P r o b l e m
S o l v i n g
TRAINING
STANDARD PROBLEM SOLVING
table
of contents
1 | FRAMEWORK ............................................................................................................................................................................ 3
2 | TARGET GROUP .................................................................................................................................................................... 3
3 | LEARNING OBJECTIVES/OUTCOMES .............................................................................................. 3
4 | LEARNING CONTENT .................................................................................................................................................. 3
5 | LEARNING METHODOLOGY .......................................................................................................................... 4
5.1 | Learning methodology ............................................................................................................................. 4
5.2 | Organisation ........................................................................................................................................................... 4
5.3 | Optimal number of participants ................................................................................................... 5
5.4 | Learning materials ........................................................................................................................................... 5
5.5 | Assessment and certification ............................................................................................................ 5
5.6 | Equipment ................................................................................................................................................................. 5
6 | TRAINING PLANNING (RECOMMENDATIONS) ................................................................ 5
7 | THEORETICAL BACKGROUND ..................................................................................................................... 7
8 | TRAINING TOOL BOX ................................................................................................................................................... 7
8.1 | Ice breaker .................................................................................................................................................................. 8
8.2 | Problem solving self-assessment exercise ....................................................................... 8
8.3 | Role play 1 | Brainstorming session ...................................................................................... 17
8.4 | Role play 2 | Decision making meeting ........................................................................... 18
8.5 | Work in groups 1 | First problem challenge ................................................................ 18
8.6 | Work in groups 2 | Identifying key-questions and setting criteria ..... 18
8.7 | Work in groups 3 | Best practice and knowledge management ..... 19
8.8 | Work in pairs 1 | Writing problem statement ............................................................ 19
8.9 | Individual exercises ................................................................................................................................... 20
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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TRAINING STANDARD PROBLEM SOLVING
1. Framework
•
Use four different problem definition tools
This document is the training standard for the
module “Problem Solving” within the context of the
project AdValue – Training and Validation of Adults’
Transferable Skills (Project № 510853-LLP-1-20101-BG-GRUNDTVIG-GMP).
•
Write concrete problem statements
•
Use idea generating tools, such as affinity
diagrams, word chaining, the box method, the
six thinking hats, and the blink method
•
Evaluate potential solutions against criteria,
including cost/benefit analysis and group
voting
•
Perform a final analysis to select a solution
The document is structured according to the usual
rules of training standards design.
•
Understand the roles that fact and intuition play
in selecting a solution
2. Target group
•
This standard is to be used by trainers involved
in vocational education and training of adults to
develop skills in problem solving at a basic level.
Learn the why’s and how’s of refining and rerefining the shortlist.
•
Learn how to identify the tasks and resources
necessary to implement solutions
•
Evaluate and adapt solutions to reality
•
Follow up with solution implementation to
celebrate successes and identify improvements
The standard was developed by the Portuguese
partner of the project:
•
Re-Start Consulting
3. Learning objectives/
outcomes
For trainers
At the hand of the training, participants will be able
to:
•
•
Organize effectively the training module for
adult learners;
Prepare learning materials suited to the module’s
learning objectives for adult learners.
For adult learners
At the hand of the training, participants will be able
to:
•
Understand problems and the creative problem
solving process
•
Identify types of information to gather and key
questions to ask in problem solving
4. Learning content
For adult learners
1. The Problem-Solving Method
1.1 Introduction to Six-Step Process
1.2 Problem Definition
1.3 Information Gathering
1.4 Generating Possible Solutions
1.5 Analysing the Solutions
1.6 Selecting the Best Solution(s)
2. Problem Definition
2.1 Identifying the Problem
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TRAINING STANDARD PROBLEM SOLVING
2.2 Determining the Scope
8.1 Doing a Final Analysis
2.3 Writing the problem statement
8.2 Facts vs. Intuition
3. Information Gathering
8.3 Refining and Re-Refining the Shortlist
3.1 Understanding Types of Information
9. Planning your Next Steps
3.2 Identifying Key Questions
9.1 Identifying Tasks
3.3 Developing Criteria
9.2 Identifying Resources
4. Brainstorming Basics
9.3 Evaluating and Adapting
4.1 Creating a Creative Space
10. Recording Lessons Learned
4.2 Setting the Ground Rules
10.1 Planning the Follow-up Meetings
4.3 Generating Ideas
10.2 Celebrating Successes
5. Generating Solutions - Part One
5.1 Logistical Solutions
5.2 Using Affinity Diagrams
5.3 Word Chaining
10.3 Identifying Improvements
FULL LENGTH: 25 HOURS (For adult learners)
5. Learning methodology
5.1 Learning methodology
6. Generating Solutions - Part Two
6.1 Using the Box Method
6.2 Using the Six Thinking Hats
6.3 Using the Blink Method
7. Evaluating Solutions
7.1 Developing Criteria
7.2 Using Cost/Benefit Analysis
7.3 Group Voting
8. Selecting a Solution
For adult learners
Active and practical learning methodologies
will be used in accordance with adult learning
principles. Affirmative methodologies will be kept
to minimum levels and in coherence with the
learning outcomes.
The module will be organized in a problem-solving
approach from its start to finish with the trainer
facilitating the identification of a “problem” that
will be used as an example of demonstration of the
applicability of the course content.
5.2 Organisation
Indoor.
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TRAINING STANDARD PROBLEM SOLVING
5.3 Optimal number of participants
From 8 to 12 trainers/adult learners.
