409
Appendix 1
Creative Problem Solving
Techniques
Affinity Diagram
The Affinity Diagram is a technique to gather large amounts of data (ideas, issues, opinions,
facts, etc.) and organize them into logical groupings based on the relationship among the
data.
Improvement of Employee Training
Needs
Development
Updating
Instruction
Requirement
More practice
session
Review of literature
ADD videos
Books
E-mail
CBT
Panel of Experts
Modules
Benchmarking
Discoveries
Technology
Role play
Focus group
Employee
training materials
Job changes
Workshop revision
On the job
Simulation
Audience
Library
Internet
Validation
Processes
Content
sequence
On-line/Off-line search
Task
Authoring
CD-ROM
EEOC
complaints
Newsletter
Records
software
Learning organisation
New
Discrimination
Storyboard
Evaluation
Job analysis
Statistics
Critiques
Compensation
Rooms
410
ACTIONABLE LEARNING
Steps:
1.
Form a diverse team of 6-8 participants
2.
Write the problem on a flip chart leaving out any detail for the mean time.
3.
Participants record their ideas on cards, one idea per card.
4.
After 15 minutes, collect the cards and randomly spread it out.
5.
Participants sort the cards in silence and place related ideas into a grouping
6.
Search a card in each grouping that capture the essence of that group and put it as a
header. If a header card could not be found, team creates header card.
7.
Repeat steps 3-6 to expand groupings create others, and gain more ideas.
8.
Layout groups and creates and affinity diagrams. Place closely related groups together.
Draw outlines for each group with a header card.
APPENDIX 1
CREATIVE PROBLEM SOLVING TECHNIQUES
6-3-5 Method
This method generates and develops ideas by asking 6 participants to write 3 ideas on separate cards within 5 minutes. These cards are then passed along to other participants to refine
or adding it with new ideas.
Steps:
1.
6 participants share a problem statement.
2.
Each participant generates 3 ideas related to the problem statement and writes it each in
a card within minutes.
3.
Participants then pass the cards they have written to the person on their left.
4.
Participants read all ideas passed to them, develop it or add new ideas, within 5 minutes.
5.
Continue steps 3-5 until each participant receive back their written cards from the first
round.
6.
Cluster all ideas and record it.
Improve Customer Satisfaction
Date: xx/xx/xx
External
Product
Survey customers
No spare parts
Focus groups
Missing parts
Conduct interviews
Defective products
Random contact
Missing manual
Etc.
Etc.
Internal
Service
Complaint file
Make callbacks
Check “returns” records
Be on time
Warranty claims
Forms filled out completely
Ask customer reps
No appointment errors
Sort correspondence
60 day follow-up
Reorder process
“Know your product”
Ask quality assurance
Accurate information
Shipping problem log
Check Code of Conduct
Etc.
Etc.
411
ACTIONABLE LEARNING
Checkerboard Method
The checkerboard method combines possible concepts, features, and capabilities to produce a
new feasible product or service through plotting the interrelationship of these possibilities on
a matrix.
Steps:
1.
Construct a matrix of factors with the horizontal lines being a group of an attributed
factor and the vertical lines with another attributed factors group.
2.
Match all factors and rate its feasibility by indicating whether it has a high or low application potential. Remember that not every pairing is applicable.
3.
Reach consensus for the completed matrix.
Applications
Equipment
ity se
nsor
Smok
e alar
m
Secur
ity lo
op
Auto
dial
Wake
up
Door
check
All lo
cked
Pet ch
eck
Pet e
xit
Remo
te che
ck
Room
moni
tor
TV in
terfac
e
Remo
te sw
itch
Remo
te sca
nner
Gas o
n/off
Ring
neigh
bor
Time
lights
Messa
ge tra
nsfer
Searc
h file
Inven
tory D
B
Leave
messa
ge
Date: xx/xx/xx
Activ
412
Phone
Video phone
Speaker phone
Fax machine
Answering machine
Alarm phone
Intercom
Recorder
Call Distrib
Timer
Transfer
Scanner
Call waiting
Call forward
Call block
Call priority
= High potential
= Low potential
APPENDIX 1
CREATIVE PROBLEM SOLVING TECHNIQUES
Da Vinci’s Technique
Da Vinci’s Technique is a method of combining different sets of features from several parameters. The tool provides a way to develop many possible combinations of listed features, generating a range of new possibilities.
Steps:
1.
Specify the challenge.
2.
Make parameters of the challenge by asking question: “Would the challenge still exist
without this parameter?”
3.
