ideal problem solving model example

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Teaching the IDEAL Problem-Solving Method to Diverse Learners

Written by:

Amy Sippl

Filed under: EF 101 Series , Executive Functioning , Problem Solving

Published: January 21, 2021

Last Reviewed: April 10, 2023

READING TIME: ~ minutes

We may assume that teens and young adults come equipped with a strong sense of approaching difficult or uncertain situations. For many of the individuals we work with, problem-solving needs to be practiced and developed in the same way as academic and social skills. The IDEAL Problem Solving Method is one option to teach problem-solving to diverse learners.

What is problem-solving?

Problem-solving is the capacity to identify and describe a problem and generate solutions to fix it .

Problem-solving involves other executive functioning behaviors as well, including attentional control, planning , and task initiation . Individuals might use time management , emotional control, or organization skills to solve problems as well. Over time, learners can observe their behavior, use working memory , and self-monitor behaviors to influence how we solve future issues.

Why are problem-solving strategies important?

Not all diverse learners develop adequate problem-solving. Learners with a history of behavioral and learning challenges may not always use good problem-solving skills to manage stressful situations. Some students use challenging behaviors like talking back, arguing, property destruction, and aggression when presented with challenging tasks. Others might shut down, check out, or struggle to follow directions when encountering new or unknown situations.

Without a step-by-step model for problem-solving , including identifying a problem and choosing a replacement behavior to solve it, many of our children and students use challenging behaviors instead. The IDEAL Problem-Solving Method is one option to teach diverse learners to better approach difficult situations.

IDEAL Problem-Solving Method

In 1984, Bransford and Stein published one of the most popular and well-regarded problem-solving methods. It’s used both in industry and in education to help various learners establish a problem, generate solutions, and move forward quickly and efficiently. By teaching your learner each step of the IDEAL model, you can provide them with a set of steps to approach a problem with confidence.

The IDEAL Problem-Solving Method includes:

Word Image 2 Teaching The Ideal Problem-Solving Method To Diverse Learners

I – Identify the problem.

There’s no real way to create a solution to a problem unless you first know the scope of the problem. Encourage your learner to identify the issue in their own words. Outline the facts and the unknowns. Foster an environment where your learner is praised and supported for identifying and taking on new problems.

Examples of identifying problems:

“I have a math quiz next week and don’t know how to do the problems.”
“I can’t access my distance learning course website.”
“The trash needs to be taken out, and I can’t find any trash bags.”

D – Define an outcome

The second step in the IDEAL problem-solving process is to define an outcome or goal for problem-solving. Multiple people can agree that a problem exists but have very different ideas on goals or outcomes. By deciding on an outlined objective first, it can speed up the process of identifying solutions.

Defining outcomes and goals may be a difficult step for some diverse learners. The results don’t need to be complicated, but just clear for everyone involved.

Examples of defining outcomes:

“I want to do well on my math quiz.”
“I get access to the course website.”
“The trash gets taken out before the trash pickup day tomorrow.”

E – Explore possible strategies.

Once you have an outcome, encourage your learner to brainstorm possible strategies. All possible solutions should be on the table during this stage, so encourage learners to make lists, use sticky notes, or voice memos to record any ideas. If your learner struggles with creative idea generation, help them develop a plan of resources for who they might consult in the exploration stage.

Examples of possible strategies to solve a problem:

“I review the textbook; I ask for math help from a friend; I look up the problems online; I email my teacher.”
“I email my teacher for the course access; I ask for help from a classmate; I try to reset my password.”
“I use something else for a trash bag; I place an online order for bags; I take the trash out without a bag; I ask a neighbor for a bag; I go shopping for trash bags.”

A – Anticipate Outcomes & Act

Once we generate a list of strategies, the next step in the IDEAL problem-solving model recommends that you review the potential steps and decide which one is the best option to use first. Helping learners to evaluate the pros and cons of action steps can take practice. Ask questions like, “What might happen if you take this step?” or “Does that step make you feel good about moving forward or uncertain?”

After evaluating the outcomes, the next step is to take action. Encourage your learner to move forward even if they may not know the full result of taking action. Support doing something, even if it might not be the same strategy, you might take to solve a problem or the ‘best’ solution.

L – Look and Learn

The final step in the IDEAL problem-solving model is to look and learn from an attempt to solve a problem. Many parents and teachers forget this critical step in helping diverse learners to stop and reflect when problem-solving goes well and doesn’t go well. Helping our students and children learn from experience can make problem-solving more efficient and effective in the future. Ask questions like “How did that go?” and “What do you think you’ll do differently next time?”

Examples of Look and Learn statements:

“I didn’t learn the problems from looking at the textbook, but it did help to call a friend. I’ll start there next time.”
“When I didn’t have access to the course website, resetting my password worked.”
“I ran out of trash bags because I forgot to put them on the shopping list . I’ll buy an extra box of trash bags to have them on hand, so I don’t run out next time.”

Practice Problem-Solving

For ideas on common problems, download our deck of problem-solving practice cards. Set aside time to practice, role-play, give feedback, and rehearse again if needed.

How to teach the IDEAL problem-solving method

Top businesses and corporations spend thousands of dollars on training teams to implement problem-solving strategies like the IDEAL method. Employees practice and role-play common problems in the workplace . Coaches give supportive feedback until everyone feels confident in each of the steps.

Teachers and parents can use the same process to help students and children use the IDEAL problem-solving method. Set aside time to review common problems or social scenarios your learner might encounter. Practice using the IDEAL method when emotions and tensions aren’t running as high. Allow your learner to ask questions, work through problems, and receive feedback and praise for creating logical action plans.

About The Author

Amy Sippl is a Minnesota-based Board Certified Behavior Analyst (BCBA) and freelance content developer specializing in helping individuals with autism and their families reach their best possible outcomes. Amy earned her Master's Degree in Applied Behavior Analysis from St. Cloud State University and also holds undergraduate degrees in Psychology and Family Social Science from University of Minnesota – Twin Cities. Amy has worked with children with autism and related developmental disabilities for over a decade in both in-home and clinical settings. Her content focuses on parents, educators, and professionals in the world of autism—emphasizing simple strategies and tips to maximize success. To see more of her work visit amysippl.com .

Executive functioning skills 101: problem-solving, executive functioning 101: all about attentional control, self-monitoring: long-term strategies & supports, the connection between sleep deprivation and executive function, organization skills: long-term strategies and supports for diverse learners, how to embed executive functioning skills in the classroom.

Life Skills Advocate is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. Some of the links in this post may be Amazon.com affiliate links, which means if you make a purchase, Life Skills Advocate will earn a commission. However, we only promote products we actually use or those which have been vetted by the greater community of families and professionals who support individuals with diverse learning needs.

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The Lean Post / Articles / Why A3 Thinking is the Ideal Problem-Solving Method

Problem Solving

Why A3 Thinking is the Ideal Problem-Solving Method

By David Verble

February 11, 2021

How A3 Thinking helps you overcome the most challenging yet vital part of problem-solving, according to Lean Coach David Verble.

It is human nature to see or hear about something we call a “problem” and think right past the situation to a solution. Jumping to conclusions causes us to miss critical information that we need to pinpoint the problem . When we assume that we know what’s going on with whatever we think is a problem situation, we often don’t “ go see ” what , specifically , is not working as it should.

Why does this matter? Not looking to precisely see what is not working as expected in a situation we are concerned about—be it process , procedure, policy, or system— reduces our chances of effectively changing the condition we want to eliminate. In a work situation , the conditions or events that we describe as problems — including missed deliveries and deadlines or information, rework, defects, errors, cost overruns, poor coordination, frustrated and resentful employees — result when something happen s (or does not happen ) when we’re doing the work . If we don’t stop to figure out what part of the operation is under performing, we have little chance of changing the specific things that are creating the performance gap.

It is a simple fact: you can’t improve results until you identify and change what is not working as planned.

It is a simple fact: you can’t improve results until you identify and change what is not working as planned. Therefore, to address a work-related problem, you first have to recognize that what you are concerned about does not exist in isolation. Th at is what mak es A3 thinking the ideal problem-solving method. The approach is a practical and powerful way to identify with precision the problem you must solve .

Understanding How to Approach A3 Problem – Solving

The first challenge in A3 problem – solving is to grasp the performance situation in which the unwanted condition exists , which usually means answering some key questions:

How is what I am concerned about related to needed performance?
Why does this issue in performance matter?
What performance results are we currently getting in the situation?
What performance results do we think we should be getting?
What part of the work system is not performing as we expect?

Answering these questi ons depends on realizing that whatever we call a problem is part of a work process created to produce specific results that it can not currently deliver , bring ing us back to understanding the real problem .

What seems to you to be a problem may not necessarily be a problem the way A3 think ing defines a problem . And what is a problem to you may not seem to be a problem to others. Fortunately, if you can show something is a problem in A3 problem – solving thinking, there’s a good chance it will look like a problem to others in your company or operation.

In A3 problem – solving, a problem mu st meet two requirements to “qualify” as a problem:

It must be an issue of performance in the workplace. The greatest concern for a business is the performance in deliver ing a product or service to a customer as planned. Continued operation as a business depends on achieving the intended results to survive and thrive. A problem needing attention is one that indicates that it is not happening in some way.
It must be defined as a clear gap (ideally measurable) between a specific work condition or event and an agreed – to performance expectation or goal. These established expectations are usually described in the form of a standard, specification, procedure, process, target, policy , or system. Demonstrating that a performance problem exists depends on bringing a precise picture of what is or is not happening into comparison with an accepted description (ideally documented) for what should be happening in the situation.

The Standard for a Sound Problem Statement

Sounds relatively easy, but in my 30 years of experience, the hardest part of the problem – solving process is saying precisely (ideally visually) what problem you are trying to solve. The challenge is to bring together the facts (and data!) to complete the problem statement “equation” – the current performance level compared to expected performance equals a gap or problem the operation or business needs to address.

Getting Clear

Let’s take a closer look at why we often struggle to meet the two requirements in the “standard” for an A3 problem statement. Why is it difficult to demonstrate in performance terms that a clear gap between what is happening and what should be happening exist in a work situation? Let’s look at an example showing how we often describe problems versus how they could be described (for easier problem-solving).

In touring a worksite once , I noticed a completed fishbone diagram with this problem description in the fish’s head: “Inaccurate Weekly Work Plans.” I assume everyone in the brainstorming session knew what that meant. The diagram listed at least a dozen causes , and the team had planned a similar number of corrective actions . But, with such a non-specific problem statement, the team was taking a shotgun approach to improvement and hoping that by shooting at every possibility , they would hit the real reasons that the work plans were inaccurate.

A PDCA /A3 problem – solving approach to that problem situation would be to ask, “Exactly what’s wrong about the work plans we are creating currently?” That would require asking, “What do we know about what needs to be in an accurate and complete work plan? And how is it supposed to be created?”