5.4 Learning materials
Each participant will receive a Learning Kit
containing:
•
Course folder, notebook, pen;
•
Course standard;
•
Course documentation (manual, slides, etc.)
5.5 Assessment and certification
Each training provider using this standard will define
its evaluation and certification criteria. In the case
of the pilots conducted in Portugal, we opted for
formative evaluation with no quantitative scoring
and the following certification criterion: at least
90% of attendance of the 25 hours of training.
Self-assessment was conducted using the Selfassement Tool #4 - How Good Are You at Solving
Problems? At the beginning and end of the training
to help adult learners understand their own learning
throughout the course.
Course certificates were delivered to all the
trainees which complied the criterion. The format
and content of the certificates comply with the
Portuguese legislation (see Annex).
5.6 Equipment
Video projector | Flip Chart | White board | Internet
connection | Video camera | TV
6. Training planning (recommendations)
According to the learning outcomes and content, some recommendations on how to conduct the training
module are now presented. The tools to be used by the trainers are part of the Training Tool Box.
Subtopic
Approaches, methods, tools
Duration
1. The Problem-Solving Method
- Ice breaker
3 hours
- Presentations
- Expectations, objectives and expected results
(Lecture + ppt)
- Self-assessment exercise
(According to each training group characteristics, the trainer will
chose one of the exercises in the Tool Box)
- First problem challenge (Work in groups)
- Problem solving method (Lecture + ppt)
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TRAINING STANDARD PROBLEM SOLVING
2. Problem Definition
- Identifying and determining the scope of the problem (to be
used until the end of the training)
(Lecture + ppt)
2 hours
- Writing of the problem statement
3. Information Gathering
(Work in pairs)
- Identifying key-questions and setting criteria
2 hours
(Work in groups)
4. Brainstorming Basics
Role Play (Brainstorming session)
4 hours
- Affinity diagrams
5./6. Generating Solutions
- Word chaining
4 hours
- Box Method
- Six thinking hats
- Blink method
(Individual exercises + Lecture/ppt)
- Cost/benefit analysis
7. Evaluating Solutions
- Reformulating selection criteria
3 hours
- Decision process
(Individual exercises + Lecture/ppt)
8. Selecting a Solution
Role Play (decision making meeting)
2 hours
- Tasks and Resources
9. Planning your Next Steps
- Evaluation process
2 hours
(Lecture + ppt)
10. Recording Lessons Learned
- Best practice and knowledge management
(Work in groups)
Total length
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3 hours
25 hours
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TRAINING STANDARD PROBLEM SOLVING
7. Theoretical background
The Creative Problem Solving Process (CPS),
also known as the Osborn-Parnes CPS process,
was developed by Alex Osborn and Dr. Sidney J.
Process Stage
Parnes in the 1950s. CPS is a structured method for
generating novel and useful solutions to problems.
CPS follows three process stages, which match a
person’s natural creative process, and six explicit
steps:
Steps
Objective Finding (identify the goal, wish or challenge)
Explore the Challenge
Fact Finding (gather the relevant data)
Problem Finding (clarify the problems that need to be solved in order to
achieve the goal)
Generate Ideas
Prepare for Action
Idea Finding (generate ideas to solve the identified problem)
Solution Finding (move from idea to implementable solution)
Acceptance Finding (plan for action)
CPS is flexible, and its use depends on the situation.
The steps can be (and often are) used in a linear
fashion, from start to finish, but it is not necessary
to use all the steps. For example, if one already has
a clearly defined problem, the process would begin
at Idea Finding.
What distinguishes the Osborn-Parnes CPS process
from other “creative problem solving” methods is
the use of both divergent and convergent thinking
during each process step, and not just when
generating ideas to solve the problem. Each step
begins with divergent thinking, a broad search for
many alternatives. This is followed by convergent
thinking, the process of evaluating and selecting.
3. “ICSC Course Descriptions”. International Center
for Studies in Creativity.
4. “Creative Problem Solving Institute”. Creative
Education Foundation.
5. “Programs”. CREA Conference.
European Association.
Creativity
8. Training tool box
This standard includes the following tools for the
trainers:
•
Ice-breaker
•
Problem solving self-assessment exercise
1. “Creative Problem Solving: Resources for CPS
Practitioners”. OmniSkills, LLC.
•
Powerpoint template
2. What is CPS?. Creative Education Foundation,
2010.
•
Role play 1
•
Role play 2
References
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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TRAINING STANDARD PROBLEM SOLVING
•
Work in groups 1
•
Work in groups 2
•
Work in groups 3
•
Work in pairs 1
•
Individual exercises
with personal “things” he or she likes to do in life in
general. Then each participant goes around to every
other trainee and checks for matches between each
other’s interests. As soon as any participant fills in a
row of its card (equivalent to three matches), he or
she shouts “Bingo”. The same whenever any trainee
completes a row of matches (four similar interests).
AdValue Bingo (Ice breaker)
8.1 Ice breaker
Each trainer will chose an appropriate ice-breaker
according to its experience and the scope of the
training module. The exercise should occupy no
more than 20 minutes.
A good example of this kind of exercise was
undertaken within the AdValue project in one
of the partnership meetings and was called the
AdValue Bingo.
Using A5 cards like the ones described below, the
trainer asks each adult learner to fill in the 12 squares
4 MATCHES
3
M
A
T
C
H
E
S
The exercise is very simple to conduct and allows
the trainer to establish a nice and open atmosphere
between the adult learners and himself.
