1. Chapter 3 Solving Problems Analytically and Creatively
All exercises provided by Pam Burke – for more information contact:
Kristopher Blanchard
North Central University
With Exercises by Pam Burke
Stevens Institute of Technology
Management 612

2. Learning Objectives
Gain experience with creative problem solving approaches
Understand the value of encouraging groups to use a variety of problem solving approaches

3. Analytical vs. Creative Problem Solving
Analytical Problem Solving is the kind that managers use daily
Creative Problem Solving is used less often but leads to greater success
This is basic introductory material to the chapter.
The type of problem solving that individuals start with is related to the type of information processing they tend to use, which is illustrated on the next slide.

4. Information Processing Styles
Intuitive Thinkers
See the “forest”
Rely on “hunches”
See the big picture
Prefer non-routine environments
Systematic Thinkers
See the “tree”
Are “detail” people
Prefer careful analysis
Are methodical
Individuals who are systematic thinkers tend to lean towards the analytic problem solving model where as creative problem solvers tend to use the intuitive thinking style.
[You can also think about this distinction in learning styles:
diverging/accommodating -- assimilating/converging.]

5. Example of Poor Problem Solving (click to view clip)
Requires video file “fedexchairs”

6. Choosing A Problem Area
Goal: To apply problem solving methods to real problems
Domain: Any growth area you identified for your skills development paper
Class List Of Possibilities:
Exercise – 1st Step is to identify people’s problems related to their skills development paper “areas for development”:
Ask class: What area would you most like help working on today?
List six or seven preferences on white board or flip chart – group very similar ideas (likely possibilities: time management, being assertive, conflict management, listening, delegating more, etc.)
Burke, 2005

7. Sort Yourselves Into Groups
Requirements:
Groups may have any number of people between 3 and 6, inclusive
Everyone must join a group
Sit together around one table
Appoint a record keeper for the next activity
You have 3 minutes to get into groups
Goal is to get into a group that will be working on a problem that you are interested in.

8. How Did You Do it? Debrief:
People who take initiative get to work on their first choice
People use influence skills to get at least 2 others to join them
People who don’t care which group they are in go to their friends
Some groups figure out that they can have more than one group on the same topic to beat the 6 person limit
Now that groups are formed, introduce the Analytical Problem Solving Model, stressing problem definition… next slides

9. Overview Analytical Problem Solving
Step 1: Define the Problem
Step 2: Generate Alternative Solutions
Step 3: Evaluate and Select an Alternative
Step 4: Implement and Follow Up on the Solution
Bedrock of the quality movement
Very important in everyday work
Too often, we get sloppy and skip steps

10. Analytical Problem Solving
Step 1: Define the Problem
Differentiate fact from opinion
Specify underlying causes
State the problem explicitly
Identify what standard is violated
Determine whose problem it is
Avoid solutions disguised as problems
Probably the most important task that individuals need to undertake in the problem solving process is defining the actual problem.
Too often we try to solve the symptoms of the problem rather than the problem itself.
We must define the real problem accurately and explicitly – shows us where the ambiguities are.
Example of avoiding solutions disguised as problems:
A worker who doesn’t get his/her work done:
“The problem is that we need to motivate slow employees.” Maybe not! Could be morale, training, rewards, many other problems. The problem is that person X is not getting work done on time.

11. Analytical Problem Solving
Step 2: Generate Alternative Solutions
Match solutions to goals
Get solutions from everyone involved
Build on others’ ideas
Specify short- and long-term solutions
Postpone evaluating alternatives
Specify alternatives that solve the problem
As managers we do not normally enjoy solving problems.
Normally we jump at the first solution that is offered only to find out that it is the right solution to the wrong problem.
It is important that we take time to identify a number of alternative solutions.

12. Analytical Problem Solving
Step 3: Evaluate and Select an Alternative
Evaluate relative to the best standard
Evaluate systematically
Evaluate relative to goals
Evaluate main effects and side effects
State the selected alternative explicitly
This step will cause individuals in the organization stress because there is a natural tendency to go with the first option that seems positive.
Here are some suggestions to ensure that the process goes well.

13. Analytical Problem Solving
Step 4: Implement and Follow Up on the Solution
Implement at proper time in right sequence
Provide feedback opportunities
Engender acceptance
Establish ongoing monitoring system
Evaluate based on problem solution
Unfortunately, individuals try to start with this step prior to going through steps one through three.
This is characteristic of managers that are stressed and are reacting to problems.
One of the important items to focus on is the monitoring system because this will provide a way to follow up on the situation and evaluate whether or not the problem has been solved.