If you want to improve the work plans, you need to know how they are different from what they are supposed to be.

The answers to those questions bring us to the fundamentals of lean/A3 thinking. If you want to improve the work plans, you need to know how they are different from what they are supposed to be. Then you look at the process that produced the work plans and ask what is happening (or not happening) in how the process is being performed that created them. With some digging into the facts of what was happening ( the “dirty details ” ) , you might write a problem statement like the following:

I was not working with that team , so I don’t know what happened next . Still, I am confident that the team could learn what the exact discrepancies are. S eeing those errors and missing points led them to describe the problem as “Inaccurate Weekly Work Plans” in the first place. In A3 problem-solving, it is essential to know what those specific discrepancies from the standard are because you need to be able to track them back to the places in the process where the mistakes were made.

41% of weekly work plans created by Production Team 4 are repeatedly inaccurate or incomplete in 7 critical ways. Those 7 discrepancies from the standard for work plans are: 1, 2, 3, 4, 5, 6, 7…

This example demonstrates, ironically, one of the problems created by a poorly stated problem. The team likely created a lot of extra work (maybe even wasted work) for themselves because they did not start their problem – solving effort by clear stating what problem they needed to solve.

Why does it matter to share a problem in the form of a problem statement with the help of this clear problem statement “equation?” As so many of us already know, “A problem clearly stated is half solved.”

This Post was previously published on LinkedIn by the Lean Transformation Group, where David is a Partner, Performance Improvement Consultant, and Coach.

Managing to Learn

An Introduction to A3 Leadership and Problem-Solving.

Written by:

About David Verble

A performance improvement consultant and leadership coach since 2000, David has been an LEI faculty member for 17 years. Recognized as one of the first Toyota-trained managers to bring A3 thinking from Japan to the United States, he has conducted A3 problem-solving and leadership programs for 30 years. Overall, his…

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Hurson's Productive Thinking Model

Solving problems creatively.

By the Mind Tools Content Team

Creativity is incredibly important in problem solving. If you're not creative, you'll struggle to understand the issues surrounding a problem, and you'll find it hard to identify the best solutions. Worse still, you might fail to solve the problem altogether!

So, what's a good way to be more creative in your problem solving, and come up with the best ideas to move forward with? Hurson's Productive Thinking Model could be just the thing to help you. This framework encourages you to use creativity and critical thinking at each stage of the problem-solving process. This means that you get a better understanding of the problems you face, and you come up with better ideas and solutions as a result.

About the Model

The Productive Thinking Model was developed by author and creativity theorist, Tim Hurson, and was published in his 2007 book, " Think Better ." [1]

The model presents a structured framework for solving problems creatively. You can use it on your own or in a group.

The model consists of six steps, as follows:

Ask "What is going on?"
Ask "What is success?"
Ask "What is the question?"
Generate answers.
Forge the solution.
Align resources.

The advantage of this model over other problem-solving approaches (like Simplex or Plan-Do-Check-Act ) is that it encourages you to use creative and critical thinking skills at each stage of the problem-solving process. This means that you can take a well-rounded look at a problem, and come up with better potential solutions.

Let's look at each step in further detail, and explore how you can apply the model.

Step 1: Ask "What Is Going On?"

First, you need to get a good understanding of the problem that you want to deal with. This is often the most involved part of the process.

To do this, explore the following four questions:

What Is the Problem?

First, brainstorm all of the problems and issues that you have – a tool such as CATWOE will help here. As you do this, think about the following questions:

What's bugging you? And what annoys your customers?
What's out of balance?
What could work better? What could you improve?
What are your customers or users complaining about?
What challenges do you have?
What's making you take action?

List as many issues as possible, even if you already have a good idea of what your main problem is. These don't have to be well defined or even justified. All that you're doing is generating a good list of possibilities, so don't worry about being right or wrong.

Then, use an Affinity Diagram to organize the issues that you've identified into common themes, and identify the most important problem or group of problems to deal with. If this isn't obvious, use techniques like Pareto Analysis or Paired Comparison Analysis to decide.

What Is the Impact?

Next, brainstorm how the problem impacts you and your organization, and how it affects other stakeholders such as customers, suppliers and competitors.

Make a list of all of your stakeholders, and identify the positive and negative impact that the problem has on each of them.

To help with this, ask questions such as:

Who does this problem affect, directly and indirectly?
Why is this problem important to them? What concerns do you have about it?
Who'll benefit if you don't deal with the problem? And who'll benefit when you solve it?

Rolestorming is also useful here, as it helps you to look at problems from other people's perspectives.

What Is the Information?

Now, gather information about the problem. What do you know about it? What don't you know? Has someone else tried to fix this or a similar problem before? If so, what happened, and what can you learn? Make sure that you have evidence that the problem really does exist.

This is where it helps to use tools such as Cause and Effect Analysis , Root Cause Analysis , and Interrelationship Diagrams to identify the actual causes of your problem. You'll need to deal with these root causes to solve the problem fully.

What Is the Vision?

Finally in this step, identify your vision for the future once you've solved the problem – what Hurson calls the "target future."

Begin by writing down as many target futures as possible, and then narrow these down to something that's achievable and important to you.

If you're finding this difficult, use starter phrases such as "I wish...," "If only we could...," or "It would be great if...." For example, you might say, "I wish that the majority of our customers were happy with how we process returns," or, "It would be great if we could cut waste by 20 percent."

Step 2: Ask "What Is Success?"

In this step, you're going to develop your target future by defining what success is once you've implemented a solution to your problem.

A good way to do this is to use the "DRIVE" acronym. This stands for:

Do – What do you want the solution to do?
Restrictions – What must the solution not do?
Investment – What resources are available? What are you able to invest in a solution? How much time do you have?
Values – What values must this solution respect?
Essential outcomes – What defines success? How will you measure this?

Step 3: Ask "What Is the Question?"

The aim in this step is to generate a list of questions that, if answered well, will solve your problem.

To do this, look at all of the information that you gathered in the first two steps. Then brainstorm the questions that you'll need to answer to achieve your target future. Use phrases such as "How can I…?" and "How will we…?" to begin.

For instance, imagine that your target future is to have a bigger departmental budget. One question might be, "How can I get a bigger budget?" Then you could brainstorm related questions, such as, "How can we spend less on routine work, so that we can do more with our existing budget?" or, "How would we operate if we had no budget?"

If you generate a long list of questions, narrow these down to the questions that are most relevant for solving your problem.

Step 4: Generate Answers

In this step, you generate solutions to your problem by coming up with answers to the questions that you developed in the previous step.

Again, brainstorm as many possible solutions as possible, and don't criticize – just concentrate on coming up with lots of ideas. If you're struggling to come up with solutions, techniques like Reverse Brainstorming , Random Input , and Provocation will help to jump-start your creativity.

Step 5: Forge the Solution

You're now going to develop your ideas into a fully formed solution.

First, evaluate the most promising ideas by comparing them with the success criteria that you identified in step 2. Pick the solution that best meets those criteria. ( Decision Matrix Analysis is helpful here.)

Then develop your best idea further. What else could make this idea better? How could you refine the solution to fit your success criteria better?

If you're working on a complex problem or project, don't underestimate the effort needed to develop and refine your solution.

Step 6: Align Resources

In this last step, you identify the people and other resources that you need in order to implement your solution.

For small projects, Action Plans are useful for this. However, if you're implementing a large-scale project, you'll need to use a more formal project management approach .

At this point, you may still decide not to move ahead with your solution. See our article on Go/No-Go Decision-Making for more on this.

Tim Hurson developed the Productive Thinking Model and published it in his 2007 book, "Think Better." The model provides a structured approach for solving problems creatively. You can use it on your own and in a group.

There are six steps in the model:

The advantage of the model is that it encourages you to use creative and critical thinking skills at each step of the problem-solving process. This means that you can take a well-rounded look at a problem, and come up with better solutions.

[1] Hurson, T. (2008) ' Think Better ,' New York: McGraw-Hill.

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Encyclopedia of the Sciences of Learning pp 2680–2683 Cite as

Problem Solving

David H. Jonassen 2 &
Woei Hung 3
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11 Citations

Cognition ; Problem typology ; Problem-based learning ; Problems ; Reasoning

Problem solving is the process of constructing and applying mental representations of problems to finding solutions to those problems that are encountered in nearly every context.

Theoretical Background

Problem solving is the process of articulating solutions to problems. Problems have two critical attributes. First, a problem is an unknown in some context. That is, there is a situation in which there is something that is unknown (the difference between a goal state and a current state). Those situations vary from algorithmic math problems to vexing and complex social problems, such as violence in society (see Problem Typology ). Second, finding or solving for the unknown must have some social, cultural, or intellectual value. That is, someone believes that it is worth finding the unknown. If no one perceives an unknown or a need to determine an unknown, there is no perceived problem. Finding...

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Jonassen, D.H., Hung, W. (2012). Problem Solving. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_208

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Home > Research > Centers and Institutes > Faculty Center > CTE Book Library > 46

Centers for Teaching Excellence - Book Library

The ideal problem solver.

John D. Bransford Follow Barry S. Stein

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Description.

Provocative, challenging, and fun, The Ideal Problem Solver offers a sound, methodical approach for resolving problems based on the IDEAL (Identify, Define, Explore, Act, Look) model. The authors suggest new strategies for enhancing creativity, improving memory, criticizing ideas and generating alternatives, and communicating more effectively with a wider range of people. Using the results of laboratory research previously available only in a piece-meal fashion or in scientific journals, Bransford and Stein discuss such issues as Teaming new information, overcoming blocks to creativity, and viewing problems from a variety of perspectives. The Second Edition features: A new organization that focuses, in Part I, on the effective utilization of current knowledge and, in Part 11, on the explanation and use of the Ideal model. A refined problem solving model that is easier to understand and apply. A new chapter that explores strategies for improving how schools and organizations can prepare people to think and solve problems. New illustrative examples and exercises that encourage students to develop effective strategies for solving problems.

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Bransford, John D. and Stein, Barry S., "The Ideal Problem Solver" (1993). Centers for Teaching Excellence - Book Library . 46. https://digitalcommons.georgiasouthern.edu/ct2-library/46

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The ideal problem solver : a guide for improving thinking, learning, and creativity

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Inspiration & Information for Self-Improvement

Problem Solving Models (List & Applications)

In today’s fast-paced business environment, effective problem-solving techniques are essential for teams and organizations to tackle challenges and resolve critical issues. Whether it’s identifying the root cause of a recurring problem or finding innovative solutions to complex issues, having a structured approach can greatly enhance problem-solving outcomes. This article explores different problem-solving models, techniques, and strategies that can empower individuals and teams to navigate through obstacles and find optimal solutions.

