it is not the only kind. Some problems cannot be eliminated entirely: we are never likely to eliminate trash, or the wear on car tyres, or the occurrence of illness. We can, however, create solutions or treatments that will make each of these problems less harmful.

So it is helpful when thinking about a problem to define it in a way that some goals or parameters will be set that allow us to know when the solution is reached. Sometimes the goals might be that the problem is entirely eliminated and sometimes the goals will be to treat the effects of the problem.

There are two basic approaches to defining solutions:

Stop It | Cures the problem. This might be in the form of preventing it from occurring or re-occurring,eliminating it all together or reducing it to point where it is no longer defined as a problem.
Mop It | Focuses on the effects of the problem. One can treat the damage, tolerate it, or redirect it.

###### (Robert Harris, 1998)

Which of the following problems can be treated by a stop it or mop it approach:

- Cleaning up water caused by a leaking radiator and placing toweling and spill tray. It is a mop it solution as you are not stopping the leak, just mopping up!.
- Placing traffic signals at busy traffic junctions. This is a stop it solution as it prevents accidents from happening.

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Gathering facts

The five whys
Some means of gathering data are:

- define key terms
- articulate assumptions
- discuss the problem with someone else
- get the viewpoint of others
- use the 5 whys

The 5 whys consist of asking a series of questions about a problem until a cause that can be resolved is found. The more whys you ask about a problem, the closer you get to finding the cause.

Example:

1. I can't teach. Why?
2. The students are too noisy. Why?
3. They are talking to each other. Why?
4. The subject is not keeping their interest. Why?
5. They don't know how it will affect their lives now and later. Why?
6. No one has shown them or told them.

An example of reflection:

We need a better way to kill mice.

- Why? Because we are overrun by mice and they are bothering us.
- Why are we overrun? Because there is food all over. Maybe we should get rid of the food.
- Or maybe we should redefine the problem to: We need a better way to keep mice from bothering us. This may suggest a different solution from that of killing them, like driving them away, keeping them out of the house in the first place.

There are some graphical ways to gather data called check sheets, fishbone diagrams and scatter diagrams. You can see them next.

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Check sheets

Check Sheets are simply an easy to understand form used to answer the questions like: How often are certain events happening?; What kinds of events are happening?; What are the reasons given for things that happen?

Late for Class | Day of the Week
Pupil | M | T | W | Th | F
A |  |  |  |  |
B |  |  |  |  |
C |  |  |  |  |
Total |  |  |  |  |

Design a form that is easy to use, clearly labeled with adequate space. Collect consistently and honestly.

Composition Mistakes | Number per essay and class period
Period | 1 | 2 | 3 | 4 | 5 | Total
Spelling |  |  |  |  |  |
Punctuation |  |  |  |  |  |
Citations |  |  |  |  |  |
Headers |  |  |  |  |  |
Footers |  |  |  |  |  |

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Fishbone

The cause and effect diagram represents the relationship between some effect and all possible "causes" influencing it.

Basically the Fishbone is a pictorial representation of the problem. It has a large arrow pointing to the name of the problem. The lines off the large arrow represent main categories of potential causes (or solutions). Typically categories are people, methods, materials and environment.

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Scatter diagram

A scatter diagram is used to show the possible relationship between one variable and another. It can be used to test for cause and effect.

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Generate alternate
options

One way to identify potential solutions is to represent the problem either internally or externally. By doing this, you will select information that is relevant - including the goal, the initial state, the operators (actions) and restrictions. Operators are actions that change the initial state of the problem into another. Then you may categorize it as a type of problem, develop similar situations, identify the criteria for evaluating the solution and adjust and combine ideas.

Some of the tools used are:

- Systematic trial and error
- Proximity searching
- Means ends
- Fractional method
- Knowledge based
- Trial and error works for simple problems when one path seems more likely to lead to the goal than any other path. Trial and error can be blind or systematic. In a systematic trial and error, paths that fail are automatically eliminated.
- In a proximity search, you look just one step ahead of what will take the person closer to the goal. For example, if you are in a strange city and want to find the downtown area, you might want to proceed on the streets that appear busiest.
- In the means, end methodology, you include the appropriate operator or action that will change the initial state to one that gets you closer to your goal.
- For even larger problems, you can use the fractionalisation method, which breaks the problem down into parts that are more manageable.
- Knowledge-based methods include past experiences with the problem type and knowledge of how the "world" works.

For some problems more than one strategy may be appropriate but may also lead to different results.

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Generate alternate
options - 2

#### Which type of strategy would most likely generate a solution to this problem?

The Jones' would like to build a new house. They have accumulated the materials and have the land. They also have the experience and capabilities needed. However they lack time to get the job done.

- In this case the best appropach is fractionalisation. Since time is restricted, breaking the house building project down into smaller, manageable chunks will be a good strategy

#### Try another:

Two friends are lost in the woods and have no navigation tools and no knowledge of the terrain. They are only certain that one direction will take them further into a mountainous terrain and the way out is near an open plain. They need to find out more information about where they are and which direction to proceed.

- In this case the best appropach is proximity. If the friends proceed in one direction for a short distance they can note the changes in the terrain and either continue on that path or choose another that takes them closer to their goal.

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Implement and evaluate

Make a list of the different options that you have generated. Select one or more solution options from near the top of your list to try.
Does the solution meet the goals and conditions set by the problem?
Frequently the better option for implementation is the number two or number three choice. Measure the impact of the solution. The evaluation of your implementation is not based on whether or not you followed the steps, but on whether or not your goals are met.

Example:

You have to meet a deadline at work but the last bus you can take home leaves at 5:40. The different options might be:

1. Take a taxi. (simple, but very expensive and not reimbursable)
2. Stay late and get a friend to pick you up (friend may not be available or willing)
3. Leave on time and come in early the next day (works if deadline can still be met as "before business of next day")
4. Take the work home and complete it there (good if internet connection is reliable and does not involve too many others)

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.

# Monitor the solution

Re-apply measurements to confirm that change has taken place.

- Check to ensure that the changes do not negatively impact another area.
- Provide sufficient information and training so that change can take place and be sustained.
- Reflect on the problem solving process used. What would you have done differently?

#### Pitfalls and suggestions

The following are pitfalls for any problem solving situation along with suggestions for avoiding them.

Pitfall | Suggestion
--- | ---
Blaming others | Take responsibility.
Identifying the incorrect problem | Restate the problem to expand solution possibilies
Lack of specifics | Use observable behavioral outcomes
Lack of inclusion | Seek input from all involved. Use open-ended questions
Lack of facts | Ask "what" not "why"

This is the end of the section on problem solving. We hope it has helped you identify and use some effective methodologies.

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SMIRK - Problem solving by CR Education modified by Marion Kelt, Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.