14. TASK #1 Problem Definition
Use the Analytical Problem Solving method to
Define The Problem
Follow the steps in Step 1 of Table I on Page 161
Differentiate Fact From Opinion
Specify Underlying Causes
Tap Everyone for Information
State the Problem Explicitly
Identify What Standard is Violated …
Avoid Stating the Problem as a Disguised Solution
10 Minutes – Record all problem definitions
Maximum 20 minutes for this activity – including debrief.
Emphasize the trap of stating a problem as a disguised solution:
Time Management: “The problem is that I don’t use a day-planner to record my commitments” vs. “I frequently miss commitments” or “ I frequently forget important commitments.”

15. How’d You Do? Did you agree on a problem statement? Not easy!
Run into any of these problems?
Uncertainty about who’s definition to accept?
Problem defined in terms of solutions?
Symptoms get confused with real problem?
Confusing information inhibit problem identification?
Tried to converge on a definition too quickly?
Debrief:
How’d you do? Have a clear and consensual problem definition yet?
Did you run into any of these problems?
See Page 165, Table 2 – and word document handout.

16. Limitations of the Analytical Problem-Solving Model
Time & competing problem demands (firefighting)
Ambiguity of the situation or problem
Insufficient, inaccurate information
“Brain Strain” – information overload
History, habit, commitment
Specialties and backgrounds of decision makers: perceptual blocks
There are some limitations to the analytical model of problem solving. These include the list above.
It is important to note that this model works well when the problem is straight forward, alternatives are readily definable, information is available, and there is a clear standard to judge correctness of a solution.
(I skip this slide and the next slide - and go directly to Creative problem solving. I keep the slides in the deck for students who use the slides for review. – Pam)

17. Limitations of the Analytical Problem-Solving Model
Individual differences in cognitive styles
Self-interest
Money
Politics, conflict
Need to “break set”...

18. Creative Problem Solving Welcome to the Brain Gym
Stand up
Find a partner
With backs to each other, change 5 things about your appearance
Face each other – guess what is different?
This activity is a warm-up for the creative problem solving activities.
Give people only a minute or two to change five things.
Then tell them to repeat the exercise – change 5 more things
Do at least 5 times – even after they groan a lot
(I use a bell to initiate and end each round.)
Listen to the noise level in the room. Watch for the first signs of someone changing the assumption, copying others, using items from the room, being willing to look silly….
You can debrief immediately – or at the end of the class after asking them to change 5 more things (twice).

19. Creative Problem Solving (click to view clip)
This commercial shows another way to approach problems and introduces the concept of creative problem solving.
Requires intlpaper video file.

20. Creative Problem Solving
Focused on generating something new
Can enhance the profitability and efficiency of organizations
Products produced from creative problem solving include:
NASA’s Velcro Snaps
GE’s self diagnostic dishwasher
Mead’s carbonless copy paper
Kodak’s Trimprint film
This is creative problem solving in a nutshell.
Recommend you read the chapter!
Analytical Problem Solving is focused on getting rid of a problem.
Creative Problem Solving is focused on generating something new.
When might you use creative problem solving instead of analytical?

21. Use Creative Problem Solving When...
No acceptable alternative seems to be available
All reasonable solutions seem to be blocked
No obvious best answer is accessible

22. Creativity Defined Involves the use of intuition, ingenuity, insight
Rather than narrowing down to “one best decision,” opening to create new possibilities, many alternatives
Outgrowth of training and experience
Webster’s Definition:
cre·a·tive     P   Pronunciation Key  (kr - t v) adj.
Having the ability or power to create: Human beings are creative animals.
Productive; creating.
Characterized by originality and expressiveness; imaginative: creative writing.
Creative thinking processes are learned – anyone can become more creative with attention, tools and practice

23. Stages in Conceptual Blockbusting
Preparation
Incubation
[I do the “block section” if I have a class and a half – slides are at the end of the deck – but generally I start on this slide and keep people working together.]
So if we have conceptual blocks how do we get rid of them? This slide talks about the stages individuals will go through to tear down the conceptual blocks that they have built. This does take time though.
Illumination
Verification

24. Preparation Define Problems Gather Information
Make the strange familiar
Elaborate on the Definition
Reverse the Definition
Gather Information
Defer judgment
Expand current alternatives
Combine unrelated attributes
PREPARATION STAGE
This stage includes gathering data, defining the problem, and generating alternatives.
This stage differs from analytical problem solving because creative thinkers are more flexible and fluent with their preparation.
This is the one area of creative problem solving that can be practiced and learned. The later stages can be facilitated by putting yourself in a mind-set and location where they are more likely to occur.
This is the stage we will practice today.