8.2 Problem solving self-assessment exercise
disagree
4
3
2
1
I usually recognize when I have a problem
2
I know when I have solved a problem
3
I can usually see more than one possible solution to a problem
4
I always check that I fully understand the problem
5
People usually ask my advice about solving problems
6
I can usually work out resources needs to solve problems
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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strongly
disagree
agree
strongly
agree
Problem solving basics (level 1)
1
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agree
disagree
7
I usually suggest ways of solving problems
8
I usually ask other people for advice when I’m stuck in a problem
9
I usually avoid jumping at the first solution to a problem I come up with
10
I listen to other people’s suggestions and take note of them 11
I can weigh up different options to find the best solution to a problem
12
I do think about how I will know that I can find out a problem has been solved
13
I can find out about risks involved in tackling problems
14
I can work with other people to solve problems
15
I stay calm when people don’t accept my solution
16
If my solution doesn’t work, I work out why
strongly
disagree
strongly
agree
TRAINING STANDARD PROBLEM SOLVING
Score Interpretation
(Problem Solving basics - Level 1)
The higher you score, the better. Minimum score:
16 points | Maximum score: 64 points
Score
Comments
16-28
Poor results
39-40
Negative results
41-52
Average results
53-64
Good results
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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TRAINING STANDARD PROBLEM SOLVING
agree
disagree
1.3 When I have a problem to solve, I can use my experience from similar situations
1.4 I sometimes try to do everything at once, rather than setting myself targets
1.5 I don’t believe in making plans. I would rather just get on with it 2.1 I am prepared to compromise to get a job done
2.2 Sometimes I let deadlines go by without worrying too much about them
strongly
disagree
strongly
agree
Problem solving – Level 2
1. Defining a problem and planning
1.1 I am usually clear about what is required from a task
1.2 I know what needs to be done first and what can be left until later
2. Constraints
2.3 If you have come up with a good solution, it is right to ignore the demands of a client
2.4 I am happy to work within constraints and limits, such as a budget
2.5 It can be helpful to work backwards when planning, especially when planning time
3. Evaluation
3.1 It is a waste of time looking for more than one solution to a problem 3.2 The purpose of evaluation is to give you a chance to improve your ideas
3.3 It is better to evaluate results at the end rather than to check as you go
3.4 It is best to keep quiet about any disadvantages you see in your solution
3.5 It is important to look at the process of problem solving, not just the results
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strongly
disagree
disagree
agree
strongly
agree
TRAINING STANDARD PROBLEM SOLVING
4. Working through a task
4.1 I can track my progress through a complicated task by comparing my performance with my goals
4.2 I believe that other people’s experience can be valuable when I am asked to solve a problem 4.3 Careful research is essential if you are to find a solution which will work
4.4 Things usually become clearer as you go along. It is a waste of time to try to sort everything out in
advance 4.5 Things usually work out alright in the end
Score Interpretation (Problem Solving - Level 2)
No direct scoring interpretation. Trainer must analyse each section and question independently.
2. When faced with a problem, I try to look at it from different angles
in order to come up with the best solution. 3. I have complete faith in my capabilities/skills.
4. If I could, I’d prefer to let other people make difficult decisions for me.
5. Change in general makes me uneasy. 6. Making snap or “on the spot” decisions makes me uncomfortable. 7. When others get stuck, I am able to think of new solutions to problems.
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strongly
disagree
disagree
1. The fear of making a mistake effects many of the decisions I make.
strongly
agree
agree
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TRAINING STANDARD PROBLEM SOLVING
8. I don’t think it’s necessary to come up with new solutions to a problem
if the one I’ve used in the past was successful. 9. I believe that no matter what life throws at me, I’ll be able to handle it.
10. Asking for other people’s ideas about how to solve a problem is a
sign of a lack of skill on my part. 11. Once I’ve found a solution that I believe will work, I see no
point in coming up with more.
12. I like learning new things. 13. I get really nervous when I have to make an important decision. 14. I’m the type of person who thinks “outside the box”. 15. When faced with a difficult problem I tend to get discouraged easily.
16. I’m not sure if I’ve done a good job unless someone else points it out.
17. After I’ve made a decision, I find myself wishing I had chosen differently.
18. I enjoy trying new things. 19. Your company needs to come up with a new ad campaign to sell your latest product and your superior
chooses you as project manager. During a brainstorming meeting, your youngest team member (who
just got hired and is fresh out of school) comes up with an idea that, although really whacky, could end
up being really successful. Unfortunately, the veterans on your team who’ve had years of experience in
marketing don’t seem to be too enthusiastic about it. You yourself don’t seem to be completely sold on it
either, and actually had something completely different in mind. However, this new ad campaign is geared
towards a younger audience – just about the same age as the newest rookie – and he/she really seems to
be on top of what’s hot these days. What do you do?
a. I thank him/her for his/her idea, but turn it down. I’d rather go with
a plan that has proven successful in the past. b. I give him/her a chance to explain his/her idea just to be fair,
but I’d probably turn it down. c. I run it through the rest of the team and try to determine the
pros and the cons of going with it. Unless the majority of the
team supports it however, I won’t use it. d. I decide to give his/her idea a try, even if the rest of the team
is a little unsure. I’m always open to trying something new. This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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TRAINING STANDARD PROBLEM SOLVING
20. Your work team has recently encountered a problem similar to one you confronted in the past with
another company. The solution you came up with at your previous job ended up working out really well.