Key Takeaways:

Problem-solving techniques are crucial for teams and organizations to overcome challenges and achieve desired outcomes.
Clear problem definition and analysis play a vital role in the problem-solving process .
Using problem-solving tools can help generate effective solutions and test their viability.
Well-designed problem-solving workshops provide a structured approach and foster open discussions.
Tips such as defining the problem, trying different approaches, and involving the right people enhance the problem-solving process .

Table of Contents

Importance of Problem Identification and Analysis

Before finding solutions , accurately identifying and defining the problem is crucial. Allowing all team members to contribute their views in an open and safe manner is essential for effective problem identification and analysis. Creating a problem statement that clearly describes the problem and sets the goal for the problem-solving process is also vital.

Problem Solving Tools for Generating Solutions

When it comes to problem-solving, having the right tools and methods can make all the difference. This section introduces a range of problem-solving tools that can help teams generate effective solutions. By leveraging these tools, teams can navigate through complex challenges and find viable options to address the problem at hand.

The problem-solving process is often iterative, requiring teams to constantly test and refine their solutions. This iterative approach allows teams to learn from their mistakes, make necessary adjustments, and roadtest viable solutions for optimal outcomes.

One effective tool for generating solutions is the use of consensus tools and methods. Consensus tools encourage teams to tap into the collective intelligence of the group, promoting collaboration, and aligning everyone towards a common goal. By involving all team members in the decision-making process, consensus tools can facilitate effective problem-solving and help teams reach agreements that everyone can support.

To illustrate the value of problem-solving tools , the following table provides a comparison of different consensus tools along with their applications.

By leveraging problem-solving tools and embracing an iterative process , teams can enhance their problem-solving capabilities and find innovative solutions to even the most complex challenges.

Designing Effective Problem Solving Workshops

When it comes to solving complex problems, well-designed workshops can be instrumental in fostering collaborative brainstorming and effective problem-solving sessions. This section explores the key aspects of designing problem-solving workshops, including agenda design , workshop planning , facilitation skills , and creating a psychologically safe space for open and constructive discussions.

Agenda Design

An effective agenda sets the foundation for a successful problem-solving workshop. It provides a clear framework and structure to guide participants through the process, ensuring that all stages of problem exploration and solution implementation are covered. Additionally, a well-designed agenda allows for flexibility and adaptation to the specific needs of the participants and the problem at hand.

Consider including the following elements in your agenda:

Introduction and icebreaker activities to create a positive and inclusive atmosphere
Problem definition and analysis to ensure all participants have a common understanding of the problem
Idea generation and exploration to encourage creativity and diverse perspectives
Evaluation of potential solutions through critical thinking and analysis
Action planning to define next steps and assign responsibilities
Closing and reflection to gather feedback and insights from participants

Workshop Planning

Effective workshop planning involves careful consideration of logistical and practical aspects to ensure the smooth execution of the session. Some key factors to consider include:

Choosing an appropriate venue that accommodates the number of participants and fosters collaboration
Providing necessary materials, such as flip charts, sticky notes, and markers, to facilitate idea sharing and visual representation
Ensuring availability of technical equipment, if needed, for presentations or visual aids
Scheduling the workshop at a time when participants are most likely to be engaged and focused
Setting realistic timeframes for each agenda item to maintain momentum and avoid unnecessary delays

Facilitation Skills

Effective facilitation is key to guiding participants through the problem-solving process and maximizing engagement and collaboration. A skilled facilitator should:

Establish clear communication channels and encourage equal participation from all participants
Create a safe and nonjudgmental environment that promotes open sharing of ideas and perspectives
Listen actively to participants’ input, ensuring everyone feels heard and respected
Facilitate consensus-building and encourage collaboration among participants
Manage time effectively to keep the workshop on track and ensure all agenda items are addressed

Remember that the facilitator plays a crucial role in maintaining the energy and momentum throughout the workshop, ensuring that each participant feels valued and contributing to the problem-solving session .

Psychologically Safe Space

Creating a psychologically safe space is essential for participants to feel comfortable expressing their thoughts and perspectives openly. This can be achieved by:

Establishing ground rules that encourage respectful and constructive communication
Creating an inclusive environment that values diverse perspectives and experiences
Emphasizing that all ideas are valuable and should be considered without judgment
Encouraging active listening and building upon each other’s ideas
Acknowledging and appreciating the contributions of all participants

An environment that promotes psychological safety enables participants to engage in meaningful discussions, challenge assumptions, and generate innovative solutions.

Problem Solving Tips for Success

When faced with a problem, it’s essential to approach it with a clear and strategic mindset. Here are some problem-solving tips that can help you achieve successful outcomes:

Clearly define the problem: Before diving into solutions, take the time to clearly define the problem at hand. Break it down into manageable parts and ensure everyone involved has a solid understanding of the issue.
Avoid jumping to conclusions: It’s easy to make assumptions and jump to conclusions when faced with a problem. Instead, take a step back, gather all the relevant information, and analyze it objectively before drawing conclusions. Avoid letting biases cloud your judgment.
Try different approaches: Don’t get stuck in a single approach. Be open to exploring different angles and perspectives. Consider brainstorming sessions or using problem-solving techniques like the Six Thinking Hats to encourage creative thinking and generate diverse solutions.
Don’t take it personally: Problem-solving is a collaborative process that involves different viewpoints. It’s important not to take criticism or differing opinions personally. Embrace constructive feedback and use it to refine your ideas and strategies.
Get the right people in the room: Assemble a team of individuals with diverse skills and expertise that are relevant to the problem at hand. Having the right people involved ensures a broader range of perspectives and a higher chance of finding effective solutions.
Document everything: Keep a record of the entire problem-solving process, including discussions, decisions, and possible solutions. This documentation not only provides valuable insights but also helps track progress and enables effective communication with stakeholders.
Bring a facilitator: Having a neutral facilitator can greatly enhance the problem-solving process. A facilitator ensures that the discussions remain focused, encourages participation from all team members, and helps maintain a productive atmosphere.
Develop problem-solving skills: Continuously work on developing your problem-solving skills. Seek out opportunities to learn new techniques, attend workshops, or engage in professional development programs. Problem-solving is a skill that can be honed and improved over time.
Design a great agenda: A well-planned and structured agenda sets the tone for an effective problem-solving session . It provides a roadmap and ensures that the discussion stays on track. Include time for brainstorming, idea evaluation , and decision-making to maximize productivity.

By following these problem-solving tips , you can increase your chances of finding innovative and effective solutions to complex problems.

Problem Solving Models and Strategies: Polya’s Four-Step Model

In this section, we will explore Polya’s four-step problem-solving model, a versatile approach that can be applied to various types of problems. This model provides a systematic framework for understanding, analyzing, and solving problems effectively.

Step 1: Understand the Problem

The first step in Polya’s model is to gain a clear understanding of the problem at hand. This involves thoroughly analyzing the problem statement , identifying any constraints or limitations, and determining what needs to be achieved.

Step 2: Devise a Plan

Once the problem is understood, the next step is to devise a plan or strategy to solve it. This may involve breaking down the problem into smaller, more manageable parts, identifying relevant concepts or theories, and exploring possible approaches or techniques.

Step 3: Carry Out the Plan

With a well-defined plan in place, it’s time to execute it. This step involves taking action according to the devised plan, implementing the chosen strategy, and applying problem-solving techniques to address the problem effectively.

Step 4: Look Back

After carrying out the plan, it is crucial to reflect on the solution and evaluate its effectiveness. This step involves reviewing the outcomes, assessing the strengths and weaknesses of the approach, and identifying any lessons learned for future problem-solving endeavors.

Polya’s four-step model provides a structured and iterative approach to problem solving, allowing individuals and teams to navigate complex challenges with clarity and confidence. By promoting a systematic analysis of problems and emphasizing reflection, this model enhances problem-solving skills and facilitates continuous improvement.

Let’s take a closer look at how Polya’s model can be applied to real-life scenarios and academic contexts:

The application of Polya’s four-step model in these scenarios demonstrates its effectiveness in guiding problem-solving processes and facilitating successful outcomes, whether in business or educational settings.

Problem Solving Models and Strategies: IDEAL Model

In problem-solving, having a structured approach can greatly enhance effectiveness. The IDEAL model , developed by Bransford and Stein, provides a comprehensive framework for understanding and solving problems in both educational and professional settings.

Identify the Problem

The first step of the IDEAL model is to identify the problem at hand. It involves recognizing and clearly defining the core issue that needs to be addressed. By honing in on the specific problem, you can direct your efforts towards finding an appropriate solution.

Define an Outcome

Once the problem is identified, the next step is to define the desired outcome or goal. This requires envisioning the ideal state or solution that you aim to achieve. Clearly defining the outcome helps guide the problem-solving process and aligns the efforts of the team.

Explore Possible Strategies

With the problem and desired outcome in mind, the next step is to explore possible strategies or approaches to solve the problem. This involves brainstorming and considering different perspectives and ideas. By exploring a range of strategies, you increase the likelihood of finding innovative and effective solutions.

Anticipate Outcomes and Act

After evaluating the different strategies, it is essential to anticipate the potential outcomes of each option. This step involves assessing the pros, cons, risks, and benefits associated with each strategy. Once the analysis is complete, it is time to make a decision and take action.

Look and Learn

The final step of the IDEAL model is to reflect on the problem-solving process and learn from it. This step includes evaluating the effectiveness of the chosen strategy, identifying areas for improvement, and capturing lessons learned for future problem-solving endeavors. By actively engaging in this reflection, you enhance your problem-solving skills over time.

The IDEAL model offers a structured and systematic approach to problem-solving. By following these steps – identifying the problem, defining an outcome, exploring possible strategies, anticipating outcomes and acting, and reflecting on the process – individuals and teams can enhance their problem-solving capabilities and achieve better outcomes.

Problem Solving Examples: Polya’s Four-Step Model

In this section, we will explore some examples of problem solving using Polya’s four-step model . These examples will demonstrate how the model can be applied to solve everyday problems, as well as mathematical and academic problems. By understanding the problem, devising a plan, executing the plan, and reflecting on the solution, the problem-solving process becomes more structured and effective.

Example 1: Everyday Problem

Let’s consider a common everyday problem: organizing a family gathering. The problem is to find a suitable date, venue, and activities that accommodate everyone’s preferences and availability. Using Polya’s four-step model, we can break down the problem-solving process:

Understanding the problem: Analyze the requirements, preferences, and constraints of all family members.
Devising a plan: Create a checklist of potential dates, venues, and activities. Consider the logistics, costs, and feasibility of each option.
Executing the plan: Discuss the options with family members and gather their input. Negotiate and find common ground to finalize the details.
Reflecting on the solution: Evaluate the success of the gathering based on the feedback and experience of the participants. Identify areas for improvement in future events.

