1. HOW TO STATE A PROBLEM Enhancing Faculty Participation Enhancing Faculty Participation

2. Developed from the Contents of Reginald Leon Green’s Practicing the Art of Leadership: A Problem-based Approach to Implementing the ISLLC Standards Chapter 5

3. EFFECTIVELY STATING A PROBLEM An essential skill for school leaders is the ability to assist the faculty in effectively stating a problem. An essential skill for school leaders is the ability to assist the faculty in effectively stating a problem.

4. EFFECTIVELY STATING A PROBLEM When a problem is effectively stated, a faculty can be greatly encouraged to resolve that issue or problem. When a problem is effectively stated, a faculty can be greatly encouraged to resolve that issue or problem.

5. EFFECTIVELY STATING A PROBLEM When a problem is effectively stated, creativity is encouraged, the issues are given full consideration, and alternative solutions are developed. When a problem is effectively stated, creativity is encouraged, the issues are given full consideration, and alternative solutions are developed.

6. DEFINING THE PROBLEM The greatest aid in defining a problem is isolating the real heart of the problem. The greatest aid in defining a problem is isolating the real heart of the problem.

7. DEFINING THE PROBLEM There must be a separation of creative thinking from judgmental thinking. There must be a separation of creative thinking from judgmental thinking.

8. DEFINING THE PROBLEM It must be understood that the meeting is called not to settle the problem, but to get ideas on how to settle the problem. It must be understood that the meeting is called not to settle the problem, but to get ideas on how to settle the problem.

9. STATING THE PROBLEM Step 1 The process should begin with a problem question, not a solution question. The process should begin with a problem question, not a solution question.

10. A Solution Question “How can we get teachers to accept team teaching?” “How can we get teachers to accept team teaching?” The solution has been given, “...get teachers to accept...” The solution has been given, “...get teachers to accept...”

11. A Question Statement “What instructional approach would be best to meet the needs of our students?” “What instructional approach would be best to meet the needs of our students?” Or, “What information would be helpful to teachers to make decisions about working cooperatively with each other?” Or, “What information would be helpful to teachers to make decisions about working cooperatively with each other?”

12. STATING THE PROBLEM Review this statement… “How do we get rid of our present instructional system and install a more efficient method?” “How do we get rid of our present instructional system and install a more efficient method?” Is this a problem or solution statement? Is this a problem or solution statement?

13. A Solution Statement Again, the solution is given. A problem statement would be, “What are the characteristics of a teaching approach that we would like to have?” A problem statement would be, “What are the characteristics of a teaching approach that we would like to have?”

14. BEST PRACTICE The best practice suggests a separation of the solution from the problem; then the faculty can focus on understanding the details of the problem. The best practice suggests a separation of the solution from the problem; then the faculty can focus on understanding the details of the problem.

15. BEST PRACTICE Once this occurs, appropriate solutions are likely to emerge. Once this occurs, appropriate solutions are likely to emerge.

16. STATING THE PROBLEM There are no hard and fast rules for stating a problem. However, the art of group leadership is assisting the group to state questions in a problem, rather than a solution framework. There are no hard and fast rules for stating a problem. However, the art of group leadership is assisting the group to state questions in a problem, rather than a solution framework.

17. REFERENCES Greenberg, J. & Baron, R. A. (2003). Behavior in organizations: Understanding and managing the human side of work (8 th ed.). Upper Saddle River, NJ: Prentice Hall. Greenberg, J. & Baron, R. A. (2003). Behavior in organizations: Understanding and managing the human side of work (8 th ed.). Upper Saddle River, NJ: Prentice Hall.