However, while brainstorming together with your current team, they end up coming up with a completely
different solution, one that you’ve never thought of before – and aren’t sure will work. How do you react?
a. I insist that they use my old solution instead, since it was successful before.
b. I ask my team members to seriously consider solving the problem
the way my team did in the past.
c. I’m concerned about the possibility of failure of their new solution,
but I accept that there may be more than one way to solve the problem.
d. I feel good about this new idea and look forward to
seeing how it will turn out. Score Interpretation (Creative Problem Solving)
No direct scoring interpretation. Trainer must analyse each section and question independently.
How Good Are You at Solving Problems?
Statement
1
Once I choose a solution, I develop an implementation plan
with the sequence of events necessary for completion.
2
After a solution has been implemented, I immediately look for
ways to improve the idea and avoid future problems.
3
To avoid asking the wrong question, I take care to define each
problem carefully before trying to solve it.
4
I strive to look at problems from different perspectives and
generate multiple solutions.
5
I try to address the political issues and other consequences of
the change I’m proposing so that others will understand and
support my solution.
6
I evaluate potential solutions carefully and thoroughly against
a predefined standard.
7
I systematically search for issues that may become problems
in the future.
Not
at all
(1)
Rarely
2)
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Some
times
(3)
Often
(4)
Very
Often
(5)
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TRAINING STANDARD PROBLEM SOLVING
8
When I decide on a solution, I make it happen – no matter
what opposition I may face.
9
I find that small problems often become much bigger in
scope, and thus very difficult to solve.
10
I ask myself lots of different questions about the nature of the
problem.
11
After my solution is implemented, I relax and focus again on
my regular duties.
12
I focus on keeping current operations running smoothly and
hope that problems don’t appear.
13 I evaluate potential solutions as I think of them.
14
When I need to find a solution to a problem, I usually have all
of the information I need to solve it.
15
When evaluating solutions, I take time to think about how I
should choose between options.
16 Making a decision is the end of my problem-solving process.
Total = 0
Score Interpretation (How Good Are You at Solving Problems?)
Score
Comment
16-36
You probably tend to view problems as negative, instead of seeing them as opportunities to make
exciting and necessary change. Your approach to problem solving is more intuitive than systematic,
and this may have led to some poor experiences in the past. With more practice, and by following a
more structured approach, you’ll be able to develop this important skill and start solving problems
more effectively right away.
37-58
Your approach to problem solving is a little “hit-and-miss.” Sometimes your solutions work really
well, and other times they don’t. You understand what you should do, and you recognize that
having a structured problem-solving process is important. However, you don’t always follow that
process. By working on your consistency and committing to the process, you’ll see significant
improvements.
59-80
You are a confident problem solver. You take time to understand the problem, understand the
criteria for a good decision, and generate some good options. Because you approach problems
systematically, you cover the essentials each time – and your decisions are well though out, well
planned, and well executed. You can continue to perfect your problem-solving skills and use them
for continuous improvement initiatives within your organization.
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TRAINING STANDARD PROBLEM SOLVING
Theoretical background
This quiz is based on Min Basadur’s Simplex
problem-solving model. This eight-step process
follows the circular pattern shown below, within
which current problems are solved and new
problems are identified on an ongoing basis.
•
Risk Analysis helps you identify significant
business risks.
•
Failure Modes and Effects Analysis helps you
identify possible points of failure in your
business process, so that you can fix these
before problems arise.
•
After Action Reviews help you scan recent
performance to identify things that can be done
better in the future.
Step 2: Find the Facts
(Questions 10, 14)
After identifying a potential problem, you need
information. What factors contribute to the
problem? Who is involved with it? What solutions
have been tried before? What do others think about
the problem?
Below, we outline the tools and strategies you can
use for each stage of the problem-solving process.
Step 1: Find the Problem
(Questions 7, 12)
If you move forward to find a solution too quickly,
you risk relying on imperfect information that’s
based on assumptions and limited perspectives,
so make sure that you research the problem
thoroughly.
Step 3: Define the Problem
Some problems are very obvious, however others
are not so easily identified. As part of an effective
problem-solving process, you need to look actively
for problems – even when things seem to be
running fine. Proactive problem solving helps you
avoid emergencies and allows you to be calm and
in control when issues arise.
(Questions 3, 9)
These techniques can help you do this:
A great tool to use at this stage is CATWOE. With
this process, you analyze potential problems by
looking at them from six perspectives, those of its
Customers; Actors (people within the organization);
the Transformation, or business process; the Worldview, or top-down view of what’s going on; the
Owner; and the wider organizational Environment.
•
PEST Analysis helps you pick up changes to
your environment that you should be paying
attention to. Make sure too that you’re watching
changes in customer needs and market
dynamics, and that you’re monitoring trends
that are relevant to your industry.
Now that you understand the problem, define it
clearly and completely. Writing a clear problem
definition forces you to establish specific boundaries
for the problem. This keeps the scope from growing
too large, and it helps you stay focused on the main
issues.
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TRAINING STANDARD PROBLEM SOLVING
By looking at a situation from these perspectives,
you can open your mind and come to a much
sharper and more comprehensive definition of the
problem.
Cause and Effect Analysis is another good tool
to use here, as it helps you think about the many
different factors that can contribute to a problem.