Below each parameter list all its features you can think of.
4.
Make random runs to combine these features. Gradually restrict it to combinations that
appear to be the most attractive.
New Business Extension for Car Washes
Method
Products Washed
Equipment
Product Sold
1
Full
Cars
Sprays
Related Products
2
Self
Trucks
Conveyors
Novelties
3
Hand
Houses
Stalls
Discount Books
4
Mobile
Clothes
Dryers
Edible Goods
5
Combination
Dogs
Brushes
Cigarettes
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414
ACTIONABLE LEARNING
Duncker Diagram
A Duncker Diagram helps in obtaining solutions that satisfy the criteria set up by the Present
State/Desired State statements; but the difference is that Duncker Diagram points ways to
solve the problem by making it alright NOT achieving the desired solutions.
Solutions
A Duncker Diagram classifies solutions as: General, Functional, and Specific. In this technique there are no right or wrong solutions but different ways of representing problems.
Steps:
The steps are similar with the Present/Desired State but differ in that you make two analyses
with one that “Achieved Desired State” and the other “Alright Not Achieving Desired State”.
1.
Suppose your present state is your current job and your desired state is a new job. In
General Solutions make an Achieved Desired State, i.e. steps taken to obtain the new
job (e.g. looking for the new place and arranging interviews), and an Alright Not Achieving Desired State, i.e. steps that would make you stay in your present job (e.g. being
given greater autonomy).
2.
Write down possible paths, or Functional Solutions, to the desired state that do not take
into account the possibility of the solutions (e.g. I could handle the situation “only if” I
were given greater automony).
3.
Suggest a feasible Specific Solutions to implement the functional solutions.
OK Not to Achieve
Achieve Desired
State
Desired State
General
Solution
Possible Paths to Make
Possible Paths to the Desired State
Functional
Present State OK
Solutions
Path 1
Path 2
Path 1
Path 3
Path 2
Path 3
Functional
Solutions
What to do.
Solutions to Implement Paths
to the Desired State
Solution
1
Solution
2
Solution
3
Specific
Solutions
Solutions to Implement Paths
to Make Present State OK
Solution
1
Solution
2
Solution
3
Specific
Solutions:
How to
do it.
APPENDIX 1
CREATIVE PROBLEM SOLVING TECHNIQUES
Fishbone Diagram
An Ishikawa Diagram, or the fishbone diagram, because of its unique shape, is a way to
visually organize and examine all factors that may influence a given situation by identifying
all the possible causes that produce an effect.
Steps:
1.
Write the problem in the fish’s head.
2.
Identify major cause categories of the problems on the ribs.
3.
Group minor causes around the ribs of major causes as the bone.
4.
For each minor cause, ask “Why did this happen?” Place the response as branches of
the appropriate bone.
5.
Once all causes are identified and grouped around the appropriate categories, brainstorm for solutions and place the solutions on the right side of the rib.
People
Sales Staff is too small
d
ne
ed ssio
Us mmi the
co s . i n
rep st
pa
Marketing
Lack of advertising
money
Idea
e
tim
No in
tra
to
Poor
Sales
ng
ti
rke
Ma
of y in
u
ad
He n’t b
did
Poor product knowledge
Couldn’t find right
Poor Design
Procedures
er
No
i n p cust
u t om
Late
La
t
im e cha
pro
r
ve ges a
me
nt nd
No
t
tar sure
ge
t m of
ark
et
distribution channels
Idea
Product
415
416
ACTIONABLE LEARNING
Present State/Desired Technique
The present state/desired technique helps us identify where we are and where we want to go
so that an appropriate path can be found to reach the desired objective. It also helps us to
know whether the solution goals (desired state) are consistent with our needs (present state).
Steps:
1.
Write the present status explaining where you are now.
2.
Write a desired statement. In writing your desired statement, try to be quantitative where
possible and avoid using ambiguous words such as “best”, “minimize”, “most efficient”, etc. because these words mean different things to different people.
3.
Match your present state and desired state by addressing every concern in the present
state and in the desired state.
4.
Make sure that the desired state does not contain solutions for problem that are not in
the present state.
Hitting ‘Em Where They Aren’t
The Situation: During WWII a number of aircraft were shot down while engaging in bombing missions over Germany. Many of the planes that made it back safely to base were riddled with bullet and projectile holes. The
damaged areas were similar on each plane.
The instructions given to solve the perceived problem: “Reinforce these damaged areas with thicker armour plating.”
Present State
Desired State
Many bullets/projectiles penetrating aircraft.