25. Incubation
This stage involves mostly unconscious mental activity in which the mind combines unrelated thoughts in pursuit of a solution

26. Illumination
This occurs when a creative solution is articulated

27. Verification
This involves evaluating the creative solution relative to some standard of acceptability

28. TASK #2 Define Problem: Creative Problem Solving
Practice Divergence and Expansion before Converging on a Problem Definition
Generate as many possible views of the problem definition as you can – fast, no judging – write them all down
5 minutes
This is the MANY VIEWS idea – brainstorming
Quantity, not quality
Similar but slightly different ideas ok
No discussion of causes or facts
No push to consensus
No arguing
Can take one topic and have the class generate examples: or use this one for time management:
“I don’t have enough time in the day. Time is hard to find. Time is easy to lose. I expect to get a lot done. I have a very long list of things to do. I’d rather play golf. This is a universal problem and a personal problem.”

29. Different List This Time?
How are the lists of problem definitions different between the two types of problem solving approaches?
[Some people will say creative approach produced a longer list in shorter time; strange thoughts; new perspectives; more fun…]
[Other people will say the creative method was harder and less fun – unfamiliar, silly…]

30. Team Intervention
Rotate one person out: Pick someone to leave the group.
Chosen person: Stand up, and go to another group.
3 minutes

31. How’d You Do It? 5 minute debrief – how’d you do it?
Some possible responses:
Volunteer
Quietest person volunteered, was volunteered
Didn’t want to be go so volunteered someone else
Team initiator had an implicit “free pass.”
Volunteer had another group/topic they wanted to work on…
Notice: Is a sense of team developing? Did it feel bad sending someone out?
What did you do when the new person arrived? What did you think?

32. TASK #3 Creative Problem Solving – SYNECTICS
Using Metaphor and Analogy to Enhance Problem Definition
“Making the Familiar Strange and the Strange Familiar”
Synectics: Define the problem – make the Strange Familiar by seeing ways that it is similar to something you already understand.
W&C Page 179 plus handout.
Why use it?
People tend to identify problems in terms that are familiar to them. New problems may not be the same as old problems, past definitions may impede problem solving or lead you to solve the wrong problem. Synectics is one method for improving and expanding the definition process.

33. SYNECTICS Pick one of your problem definitions
List several possible analogies or metaphors
Explore what those metaphors mean
Impose the same analysis on the original definition
What does it remind you of?
What does it make you feel like?
What is it similar to?
What isn’t it similar to?
10 minutes – record all ideas
Synectics: Gordon 1961; Roukes 1988.
Use the examples on the next slide for the four prompts in bullet #4.

34. Tips for Constructing Analogies or Metaphors
Example: Low Organizational Morale
Include action or motion: (driving, cooking, attending a funeral…) “The problem reminds me of trying to turn a rusty nail.”
Include things you can picture: (football games, carnivals, places) “It makes me feel like I do when I visit a hospital ward.”
Pick familiar events: (family diners, poor customer service) “This is similar to the loser’s locker room after a basketball game.”
Relate dissimilar things: (an organization is more than a crowd, it is a psychic prison or poker game) “This isn’t like a well-tuned automobile.”

35. Creative Problem Solving:
Generating Alternative Solutions
Fluency: The number of ideas or concepts produced in a given amount of time.
Flexibility: diversity of ideas or concepts produced in a given amount of time.
Sternberg, 1999
We typically define problems in terms of solutions and then quickly settle on the implied solution. We tend to take the first acceptable alternative instead of continuing the search for optimal solutions.
Two major methods:
Defer Judgment (traditional Brainstorming, DeBono’s Stepping Stone methods)
Expand current alternatives (random stimulation, subdivision methods).

36. Task# 4 Five- Minute Brainstorm
Pick one problem definition
List as many alternative solutions as you can, no discussion, no judgment
Strive for High Frequency (number) and High Fluency (diversity of ideas)
Record all alternatives – five minutes
You would ordinarily do brainstorming for more than 5 minutes.
This is a warm-up activity for using the Expand Alternatives Random Stimulation approach.