This helps you separate the symptoms of a problem
from its fundamental causes.
Step 4: Find Ideas
(Questions 4, 13)
With a clear problem definition, start generating
ideas for a solution. The key here is to be flexible
in the way you approach a problem. You want
to be able to see it from as many perspectives as
possible. Looking for patterns or common elements
in different parts of the problem can sometimes
help. You can also use metaphors and analogies to
help analyze the problem, discover similarities to
other issues, and think of solutions based on those
similarities.
Tpraditional
brainstorming
and
reverse
brainstorming are very useful here. By taking the
time to generate a range of creative solutions to the
problem, you’ll significantly increase the likelihood
that you’ll find the best possible solution, not just
a semi-adequate one. Where appropriate, involve
people with different viewpoints to expand the
volume of ideas generated.
Step 5: Select and Evaluate
(Questions 6, 15)
After finding ideas, you’ll have many options that
must be evaluated. It’s tempting at this stage to
charge in and start discarding ideas immediately.
However, if you do this without first determining
the criteria for a good solution, you risk rejecting an
alternative that has real potential.
Decide what elements are needed for a realistic
and practical solution, and think about the criteria
you’ll use to choose between potential solutions.
Paired Comparison Analysis, Grid Analysis and Risk
Analysis are useful techniques here.
Step 6: Plan
(Questions 1, 16)
You might think that choosing a solution is the end
of a problem-solving process. In fact, it’s simply
the start of the next phase in problem solving:
implementation. This involves lots of planning and
preparation. If you haven’t already developed a full
Risk Analysis in the evaluation phase, do so now. It’s
important to know what to be prepared for as you
begin to roll out your proposed solution.
The type of planning that you need to do depends
on the size of the implementation project that you
need to set up. For small projects, all you’ll often
need are Action Plans that outline who will do what,
when, and how.
Step 7: Sell the Idea
(Questions 5, 8)
As part of the planning process, you must convince
other stakeholders that your solution is the best
one. You’ll likely meet with resistance, so before you
try to “sell” your idea, make sure you’ve considered
all the consequences.
As you begin communicating your plan, listen to
what people say, and make changes as necessary.
The better the overall solution meets everyone’s
needs, the greater its positive impact will be!
Step 8: Act
(Questions 2, 11)
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TRAINING STANDARD PROBLEM SOLVING
Finally, once you’ve convinced your key stakeholders
that your proposed solution is worth running with,
you can move on to the implementation stage.
This is the exciting and rewarding part of problem
solving, which makes the whole process seem
worthwhile.
This action stage is an end, but it’s also a beginning:
once you’ve completed your implementation, it’s
time to move into the next cycle of problem solving
by returning to the scanning stage. By doing this,
you’ll continue improving your organization as you
move into the future.
Key Points
Problem solving is an exceptionally important
workplace skill.
Being a competent and confident problem solver will
create many opportunities for you. By using a welldeveloped model like Simplex for solving problems,
you can approach the process systematically, and be
comfortable that the decisions you make are solid.
Given the unpredictable nature of problems, it’s very
reassuring to know that, by following a structured
plan, you’ve done everything you can to resolve the
problem to the best of your ability.
8.3 Role play 1 | Brainstorming session
Instructions
Resources
Time
1. Setting up the role play
Presenting rules
Defining roles
Time management rules
Logistics (scenario + equipment)
Powerpoint or flipchart
10 minutes
Flipchart
2. Animation
Post-its (big size and
Brainstorm of ideas according to the problem previously identified coloured)
Video camera
Break
Reorganize post its, if necessary
3. Selection of ideas
Flipchart
Organising and categorising ideas
Video camera
Selecting and retaining ideas (criteria)
4. Conclusions
Flipchart
Verifying agreement on ideas retained
Video camera
Mobilizing for future action
Break
Setting up of the debriefing
Video camera
TV
5. Debriefing
Observation of the recording (most relevant parts)
Groups discussion
Feedback of the trainer
Video camera
TV
50 minutes
15 minutes
30 minutes
15 minutes
15 minutes
Remaining
Flipchart
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TRAINING STANDARD PROBLEM SOLVING
8.4 Role play 2 | Decision making meeting
Instructions
Resources
Time
Powerpoint or flipchart
5 minutes
1. Setting up the role play
Presenting rules
Defining roles
Time management rules
Logistics (scenario + equipment)
2. Animation
Conduction of the meeting
Meeting agenda
Meeting materials
40 minutes
Flipchart
3. Debriefing
Groups discussion
Flipchart
Feedback of the trainer
Remaining
8.5 Work in groups 1 | First problem challenge
Instructions
Resources
Time
1. Setting up the work
Presenting rules
Creating two groups
Time management rules
2. Animation
Flipchart
10 minutes
Flipchart
Listing problems
3. Debriefing
Post-Its (Big size)
Group discussion
Flipchart
Feedback of the trainer
20 minutes
15 minutes
8.6 Work in groups 2 | Identifying key-questions and setting criteria
Instructions
Resources
Time
1. Setting up the work
Presenting rules
Creating two groups: Key-questions & Criteria
Time management rules
Flipchart
Post-Its (Big size)
10 minutes
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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TRAINING STANDARD PROBLEM SOLVING
2. Animation
Conducting the work
Flipchart
Post-Its (Big size)
40 minutes
3. Debriefing
Group discussion
Feedback of the trainer
Flipchart
Remaining
8.7 Work in groups 3 | Best practice and knowledge management
Instructions
Resources
Time
Powerpoint or flipchart
5 minutes
1. Setting up the role play
Presenting rules
Defining roles
Time management rules
Logistics (scenario + equipment)
2. Animation
Conduction of the meeting
Meeting agenda
Meeting materials
40 minutes
Flipchart
3. Debriefing
Groups discussion
Flipchart
Remaining
Resources
Time
Feedback of the trainer
8.8 Work in pairs 1 | Writing problem statement
Instructions
1. Setting up the work
Presenting rules
Flipchart
Time management rules
Post-its (big size)
5 minutes
Assigning pairs
2. Animation
Conducting the work
Presentation and explanation of the statements by each pair
Post-its (big size)
White board
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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20 minutes
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TRAINING STANDARD PROBLEM SOLVING
3. Debriefing
Group discussion
Feedback of the trainer
Flipchart
Remaining
8.9 Individual exercises
improvement in profit.”