Using Polya’s model helps ensure that all aspects of the problem are considered and addressed, leading to a more inclusive and successful family gathering.

Example 2: Mathematical Problem

Let’s now apply Polya’s four-step model to a mathematical problem. Consider the following example:

“Find the value of x in the equation 3x + 7 = 22.”

By following Polya’s four-step model, we can approach this problem systematically:

Understanding the problem: Recognize that the equation represents a linear relationship and that the goal is to find the value of x that satisfies the equation.
Devising a plan: Isolate the variable x on one side of the equation by performing the necessary arithmetic operations.
Executing the plan: Apply the plan by subtracting 7 from both sides of the equation and then dividing by 3 to isolate x.
Reflecting on the solution: Verify the calculated value of x by substituting it back into the original equation. Check if it satisfies the equation and provides a logical solution.

Through the application of Polya’s four-step model, we can solve mathematical problems with clarity and confidence.

Polya’s four-step model provides a systematic approach to problem-solving. The examples discussed in this section demonstrate the practical application of the model in solving everyday and mathematical problems. By understanding the problem, devising a plan, executing the plan, and reflecting on the solution, individuals and teams can enhance their problem-solving process and achieve effective outcomes.

Problem Solving Examples: IDEAL Model

This section provides practical examples of problem solving using the IDEAL model. Through these examples, you will gain a better understanding of how the IDEAL model can be applied in various contexts to analyze and solve problems effectively.

Example 1: Improving Customer Satisfaction

A customer service team in a retail company noticed a decline in customer satisfaction ratings. Following the IDEAL model, they identified the problem: low customer satisfaction. They defined the outcome they wanted to achieve: increase customer satisfaction by 15% within three months. Next, the team explored possible strategies such as enhancing training programs, implementing a customer feedback system, and improving communication channels. They anticipated the outcomes of each strategy, considering factors like resource allocation, customer response, and employee engagement. After careful evaluation, they decided to implement a comprehensive customer feedback system. The team acted upon their decision and rolled out the new system, collecting customer feedback and analyzing the data regularly. They closely monitored customer satisfaction metrics, made refinements based on feedback, and ensured timely resolution of customer issues. Throughout the process, the team reflected on the effectiveness of their strategies and made necessary adjustments. As a result, customer satisfaction improved by 20% within the target timeline, exceeding their initial goal.

Example 2: Optimizing Project Management

A project management team in a software development company faced challenges with meeting project deadlines and maintaining quality standards. Applying the IDEAL model, they took a systematic approach to address these issues. They identified the problem: missed project deadlines and compromised quality. Defining the outcome, they aimed to improve on-time project completion and deliver high-quality products. The team explored various strategies, including enhancing project planning and tracking tools, implementing agile project management methodologies, and fostering cross-functional collaboration. They anticipated the outcomes of each strategy, considering factors like stakeholder satisfaction, resource utilization, and project productivity. After careful evaluation, they decided to adopt an agile project management approach. The team took action and implemented agile practices, such as daily stand-up meetings, sprint planning, and continuous feedback loops. These practices enabled them to adapt quickly to changing project requirements and effectively manage resources. Throughout the project, the team continuously looked back, reflecting on the project’s progress and identifying areas for improvement. The iterative nature of the IDEAL model allowed them to make necessary adjustments, resulting in improved project performance and increased customer satisfaction.

Example 3: Enhancing Employee Engagement

A human resources team in a multinational corporation aimed to enhance employee engagement and improve overall organizational culture. They utilized the IDEAL model to guide their problem-solving process. They first identified the problem: low employee engagement and poor organizational culture. Defining the outcome, they aimed to increase employee engagement by 10% and foster a positive work environment. The team explored strategies such as implementing employee recognition programs, promoting work-life balance, and providing leadership development opportunities. They anticipated the outcomes of each strategy, considering factors like employee satisfaction, retention rates, and productivity. After careful evaluation, they prioritized the implementation of employee recognition programs. The team took proactive steps and launched a company-wide recognition program, acknowledging and appreciating employee contributions. They encouraged open communication and collaboration, creating a supportive and inclusive work environment. Throughout the implementation process, the team regularly evaluated the program’s effectiveness and gathered feedback from employees. They made adjustments based on the feedback received and ensured continuous improvement. As a result of their efforts, employee engagement increased by 12%, and the overall organizational culture improved, leading to enhanced productivity and employee satisfaction.

Example 4: Streamlining Supply Chain Operations

A supply chain management team in a manufacturing company faced inefficiencies in their operations, leading to delays in product delivery and increased costs. They applied the IDEAL model to overcome these challenges. They identified the problem: supply chain inefficiencies causing delays and increased costs. Defining the outcome, they aimed to streamline supply chain operations, reduce delivery lead times by 20%, and minimize costs. The team explored strategies such as implementing advanced inventory management systems, optimizing transportation routes, and enhancing supplier relationships. They anticipated the outcomes of each strategy, considering factors like cost savings, lead time reductions, and customer satisfaction. After careful evaluation, they decided to optimize transportation routes to reduce delivery lead times. The team took action and collaborated with logistics partners to streamline transportation routes, eliminate bottlenecks, and enhance delivery efficiency. They monitored performance indicators, such as on-time delivery rates and transportation costs, to measure the effectiveness of the changes. Throughout the process, the team reflected on the impact of their actions and continuously looked for opportunities to further optimize the supply chain operations. As a result, they successfully reduced delivery lead times by 25% and achieved significant cost savings.

In each of these examples, the IDEAL problem-solving model played a crucial role in guiding teams to effectively define problems, explore strategies, anticipate outcomes, take action, and reflect on the process. By utilizing the IDEAL model, teams can enhance their problem-solving capabilities and achieve desirable outcomes in diverse scenarios.

Art of Problem Solving: Slowing Down and Asking Questions

In the art of problem solving , one key element that often gets overlooked is the importance of slowing down and adopting a problem-solving mindset . In our fast-paced world, we tend to rush through challenges, seeking quick solutions without taking the time to fully understand the problem at hand.

Slowing down allows us to step back, analyze the situation, and gain a deeper understanding of the problem. By taking a moment to pause and reflect, we can identify any assumptions or biases that may be clouding our judgment. It allows us to approach the problem-solving process with a clear and open mind, ready to explore new possibilities.

One effective way to slow down and gain a fresh perspective is to ask great questions. Questions have the power to stimulate creativity, challenge preconceived notions, and generate multiple perspectives. They help us to delve deeper into the problem, uncovering hidden complexities and uncovering new insights.

“The important thing is not to stop questioning. Curiosity has its own reason for existing.” – Albert Einstein

Benefits of Slowing Down and Asking Questions

When we slow down and ask questions, we open up a world of possibilities. Here are some key benefits of adopting this approach:

Stimulates creativity: Asking questions encourages out-of-the-box thinking, sparking new ideas and innovative solutions.
Challenges assumptions: By questioning our assumptions, we can uncover biases and limitations that may be hindering our problem-solving process.
Explores different perspectives: Asking questions helps us consider diverse viewpoints, leading to a more comprehensive understanding of the problem.
Overcomes stress and limitations: Slowing down and being curious reduces stress and allows for a more mindful problem-solving process, enabling us to navigate challenges more effectively.

By adopting a problem-solving mindset that prioritizes slowing down and asking questions , we can unlock our full problem-solving potential and approach challenges with clarity and confidence.

Problem Solving Techniques: Brainstorming and Six Thinking Hats

In problem-solving, it’s crucial to have effective techniques that stimulate creativity, generate ideas, and evaluate potential solutions. Two widely used problem-solving techniques are brainstorming and the six thinking hats method.

Brainstorming is a collaborative idea generation process that encourages participants to think freely and generate as many ideas as possible. The goal is to create a nonjudgmental environment where all ideas are welcomed and explored. By suspending judgment and fostering an open mindset, brainstorming enables teams to uncover innovative solutions and overcome obstacles.

The six thinking hats method, developed by Edward de Bono, provides a structured approach to problem solving. This technique divides thinking into six distinct perspectives, each associated with a specific color hat. The different hats represent different modes of thinking and allow individuals to look at a problem from multiple angles. The six hats are:

White Hat : Focusing on the available information and facts
Red Hat : Exploring emotions, intuitions, and feelings
Black Hat : Identifying potential risks, obstacles, and critical judgment
Yellow Hat : Identifying benefits, opportunities, and positive aspects
Green Hat : Stimulating creativity and generating alternative ideas
Blue Hat : Managing the thinking process and facilitating discussions

The six thinking hats method allows teams to wear different hats at different moments, encouraging diverse perspectives and avoiding bias. This technique enhances idea generation, problem analysis , and decision-making by ensuring that all relevant aspects are considered.

By combining brainstorming and the six thinking hats method, teams can benefit from both free-flowing idea generation and structured analysis. This dynamic approach can lead to innovative solutions that address complex problems effectively.

Next, we’ll explore the concept of “How Might We?” ( HMW ) questions, which further enhance idea generation and problem-solving.

In conclusion, problem-solving models, strategies, and techniques play a crucial role in addressing challenges and achieving desired outcomes in various fields. By utilizing effective problem-solving methods, teams and organizations can navigate complex issues, identify innovative solutions, and drive positive change.

Developing problem-solving skills is essential for individuals and teams to approach problems with clarity and confidence. Through clear problem identification , thorough analysis, and the application of problem-solving tools, teams can work collaboratively to generate viable solutions and make informed decisions.

Creating a supportive environment that encourages open communication, diverse perspectives, and an iterative approach to problem-solving is key to success. By fostering a culture that values curiosity, creativity, and continuous learning, organizations can empower their employees to tackle challenges head-on and drive meaningful progress.

In summary, problem-solving is not just a necessary skill, but also an art. By leveraging problem-solving models, techniques, and strategies, individuals and teams can confidently navigate complex issues, overcome obstacles, and achieve optimal outcomes. With a clear problem-solving process, a supportive environment, and a commitment to continuous improvement, problem-solving becomes a powerful tool for success in any context.

What is the importance of problem identification and analysis?

Problem identification and analysis are crucial in the problem-solving process as they help in accurately defining the problem, setting a clear goal, and understanding the underlying factors contributing to the problem.

What are some problem-solving tools for generating solutions?

There are various problem-solving tools available, including brainstorming, consensus tools, and iterative processes. These tools aid in generating solutions by encouraging creativity, tapping into collective intelligence, and refining ideas through testing and feedback.

How can I design effective problem-solving workshops?

To design effective problem-solving workshops, focus on agenda design , facilitation skills , and creating a psychologically safe space. It is essential to plan the workshop, provide structure, encourage open discussions, and guide the group towards solution implementation.

What are some problem-solving tips for success?

Some problem-solving tips for success include clearly defining the problem, avoiding hasty conclusions, trying different approaches, maintaining a constructive and collaborative mindset, getting the right people involved, documenting the process, and considering the role of a facilitator.