37. Task #5 Expand Alternatives Random Stimulation Method
Each group pick a magazine
One person close eyes and point to specific spot on the cover
The object closest to his or her finger is the stimulus word
List relationships between that object and the problem
What alternative solutions do you see?
Record all alternatives – ten minutes
Bring 10 magazines with busy covers – New Yorker Magazine works well.
Example:
Problem: Understanding excellent customer service in health care (Example from Riverview Medical Center, Red Bank, NJ hospital support staff.)
Pair “Frog” with “Health Care Customer Service”
Attributes of a frog: slimy, some “croak”, may be a prince, hops, hard to catch, green, warts, small, eats bugs, sticks out tongue, can swim and walk and climb, camouflage…
Similarities: every customer is a prince, some customers die, customers need kissing, customers need to be listened to, customers feel small and anxious, customers value mobility, customers blend in, customers hide but need help, customers are ugly but can’t help it, have to read a customer’s face (color)…

38. Attributes and similarities New alternative solutions
What Did You Learn?
Tell us your “object”
Attributes and similarities
New alternative solutions
Debrief:
Read-out each group’s object, similarities, new alternative solutions.
Seems crazy to do at work but in ten minutes, you can loosen up some great ideas.
You can incorporate brain warm-ups and alternative problem solving processes with little cost, much benefit.

39. Creativity Tips Give yourself relaxation time
Find a place where you can think
Talk to other people about ideas
Ask other people for their suggestions about your problems
Read a lot
Protect yourself from idea-killers
This slide offers some hints to students so that they can improve their creative thinking approaches.

40. Model of Analytical and Creative Problem Solving
This Figure summarizes the two problem-solving processes—analytical and creative— and the factors you should consider when determining how to approach each type of problem.
In brief, when you encounter a problem that is straightforward— that is, outcomes are predictable, sufficient information is available, and means–ends connections are clear—analytical problem-solving techniques are most appropriate. You should apply the four distinct, sequential steps. [It is called “Rational Problem Solving” here – this table can’t be edited – we call it Analytical Problem Solving.
When the problem is not straightforward— that is, information is ambiguous or unavailable and alternative solutions are not apparent—you should apply creative problem-solving techniques in order to improve problem definition and alternative generation.

41. To Foster Creativity...
Unlocking others creative potential can be a challenge
Will help you become more successful
One of the things that managers must do is foster an environment that will allow creativity to be encouraged.
This can be a challenge, the next slide offers some suggestions for this goal.

42. To Foster Creativity... Principle Examples
Pull people apart; put people together
Let individuals work alone as well as with teams and task forces
Encourage minority reports and legitimize ‘devil advocate’s’ role
Encourage heterogeneous membership in teams
Separate competing groups or subgroups
Monitor and Prod
Talk to customers
Identify customer expectations both in advance and after the sale
Hold people accountable
Use ‘sharp-pointed’ prods
Reward multiple roles
Idea champion
Sponsor and mentor
Orchestrator and facilitator
Rule breaker
Roles:
Idea Champion: The person who comes up with innovative problem solutions
Sponsor: The person who helps provide resources, environment and encouragement for the idea champion to work on his or her idea
Orchestrator: The person who brings together cross-functional groups and necessary political support to facilitate implementation of creative ideas
Rule breaker: The person who goes beyond organizational boundaries and barriers to ensure success of the innovation

43. Creative Problem Solving Change 5 More Things!
Stand up
Find a partner
With backs to each other, change 5 things about your appearance
Face each other – guess what is different?
Then tell them to repeat the exercise – change 5 more things…
Much easier? Because your brain had a workout!

44. Behavioral Guidelines
Use the 4-step analytical procedure to solve straightforward problems
Use conceptual blockbusters with these activities:
Lateral thinking in addition to vertical thinking
Use several thought languages
Challenge stereotypes
Identify underlying themes
Delete superfluous information
Avoid artificially constraining problem boundaries
Overcome any unwillingness to be inquisitive
Use right and left brain thinking

45. Behavioral Guidelines
Use metaphors and analogies
Elaborate problem definitions
Reverse problem definitions
Wait until all potential solutions have been offered before offering judgment
Expand possible alternatives by subdividing the problem into its attributes or using random stimulation methods

46. Behavioral Guidelines
Combine unrelated problem attributes to increase the number of possible alternatives
Foster innovativeness
Use a practice field to experiment
Combine people with different perspectives
Hold people accountable
Use sharp-pointed prods to stimulate new thinking
Recognize, reward, and encourage the participation of multiple roles in the innovation process
Sharp-pointed prods: Page 189
Stimulate creative problem solving by issuing mandates that demand innovation: Gene Goodson at Johnson Controls” “There will be no forklift trucks in any of our plants.”
Outrageous? With many tons of materials delivered at one end of the plant and unloaded weekly from loading docks to work stations throughout the facility, how could you do that without forklift trucks?
Solutions: found ways to move workstations closer to materials, to move the unloading of raw materials closer to the workstations and change the size and amounts of materials being unloaded.
Results: innovations saved company millions of dollars in material handling and wasted time, dramatically improved quality, productivity and efficiency; and made it possible for Johnson Controls to capture market share.