#1 – Six thinking hats Exercise (1)
Set up for the session (for more than 6 people)
•
Set up areas with tables and chairs that will
enable 3 to 5 people to work closely together
and to focus on one member of the group
writing on a pad.
•
Set the areas up with enough space between
groups to allow each group to fully concentrate
on their own thinking without being unduly
disturbed by the other groups. However, it
is important to set all the areas up in the one
vicinity because the groups will be sharing their
thinking. This also helps to create a sense of
energy and interest.
•
At each area place a writing pad and 2 pens.
•
Ask participants to break into groups of 3 to 5
people and to move to the set up areas.
•
Ask one participant to act as “scribe/writer” for
the group.
•
Make sure the descriptions of the different hats
are clearly visible to everyone. It is helpful to
have the descriptions on pre-prepared slides
and at least one copy for each group.
The introduction to the Six Thinking Hats tool can
be supported by a pre-prepared slide presentation.
However whether or not a slide presentation is used
the following aspects should be covered:
•
“We will be using Edward de Bono’s Six Thinking
Hats tool to help us to think about what we’ve
experienced and achieved, and to think about
opportunities for further accelerating rates of
•
“The Six Thinking Hats tool helps us to use six
different modes of thinking, and to think in
parallel. That is, we all use the same mode of
thinking at the same time, and we also get the
chance to use each mode.”
•
“We’ll move through the hats quite quickly
spending no more than 3 minutes per hat.”
•
“We’ll also be using the hats in a particular
sequence that has been specifically designed to
support thinking about achieving accelerating
rates of improvement in profit”.
When everything is set and people have gone
through the warm-up exercise on the previous
page you are ready for the “serious” focus. Use the
steps below to conduct the session.
Spending 6 Months in Hospital
“Our focus is: spending six months in hospital. I’d like
you all to put your Black Hat on and do Black Hat
thinking about spending six months in hospital.”
“Black Hat thinking is about the logical negatives
– what could go wrong – the risks and dangers.
Let’s do some Black Hat thinking about spending six
months in hospital.
We have 3 minutes for Black Hat thinking. Scribes
please write down everyone’s contributions.”
During the 3 minutes regularly but subtly repeat
the key points of black hat thinking placing most
emphasis on logical negatives, and reminding
people of the focus. Give people a time warning with
one minute to go. After 3 minutes ask everyone to
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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TRAINING STANDARD PROBLEM SOLVING
stop. Then quickly move around the groups asking
for one Black Hat contribution from each group. Do
this for 2 to 3 rounds so that everyone gets the idea
of Black Hat thinking.
Congratulate people on their Black Hat thinking
and move on.
“Now I want you to take off your Black Hats and put on
the Yellow Hat. The Yellow Hat is very different to the
Black Hat. It is about logical positives; being optimistic;
and constructive. So Yellow Hats on! Three
minutes to think about and record some
of the logical positives about spending six
months in hospital?”
about using different hats.
References
de Bono, E 2000, Six thinking hats, Penguin,
London.
#1 – Six thinking hats Exercise (2)
Six Thinking Hats Exercise
After 3 minutes ask everyone to stop.
Then quickly move around the groups
asking for one Yellow Hat contribution
from each group. Do this for 2 to 3 rounds
so that everyone gets the idea of Yellow
Hat thinking.
Congratulate people on their Yellow Hat thinking
and move on to the last hat in the exercise.
“Now I want you to take off your Yellow Hat and put
on the Green Hat. The Green Hat is about creative
thinking. Go beyond the obvious and the familiar.
Be provocative. Pose searching questions. Strive
to think of new ideas. Think outside the square. So
Green Hats on! Three minutes to think about and
record some Green Hat thinking about spending six
months in hospital.”
Have each member of the group put on one of the
following hats, and then examine the picture of the
cricket bat on the next page.
1. White hat: factual, describes what is there
2. Red hat: intuitive, expresses how one feels when
one sees the object
3. Green hat: creative, comes up with ideas
After 3 minutes ask everyone to stop. Then quickly
move around the groups asking for one Green Hat
contribution from each group. Do this for 2 to 3
rounds so that everyone gets the idea of Green Hat
thinking.
4. Black hat: negative, sees what is wrong with
everything
Congratulate people on their Green Hat thinking
and check to see that everyone has got the idea
6. Blue hat: controls the process, runs the discussion,
decides which hat to put on when
5. Yellow hat: positive, sees what is good in
everything
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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TRAINING STANDARD PROBLEM SOLVING
3. Red hat:
A. How does looking at the picture make you feel?
............................................................................................................................................................................