What is Polya’s four-step problem-solving model?

Polya’s four-step problem-solving model involves understanding the problem, devising a plan, executing the plan, and reflecting on the solution. It is a versatile model applicable to both academic and real-life problems.

What is the IDEAL problem-solving model?

The IDEAL problem-solving model includes identifying the problem, defining an outcome, exploring strategies, anticipating outcomes, and reflecting on the process. It is a comprehensive model for understanding and solving problems in various settings.

Can you provide examples of problem solving using Polya’s four-step model?

Sure! Examples of problem solving using Polya’s four-step model include solving everyday problems and academic/mathematical problems. These examples demonstrate the importance of understanding the problem, devising a plan, executing the plan, and reflecting on the solution.

Can you provide examples of problem solving using the IDEAL model?

Of course! Examples of problem solving using the IDEAL model cover various contexts and demonstrate the importance of identifying the problem, defining an outcome, exploring strategies, anticipating outcomes, and reflecting on the process for effective problem solving.

How does slowing down and asking questions contribute to problem solving?

Slowing down and adopting a problem-solving mindset allows for asking great questions, stimulating creativity, challenging assumptions, and generating multiple perspectives. This approach helps overcome stress and limitations, leading to better problem-solving outcomes.

What are some problem-solving techniques I can use?

Some problem-solving techniques include brainstorming and the six thinking hats method. Brainstorming fosters creativity, idea generation, and evaluation, while the six thinking hats method encourages considering different perspectives and exploring possibilities.

What are the key takeaways from this article on problem-solving?

The key takeaways include understanding the importance of problem-solving models, strategies, and techniques for tackling challenges, developing problem-solving skills, creating a supportive environment, and using a structured approach for successful outcomes.

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Common Problem-Solving Models & How to Use Them

Problem – solving models are step-by-step processes that provide a framework for addressing challenges. Problems arise in every facet of life. From work. to home. to friends and family, problems and conflicts can make life difficult and interfere with our physical and mental well-being. Understanding how to approach problems when they arise and implementing problem-solving techniques can make the journey through a problem less onerous on ourselves and those around us.

By building a structured problem-solving process, you can begin to build muscle memory by repeatedly practicing the same approach, and eventually, you may even begin to find yourself solving complex problems . Building a problem-solving model for each of the situations where you may encounter a problem can give you a path forward, even when the most difficult of problems arise.

This article will explore the concept of problem-solving models and dive into examples of such models and how to use them. It will also outline the benefits of implementing a problem-solving model in each area of life and why these problem-solving methods can have a large impact on your overall well-being. The goal of this article is to help you identify effective problem-solving strategies and develop critical thinking to generate solutions for any problem that comes your way.

Problem-Solving Model Defined

The first step in creating a problem-solving plan is to understand what we mean when we say problem-solving models. A problem-solving model is a step-by-step process that helps a team identify and effectively solve problems that they may encounter. This problem-solving approach gives the team the muscle memory and guide to address a conflict and resolve disputes quickly and effectively.

There are common problem-solving models that many teams have implemented, but there is also the freedom to shape a method to fit the needs of a specific situation. These models often rely on various problem-solving techniques to identify the root cause of the issue and find the best solution. This article will explore some common problem-solving models as well as general problem-solving techniques to help a team engage with and solve problems effectively.

Benefits of Implementing Problem-Solving Models

Before we discuss the exact models for problem-solving, it can be helpful to discuss why problem-solving models are beneficial in the first place. There are a variety of benefits to having a plan in place when a problem arises, but a few important benefits are listed below.

Guide Posts

When a team encounters a problem and has a guide for how to approach and solve the problem, it can be a relief to know that they have a process to fall back on when the issue cannot be resolved quickly from the beginning. A problem-solving strategy will serve as a guide for the parties to know which steps to take next and how to identify the appropriate solution.

It can also clarify when the issue needs to stay within the team, and when the issue needs to be escalated to someone in a position with more authority. It can also help the entire team solve complex problems without creating an issue out of the way the team solves the problem. It gives the team a blueprint to work from and encourages them to find a good solution.

Creative Solutions That Last

When the team or family has a way to fall back on to solve a problem, it takes some of the pressure off of coming up with the process and allows the parties to focus on identifying the relevant information and coming up with various potential solutions to the issue. By using a problem-solving method, the parties can come up with different solutions and find common ground with the best solution. This can be stifled if the team is too focused on figuring out how to solve the problem.

Additionally, the solutions that the parties come up with through problem-solving tools will often address the root cause of the issue and stop the team from having to revisit the same problem over and over again. This can lead to overall productivity and well-being and help the team continue to output quality work. By encouraging collaboration and creativity, a problem-solving technique will often keep solving problems between the parties moving forward and possibly even address them before they show up.

Common Models to Use in the Problem-Solving Process

Several models can be applied to a complex problem and create possible solutions. These range from common and straightforward to creative and in-depth to identify the most effective ways to solve a problem. This section will discuss and break down the problem-solving models that are most frequently used.

Standard Problem-Solving Process

When you search for a problem-solving technique, chances are you will find the standard model for saving problems. This model identifies and uses several important steps that will often be used in other models as well, so it can be helpful to begin the model-building process with an understanding of this model as a base. Other models often draw from this process and adapt one or more of the steps to help create additional options. Each of these steps works to accomplish a specific goal in furtherance of a solution.

Define the Problem

The first step in addressing a problem is to create a clear definition of the issue at hand. This will often require the team to communicate openly and honestly to place parameters around the issue. As the team defines the problem, it will be clear what needs to be solved and what pieces of the conflict are ancillary to the major issue. It helps to find the root causes of the issue and begin a process to address that rather than the symptoms of the problem. The team can also create a problem statement, which outlines the parameters of the problem and what needs to be fixed.

In addition to open and honest communication, other techniques can help to identify the root cause and define the problem. This includes a thorough review of the processes and steps that are currently used in the task and whether any of those steps are directly or indirectly causing the problem.

This includes reviewing how tasks are done, how communication is shared, and the current partners and team members that work together to identify if any of those are part of the issue. It is also the time to identify if some of the easy fixes or new tools would solve the problem and what the impact would be.

It is also important to gain a wide understanding of the problem from all of the people involved. Many people will have opinions on what is going on, but it is also important to understand the facts over the opinions that are affecting the problem. This can also help you identify if the problem is arising from a boundary or standard that is not being met or honored. By gathering data and understanding the source of the problem, the process of solving it can begin.

Generate Solutions

The next step in the basic process is to generate possible solutions to the problem. At this step, it is less important to evaluate how each of the options will play out and how they may change the process and more important to identify solutions that could address the issue. This includes solutions that support the goals of the team and the task, and the team can also identify short and long-term solutions.

The team should work to brainstorm as many viable solutions as possible to give them the best options to consider moving forward. They cannot pick the first solution that is proposed and consider it a successful problem-solving process.

Evaluate and Select

After a few good options have been identified, the next step is to evaluate the options and pick the most viable option that also supports the goals of the team or organization. This includes looking at each of the possible solutions and determining how they would either encourage or hinder the goals and standards of the team. These should evaluated without bias toward the solution proposed or the person putting forward the solution. Additionally, the team should consider both actual outcomes that have happened in the past and predicted instances that may occur if the solution is chosen.

Each solution should be evaluated by considering if the solution would solve the current problem without causing additional issues, the willingness of the team to buy in and implement the solution, and the actual ability of the team to implement the solution.

Participation and honesty from all team members will make the process go more smoothly and ensure that the best option for everyone involved is selected. Once the team picks the option they would like to use for the specific problem, they should clearly define what the solution is and how it should be implemented. There should also be a strategy for how to evaluate the effectiveness of the solution.

Implement the Solution and Follow Up

Once a solution is chosen, a team will often assume that the work of solving problems is complete. However, the final step in the basic model is an important step to determine if the matter is resolved or if additional options are needed. After the solution has been implemented by the team, the members of the team must provide feedback and identify any potential obstacles that may have been missed in the decision-making process.

This encourages long-term solutions for the problem and helps the team to continue to move forward with their work. It also gives the team a sense of ownership and an example of how to evaluate an idea in the future.

If the solution is not working the way that it should, the team will often need to adapt the option, or they may get to the point where they scrap the option and attempt another. Solving a problem is not always a linear process, and encouraging reform and change within the process will help the team find the answer to the issues that they face.

GROW Method

Another method that is similar to the standard method is the G.R.O.W. method. This method has very similar steps to the standard method, but the catchiness of the acronym helps a team approach the problem from the same angle each time and work through the method quickly.

The first step in the method is to identify a goal, which is what the “g” stands for in “grow.” To establish a goal, the team will need to look at the issues that they are facing and identify what they would like to accomplish and solve through the problem-solving process. The team will likely participate in conversations that identify the issues that they are facing and what they need to resolve.

The next step is to establish the current reality that the group is facing. This helps them to determine where they currently are and what needs to be done to move them forward. This can help the group establish a baseline for where they started and what they would like to change.

The next step is to find any obstacles that may be blocking the group from achieving their goal. This is where the main crux of the issues that the group is facing will come out. This is also helpful in giving the group a chance to find ways around these obstacles and toward a solution.

Way Forward

After identifying the obstacles and potential ways to avoid them, the group will then need to pick the best way to move forward and approach their goal together. Here, they will need to create steps to move forward with that goal.

Divide and Conquer

Another common problem-solving method is the divide-and-conquer method. Here, instead of the entire team working through each step of the process as a large group, they split up the issue into smaller problems that can be solved and have individual members or small groups work through the smaller problems. Once each group is satisfied with the solution to the problem, they present it to the larger group to consider along with the other options.

This process can be helpful if there is a large team attempting to solve a large and complex problem. It is also beneficial because it can be used in teams with smaller, specialized teams within it because it allows each smaller group to focus on what they know best.

However, it does encourage the parties to shy away from collaboration on the overall issue, and the different solutions that each proposes may not be possible when combined and implemented.

For this reason, it is best to use this solution when approaching complex problems with large teams and the ability to combine several problem-solving methods into one.

Six Thinking Hats

The Six Thinking Hats theory is a concept designed for a team with a lot of differing conflict styles and problem-solving techniques. This method was developed to help sort through the various techniques that people may use and help a team find a solution that works for everyone involved. It helps to organize thinking and lead the conversation to the best possible solution.

Within this system, there are six different “hats” that identify with the various aspects of the decision-making process: the overall process, idea generation, intuition and emotions, values, information gathering, and caution or critical thinking. The group agrees to participate in the process by agreeing on which of the hats the group is wearing at a given moment. This helps set parameters and expectations around what the group is attempting to achieve at any moment.