47. Hindrances to Creative Problem Solving
Conceptual Blocks – Obstacles that constrain the way problems are defined
Education Paradox
Adults over 40
Too little education
One of the problems that we have in using creative problem solving is the conceptual blocks that each person has. These blocks limit the number of ways an individual examines a problem.
Education is also a paradox that hinders problem solving. Adults over 40 display only 2% of the creative problem solving ability of a child under the age of 5. But research also shows that after receiving training in creative problem solving techniques the number of good ideas produced increased by 125%

48. Conceptual Blocks Inhibit Creative Problem Solving
Constancy
Vertical thinking – “dig the well deeper”
Single thinking language – can you move one stick to create a true equality?
Constancy deals with the fact that individuals start to look at a problem in only one way rather than in several different ways.
Vertical thinking supports the constancy because the individual does research that only supports a single approach to the problem. Instead of digging the well deeper to find oil, try digging in more holes.
Using multiple languages means that individuals will use feelings, pictures, words and other things to discuss the problem.

49. Answer to Match Stick Problem
Creates a square-root sign. The square root of 1 =1.

50. Conceptual Blocks Inhibit Creativity
Compression
Artificially constraining a problem – draw three lines through nine dots without lifting your pencil
Distinguish figure from ground
When individuals look at problems too narrowly they are blocked by a compression of ideas.
The exercise with the nine dots is an illustration of artificial constraints that we put on the problem solving situation.
We assume that anything out of the box is not allowed but at times that is what is needed.
[Change 5 Things Exercise: what did you assume when you started to solve the problem? What made you change assumptions? Necessity is the mother of invention…]
Figure ground: Do you see two people or a bottle and bubble or both?

51. Nine Dot Answer

52. Conceptual Blocks Inhibit Creativity
Commitment
Stereotyping based on past experience – “four volumes of Shakespeare” question
Ignoring commonalities – what are common terms that apply to both water and finance?
Commitment to a certain course of action limits the creativity because individuals are determined to act in a certain way.
This is broken down into two distinct areas, which are highlighted here.
1. Stereotyping based on past experiences means that we return to past paradigms to solve current problems, this inhibits our creativity.
2. A second area is ignoring the commonalities between seemingly disparate pieces of data. This hinders the person from making connections or identifying themes. ?=

53. Four Volumes of Shakespeare
“There are four volumes of Shakespeare on the shelf. The pages of each volume are exactly two inches thick. The covers are each one-sixth of an inch thick. A book worm started eating at page 1 of Volume 1 and ate straight through to the last page of Volume IV. What distance did the worm cover?”

54. Four Volumes of Shakespeare- Answer
5 inches (Remember where the first and last pages are.)

55. Conceptual Blocks Inhibit Creativity
Complacency
Lack of questioning – when was the last time you asked three “why” questions in a row?
Bias against thinking – left brain more likely to be used than right
Some blocks are not related to poor thinking habits instead, they are related to fear, ignorance, insecurity, or mental laziness which we will call complacency.
One type of complacency is a noninquisitiveness, or a reluctance to ask questions. (“5 Why” Method)
The second type is called bias against thinking. In the western hemisphere we are action oriented and value the doing rather than the thinking, so we assume that someone who is staring into space is daydreaming when in reality they could be thinking.
“Oh, dear, could you do the dishes tonight, I have some thinking to do…”

56. Bias Against Thinking List 1 List 2 Sunset Perfume Brick Monkey Castle
Guitar
Pencil
Computer
Umbrella
Radar
Blister
Chessboard
List 2
Decline
Very
Ambiguous
Resources
Term
Conceptual
About
Appendix
Determine
Forget
Quantity
Survey
Researchers have found that the most creative problem solvers are ambidextrous in their thinking.
They use their right and left brain hemispheres to think and can easily switch back and forth.
ACTIVITY:
1.Take two minutes to memorize the first list then write down as many words as you can remember.
2. Now, take two minutes to memorize the second list and repeat the process.
Why was the first list so much easier than the second? Concrete, visual vs. conceptual