Fewer planes being shot down.
Discussion: This is not a match because there are planes that are surviving that still have bullet holes. There is not
a one-to-one mapping of all the needs of the present state being addressed and resolved in the desired state.
Present State
Desired State
Many bullets/projectiles penetrating aircraft.
Fewer bullet holes.
Discussion: These states are matched, but the distinction between the present state and the desired state is not clear
enough. It many take only a single bullet hitting a critical area to down a plane.
Present State
Desired State
Many bullets/projectiles penetrating
aircraft in critical and non-critical areas.
Fewer bullets/projectiles penetrating critical areas.
Discussion: These two statements now match and the distinction between them is sharp, opening up a variety of
solution avenues such as reinforcing critical areas, moving critical components (e.g., steering mechanism) to more
protected locations providing redundant critical components, etc.
Note: The original instructions given to solve the perceived problem would have failed. Reinforcing the areas
where returning planes had been shot would have been futile. Clearly these were non-critical areas; otherwise these
planes would have been casualties as well.
APPENDIX 1
CREATIVE PROBLEM SOLVING TECHNIQUES
Problem Specification
Problem specification helps in making an orderly first step of collecting specifics and appropriate data for defining a problem statement that clearly indicates the link between an undesirable “as is” situation and the desired “should be” situation.
Steps:
1.
Begin by discussing the current situation or “as is” situation. Write down all information that relates with the “as is” situation.
2.
Think about the “should be” situation that is a situation desired as opposed to the “as is”
state.
3.
Write down more specific about the problem occurrence, i.e. when, where, what impact, who’s involved, or any other related information that are attached to the “as is”
situation.
4.
Think about how to close the gap between the “as is” and the “should be” situations by
writing down how to solve each problem.
5.
Develop a final problem statement that embodied all critical elements specified before.
Quality of Service
Problem Specification – Quality of Service
Date xx/xx/xx
2. Should be target/goal
1. As is situation/condition
Cycle time = 8.5 days. CSI rating = high and
Service cycle time is 12 days. The customer
recalls average 3 per month (per benchmark data)
satisfaction index rating is low and recalls average
7 per month.
When
4. Problem is resolved
- Balanced scheduling
- More training
- Concerns for adults
3. Problem occurs
- At the end of the month (lost six months)
- Missed service calls
Where
-
All service areas
Business districts
-
Timely service regardless of service area
-
Less than 2% recalls on service calls
-
Service department technicians provide better
quality
Impact
-
15% increase in customer complaints
People/Groups
-
Service department technicians
-
Related Information
Pareto analysis and customer satisfying survey results are available
5. Final problem statement
The previous six months’ service calls schedule produced a 15% increase of customer complaints.
Causes appear to be lengthy cycle time (delays) and quality of service (recalls).
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418
ACTIONABLE LEARNING
Process Mapping
Process mapping identifies and maps all cross-functional processes, organizations, metrics,
and estimated processing time. It ensures a systematic understanding of the “as is” situation
and improvement process.
Steps:
1.
Assemble a team of cross-functional representative to develop the process map.
2.
Decide the level of detail to be mapped, i.e., overview, most activities, and detailedspecific task.
3.
Determine start and stop point.
4.
Prepare four flip charts to input data, i.e., to list organizational activities in order of occurrence; to list major functions or activities in order of occurrence; to list review, audits,
approval, and other decision making in order of occurrence; to list the measurements of
process, results, resources, and customer satisfaction – in order of occurrence.
5.
Map the complete process. Facilitator draws the process map as directed and checked
by the team. Process sequences of organizations, major functions, review, and measurements are referenced in order of occurrence.
6.
Revise the final map.
• Symbols and scale:
A
B
__Level 1.
Activity
______1.1
Review
decision
Measure
___1.1.1
M-onths
W-eeks
D-ays
H-ours
C
Concurrent
activity
A - Optional level of detail for activities
B - Time scale: Months (M), Weeks (W), Days (D), Hours (H)
C - Four organizations performing activity concurrently
• “Connectors” example:
List parts
data
3.5
5.5
To
5.5
From
3.5
Add
supplier
data
• A process map can be developed at the macro, mini, or micro level of an organizational
process.
APPENDIX 1
CREATIVE PROBLEM SOLVING TECHNIQUES
SIL
SIL is a German acronym for “successive integration of problem elements”. It generates ideas
by progressively integrating previous ideas. This ensures that all ideas get a fair hearing.
Steps:
1.
Each group member silently writes his or her ideas.
2.
Two among them read one of their ideas out loud.