This system is particularly good in a group with different conflict styles or where people have a hard time collecting and organizing their thoughts. It can be incredibly beneficial for complex problems with many moving parts. It can also help groups identify how each of the smaller sections relates to the big picture and help create new ideas to answer the overall problem.

However, it can derail if the group focuses too heavily or for too long on one of the “hats.” The group should ensure that they have a facilitator to guide them through the process and ensure that each idea and section is considered adequately.

Trial and Error

The trial and error process takes over the evaluation and selection process and instead chooses to try out each of the alternatives to determine what the best option would be. It allows the team to gather data on each of the options and how they apply practically. It also provides the ability for the team to have an example of each possible answer to help a decision-maker determine what the best option is.

Problem-solving methods that focus on trial and error can be helpful when a team has a simple problem or a lot of time to test potential solutions, gather data, and determine an answer to the issue.

It can also be helpful when the team has a sense of the best guess for a solution but wants to test it out to determine if the data supports that option, or if they have several viable options and would like to identify the best one. However, it can be incredibly time-consuming to test each of the options and evaluate how they went. Time can often be saved by evaluating each option and selecting the best to test.

Ask Good Questions

One of the best ways to work through any of the problem-solving models is to ask good questions. This will help the group find the issue at the heart of the problem and address that issue rather than the symptoms. The best questions will also help the group find viable solutions and pick the solution that the group can use to move forward. The more creative the questions , the more likely that they will produce innovative solutions.

Take a Step Back

Occasionally, paying attention to a problem too much can give the group tunnel vision and harm the overall processes that the group is using. Other times, the focus can lead to escalations in conflict. When this happens, it can be helpful to set aside the problem and give the group time to calm down. Once they have a chance to reconsider the options and how they apply, they can approach the issue with a new sense of purpose and determination. This can lead to additional creative solutions that may help the group find a new way forward.

Final Thoughts

Problem-solving can be a daunting part of life. However, with a good problem-solving method and the right techniques, problems can be addressed well and quickly. Applying some of these options outlined in this article can give you a head start in solving your next problem and any others that arise.

To learn more about problem-solving models, problem-solving activities, and more, contact ADR Times !

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Using an IDEAL problem-solving framework

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Problem solving can be a feature of many coaching contracts, whereby a coach helps the coachee to solve issues and problems encountered in the workplace.

We are not talking about ‘giving ‘ a quick-fix to problems but rather a structured process that can be used as a framework for addressing issues, that the coachee can then replicate, as and when needed.

Each coach will have their own set of tools that they use, to address issues according to the context in which they are operating within.

One such model is the IDEAL model, an adaptation of work carried out by Newell and Simon on Information Processing applied to human behaviour and in particular, problem-solving.

This five-step model, IDEAL, is as follows :

Step 1 : – Identification

What is the issue in hand ?
Is the issue linked to other issues ?
What is causing difficulties ?
What is keeping the issue as an issue ?
What skills gaps are there ?

Step 2 : – Definition

What are the main characteristics of the issue(s) ?
What is at the heart of the issue(s) ?
How can the issue(s) be defined clearly and concisely ?

Step 3 : – Exploration

What parts or facets of the issue can be worked with ?
Are there any new skills that need to be learnt to tackle the issue(s) ?
Are there any existing skills that can be mobilised to tackle the issue(s) ?

Step 4 : – Action

What course of action needs to be taken ?
How can any new skills best be learnt ?
How can we transfer these skills to the workplace ?

Step 5 : – Looking back

How did the course of action help to tackle the problem ?
Were there any learning opportunites that were taken ?
Are there any new behaviour patterns that have emerged ?
How can we consolidate and reinforce learning & behaviour changes ?
How have the new skills that were learnt impacted performance ?
Are there any other avenues to explore ?
Did it work ?
Wh did it work ?
Why didn’t it work ?

Even if the IDEAL model does not immediately solve the issues at hand, it is a very effective process framework that can be used to provide learning opportunities and seredipitous learning which can help equipe people to analyse issues more thoroughly and explore ways of solving complex problems.

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IDEAL Problem Solver by Bransford & Stein: Notes

Table of Contents
Teaching Thinking and Problem Solving

VM: I had to inter-library loan this item to read the original content. This is highly cited throughout literature, so I wanted to have a good grasp on what it covered. Here are my notes and commentary:

Full text From TNtech.edu: "Ideal Problem Solver, 2 ed." (c) 1984, 1993 more... less... Thanks to Center for Assessment & Improvement of Learning - Reports & Publications"
Full text from ERIC: The IDEAL Workplace: Strategies for Improving Learning, Problem Solving, and Creativity
Show your support: The Ideal Problem Solver: A Guide to Improving Thinking, Learning, and Creativity Second Edition

The reason you should learn the IDEAL method is so you don't need to avoid problems. The more know about and practice problem solving, the easier it gets. It is learnable skill. It also prompts you to look for problems and solutions instead of just doing things the same old way.

Improvement of problem solving skills.

Model for analyzing the processes that underlie effective problem solving.

IDEAL Model for improving problem solving (Verbatim copy of Fig 2.1; p.12)

I = Identifying the problem.

D = Define and represent the problem.

E = Explore possible strategies.

A = Act on the strategies.

L = Look back and evaluate the effects of your activities.

ELABORATION:

I = Identifying that there is a problem that, once described as a problem, may be solved or improved.

D = Define and represent the problem. Draw it instead of trying to imagine it.

E = Explore possible strategies & alternative approaches or viewpoints.

General strategies: Break problem down into small simple problems. Working a problem backwards. Build scale model Try simulation experiment, with smaller or simpler sets.

A = Act on the strategies. Try, then reflect or recall. Actively try learning strategy.

L = Look back and evaluate the effects of your activities. Look at results of learning strategy used: Does it work to allow full recall?

"Many students make the mistake of assuming that they have "learned" adequately if the information seems to make sense as they read it in a textbook or hear it in a lecture." (p. 23" Must use or practice, recall, or paraphrase - in order to evaluate effectiveness of learning.

Math: Do example problems before looking at solution to practice concepts. Look at solution to see where you went wrong (or not).

Don't let the test be the first time you evaluate your understanding of material

Problem identification and definition.

Proof of concept - act/look/evaluate.

To find an answer to a problem, you can dig deeper, or dig somewhere else.

Question assumptions about limits The old - think outside the box- strategy.

When memorizing, know what you need to remember Definitions? Concepts? Graphs? Dates? each teacher has different priorities...ask them what to focus on

Ways to solve problem of learning new information.

Techniques for improving memory.

Short term meomory

Long term memory

Remembering people's names

Studying for an essay test.

Using cues to retrieve information. For example, you can remember IDEAL first and that will help you reconstruct the idea of how to solve problems.

Some strategies for remembering information:

Make a story full of memorable images.

Funny obnoxious "vivid images" or "mental pictures" are more memorabl e. (Ex: random words in a list, passwords, people's names. Banana vomit haunts me.)

Rehearse over and over - over learn. (Ex: Memorizing a phone number 867-5309 )

Rehearse words in groups - chunking. (Ex: Memorizing a part in a play, poems, pledges, short stories.)

Organize words into conceptual categories - Look for unifying relationships. (Recall, order not important. Ex: Shopping list, points in an essay.)

Look for similarities and coincidences in the words themselves. (Ex: How many words have e's, or 2 syllables, or have pun-ishing homonyms)

The feet that use the manual transmission car pedals are, from left to right: C ( L eft-foot) utch , the B( R ight-foot) ake , and the A ccelerato ( R ight-foot)

Does order mimic alphabetical order? The manual transmission car pedals are, from left to right, the C lutch, the B rake, and the A ccelerator )

Use Acronyms I dentify D efine E xplore A ct L ook

Acronym- easily remembered word: FACE

Acrostic- easily remembered phrase: E very G ood B oy D eserves F udge

Modified image source: Commons.wikimedia.org

Don't waste time studying what you already know

Image - Name Strategy:

What is unique about the person? What is unique about their name?

Find a relationship between the two.

Other Pairing Strategies:

method of loci: arranging words to be remembered in association with familiar location or path .

Peg-word method: arranging words to be remembered in association with number order or alphabet letter order .

Strategies to comprehend new information.

more difficult than

Strategies to memorize new information.

Learning with understanding - comprehending new information.

Knowledge of CORE CONCEPTS in a field SIMPLIFIES problem solving.

Ways to approach a problem of learning information that seems to be arbitrary:

Over-learn: rehearse the facts until they are mastered. 2+2=4

Find relationships between images or words that are memorable: story telling, silmilarieties, vivid images, pegging, etc.

When a concept seems unclear, learn more about it.

Memory- can be of seemingly arbitrary words or numbers: ROTE (Ex. Facts and relationships) appearance

Comprehension - is understanding significance or relationships or function

Novices often forced to memorize information until they learn enough (related concepts and context) to understand it.

The mere memorization of information rarely provides useful conceptual tools that enable one to solve new problems later on. (p. 61,69)

Taking notes will not necessarily lead to effective recall prompts. How do you know when you understand material? Self-test by trying to explain material to another person.That will expose gaps in understanding.

Recall answers or solve problems out of order to be sure you know which concepts to apply and why.

Look at mistakes made as soon as possible, and learn where you went wrong.

Uses of information require more or less precision in understanding, depending on context. (A pilot must know more about an airplane than a passenger.)

Evaluation basics: evaluate factual claims look for flaws in logic question assumptions that form the basis of the argument

Correlation does not necessarily prove cause and effect.

Importance of being able to criticize ideas and generate alternatives.

Strategies for effective criticism.

Strategies for formulating creative solutions.

Finding/understanding implicit assumptions that hamper brainstorming.

Strategies for making implicit assumptions explicit.

"The uncreative mind can spot wrong answers, but it takes a creative mnd to spot wrong questions ." Emphasis added. - Anthony Jay, (p.93)

Making implicit assumptions explicit: look for inconsistencies question assumptions make predictions analyze worst case get feedback & criticism from others

Increase generation of novel ideas: break down problem into smaller parts analyze properties on a simpler level use analogies use brainstorming give it a rest, sleep on it don't be in a hurry, let ideas incubate: talk to others, read, keep the problem in the back of your mind try to communicate your ideas as clearly as possible, preferably in writing. attempting to write or teach an idea can function as a discovery technique

Strategies for Effective Communication

What we are trying to accomplish (goal)

Evaluating communication fro effectiveness:

Identify and Define: Have you given audience basis to understand different points of view about a topic? Different problem definitions can lead to different solutions. Did you Explore pros and cons of different strategies? Did you take Action and then Look at consequences? Did you organize your content into main points that are easy to identify and remeber?

Did you use analogies and background information to put facts into context?

Did you make sure your facts were accurate and did you avoid making assumptions?Always check for logical fallacies and inconsistencies. Did you include information that is novel and useful, instead of just regurgitating what everyone already knows?