B. Would you like to own such a bat?
..............................................................................................................................................................................
4. Green hat:
List 3 ways that you could go about acquiring such
a bat, assuming that it is not for sale.
A. .....................................................................................................................................................................
B. ......................................................................................................................................................................
C. ......................................................................................................................................................................
5. Black hat:
After looking at the picture for 2 minutes, the
following questions are to be answered by the
respective members:
1. Blue hat: In which order should the group go
through the hats?
A. Of the 3 ways mentioned above, which is the
least practical? Why?
..............................................................................................................................................................................
B. Which, if any, is immoral?
..............................................................................................................................................................................
..............................................................................................................................................................................
2. White hat:
6. Yellow hat:
A. Whose bat is in the picture?
Of the options mentioned by the green hat, which
seems the best one?
..............................................................................................................................................................................
B. How much does it cost?
..............................................................................................................................................................................
..............................................................................................................................................................................
C. How many bats of that edition exist?
..............................................................................................................................................................................
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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TRAINING STANDARD PROBLEM SOLVING

Problem Solving Training
#2 – The game of the six glasses
#2 – The game of the six glasses

Problem Solving Training
THE GAME OF THE SIX GLASSES



#2 – The game of the six glasses
 
#3 – Drawing
Room (Identifying the

problem)
Background
Six glasses are lined, and the first three are full of

juice and the other three are empty.
Before starting the exercise, the group must on one
common problem to solve during the exercise. If
Six glasses are lined, and the first three are full of juice and the other three are empty.no consensus is possible, the trainer will choose a

problem which anyone can understand easily, like
global warming, traffic jams in big cities, poverty,

etc.
Six glasses are lined, and the first three are full of juice and the other three are empty.
Objectives
•
To help adult learners generate as many creative
•
To help adult learners how to use the activities
to generate ideas
The challenge: rearrange glasses so that the glasses alternate full and empty. However, you must do
ideas as possible
this by moving only one glass.
The challenge: rearrange glasses so that the glasses
alternate full and empty. However, you must do this

by moving only one glass.
The challenge: rearrange glasses so that the glasses alternate full and empty. However, you must do
this
bythe
moving
only one
Hold
second
full glass.
glass and pour its contents into the fifth cup (counting from left to
SOLUTION
right) and replace the glass in place 2.
Participants

Hold the second full glassand
pour its contents • Small groups of four to seven people each
into the fifth cup (counting from left to right) and
Hold
the second
full glass
and pour
left to Supplies and Equipment
Materials,
• from
replace
the glass
in place
2.its contents into the fifth cup (counting
right) and replace the glass in place 2.
•
For each group: markers, two flip-charts and
masking tape for posting flip-chart sheets
each participant: one sheet each of three
If you were unable to resolve this challenge, it’s because, unconsciously, you created•a ruleFor
that does
not exist: one can not move the glasses’ content.
different colors of sticking dots (1,2cm diameter),
This is a very common kind of mental block generating assumptions in our minds about how
thingssheets
four
should be. This is particularly relevant in problem solving.
of white paper (A4 format), at least
four crayons of different colors and one pad of
IfIfyouyou
were unable
resolve this to
challenge,
it’s because,
weretounable
resolve
this unconsciously,
challenge,youit’screated a rule4that
x 6does
Post it Notes.
not
one cancan
notalso
move
theas
glasses’
content.
Note:exist:
This exercise
be used
an icebreaker.
because, unconsciously, you created a rule that does
This is a very common kind of mental block generating assumptions in our minds about how things
not exist:
can not
move
thesolving.
glasses’ content.
Time
should
be. This one
is particularly
relevant
in problem
This is a very common kind of mental
block 30 minutes
PROJECT №510853LLP120101BGGRUNDTVIGGMP
generating assumptions in our minds about how
things should be. This is particularly relevant in Procedure
problem solving.
1. Tell each group member to draw, individually,
PROJECT №510853LLP120101BGGRUNDTVIGGMP
a picture representing a solution to the
Note: This exercise can also be used as an ice-breaker.
problem. Say that the picture may be either
abstract or realistic and that artistic talent is not
important.
Note: This exercise can also be used as an icebreaker.
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TRAINING STANDARD PROBLEM SOLVING
2. When they have finished, tell them to tape their
pictures to the walls or on a flip-chart.
3. Instruct all participants from all groups to
walk around and examine the drawings just
as people would do in a museum. As group
members examine the pictures, tell them to
write down on Post-it Notes comments or new
ideas triggered.
4. Instruct each group to reconvene and share
their ideas, in turn, and try to think of any new
ideas.
5. Tell them to write down any ideas on Post-it
Notes (one idea per note) and place them on
flip-charts for evaluation.
Debrief/Discussion
Because some drawings may be more abstract than
others, encourage adult learners to discuss wheter
they found more value in concrete or abstract
drawings, or if it even made a difference.
Also consider having adult learners debrief using
the following questions:
•
What was most helpful about this exercise?
•
What was most challenging?
•
What can we apply?
•
How would you rate the value of this exercise to
helping us with this issue?
•
What did you learn?
•
What ideas were generated and which ones
were most interesting?