3.
Remaining members try to integrate the ideas into one idea.
4.
A third member reads and the group try to integrate it with the one formed in step 3.
5.
Continue this reading the integrating process until all ideas have been read and integrated into one final solution.
419
420
ACTIONABLE LEARNING
Working Backward
Working backward is a method of solving a problem by assuming and imagining that your
problem is solved then working backward. While conventional thinking urges us to think
forward, one step at a time from a beginning point, the working backward method encourages
you to move from an imaginary ideal solution and then think backward to the beginning point.
Steps:
1.
Try to imagine and fantasize freely of the best possible solution to your problem and
when you have reached one solution, write it down.
2.
Make brief descriptions what are the advantages of reaching that solution.
3.
List all details that you think would lead you to the imaginary solutions, such as situations, events, or people that would make it possible.
4.
For each person, situation, or event, list specifically how each contributed to the outcome.
5.
Ask yourself how those specifics could solve the problem.
6.
Are there any deficiencies in the specifics and how to overcome it?
7.
How to complete the gaps to realize the solutions? What do we need? Is there anything
else left that we need to know?
8.
Keep on asking about how to proceed to the next step. Work back until you arrive to the
problem statement.
A
G
B
C
C
D
D
H
E
A
APPENDIX 1
CREATIVE PROBLEM SOLVING TECHNIQUES
Brainstorming
Brainstorming is a method to identify a problem and find solution and opportunities for improvement in a team. It is based on the notion that unstructured interactive group process,
brainstorming, generates more and better ideas than individuals could product if they were
working independently.
Steps:
1.
A team of 6-10 people communicates brainstorming guidelines and time limit (15-20
minutes).
2.
State session purpose and discuss specific problems or topics.
3.
All members should express their ideas freely without have to think the quality of their
idea. The key is that members should actively participate in the discussion.
4.
Record all generated ideas.
5.
When the team runs out of ideas, take some time to review and clarify each idea (but
without having discussion).
6.
Identify useful ideas.
Improve Quality
Flip Chart 1
Session 8/19/xx
Topic: Improve Quality
- More training
- Short due dates
- Inexperience
- No communication
- Missing information
- What is a defect
- Constant changes
- No inspections
- Too much work
- Many interruptions
- Group conflict
- Incorrect testing
-
Flip Chart 2
Session 8/19/xx
Lack of proper jobs
Low job satisfaction
Specifications unclear
Lack of instructions
Low morale, motivation
Lack of metrics
Involve customers
Stressful word
Equipment problem
Lack of data
Need problem-solving team
No procedures
END OF IDEAS
421
422
ACTIONABLE LEARNING
Imaginary Brainstorming
Why use it?
To allow teams or individuals to break traditional patterns of thinking that can prevent creative solutions.
What does it do?
•
Allows teams to come up with ideas that are radically different from other brainstorming sessions.
•
Helps teams to separate themselves from the practical details of the problem that
may be restricting their creative ideas.
•
The imaginary aspect allows people to share “wild and crazy” ideas they may
normally keep to themselves.
•
It can bring energy and fun to even the most mundane issue.
How do I do it?
1.
Define the goal or problem.
•
•
As in Classic Brainstorming, the problem statement should be clearly understood
by all team members.
Pay special attention to the structure of the statement. Make sure it contains at
least a subject (who’s acting), verb (the action), and object (who or what is being
acted upon). These will be the elements used in Step 3.
Sample Problem Statement
“How can we publish a book in half the time?”
2.
Generate and record ideas using Classic Brainstorming.
Brainstormed ideas for the real problem
•
Create a partnership with a printer
•
Outsource the cover design
•
Recruit a different author for each chapter
•
Partner with a design and publishing firm
•
Design cover internally
•
Assign someone to obtain copyright permissions throughout the project
APPENDIX 1
3.
CREATIVE PROBLEM SOLVING TECHNIQUES
•
Recruit reader panel members early!
•
Reward/penalize the team for keeping to the schedule
•
Identify the desired components from previous books
•
Borrow from other internal publications
•
Get customer input up front and throughout the project
•
Resolve all design issues up front
•
Prevent others from using committed desktop publishing resources
•
No non-project-related commitments for authors
•
Keep “it” internal
•
Train/orient other editors early
•
Assign proofreading to non-editors
•
Examine alternate ways to produce reader panel versions
•
More planning on graphics
•
Sketch graphics before finalizing layout
•
Create examples up front
•
Decide on physical limitations of the book up front
•
Develop and write to a template
•
Get somebody to provide administrative support for all authors
•
Conduct the internal review process earlier
Define the essential elements of the problem or goal statement.