After you communicate, get feedback and evaluate your strategies. Look for effects, and learn from your mistakes. (p. 117)

Identify and Define what (problem) you want to communicate, with respect to your audience and your goals. Explore strategies for communicating your ideas.Act - based on your strategies. Look at effects.

Summaries of Useful Attitudes and Strategies: Anybody can use the IDEAL system to improve their problem solving skills.

Related Resources:

Teaching The IDEAL Problem-Solving Method To Diverse Learners Written by: Amy Sippl
Next: eBook >>
Last Updated: Nov 29, 2023 2:43 PM
URL: https://library.fvtc.edu/IDEAL

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Do You Understand the Problem You’re Trying to Solve?

To solve tough problems at work, first ask these questions.

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Problem solving skills are invaluable in any job. But all too often, we jump to find solutions to a problem without taking time to really understand the dilemma we face, according to Thomas Wedell-Wedellsborg , an expert in innovation and the author of the book, What’s Your Problem?: To Solve Your Toughest Problems, Change the Problems You Solve .

In this episode, you’ll learn how to reframe tough problems by asking questions that reveal all the factors and assumptions that contribute to the situation. You’ll also learn why searching for just one root cause can be misleading.

Key episode topics include: leadership, decision making and problem solving, power and influence, business management.

HBR On Leadership curates the best case studies and conversations with the world’s top business and management experts, to help you unlock the best in those around you. New episodes every week.

Listen to the original HBR IdeaCast episode: The Secret to Better Problem Solving (2016)
Find more episodes of HBR IdeaCast
Discover 100 years of Harvard Business Review articles, case studies, podcasts, and more at HBR.org .

HANNAH BATES: Welcome to HBR on Leadership , case studies and conversations with the world’s top business and management experts, hand-selected to help you unlock the best in those around you.

Problem solving skills are invaluable in any job. But even the most experienced among us can fall into the trap of solving the wrong problem.

Thomas Wedell-Wedellsborg says that all too often, we jump to find solutions to a problem – without taking time to really understand what we’re facing.

He’s an expert in innovation, and he’s the author of the book, What’s Your Problem?: To Solve Your Toughest Problems, Change the Problems You Solve .

In this episode, you’ll learn how to reframe tough problems, by asking questions that reveal all the factors and assumptions that contribute to the situation. You’ll also learn why searching for one root cause can be misleading. And you’ll learn how to use experimentation and rapid prototyping as problem-solving tools.

This episode originally aired on HBR IdeaCast in December 2016. Here it is.

SARAH GREEN CARMICHAEL: Welcome to the HBR IdeaCast from Harvard Business Review. I’m Sarah Green Carmichael.

Problem solving is popular. People put it on their resumes. Managers believe they excel at it. Companies count it as a key proficiency. We solve customers’ problems.

The problem is we often solve the wrong problems. Albert Einstein and Peter Drucker alike have discussed the difficulty of effective diagnosis. There are great frameworks for getting teams to attack true problems, but they’re often hard to do daily and on the fly. That’s where our guest comes in.

Thomas Wedell-Wedellsborg is a consultant who helps companies and managers reframe their problems so they can come up with an effective solution faster. He asks the question “Are You Solving The Right Problems?” in the January-February 2017 issue of Harvard Business Review. Thomas, thank you so much for coming on the HBR IdeaCast .

THOMAS WEDELL-WEDELLSBORG: Thanks for inviting me.

SARAH GREEN CARMICHAEL: So, I thought maybe we could start by talking about the problem of talking about problem reframing. What is that exactly?

THOMAS WEDELL-WEDELLSBORG: Basically, when people face a problem, they tend to jump into solution mode to rapidly, and very often that means that they don’t really understand, necessarily, the problem they’re trying to solve. And so, reframing is really a– at heart, it’s a method that helps you avoid that by taking a second to go in and ask two questions, basically saying, first of all, wait. What is the problem we’re trying to solve? And then crucially asking, is there a different way to think about what the problem actually is?

SARAH GREEN CARMICHAEL: So, I feel like so often when this comes up in meetings, you know, someone says that, and maybe they throw out the Einstein quote about you spend an hour of problem solving, you spend 55 minutes to find the problem. And then everyone else in the room kind of gets irritated. So, maybe just give us an example of maybe how this would work in practice in a way that would not, sort of, set people’s teeth on edge, like oh, here Sarah goes again, reframing the whole problem instead of just solving it.

THOMAS WEDELL-WEDELLSBORG: I mean, you’re bringing up something that’s, I think is crucial, which is to create legitimacy for the method. So, one of the reasons why I put out the article is to give people a tool to say actually, this thing is still important, and we need to do it. But I think the really critical thing in order to make this work in a meeting is actually to learn how to do it fast, because if you have the idea that you need to spend 30 minutes in a meeting delving deeply into the problem, I mean, that’s going to be uphill for most problems. So, the critical thing here is really to try to make it a practice you can implement very, very rapidly.

There’s an example that I would suggest memorizing. This is the example that I use to explain very rapidly what it is. And it’s basically, I call it the slow elevator problem. You imagine that you are the owner of an office building, and that your tenants are complaining that the elevator’s slow.

Now, if you take that problem framing for granted, you’re going to start thinking creatively around how do we make the elevator faster. Do we install a new motor? Do we have to buy a new lift somewhere?

The thing is, though, if you ask people who actually work with facilities management, well, they’re going to have a different solution for you, which is put up a mirror next to the elevator. That’s what happens is, of course, that people go oh, I’m busy. I’m busy. I’m– oh, a mirror. Oh, that’s beautiful.

And then they forget time. What’s interesting about that example is that the idea with a mirror is actually a solution to a different problem than the one you first proposed. And so, the whole idea here is once you get good at using reframing, you can quickly identify other aspects of the problem that might be much better to try to solve than the original one you found. It’s not necessarily that the first one is wrong. It’s just that there might be better problems out there to attack that we can, means we can do things much faster, cheaper, or better.

SARAH GREEN CARMICHAEL: So, in that example, I can understand how A, it’s probably expensive to make the elevator faster, so it’s much cheaper just to put up a mirror. And B, maybe the real problem people are actually feeling, even though they’re not articulating it right, is like, I hate waiting for the elevator. But if you let them sort of fix their hair or check their teeth, they’re suddenly distracted and don’t notice.

But if you have, this is sort of a pedestrian example, but say you have a roommate or a spouse who doesn’t clean up the kitchen. Facing that problem and not having your elegant solution already there to highlight the contrast between the perceived problem and the real problem, how would you take a problem like that and attack it using this method so that you can see what some of the other options might be?

THOMAS WEDELL-WEDELLSBORG: Right. So, I mean, let’s say it’s you who have that problem. I would go in and say, first of all, what would you say the problem is? Like, if you were to describe your view of the problem, what would that be?

SARAH GREEN CARMICHAEL: I hate cleaning the kitchen, and I want someone else to clean it up.

THOMAS WEDELL-WEDELLSBORG: OK. So, my first observation, you know, that somebody else might not necessarily be your spouse. So, already there, there’s an inbuilt assumption in your question around oh, it has to be my husband who does the cleaning. So, it might actually be worth, already there to say, is that really the only problem you have? That you hate cleaning the kitchen, and you want to avoid it? Or might there be something around, as well, getting a better relationship in terms of how you solve problems in general or establishing a better way to handle small problems when dealing with your spouse?

SARAH GREEN CARMICHAEL: Or maybe, now that I’m thinking that, maybe the problem is that you just can’t find the stuff in the kitchen when you need to find it.

THOMAS WEDELL-WEDELLSBORG: Right, and so that’s an example of a reframing, that actually why is it a problem that the kitchen is not clean? Is it only because you hate the act of cleaning, or does it actually mean that it just takes you a lot longer and gets a lot messier to actually use the kitchen, which is a different problem. The way you describe this problem now, is there anything that’s missing from that description?

SARAH GREEN CARMICHAEL: That is a really good question.

THOMAS WEDELL-WEDELLSBORG: Other, basically asking other factors that we are not talking about right now, and I say those because people tend to, when given a problem, they tend to delve deeper into the detail. What often is missing is actually an element outside of the initial description of the problem that might be really relevant to what’s going on. Like, why does the kitchen get messy in the first place? Is it something about the way you use it or your cooking habits? Is it because the neighbor’s kids, kind of, use it all the time?

There might, very often, there might be issues that you’re not really thinking about when you first describe the problem that actually has a big effect on it.

SARAH GREEN CARMICHAEL: I think at this point it would be helpful to maybe get another business example, and I’m wondering if you could tell us the story of the dog adoption problem.

THOMAS WEDELL-WEDELLSBORG: Yeah. This is a big problem in the US. If you work in the shelter industry, basically because dogs are so popular, more than 3 million dogs every year enter a shelter, and currently only about half of those actually find a new home and get adopted. And so, this is a problem that has persisted. It’s been, like, a structural problem for decades in this space. In the last three years, where people found new ways to address it.

So a woman called Lori Weise who runs a rescue organization in South LA, and she actually went in and challenged the very idea of what we were trying to do. She said, no, no. The problem we’re trying to solve is not about how to get more people to adopt dogs. It is about keeping the dogs with their first family so they never enter the shelter system in the first place.

In 2013, she started what’s called a Shelter Intervention Program that basically works like this. If a family comes and wants to hand over their dog, these are called owner surrenders. It’s about 30% of all dogs that come into a shelter. All they would do is go up and ask, if you could, would you like to keep your animal? And if they said yes, they would try to fix whatever helped them fix the problem, but that made them turn over this.

And sometimes that might be that they moved into a new building. The landlord required a deposit, and they simply didn’t have the money to put down a deposit. Or the dog might need a $10 rabies shot, but they didn’t know how to get access to a vet.

And so, by instigating that program, just in the first year, she took her, basically the amount of dollars they spent per animal they helped went from something like $85 down to around $60. Just an immediate impact, and her program now is being rolled out, is being supported by the ASPCA, which is one of the big animal welfare stations, and it’s being rolled out to various other places.

And I think what really struck me with that example was this was not dependent on having the internet. This was not, oh, we needed to have everybody mobile before we could come up with this. This, conceivably, we could have done 20 years ago. Only, it only happened when somebody, like in this case Lori, went in and actually rethought what the problem they were trying to solve was in the first place.

SARAH GREEN CARMICHAEL: So, what I also think is so interesting about that example is that when you talk about it, it doesn’t sound like the kind of thing that would have been thought of through other kinds of problem solving methods. There wasn’t necessarily an After Action Review or a 5 Whys exercise or a Six Sigma type intervention. I don’t want to throw those other methods under the bus, but how can you get such powerful results with such a very simple way of thinking about something?