#4 – Brain Splitter
Background
One management approach that has received
considerable attention over the years is the concept
of left-and-right-brain thinking. Although much
of the literature exaggerated or misunderstood
how the brain hemispheres actually function
during thinking, the basic processes are relatively
straightforward.
The right brain is considered the seat of creative,
holistic, artistic, nonlinear thinking. The right brain
is emotional, disorderly, experiential, subjective,
nonjudgmental, fantasy-like, and concerned with
special relations and metaphorical meanings. The
left brain, in contrast, is more rational, orderly,
intellectual, objective, judgmental, realistic
and concerned with verbal relations and literal
meanings.
We all have right-and-left-brain hemispheres.
Although there is evidence that many people have
developed certain hemispheric functions more
highly than others, no normal, healthy human is
truly a left or right-brain person. The human mind
relies on both hemispheres to think and solve
problems. The structure that transfers information
between the hemispheres is a bundle of nerve
fibers known as the “corpus collosum”.
Objectives
•
To help adult learners generate as many creative
ideas as possible
•
To help adult learners how to use the activities
to generate ideas
Participants
•
Small groups of four to seven people each
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TRAINING STANDARD PROBLEM SOLVING
Materials, Supplies and Equipment
•
For each group: markers, two flip-charts and
masking tape for posting flip-chart sheets
•
For each participant: one sheet each of three
different colors of sticking dots (1,2cm diameter)
and one pad of 4 x 6 Post it Notes.
Handout
•
Brain Splitter Handout
Time
45 minutes
Procedure
1. Tell the participants that this will be an exercise
based on the metaphor or brain hemispheric
dominance. Briefly explain the differences
between right and left brained thinking as
described in the background section.
2. Divide the learners into smaller groups of four
to seven people based on their professed right
or left brain dominance. That is, ask them to
decide which type of thinking best characterize
them in general. (if necessary, you may have
to assign people arbitrarily to one of the two
categories to equalize the size of the groups).
Try to create an equal number of left and right
brained groups.
3. Distribute the Brain Splitter Handout, review
it with the learners and answer any questions
they may have.
4. Instruct the left brain group members to
generate as many practical, conventional, and
logical ideas they can in 20 minutes.
5. Tell the right brainers to generate as many farout, unconventional, and illogical ideas as they
can in 20 minutes.
6. After they have verbalized their ideas, have all
participants write them down on sheets of flipchart paper.
7. Ask the members of each group to count off
by twos. Have all of the left brain “ones” move
to a group with right brained ones and the left
brained “twos” with right brained twos. There
now should be at least two groups composed
of one-half left-brain thinkers and one-half
right brained thinkers. These groups represent
symbolically the “corpus collosum” function of
the human brain.
8. Tell the group members originally in a rightbrain-only group to share with their new leftbrain group members a copy of their idea lists,
so that each combination group now gas one
list of left-brain ideas and one list of right-brain
ideas.
9. Have the groups randomly select one idea
from each list and use the combination to help
think of new ideas, write new ideas down an
Post-it Notes and place them on flip-charts for
evaluation.
Debrief/Discussion
This activity exploits the natural tendency of people
to generate logical, practical ideas that, of course,
rarely lead to breakout ideas. By insisting that
people intentionally think of illogical ideas instead,
learners are forced to create new perspectives and
consider more innovative approaches. You might
suggest that the participants discuss how well they
were able to demonstrate right and left brained
thinking and whether combining the two types of
thinking made a difference in the quality of ideas
produced.
Also consider having adult learners debrief using
the following questions:
•
What was most helpful about this exercise?
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TRAINING STANDARD PROBLEM SOLVING
•
What was most challenging?
1 & 8 : Make an umbrella that vibrates off water
•
What can we apply?
1 & 9 : Make a wallet that doubles as an umbrella
•
How would you rate the value of this exercise to
helping us with this issue?
•
What did you learn?
2 & 7 : Put air jets in the ends of the metal spikes
to rotate the umbrella automatically, throwing off
water
•
What ideas were generated and which ones
were most interesting?
Brain Splitter Handout
Assume you manufacture umbrellas and want to
develop improved design and features. First, the
groups generated two lists:
Left-brain ideas
1.
Use a more durable fabric
2.
Strengthen metal supports
3.
Design the handle as a pistol grip
4.
Improve the ability of fabric to shed water
5.
Use less expensive materials
2 & 8 : Eliminate the need for metal supports
2 & 9 : Develop a carrying device designed like a hip
or shoulder holster
3 & 6 : Use compressed-air capsules to open the
umbrella
3 & 9 : Have the umbrella double as a pistol
4 & 5 : Develop a cheap fabric that can be replaced
easily when damaged
4 & 7 : Build in air pockets so the umbrella can
double as a flotation device
4 & 8 : Eliminate fabric and use only air jets to repel
water
4 & 9: Design a plastic, foldable parka with an
umbrella hat
Right-brain ideas
6. Create an umbrella that automatically opens
when wet and closes when dry
7. Add air jets that blow down from the top edges
of the umbrella to keep rain off the lower body
8. Create an umbrella that repels rain before it hits
the fabric
9. Make an umbrella that is so small it fits a wallet
The groups combine ideas from each list to produce
the following ideas:
1 & 6 : Develop a faster-drying fabric
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TRAINING STANDARD PROBLEM SOLVING
Annex – Training Certificate



Problem Solving Training

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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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TRAINING STANDARD PROBLEM SOLVING
Annex – Training Certificate

Problem Solving Training

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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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