•
The subject, verb, and object of a sentence communicate the essence of any statement. These are the elements that may be changed in the second round of brainstorming.
•
Ask the who, what, and where of the problem:
– Who or what is performing an action?
– Who or what is the recipient of the action?
– What is the action being performed?
– Where is the action being performed?
– Are there any other elements directly involved in the dynamics of the problem?
Identify the one element that is most directly tied to a successful solution: feel free
to change any other element except for this one.
423
424
ACTIONABLE LEARNING
Sample Problem:
The elements are:
• We (Who is performing the action?)
• Write a book (What is the action being performed?)
• In half the time (This is the desired outcome, don’t change it!)
4.
Propose imaginary replacements for one of the elements of the
problem statement.
•
•
Make sure the imaginary replacements are radically different from the original
element to break the team’s fixed patterns of thinking.
Have fun in generating imaginary replacements.
Sample Substitutions
Effective
Ineffective
We
• Children
• Koko the gorilla
• Men/women
• Our department
Write a book
• Get a college degree
• Write a brochure
• Build a house
• Pay the bills
• Develop software
• Retire
In half the time
5.
Essential characteristic of the solution, don’t substitute
here!
Formulate a new problem statement, substituting one of the
imaginary elements.
•
Change one, and only one, element at a time. This prevents a team from getting so
far away from the original context of the problem that it cannot apply the creative
ideas back to the real problem.
Sample Imaginary Problem Statement
“How do we build a house in half the time?”
APPENDIX 1
6.
CREATIVE PROBLEM SOLVING TECHNIQUES
Brainstorm ideas for the imaginary problem.
Brainstormed ideas for the imaginary problem
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Dramatically increase the number of workers, e.g., 400 people at a time
Use standard components
Have a plan first
Build components first
Get legal/technical issues resolved
Build on cement slab, not a full foundation
Cut the size of the house in half
Reduce the number of internal walls
Use one color or no paint at all
Walls that can be used inside and outside
Modular bathrooms
Hire subcontractors with specialties
Have all materials on hand when needed but not in the way
Have all participants in the process meet early
•
Show up with coffee and donuts
Have modular units contain subsystems (electrical, plumbing, etc.)
•
•
•
•
•
•
•
•
•
7.
Get financing up front
Have 24 hour-a-day construction
Quick hand-offs and simultaneous work schedules
Build a house you can afford
Have a piece of land first
Have contracts with time clauses
Get angry when schedules are missed
Schedule time with no conflicts
Do a PDPC (contingency plan)
Apply ideas from the imaginary brainstorming back to the real
problem statement.
•
In order to reconnect the imaginary brainstorming back to the real problem, it’s
helpful to ask:
– Can one of the imaginary ideas be applied directly to the real problem as it’s
stated?
– Can an imaginary idea be applied with some modification to the real problem?
– Does the imaginary idea contain an original thought that could be the inspiration for a never-before-tried solution?
425
426
ACTIONABLE LEARNING
Sample Problem Application:
Imaginary Ideas
Apply
• Create modular components
Application to the Real Problem
• Design chapter templates with graphics
built in (Used with slight modification)
• Use standard components
• Do a PDPC (contingency plan)
• Do a PDPC to anticipate and resolve likely
delays (Used as is)
• Cut the size of the house in half
• Simplify the content to cover only the
essentials
• Have contract with time clauses
• Get angry when schedules are missed
• Gain commitment to a firm schedule and
stick to it (Used as is)
• Hire subcontractors with specialties
• Intensive authoring, editing, and layout
• Have all materials on hand when needed
but not in the way
process in which all of the participants and
resources are in the same room at the
• Have all participants in the process meet
early
same time.
Off-site writing, editing, conferring, and
• Reduce the number of internal walls
• Have 24 hour-a-day construction
desktop publishing are done
• Quick hand-offs and simultaneous work
schedules
If you need more breakthrough ideas, create a second imaginary
problem statement and repeat Steps 5 through 7.
8.
Analyse all of the brainstormed ideas (real, imaginary, combined) and
further explore the more interesting ones.
Consider any of the following tools:
•
Do an Affinity Diagram
•
Do a Nominal Group
•
Do a simple Prioritisation Matrix
Sample Problem Resolution
The overall strategy for the team was to develop a carefully thought out plan of
an intensive, cross-functional, development process (writing, editing, layout).
The team decided to carry out the intensive group effort off site.