THOMAS WEDELL-WEDELLSBORG: That was something that struck me as well. This, in a way, reframing and the idea of the problem diagnosis is important is something we’ve known for a long, long time. And we’ve actually have built some tools to help out. If you worked with us professionally, you are familiar with, like, Six Sigma, TRIZ, and so on. You mentioned 5 Whys. A root cause analysis is another one that a lot of people are familiar with.

Those are our good tools, and they’re definitely better than nothing. But what I notice when I work with the companies applying those was those tools tend to make you dig deeper into the first understanding of the problem we have. If it’s the elevator example, people start asking, well, is that the cable strength, or is the capacity of the elevator? That they kind of get caught by the details.

That, in a way, is a bad way to work on problems because it really assumes that there’s like a, you can almost hear it, a root cause. That you have to dig down and find the one true problem, and everything else was just symptoms. That’s a bad way to think about problems because problems tend to be multicausal.

There tend to be lots of causes or levers you can potentially press to address a problem. And if you think there’s only one, if that’s the right problem, that’s actually a dangerous way. And so I think that’s why, that this is a method I’ve worked with over the last five years, trying to basically refine how to make people better at this, and the key tends to be this thing about shifting out and saying, is there a totally different way of thinking about the problem versus getting too caught up in the mechanistic details of what happens.

SARAH GREEN CARMICHAEL: What about experimentation? Because that’s another method that’s become really popular with the rise of Lean Startup and lots of other innovation methodologies. Why wouldn’t it have worked to, say, experiment with many different types of fixing the dog adoption problem, and then just pick the one that works the best?

THOMAS WEDELL-WEDELLSBORG: You could say in the dog space, that’s what’s been going on. I mean, there is, in this industry and a lot of, it’s largely volunteer driven. People have experimented, and they found different ways of trying to cope. And that has definitely made the problem better. So, I wouldn’t say that experimentation is bad, quite the contrary. Rapid prototyping, quickly putting something out into the world and learning from it, that’s a fantastic way to learn more and to move forward.

My point is, though, that I feel we’ve come to rely too much on that. There’s like, if you look at the start up space, the wisdom is now just to put something quickly into the market, and then if it doesn’t work, pivot and just do more stuff. What reframing really is, I think of it as the cognitive counterpoint to prototyping. So, this is really a way of seeing very quickly, like not just working on the solution, but also working on our understanding of the problem and trying to see is there a different way to think about that.

If you only stick with experimentation, again, you tend to sometimes stay too much in the same space trying minute variations of something instead of taking a step back and saying, wait a minute. What is this telling us about what the real issue is?

SARAH GREEN CARMICHAEL: So, to go back to something that we touched on earlier, when we were talking about the completely hypothetical example of a spouse who does not clean the kitchen–

THOMAS WEDELL-WEDELLSBORG: Completely, completely hypothetical.

SARAH GREEN CARMICHAEL: Yes. For the record, my husband is a great kitchen cleaner.

You started asking me some questions that I could see immediately were helping me rethink that problem. Is that kind of the key, just having a checklist of questions to ask yourself? How do you really start to put this into practice?

THOMAS WEDELL-WEDELLSBORG: I think there are two steps in that. The first one is just to make yourself better at the method. Yes, you should kind of work with a checklist. In the article, I kind of outlined seven practices that you can use to do this.

But importantly, I would say you have to consider that as, basically, a set of training wheels. I think there’s a big, big danger in getting caught in a checklist. This is something I work with.

My co-author Paddy Miller, it’s one of his insights. That if you start giving people a checklist for things like this, they start following it. And that’s actually a problem, because what you really want them to do is start challenging their thinking.

So the way to handle this is to get some practice using it. Do use the checklist initially, but then try to step away from it and try to see if you can organically make– it’s almost a habit of mind. When you run into a colleague in the hallway and she has a problem and you have five minutes, like, delving in and just starting asking some of those questions and using your intuition to say, wait, how is she talking about this problem? And is there a question or two I can ask her about the problem that can help her rethink it?

SARAH GREEN CARMICHAEL: Well, that is also just a very different approach, because I think in that situation, most of us can’t go 30 seconds without jumping in and offering solutions.

THOMAS WEDELL-WEDELLSBORG: Very true. The drive toward solutions is very strong. And to be clear, I mean, there’s nothing wrong with that if the solutions work. So, many problems are just solved by oh, you know, oh, here’s the way to do that. Great.

But this is really a powerful method for those problems where either it’s something we’ve been banging our heads against tons of times without making progress, or when you need to come up with a really creative solution. When you’re facing a competitor with a much bigger budget, and you know, if you solve the same problem later, you’re not going to win. So, that basic idea of taking that approach to problems can often help you move forward in a different way than just like, oh, I have a solution.

I would say there’s also, there’s some interesting psychological stuff going on, right? Where you may have tried this, but if somebody tries to serve up a solution to a problem I have, I’m often resistant towards them. Kind if like, no, no, no, no, no, no. That solution is not going to work in my world. Whereas if you get them to discuss and analyze what the problem really is, you might actually dig something up.

Let’s go back to the kitchen example. One powerful question is just to say, what’s your own part in creating this problem? It’s very often, like, people, they describe problems as if it’s something that’s inflicted upon them from the external world, and they are innocent bystanders in that.

SARAH GREEN CARMICHAEL: Right, or crazy customers with unreasonable demands.

THOMAS WEDELL-WEDELLSBORG: Exactly, right. I don’t think I’ve ever met an agency or consultancy that didn’t, like, gossip about their customers. Oh, my god, they’re horrible. That, you know, classic thing, why don’t they want to take more risk? Well, risk is bad.

It’s their business that’s on the line, not the consultancy’s, right? So, absolutely, that’s one of the things when you step into a different mindset and kind of, wait. Oh yeah, maybe I actually am part of creating this problem in a sense, as well. That tends to open some new doors for you to move forward, in a way, with stuff that you may have been struggling with for years.

SARAH GREEN CARMICHAEL: So, we’ve surfaced a couple of questions that are useful. I’m curious to know, what are some of the other questions that you find yourself asking in these situations, given that you have made this sort of mental habit that you do? What are the questions that people seem to find really useful?

THOMAS WEDELL-WEDELLSBORG: One easy one is just to ask if there are any positive exceptions to the problem. So, was there day where your kitchen was actually spotlessly clean? And then asking, what was different about that day? Like, what happened there that didn’t happen the other days? That can very often point people towards a factor that they hadn’t considered previously.

SARAH GREEN CARMICHAEL: We got take-out.

THOMAS WEDELL-WEDELLSBORG: S,o that is your solution. Take-out from [INAUDIBLE]. That might have other problems.

Another good question, and this is a little bit more high level. It’s actually more making an observation about labeling how that person thinks about the problem. And what I mean with that is, we have problem categories in our head. So, if I say, let’s say that you describe a problem to me and say, well, we have a really great product and are, it’s much better than our previous product, but people aren’t buying it. I think we need to put more marketing dollars into this.

Now you can go in and say, that’s interesting. This sounds like you’re thinking of this as a communications problem. Is there a different way of thinking about that? Because you can almost tell how, when the second you say communications, there are some ideas about how do you solve a communications problem. Typically with more communication.

And what you might do is go in and suggest, well, have you considered that it might be, say, an incentive problem? Are there incentives on behalf of the purchasing manager at your clients that are obstructing you? Might there be incentive issues with your own sales force that makes them want to sell the old product instead of the new one?

So literally, just identifying what type of problem does this person think about, and is there different potential way of thinking about it? Might it be an emotional problem, a timing problem, an expectations management problem? Thinking about what label of what type of problem that person is kind of thinking as it of.

SARAH GREEN CARMICHAEL: That’s really interesting, too, because I think so many of us get requests for advice that we’re really not qualified to give. So, maybe the next time that happens, instead of muddying my way through, I will just ask some of those questions that we talked about instead.

THOMAS WEDELL-WEDELLSBORG: That sounds like a good idea.

SARAH GREEN CARMICHAEL: So, Thomas, this has really helped me reframe the way I think about a couple of problems in my own life, and I’m just wondering. I know you do this professionally, but is there a problem in your life that thinking this way has helped you solve?

THOMAS WEDELL-WEDELLSBORG: I’ve, of course, I’ve been swallowing my own medicine on this, too, and I think I have, well, maybe two different examples, and in one case somebody else did the reframing for me. But in one case, when I was younger, I often kind of struggled a little bit. I mean, this is my teenage years, kind of hanging out with my parents. I thought they were pretty annoying people. That’s not really fair, because they’re quite wonderful, but that’s what life is when you’re a teenager.

And one of the things that struck me, suddenly, and this was kind of the positive exception was, there was actually an evening where we really had a good time, and there wasn’t a conflict. And the core thing was, I wasn’t just seeing them in their old house where I grew up. It was, actually, we were at a restaurant. And it suddenly struck me that so much of the sometimes, kind of, a little bit, you love them but they’re annoying kind of dynamic, is tied to the place, is tied to the setting you are in.

And of course, if– you know, I live abroad now, if I visit my parents and I stay in my old bedroom, you know, my mother comes in and wants to wake me up in the morning. Stuff like that, right? And it just struck me so, so clearly that it’s– when I change this setting, if I go out and have dinner with them at a different place, that the dynamic, just that dynamic disappears.

SARAH GREEN CARMICHAEL: Well, Thomas, this has been really, really helpful. Thank you for talking with me today.

THOMAS WEDELL-WEDELLSBORG: Thank you, Sarah.

HANNAH BATES: That was Thomas Wedell-Wedellsborg in conversation with Sarah Green Carmichael on the HBR IdeaCast. He’s an expert in problem solving and innovation, and he’s the author of the book, What’s Your Problem?: To Solve Your Toughest Problems, Change the Problems You Solve .

We’ll be back next Wednesday with another hand-picked conversation about leadership from the Harvard Business Review. If you found this episode helpful, share it with your friends and colleagues, and follow our show on Apple Podcasts, Spotify, or wherever you get your podcasts. While you’re there, be sure to leave us a review.

We’re a production of Harvard Business Review. If you want more podcasts, articles, case studies, books, and videos like this, find it all at HBR dot org.

This episode was produced by Anne Saini, and me, Hannah Bates. Ian Fox is our editor. Music by Coma Media. Special thanks to Maureen Hoch, Adi Ignatius, Karen Player, Ramsey Khabbaz, Nicole Smith, Anne Bartholomew, and you – our listener.

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Teaching the IDEAL Problem-Solving Method to Diverse Learners

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IDEAL Problem-Solving Method

I – Identify the problem.

D – Define an outcome

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Problem Solving Models (List & Applications)

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Importance of Problem Identification and Analysis

Problem Solving Tools for Generating Solutions

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Problem Solving Tips for Success

Problem Solving Models and Strategies: Polya’s Four-Step Model

Step 1: Understand the Problem

Step 2: Devise a Plan

Step 3: Carry Out the Plan

Step 4: Look Back